Volunteer in a School Near You — and Take Your First Step Towards a Career in Education

TiEGr Skills Bootcamp learners are gaining real classroom experience across Essex, Devon, Kent and Wiltshire. Could your school be part of their journey?

Volunteering with TiEGr – Real Experience. Real Impact.

At The International Education Group (TiEGr), we believe that the best way to prepare for a career working with children is to be in a classroom, learning alongside the people you want to support.

Our Teaching Assistant and SEND Skills Bootcamp learners are passionate, motivated adults who are training to become Teaching Assistants and Learning Support Assistants. They have already completed training in safeguarding, SEND awareness, behaviour management and communication — and now they are looking for the one thing that no classroom can teach: real experience.

That is where you come in.

We are looking for primary schools, special schools and educational settings across Essex, Devon, Kent and Wiltshire who would be willing to welcome one of our learners as a volunteer. There is no fixed commitment, no formal mentoring required and no paperwork on your part. Just a warm welcome and a place in your school community.

Simple, Flexible and Rewarding

Volunteering with TiEGr is designed to be as straightforward as possible for everyone involved. We work around your schedule, your school’s capacity and the needs of your class.

 

A TYPICAL VOLUNTEERING PLACEMENT MIGHT INCLUDE:

  • Supporting a teacher or TA in the classroom during lessons
  • Working with small groups of children on reading, writing or numeracy activities
  • Supporting children with SEND — including communication support, sensory breaks or 1:1 activities
  • Helping during break, lunch or transition times
  • Assisting with art, music, PE or outdoor learning sessions

WHAT WE ASK OF YOUR SCHOOL:

  • Welcome our learner and introduce them to your safeguarding procedures on their first day
  • Supervise our learner as you would any other volunteer
  • Share agreed dates and times so we can log the placement for our learner’s records
  • Where possible — and entirely optionally — share brief informal feedback with our learner

 

WHAT WE DO NOT ASK:

  • No formal observations or assessments
  • No dedicated mentor
  • No paperwork or reports
  • No fixed long-term commitment

WHAT YOUR SCHOOL GETS IN RETURN:

  • Additional classroom support at no cost to the school
  • First access to TiEGr graduates for supply, temporary or permanent TA and LSA roles
  • A relationship with TiEGr that could lead to ongoing learner referrals each cohort

 

SAFEGUARDING:

All TiEGr learners hold or are in the process of obtaining an Enhanced DBS certificate with Children’s Barred List check, in line with KCSIE 2026 requirements effective from 1 September 2026. All learners have completed safeguarding and child protection training as part of their Skills Bootcamp. Full details are available in our School Volunteer Partnership Information Pack on request.

Find out more about your volunteers’ training courses

ESSEX

Skills Bootcamp: Teaching Assistant and SEND – Essex

Our Essex Skills Bootcamp trains learners across Chelmsford, Basildon, Southend-on-Sea and surrounding areas. Fully funded by the Department for Education, the programme prepares learners for Teaching Assistant and LSA roles in Essex primary, special and secondary schools.

 

ESSEX LEARNERS ARE TRAINED IN:

  • SEND awareness and inclusive classroom practice
  • Safeguarding and child protection
  • Behaviour management and de-escalation
  • Communication support including Makaton
  • Supporting teaching and learning across the primary curriculum

 

INTERESTED IN HOSTING AN ESSEX VOLUNTEER?

E: nakita.stapleton@tiegr.org  |  T: +44 (0) 7981 750287

DEVON

Skills Bootcamp: Teaching Assistant and SEND – Devon

Our Devon Skills Bootcamp supports learners across Barnstaple, Exeter, Plymouth and surrounding rural areas. Many Devon learners are passionate about working with children in their local community.

 

DEVON LEARNERS ARE TRAINED IN:

  • SEND awareness and inclusive classroom practice
  • Safeguarding and child protection
  • Behaviour management and de-escalation
  • Communication support including Makaton
  • Supporting teaching and learning across the primary curriculum
  • Supporting learners with SEMH (Social, Emotional and Mental Health) needs

 

INTERESTED IN HOSTING A DEVON VOLUNTEER?

E: nakita.stapleton@tiegr.org  |  T: +44 (0) 7981 750287

KENT

Skills Bootcamp: Teaching Assistant and SEND – Kent

Kent is one of our longest-established regions. Our Kent volunteers are already making a difference in classrooms across the county, from Folkestone to Maidstone.

