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High Level Teaching Assistant

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HLTA
Key Details
- HLTA: based in Croydon, South London
- HLTA: ASAP start
- HLTA: flexible, full-time and day-to-day opportunities available
- HLTA: paid at competitive daily rates
- HLTA: opportunities available across primary schools
- HLTA: applicants must have HLTA experience or relevant experience working as a Teaching Assistant within a primary school setting
If you answered yes to the above, then this HLTA role is for you.
The Role: HLTA
We are seeking enthusiastic and dedicated HLTAs to join a range of welcoming primary schools across Croydon, South London, with ASAP starts available.
As an HLTA, you will be responsible for supporting teaching and learning across the primary age range, delivering pre-planned lessons and activities, and providing targeted support to pupils where required. You will have the opportunity to work across different year groups and schools, providing valuable teaching and learning support wherever it is needed.
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The ideal candidate will have strong classroom management skills, excellent communication skills, and a flexible, adaptable approach. You should be confident working independently, delivering lessons, and supporting pupils with a range of abilities and needs. This is an excellent opportunity for an experienced Teaching Assistant or HLTA looking for flexibility while gaining experience across a variety of primary school settings.


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The School: HLTA
The schools we work with are welcoming and inclusive primary schools located across Croydon and South London, catering for children across the primary age range.
The schools pride themselves on creating supportive and nurturing learning environments where pupils are encouraged to achieve their full potential. You will be joining schools with dedicated staff teams and supportive leadership who value high-quality teaching and positive relationships with pupils.
With excellent transport links across Croydon and surrounding areas, these schools are easily accessible from South London and central London.
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