Job Description
Teaching Assistant - Secondary School
Location: Ealing
If you are a graduate looking to build meaningful experience in education, this is an excellent opportunity to work within a structured and supportive secondary school. Secondary education is a crucial stage in a young person's development, and this role allows you to contribute directly to student progress and confidence.
About the Position
As a Teaching Assistant, you will play a key role in daily classroom life. You will support learning across a range of subjects, work closely with students who require additional guidance, and help foster a calm and focused learning environment. This role provides valuable hands-on experience for graduates considering careers in teaching, educational psychology, or youth work.
What You Will Be Doing
Supporting teachers during lessons across KS3 and KS4
Providing 1:1 and small group academic support
Helping students stay engaged, motivated, and on task
Supporting pupils with additional learning or behavioural needs
Assisting with lesson preparation and classroom resources
Observing student progress and sharing feedback with staff
Maintaining safeguarding and student wellbeing standards
About the School
The school is a well-organised secondary school with strong leadership and a clear focus on inclusion and achievement. Graduates are well supported, and the school offers an excellent environment to gain practical classroom experience. The school is conveniently located within Ealing.
Who We Are Looking For
A degree holder (essential)
A genuine interest in working with young people
A proactive, reliable, and professional approach
Strong communication and interpersonal skills
Right to work in the UK
Willingness to complete an enhanced DBS check
Working Pattern
Full-time position
Monday to Friday
8:30am - 4:30pm
Apply Today
If you are a graduate eager to gain practical experience in a secondary school setting in Ealing, this Teaching Assistant role is an ideal next step. Apply now to begin your education career.
