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Closing Date: 18/09/2026 Contract Type: Temporary until 25/07/2027 Salary: £9,809 - £10,006 Hours: 15 hours
At McLaren High School, we are committed to excellence in education and the holistic development of our young people.
With a team of highly professional teaching and support staff, we set high expectations for our pupils, working in partnership with parents to challenge, support, and inspire them.
Our school community is built on the core values of Inclusivity, Community, Kindness, and Growth, ensuring that every pupil is empowered to succeed, develop confidence, and become a responsible global citizen.
We have a team of SLA’s, co-ordinated by the Principal Teacher Support for Learning, who work closely with the class Teachers to support pupils with their learning.
We are seeking an additional SLA to join the team on a temporary basis until June 2026.
This post would be 15 hours per week to be worked across 3 days.
If you are enthusiastic, self organised and passionate about making a difference to young people, supporting them to grow and achieve their potential then we would love to receive your application.
You will primarily work with pupils in S1-3 either within the classroom or through small group / one to one support in our support for Learning Hub.
In addition you may be required to support pupils to transition and attend college or provide support to senior pupils with SQA assessments.
The successful candidate will be required to be a member of the Protecting Vulnerable Groups Scheme (PVG) for Children.
If your application is progressed after the interview, you will be asked to complete the form and have your details verified.
If you’ve got the right skills for the job we want to hear from you.
We encourage applications from the right candidates regardless of age (restrictions apply to Modern Apprenticeships), disability, gender identity, sexual orientation, religion, belief or race.
Scottish local authority providing public services to residents, businesses and visitors in the Stirling council area.
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