Aspiring Criminal Justice Officer – Learning Support Assistant

Aspiring Criminal Justice Officer – Learning Support Assistant – Ealing – Starting September 2026!

Pay: £108 per day

Location:

Ealing

Start Date:

September 2026 (flexible intake)

Schedule:

Monday to Friday, 8:30 am – 3:45 pm, term time only
Training:
Full education, training, and CPD provided

Are you a criminology, psychology, or sociology graduate looking for the perfect role to launch your career in the criminal justice system? This Learning Support Assistant position is an ideal opportunity to gain substantial hands‑on experience working with vulnerable young people in a secondary school and alternative provision setting in Ealing. You will be supporting students who face complex barriers to learning, including social, emotional, and mental health (SEMH) needs, challenging behaviour, and involvement with the criminal justice system.

The school and its alternative provision provide a structured, supportive, and restorative environment for young people who have struggled in mainstream education. By utilising trauma‑informed practices and positive behaviour management strategies, the team supports pupils in re‑engaging with education, developing pro‑social skills, and building pathways toward positive futures. This role offers an excellent foundation for graduates aiming to progress into youth justice, probation, policing, social work, forensic psychology, or wider criminal justice roles.

Milk Education is committed to safeguarding and promoting the welfare of children and young people. We are proudly APSCo Compliance+ accredited, reflecting our dedication to the highest standards in safer recruitment. All applicants will be subject to thorough compliance checks in line with DfE, Keeping Children Safe in Education, and APSCo guidelines.

This Learning Support Assistant role within a secondary school and alternative provision offers the opportunity to:

• Gain In-Depth
  
  Experience:
  
  Support vulnerable young people on both an individual and small‑group basis, developing a profound understanding of the factors that lead to offending behaviour, including adverse childhood experiences (ACEs), SEMH needs, and behavioural challenges.

• Apply Restorative and Behavioural Principles:
  Observe and participate in the application of restorative justice approaches, de‑escalation techniques, and positive behaviour support strategies used to manage conflict and repair relationships.

• Work with a Multi‑Agency Team:
  Collaborate closely with teachers, pastoral staff, SENCOs, and external agencies such as social care and youth offending teams (YOTs), gaining insight into holistic interventions and the multi‑agency approach central to criminal justice.

• Build Core Professional
  
  Skills:
  
  Develop essential skills for a career in the criminal justice system, including rapport‑building with hard‑to‑reach young people, boundary setting, risk assessment, reflective practice, and professional report writing.

• Make a Real Difference:
  Have a meaningful impact on young people’s life chances by supporting their personal development, reducing barriers to education, and helping to steer them away from involvement in the justice system.

This role offers a unique and powerful opportunity to explore the intersection of neurodiversity, social justice, and offending behaviour. Autistic children and young people are disproportionately vulnerable to criminalisation and social exclusion, often due to misunderstandings around their communication styles, sensory needs, and social interactions being misinterpreted as challenging or op positional behaviour.

As a Learning Support Assistant in Ealing, you will play a crucial role in breaking this cycle. You will:

• Champion Neuro‑Inclusive Practice:
  Learn to identify and support the specific needs of autistic young people, using tailored communication strategies, sensory regulation techniques, and predictable routines to create a safe, accessible learning environment. This directly reduces the risk of conflict and exclusion.

• Bridge the Gap Between Education and Community:
  Work with young…