There are lots of work in schools that aren’t TAs. It feels like you are mainly liking the job because the hours suit you.
I would say the role is very dependant on the school. My own experience is that general TAs are being phased out and supporting children with additional needs is the main focus, so if you have an idea that you are supporting the teacher in the classroom with giving out pens and workbooks and reading with the kids etc then I’d say it’s not that.
The really tough end of the role might be supporting a child who is prone to violent disregulation. Things might be thrown and if you get hurt it’s considered part of the job. I do get frustrated when people talk about ‘magic’ ie. someone just has a magic way with the disregulated kids because whilst that might be true, there’s then an expectation that everyone should have some magic and it’s not bloody Hogwarts.
You will need a good working knowledge of the curriculum to be able to give successful interventions. If you are full time you will usually be in class to see the input and the do a pre-teach or post teach where you can go over the work again with the children who might be a little behind. That can be a little daunting if it’s fractions or percentages and that’s not something you e done since you were a kid.
I always thought ‘how hard can it be, it’s blimming primary’, but then it’s really important to use the correct mathematical language and it will be very much changed from twenty odd years ago. Same with English. You might think ‘I can spell and write well’, but then suddenly it’s all subjunctive noun phrases and the correct use of a semi colon and you realise you haven’t a clue lol.
I would concur with others that volunteering will be your friend and might also get you a job. Get your foot in the door and anything could happen.