SEMH Learning Support Assistant

TimePlan Education

SEMH Learning Support Assistant - Gorton, East Manchester

Location: Gorton, East Manchester
Salary: £100-£110 per day, depending on experience
Contract: Can offer part time ad-hoc, or full time long term possitions
Start Date: ASAP
Agency: TimePlan Education

Are you an experienced Learning Support Assistant who is passionate about supporting young people with SEMH needs?

TimePlan Education are currently recruiting for a dedicated SEMH Learning Support Assistant to join a small, supportive alternative provision setting in Gorton, East Manchester.

This is an excellent opportunity for someone who enjoys building positive relationships with young people and wants to make a genuine difference to pupils who may have struggled to engage within a mainstream school environment.



The Role

As an SEMH Learning Support Assistant, you will work closely with teaching staff to support pupils both academically and pastorally.

You will help create a calm, structured and positive learning environment, while providing individual support to pupils who may present with challenging behaviour, emotional needs or difficulties engaging with education.

Your responsibilities will include:

  • Supporting pupils aged 11-16 with SEMH and additional learning needs
  • Providing 1:1 and small-group support both inside and outside the classroom
  • Helping pupils engage positively with learning and the wider school environment
  • Building trusting and positive relationships with pupils
  • Supporting behaviour management and helping pupils regulate their emotions
  • Working alongside teachers and pastoral staff to support individual pupil needs
  • Encouraging positive behaviour, attendance and engagement
  • Helping pupils develop confidence, resilience and independence
  • Supporting pupils with their academic work and wider personal development
  • Following safeguarding and school policies at all times


About You

The successful candidate will ideally have experience working with young people with SEMH needs, challenging behaviour or additional needs.

You may be an experienced Teaching Assistant, Learning Support Assistant, Behaviour Mentor, Youth Worker, Support Worker or similar professional looking to develop your career within education.

We're particularly interested in hearing from candidates who are:

  • Patient, resilient and empathetic
  • Confident managing challenging behaviour
  • Able to build strong relationships with young people
  • Calm and consistent in difficult situations
  • Passionate about supporting pupils who may have experienced barriers to education
  • Able to work effectively as part of a team
  • Committed to safeguarding and promoting the welfare of children

Previous experience within SEMH, PRU, alternative provision, SEND, youth work or residential settings would be highly advantageous.



The Setting

The school is a small alternative provision in Gorton, supporting young people aged 11-16 who may have struggled to engage with mainstream education.

The setting provides a nurturing and supportive environment, with a focus on helping pupils make positive progress and, where appropriate, reintegrate into mainstream education or move successfully into further education, training or employment.

The provision is based within a youth zone, giving pupils access to a range of recreational and enrichment facilities alongside their education.



Why Work with TimePlan Education?

At TimePlan, we work closely with schools and education settings across the UK to connect talented education professionals with rewarding opportunities.

As your agency, we can offer:

  • Competitive daily rates
  • Long-term and permanent opportunities
  • Dedicated consultant support
  • Access to a wide range of education vacancies
  • Support with the registration and compliance process
  • Opportunities to develop your education career


Interested?

If you're an SEMH Learning Support Assistant who is looking for a rewarding new opportunity in Gorton, we'd love to hear from you.

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