Learning Support Assistant - Tradewind Recruitment : Job Details

Learning Support Assistant - Cambridge - September 2025 Start - Temp to Perm - Permanent After 1 Year - £90-£100 per day (PAYE)

Are you experienced in supporting young people with special educational needs (SEN)?

Do you have a background in 1:1 support and a passion for making a difference?

Tradewind are currently seeking skilled and compassionate Learning Support Assistants to work in schools across Cambridge, starting in September 2025.

This is a temp-to-perm opportunity, with successful candidates offered permanent contracts after 1 year.

About the Role:

As a Learning Support Assistant, you will work closely with individual students who require additional help to access the curriculum. Most roles will be 1:1, supporting pupils with a range of SEN needs-including autism, ADHD, social-emotional challenges, or learning difficulties. Your day-to-day will include helping students engage in lessons, manage behaviour, and achieve academic and personal goals.

Requirements:

• Experience working 1:1 with children with SEN (in school, childcare, or relevant settings).
• A patient, calm, and resilient approach to behaviour and communication challenges.
• Excellent interpersonal skills and a genuine desire to support children's progress and wellbeing.
• A long-term mindset, with commitment to seeing a placement through to permanent employment.

What's On Offer:

• £90-£100 per day, paid weekly via PAYE.
• Full-time roles with consistent hours (Mon-Fri, school hours).
• Ongoing CPD and training opportunities through the National College
• Supportive, inclusive schools across Cambridge.
• A clear temp-to-perm pathway, with permanent contracts offered after 1 year.

Whether you've worked in a school setting before or supported children in another capacity, if you have strong SEN and 1:1 experience, we want to hear from you.

Apply now to become a Learning Support Assistant this September and take the next step in your career supporting children with SEN.

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