SEN - Sen Teaching Assistant
il y a 8 jours
Leeds
About the Role We are seeking a dedicated, resilient and compassionate SEN Teaching Assistant to support pupils with Special Educational Needs and Disabilities (SEND), with a strong focus on Social, Emotional and Mental Health (SEMH) needs. You will be working closely with pupils across EYFS, KS1, KS2 or KS3/KS4, providing 1:1 support and small group intervention, helping learners to access education, regulate emotions and develop positive behaviour and life skills. Key Responsibilities Provide 1:1 and small group support for pupils with SEND and SEMH needs Support children with autism (ASD), ADHD, emotional regulation difficulties, anxiety, trauma and behaviour needs Implement individual education plans (IEPs), support plans, behaviour plans and EHCP targets Assist with emotional regulation, de-escalation strategies and positive behaviour support Promote engagement, inclusion, independence and resilience Support learning in line with the national curriculum, alternative provision or personalised learning pathways Work collaboratively with class teachers, SENCOs, therapists, pastoral teams and external agencies Use trauma-informed practice, restorative approaches and consistent behaviour management strategies Encourage social skills, communication skills and self-esteem Ensure safeguarding, wellbeing and health & safety procedures are followed at all times The Ideal Candidate Will Have Experience working as a SEN Teaching Assistant, Learning Support Assistant, Behaviour Mentor or SEMH Support Worker Strong understanding of SEND and SEMH, including challenging behaviour Experience supporting pupils with autism, ADHD, attachment difficulties, emotional and behavioural needs A calm, patient and empathetic approach Excellent communication, teamwork and relationship-building skills The ability to remain resilient and proactive in challenging situations A genuine passion for supporting vulnerable learners to succeed An understanding of positive behaviour support and emotional regulation strategies Desirable (but not essential) Background in SEMH schools, alternative provision, PRUs or specialist settings Training in Team Teach, de-escalation, safeguarding or trauma-informed practice Experience with non-verbal communication, sensory needs and personalised learning CACHE Level 2/3, SEN qualification or equivalent experience