Maintenance Assistant

Clay Hill School is recruiting for a Maintenance Assistant to join their maintenance team on a part-time basis. We are looking for a passionate handyperson and an enthusiastic DIYer who will carry out reactive day-to-day maintenance issues within the site and its grounds. The role is 15 hours per week to be completed on Thursdays/Fridays (8am-4pm). You will assist in supporting our other homes in the community, liaising with contractors when on site and addressing ad-hoc requests from management as necessary.

• Exclusive access to reward and discount scheme
• Comprehensive induction
• Blue Light Card
• Commitment to your ongoing training and career progression
• Teacher pension scheme
• Paid for enhanced PVG/DBS
• Wellbeing support
• Cycle to work scheme and more!

Clay Hill School is an independent specialist day school for young people with autistic spectrum conditions (ASC) and associated complex needs. We provide education for young people aged 5 to 19 years. As part of Aspris Children’s Services, we are immensely proud of the career pathway and training we can offer you. We ask that you can demonstrate the values needed for a role, transferable skills and life experience and in return we will give you all the training and support you need to progress.

Ideally, you will have experience in some of the following areas: plumbing, electrical, carpentry, plastering (qualifications are not essential).

If you want to progress your career, Aspris Children’s Services will help you get there.

Aspris is committed to safeguarding and promoting the welfare of children. All applicants must be willing to undergo safeguarding screening appropriate to the post, including checks with Disclosure & Barring Service/Disclosure Scotland and at least 2 references which cover the last 3 years; for all our services we will request references from where you have worked with either Children or Vulnerable Adults.

Please be advised that references may be requested prior to interview for roles within our Schools.

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