Level Teaching Assistant

This HLTA role focuses on supporting students with significant Social, Emotional and Mental Health (SEMH) needs, as well as those with barriers around Cognition and Learning. Working closely with the Assistant Principal, SENDCo and wider Inclusion and Pastoral teams, you will deliver targeted interventions, monitor progress and help students develop confidence, resilience and independence. You will liaise with staff, families and external agencies to ensure students receive the right support, while contributing to a positive, inclusive environment where wellbeing and engagement are prioritised.

The Ideal Candidate will:

• Have experience supporting students in a mainstream and/or specialist setting
• Demonstrate strong communication skills and the ability to build trust with students and families
• Show confidence in leading interventions and supporting learning
• Work collaboratively with teachers, pastoral staff and external professionals
• Display excellent behaviour‑management skills and a calm, supportive approach
• Be committed to safeguarding, inclusion and promoting student wellbeing
• Be proactive, reflective and willing to undertake further training

The purpose of this important role is to support students who are experiencing significant issues around their Social, Emotional and Mental Health. This will involve the implementation of SEMH interventions with particular focus on students with emotional or mental health issues.

The Higher-Level Teaching Assistant will work closely with the Assistant Principal (Safeguarding, Inclusion and Wellbeing), SENDCo and the wider Inclusion/Pastoral teams, to support those students identified as having significant needs around Cognition and Learning and/or SEMH. The successful candidate will lead the delivery of an agreed programme of intervention, to identify and support student well-being, engagement and progress. The successful candidate will liaise with relevant inclusion staff, teachers and external agencies to deliver bespoke support and monitor and evaluate progress made toward specific targets within an agreed supportive framework.

This post requires the post holder to work in settings with children and young adults. Any employment offer is therefore subject to the results of an Enhanced Disclosure from the Disclosure and Barring Service (DBS). People who may have contact with younger children (i.e. primary school age) are also required to complete a declaration about family or other members of their househo

Applicants MUST complete the online application form through My New Term  to be considered, will be required to provide evidence of identity and qualifications and offers of employment will be subject to satisfactory references. For applicants who work or have recently worked in a school, one of the references must be from the Head.

• Assessing and identifying needs around Cognition and Learning and/or SEMH, organising and providing learning and educational activities.
• