SEMH Teaching Assistant

Class Teacher / SEMH Lead / SENCO / Head of Department

• Provide one-to-one and small group support for pupils with identified SEMH needs.
• Support pupils in managing emotions, behaviour, and engagement in learning activities.
• Help pupils understand instructions, remain focused, and complete learning tasks.
• Promote positive behaviour, emotional regulation strategies, and pro-social interactions.
• Build trusting relationships that support pupils’ emotional wellbeing and sense of safety.
• Encourage independence, confidence, self-esteem, and resilience.

• Work closely with the class teacher and SEMH lead to adapt learning approaches to meet individual emotional and behavioural needs.
• Reinforce learning objectives set by the teacher and SEMH/behaviour support plans.
• Use de-escalation strategies, trauma-informed approaches, and positive behaviour support techniques.
• Support the implementation of Individual Behaviour Plans (IBPs), Individual Education Plans (IEPs), or EHCP targets where appropriate.
• Help create a structured, predictable, and supportive learning environment.

• Observe and record pupil behaviour, emotional responses, and engagement in learning.
• Provide feedback to teachers, SEMH lead, and SENCO on pupil progress and wellbeing concerns.
• Contribute to behaviour reviews, pastoral meetings, and multi-agency discussions where appropriate.

• Maintain a safe, consistent, and emotionally supportive learning environment.
• Follow safeguarding, behaviour, health and safety, and confidentiality policies at all times.
• Work collaboratively with teachers, pastoral staff, therapists, and external agencies (e.g. CAMHS, social care where relevant).
• Support pupils during transitions, unstructured times (break/lunch), and school activities where needed.

• Experience working with children or young people, particularly those with SEMH needs or challenging behaviour.
• A calm, patient, consistent, and empathetic approach.
• Strong communication and teamwork skills.
• Ability to remain resilient in emotionally demanding situations.
• Understanding of safeguarding and commitment to pupil wellbeing.

• Relevant qualifications (e.g. Level 2 or 3 Teaching Assistant qualification).
• Knowledge of SEMH approaches such as trauma-informed practice, restorative approaches, or positive behaviour support.
• Experience working in a school or alternative provision setting.
• Understanding of attachment difficulties or adverse childhood experiences (ACEs).

• Term-time only (with possible training days).
• Hours as agreed by the school.
• Role may involve managing challenging behaviour and supporting pupils during emotional dysregulation or crisis situations, using approved de-escalation strategies.