 

KENT LEARNERS ARE TRAINED IN:

  • SEND awareness and inclusive classroom practice
  • Safeguarding and child protection
  • Behaviour management and de-escalation
  • Communication support including Makaton
  • Supporting teaching and learning across the primary curriculum
  • Supporting learners with complex SEND needs in specialist and mainstream settings

 

KENT VOLUNTEERING PARTNERS (2026):

  • Lyminge Church of England Primary School
  • North Borough Junior School, Maidstone
  • ASPIRE Federation (4 schools)
  • Christ Church CEP Academy, Folkestone
  • Skinners’ Kent Primary School

 

INTERESTED IN HOSTING A KENT VOLUNTEER?

E: nakita.stapleton@tiegr.org  |  T: +44 (0) 7981 750287

WILTSHIRE

Skills Bootcamp: Teaching Assistant and SEND – Wiltshire

Our Wiltshire Skills Bootcamp supports learners across Salisbury, Swindon, Chippenham and surrounding areas, covering both urban and rural communities.

 

WILTSHIRE LEARNERS ARE TRAINED IN:

  • SEND awareness and inclusive classroom practice
  • Safeguarding and child protection
  • Behaviour management and de-escalation
  • Communication support including Makaton
  • Supporting teaching and learning across the primary curriculum

 

INTERESTED IN HOSTING A WILTSHIRE VOLUNTEER?

E: nakita.stapleton@tiegr.org  |  T: +44 (0) 7981 750287

Some volunteering Case Studies

Devon – Hannah*

Background:

Hannah had been a full-time parent for six years and previously worked in customer service. She wanted to become a teaching assistant but lacked recent classroom experience.

Volunteering:

Following the Devon Teaching Assistant Skills Bootcamp, Hannah volunteered one morning a week at a local primary school. She listened to Year 2 pupils read, supported small-group literacy activities, prepared classroom resources and helped children during transitions.

What she learned:

Hannah developed a practical understanding of classroom routines, safeguarding, positive behaviour strategies and how to encourage children without completing tasks for them.

What happened next:

The school provided Hannah with a professional reference. She secured interviews through an education recruitment agency and was subsequently offered a part-time teaching assistant position.

Learner quote:

“Volunteering helped me turn what I had learned on the Bootcamp into real classroom experience. It gave me the confidence and evidence I needed at interview.”

*Example case study

Kent – Aisha*

Background:

Aisha previously worked in retail but wanted a career that would allow her to support children with additional needs. Before joining the Kent Teaching Assistant and SEND Skills Bootcamp, she had no experience of working in a school.

Volunteering:

Aisha volunteered twice a week in a Kent primary school. She supported a child using a visual timetable, helped with reading activities, observed sensory breaks and worked alongside the class teacher during small-group tasks.

What she learned:

She learned how small adjustments can help children participate, communicate and feel included. She also developed confidence working as part of a school team and following professional boundaries.

What happened next:

Her volunteering experience strengthened her CV and provided examples for competency-based interviews. Aisha secured a paid placement as a SEND teaching assistant through a local agency.

Learner quote:

“The experience showed me that SEND support was the right direction for me. I learned to notice what each child needed instead of expecting every child to respond in the same way.”

*Example case study

Essex – Sophie*

Background:

Sophie was working limited hours in retail after taking time away from employment to care for her children. She joined the Essex Early Years and SEND Skills Bootcamp because she wanted to work in a nursery but was concerned that employers would expect recent experience.

Volunteering:

Sophie volunteered at a local preschool, supporting creative play, story time, snack routines and outdoor activities. She helped practitioners prepare resources and observed how children’s interests and development were recorded.

What she learned:

Sophie developed a much clearer understanding of the EYFS, play-based learning, safeguarding and inclusive practice. She also learned how practitioners support children’s communication, independence and emotional development through everyday activities.

What happened next:

The preschool invited Sophie to complete a paid trial shift. She was subsequently offered a nursery assistant position and began exploring opportunities to gain a full Level 3 early-years qualification.

Learner quote:

“Volunteering reminded me how much I had to offer. By the end, I felt comfortable joining activities, speaking with practitioners and supporting children independently.”

