Level 3 Teaching Assistant

New Bridge Multi-Academy Trust is a vibrant, aspirational and inclusive multi-academy trust of eight special schools and two specialist post-16 provisions across Oldham, Tameside and Rochdale. As part of the wider New Bridge Group there are also two post-19 provisions. Our settings support a wide spectrum of needs from age 419 and beyond. The Trust is proud to be national leaders in Special Education and has a culture of creating outstanding opportunities for all.

Thomas Ashton School is entering an exciting phase of development, and we are looking for passionate, resilient and committed practitioners to join our team. We currently have opportunities within both our Key Stage 2 and Key Stage 3 provisions. Whilst both roles require a relational, trauma-informed approach, they offer distinct opportunities to support pupils at different stages of their educational journey.

Our pupils have complex needs, including significant SEMH challenges, and many have experienced trauma, disruption and inconsistency in their lives. As a result, the ability to provide calm, predictable and consistent support every day is essential.

At the heart of our approach is unconditional positive regard, the belief that every child deserves dignity, consistency, safety and an adult who will remain alongside them, even in their most challenging moments.

At every level, you will model a relational, trauma-informed approach that prioritises learning, inclusion, emotional wellbeing and the consistent boundaries and routines that help children feel safe and succeed.

Key Stage 2 Teaching Assistant

Our Key Stage 2 provision supports younger pupils who are often at the earliest stage of their SEMH journey. Many pupils require significant support to develop emotional regulation, build positive relationships and re-engage with learning.

The successful candidate will:

• Create a nurturing, structured and highly predictable environment where pupils feel safe.
• Establish consistent routines that reduce anxiety and build confidence.
• Use play, creativity and relationship-based approaches to support engagement.
• Help pupils develop communication, emotional literacy and self-regulation skills.
• Be a reliable adult presence who pupils can trust and depend upon each day.

This role is particularly suited to individuals with experience or interest in primary education, nurture provision, trauma-informed practice or early intervention.

Key Stage 3 Teaching Assistant

Our Key Stage 3 provision supports pupils as they navigate adolescence, increasing independence and preparation for their future. Pupils have significant SEMH needs and may present with more entrenched patterns of behaviour linked to adverse childhood experiences and previous educational disruption.

The successful candidate will:

• Build strong, authentic relationships whilst maintaining high expectations and consistent boundaries.
• Support pupils to understand routines, expectations and consequences through a relational approach.
• Provide calm, predictable responses during periods of challenge or crisis.
• Help pupils develop resilience, self-belief and readiness for adulthood.
• Work collaboratively with colleagues to ensure a consistent approach across the school day.

This role is particularly suited to individuals with experience or interest in secondary education, alternative provision, youth work, mentoring or specialist SEMH settings.

We are looking for someone who:

• Understands the complex barriers faced by pupils with SEN and SEMH needs
• Can build strong, trusting relationships with pupils and colleagues
• Demonstrates warmth, patience, empathy and consistency.
• Maintains high expectations whilst remaining calm and relational.
• Understands that children thrive when adults provide predictable and reliable support.
• Is resilient, reflective and able to work in emotionally demanding contexts.
• Works effectively as part of a team and contributes positively to school life.

Can you:

• Support teaching and learning to reduce anxiety, build confidence and promote engagement?
• Demonstrate a nurturing approach to behaviour management and understand that behaviour is communication?
• Deliver targeted interventions to small groups?
• Monitor and assess pupil progress and engagement, reporting effectively to teachers and stakeholders?
• Support pupils’ social, emotional and personal development?
• Provide short-term cover for teaching staff where required?
• Contribute to a safe, structured and supportive school environment?

Experience in SEMH, alternative provision or similarly challenging contexts is highly valued, but above all we are looking for individuals whose values align with our mission. We recognise that meaningful change for our pupils is rarely achieved through one-off interventions. Instead, it is achieved through consistent relationships, consistent expectations and consistent care over time.

This is not simply joining a school; it is helping create the next chapter of a specialist SEMH provision within the highly respected New Bridge MAT.

We offer:

• A values driven, relational culture

• High-quality CPD through the Trust’s Everyone Learning Team

• Opportunities to influence practice beyond your own school

• Pension scheme, Trust TOIL scheme, HSF and wellbeing benefits
• A supportive leadership team who believe in thoughtful, ethical accountability, and above all, care.

This is an emotionally demanding role, but it is also one of the most meaningful, purpose driven opportunities in education today.

New Bridge MAT is committed to safeguarding and promoting the welfare of children and applicants must have a commitment to safeguarding young people. This post is subject to a satisfactory enhanced disclosure from the Disclosure and Barring Service and references will be sought prior to interview.

This post will be subject to a number of pre-employment checks including an enhanced DBS check, satisfactory references and proof of right to work in the UK in accordance with the Asylum and Immigration Act 1996. It will be exempt from the provisions of the Rehabilitation of Offenders Act 1974. DBS Code of Practice which can be viewed here.

For successful candidates, an online search will be carried out as part of our due diligence in line with Keeping Children Safe in Education 2024

We strive to create a fair and inclusive workplace that is as diverse as the communities we serve. We positively welcome applications from all candidates regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.

Salary: NJC scale points 12-17: £29,542 £32,046 per annum (full time equivalent)

Actual Salary: NJC scale points 12-17: £22,400 - £24,298 per annum

Based: Thomas Ashton School (Upper) Bennett Street, Hyde SK14 4SS or (Lower) Lumb Lane, Audenshaw, M34 5SF

Status: Permanent and Fixed Term opportunities available

Commencing: 1^st January 2027

Hours of work: 32 hours 30 minutes per week (TTO) plus 5 days (195 days)

Closing Date: Thursday 5^th Nov 2026 (9am)

Shortlisting: Thursday 5^th Nov 2026

Interviews: Wednesday 11^th /Thursday 12^th November 2026

For visits or further information, please contact: info@thomasashton.org

Completed application forms via email to: recruitment@newbridgegroup.org