Cover Supervisor

• Deliver planned learning activities in the absence of teaching staff.

• Ensure lessons continue with minimal disruption and maximum engagement.

• Maintain consistent expectations, routines and boundaries across the provision.

• Provide pupils with stability during periods of staff absence.

• Support learners to remain focused, regulated and engaged throughout the school day.

• Develop strong, professional relationships with pupils based on trust, respect and high expectations.

• Act as a positive role model for behavior, communication and emotional regulation.

• Support pupils who may experience anxiety or difficulty coping with change.

• Promote a culture of belonging, inclusion and mutual respect.

• Implement the academy’s behavior and relational practice approaches.

• Use restorative and trauma-informed strategies to support pupils.

• Work alongside teaching and pastoral staff to remove barriers to learning.

• Support pupils in developing self-regulation and positive decision-making skills.

• Assist with break times, transitions and other key points throughout the school day.

• Deliver pre-prepared lessons and activities across a range of curriculum areas.

• Support pupils individually and in small groups.

• Monitor engagement and provide feedback to teaching staff.

• Encourage high standards of effort, participation and achievement.

• Promote the safety and wellbeing of all pupils.

• Be vigilant to safeguarding concerns and report them promptly in line with school procedures.

• Contribute to a nurturing and supportive environment where pupils feel safe and valued.

• Support attendance and engagement by building positive relationships with learners and families where appropriate.

• Build trusted relationships with pupils and staff.

• Contribute to a culture where every learner feels valued and included.

• Help pupils develop resilience, self-regulation and positive learning behaviors.

• Maintain high expectations while providing support and encouragement.

• Ensure learning continues uninterrupted during staff absence.

• Support pupils to develop the skills and habits needed for future success.

Most importantly, they will provide consistency, stability and trusted adult presence that enables vulnerable young people to remain engaged, regulated and successful, regardless of changes in staffing or circumstance.