*Example case study

Wiltshire – Daniel*

Background:

Daniel had previously worked in warehousing and hospitality but wanted a more purposeful career. He joined the Wiltshire Teaching Assistant, SEND and Mental Health Skills Bootcamp with transferable skills but no formal education-sector experience.

Volunteering:

Daniel volunteered in a primary school near Swindon. He supported small-group reading and maths activities, helped supervise pupils during breaks and worked with children who needed encouragement to remain engaged with learning.

What he learned:

Daniel learned the importance of calm communication, consistent boundaries and building trusting relationships. He also gained a better understanding of how emotional wellbeing and unmet needs can affect behaviour and learning.

What happened next:

The volunteering placement enabled Daniel to obtain a school reference and demonstrate his suitability at interview. He went on to secure a learning support assistant role.

Learner quote:

“I thought my lack of school experience would hold me back. Volunteering showed me that the communication, patience and teamwork skills from my previous jobs were genuinely valuable.”

*Example case study

Wiltshire – Irene

Hi Irene, can you please tell us about your new job?

I will be working as a Language Assistant and Cover Supervisor in a secondary school in Wiltshire. I’ll be teaching different age groups, especially GCSE and A Level Spanish, as well as covering other lessons.

What were you doing before you started the course?

Before I started the course, I was working as a freelance interpreter for the NHS in Spanish and French, as I speak both languages.

What made you decide to join our TA and SEN course?

I’m originally from Peru, where I worked as a language teacher. I couldn’t validate my teaching qualification in the UK, so over the years I’ve mainly worked in business.

Last year I had the opportunity to work in a secondary school, and I realised I needed better strategies to help children with ADHD, anxiety and autism. When I found out about this course, I thought it was ideal. It was perfect because it would prepare me if I wanted to get back into teaching and give me the right strategies to support children.

How would you describe your experience on the course? What were the benefits?

I think this course has been really good. My tutor, Pat, explained everything clearly. I had recently found out that I’m neurodivergent, so I found it easy to follow the way the course was delivered.

There were different activities throughout the course, including interactive rooms where we could exchange ideas with other learners, activities to complete at home to reinforce what we had learned, and one-to-one sessions so we could track our progress.

There were always people helping us. Gemma supported me a lot with employability and getting a job. I also had sessions with other people at TiEGr, and one of the biggest benefits was being introduced to recruitment agencies. One of those agencies contacted me and that’s how I got the job I’ll be starting.

Did the course content help you with your interview?

Yes. We covered safeguarding in depth, so I was prepared to answer the key safeguarding questions during my interview.

Although I already had the language skills and experience, many of the interview questions were about safeguarding. The school wanted to make sure I was up to date with the latest government guidance and requirements.

Thanks to the course, I had all that information. I was successful, and they told me they were surprised that I knew more than they expected.

How did you find the school interview process?

At first, I was very worried about the interview.

Before the formal interview, I had an informal meeting with members of the leadership team. They were very approachable and friendly, and the conversation flowed easily. It helped me feel comfortable before the formal interview.

For the formal interview, I taught a lesson and then had an interview. Overall, I found the school very welcoming and supportive throughout the process.

Did the employability sessions help prepare you?

Yes, they definitely did.

The employability sessions gave me clearer expectations about what I could achieve and the opportunities available to me.

The most important thing was that they helped me completely update my CV, highlighting everything I had learned on the course and tailoring it towards teaching assistant and education roles. I added my Spanish and French qualifications before the interview, but TiEGr helped me with most of the CV, which made a real difference.

Would you recommend the course to others?

Yes, definitely.

There is lots of important information on the course, especially the latest information about education, safeguarding and how to support children with autism, ADHD and other additional needs.

I also learned about the different types of support and software available for children who cannot hear or communicate easily. There was lots of new information that I hadn’t known before.

Is there anything else you’d like to tell us about your experience?

My experience has been really good. Everyone has been very helpful and patient with me.

It has taken me a little longer to complete the course because I was recently diagnosed with ADHD. Throughout that time, everyone has been very supportive.

The course was very engaging. I could work with the tutor and other learners, join virtual rooms to exchange ideas, and work together on the activities and projects.

It’s been a really interesting course, and I would definitely recommend it.

Ready to Welcome a TiEGr Volunteer?

Whether you can offer a regular weekly slot or just a few days a term, we would love to hear from you. Get in touch with Nakita today and we will find an arrangement that works for your school.

Get in Touch