Primary Teaching Assistant (including SEND)

About the role

The British School of Geneva is looking for a Primary Teaching Assistant to support pupils in the primary school, including responsibilities for pupils with special educational needs and disabilities (SEND). The post holder works closely with the class teacher, supervises pupils and adapts support to each child's learning profile.

Key responsibilities

• Lead small-group phonics sessions and help pupils with reading, writing, speaking, spelling, handwriting, presentation, mathematics and other subjects.
• Clarify instructions, enable the use of equipment and materials, motivate pupils, support positive behaviour and help them concentrate on their work.
• Give teachers feedback on pupils' learning and progress, and liaise about pupils with specific learning needs or emerging concerns.
• Supervise breaks, lunchtimes and playgrounds, and accompany pupils on school trips and off-site activities.
• Be flexible and deployable across classes, year groups and areas of the school, and carry out administrative and supervisory duties.
• Support pupils with SEND (autism, ADHD, dyslexia, dysgraphia, dyscalculia) by adapting instructions and resources, implementing Learner Plans and IEPs, and providing targeted support in phonics, literacy, numeracy and executive functioning.
• Use consistent routines, visual supports and positive behaviour strategies, observe progress and share observations with teachers and the Head of Inclusion.

Required profile

• Experience working in an English-language school or educational environment.
• Experience supporting pupils with SEND, particularly autism, ADHD or dyslexia.
• Valid, up-to-date permit authorising work in Switzerland.
• Desirable: experience delivering individual or small-group interventions, implementing Learner Plans or IEPs, and knowledge of positive behaviour support.

Required skills

• Excellent verbal and written communication in English.
• Ability to communicate with pupils, parents and colleagues and work collaboratively.
• Understanding of inclusive classroom approaches and scaffolding learning.
• Commitment to safeguarding and wellbeing, with consistent professional boundaries.