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Behaviour Mentor

Job in Abergavenny, Monmouthshire, NP7, Wales, UK
Listing for: Teaching Personnel
Full Time, Part Time position
Listed on 2026-08-06
Job specializations:
  • Education / Teaching
    Special Needs / Learning Disabilities, Teacher Assistant/ Paraprofessional, Special Education Assistant, School Counseling & Student Support
Salary/Wage Range or Industry Benchmark: 92.63 GBP Hourly GBP 92.63 HOUR
Job Description & How to Apply Below

Behaviour Mentor (1:1 Support - ADHD & Behavioural Needs)

Location: NP7
Contract Type: Full Time (September Start)
Integration: Part-time/flexible integration available this term
Pay: From £92.63 per day (paid weekly)

Are you passionate about making a real difference in a child's life?

Teaching Personnel is working with welcoming primary schools across the NP7 area to recruit compassionate, resilient, and dedicated Behaviour Mentors / Learning Support Assistants to provide 1:1 support for a primary-aged pupil with ADHD and behavioural needs
.

This is a highly rewarding opportunity for someone who can build positive relationships, remain calm under pressure, and provide consistent support to help pupils develop emotional regulation, confidence, and independence while achieving their full potential.

As a Behaviour Mentor, you will:

  • Provide dedicated 1:1 support for a pupil with ADHD and behavioural needs
  • Help improve attention, engagement, emotional regulation, and learning outcomes
  • Follow individual support plans, behaviour strategies, and risk assessments
  • Implement positive behaviour management techniques and consistent daily routines
  • Use effective de-escalation strategies to manage challenging behaviour when required
  • Support transitions between lessons, activities, and different areas of the school
  • Adapt learning activities to maintain focus, motivation, and participation
  • Deliver movement breaks, sensory strategies, and structured interventions to aid concentration
  • Encourage independence, resilience, confidence, and positive social interactions
  • Work collaboratively with teachers, the SENCo, parents, and external professionals
  • Contribute to creating a safe, structured, inclusive, and nurturing learning environment

We're looking for someone who has:

  • Experience supporting children with ADHD, SEMH, behavioural needs, or additional learning needs
  • A good understanding of ADHD and its impact on attention, impulsivity, emotional regulation, and behaviour
  • Strong behaviour management and de-escalation skills
  • Experience implementing structured routines and maintaining clear, consistent boundaries
  • Knowledge of positive reinforcement and reward-based approaches
  • An understanding of safeguarding, wellbeing, and SEND practices
  • The ability to identify behavioural triggers and respond appropriately
  • Excellent communication and teamwork skills
  • A patient, proactive, adaptable, and professional approach

You will be:

  • Patient, positive, and approachable
  • Calm, resilient, and confident under pressure
  • Firm but nurturing, with consistent expectations
  • Empathetic and understanding of pupils with ADHD and behavioural needs
  • Skilled at building trusting relationships
  • Confident supporting emotional regulation and impulsive behaviours

    Reliable, committed, and passionate about helping children succeed
  • Able to motivate pupils who may struggle with focus, engagement, or participation
  • In possession of an Enhanced DBS on the Update Service, or willing to apply for one
  • Weekly pay from £92.63 per day
  • Full-time role starting in September
  • Flexible integration opportunities available this term
  • Free CPD including ADHD Awareness, Behaviour Management, Safeguarding, SEND, and more
  • Ongoing support from a dedicated consultant
  • Opportunities for long-term, permanent, and career progression within local schools

If you're passionate about supporting children with additional needs and want to make a lasting impact on a young person's educational journey, we'd love to hear from you.

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