SEMH Inclusion Practitioner

Organisation:
Leicestershire County Council

Work Location:

Oakfield North Short Stay Primary School, Forest Street, Shepshed, LE12 9DB
and Oakfield South Short Stay Primary School, Auburn Road, Blaby, Leicestershire, LE8 4DA
Salary: £32,070 to £34,359 per annum (pro rata for part-time) (Pay award pending)

Working Hours:

34 hours per week - Term time only- 39 weeks per year Contract Type:
Permanent Closing Date: 26th August 2026

Interview Date(s):
Wednesday 9th &10th September 2026

Are you passionate about supporting young people with Social, Emotional, and Mental Health (SEMH) needs in primary mainstream educational settings? Do you have the expertise to help schools implement trauma-informed strategies to enhance learning and well-being? If so, we have an exciting opportunity for you to make a real difference!

Due to the expansion of our school-to-school department, we are looking for talented individuals to join our hard working and dedicated team to help pupils within our Local Authority, to successfully access their mainstream provision. Whilst the majority of your time will be spent supporting different schools in locality, our team are based at Oakfield Short Stay School, at Shepshed and Earl Shilton.

You can be deployed to either base as demand requires, as well as working with primary and SEMH bases across the county preventing exclusions, preparing, and supporting pupils for reintegration within primary settings, including KS3 pupils as required. The role involves travel across the county for which mileage can be claimed, in accordance with Local Authority policy. Oakfield Short Stay Primary is a 30 place SEMH pupil referral unit for Leicestershire.

As a member of our team, you will be committed to providing high quality inclusive provision and be able to share your skills, expertise, and knowledge across the schools in Leicestershire. You will be expected to advise and support a range of interventions and teaching adaptations to promote reasonable adjustments and make learning engaging and accessible to all. You will be expected to share with teachers and teaching assistants the skills, knowledge and positive attitudes to keep children with SEMH challenges successfully within their mainstream settings.

We are looking for dedicated and caring practitioners, who work well as part of a team, whilst using their initiative when working independently. Staff who have worked in our team are highly sort after by mainstream schools, so this is an ideal opportunity to develop your skills to progress your career.

A DBS enhanced check for a regulated activity is required for this post.

We are looking for someone with proven experience of working with young people with SEMH needs in educational settings who has a strong understanding of trauma-informed practices and inclusive strategies. You must have excellent coaching and mentoring skills, with the ability to guide school staff effectively. The post holder must have the ability to work collaboratively with a range of professionals, including senior leaders and specialist staff.

A commitment to improving outcomes for young people facing SEMH challenges is essential.

Reasonable adjustments will be considered for applicants with a disability.

• A HLTA qualification or equivalent with GCSE Grade C or above or equivalent in Mathematics and English Language.
• Supporting Schools:
  Work alongside school staff to embed trauma-informed practices, ensuring a nurturing and supportive environment for the young person.
• Coaching & Modelling Best Practice:
  Provide guidance to teaching and support staff by demonstrating effective strategies and fostering inclusive teaching methods for children with complex SEMH needs.
• Collaboration with Senior Leaders and wider professionals:
  Work with a range of professional teams to advise and promote best practices in SEMH support. Actively contributing advice and recommendations through primary inclusion forums and other local authority sources of support.
• Regular Drop-ins for Continued Support: engagement with schools, offering regular visits and follow-ups to ensure consistency and progress.
• Detailed Record-Keeping:
  Maintain accurate records in line with the school's graduated response framework, tracking progress and documenting key interventions.
• Can demonstrate emotional resilience, adaptability and has the ability to maintain a positive and professional outlook when working in challenging situations.

In addition, we also expect you to share our commitment to our values and to delivering accessible and inclusive services which meet the needs of all of our residents. You will be asked to demonstrate your understanding of these commitments as part of the selection process.

We are a Disability Confident Employer.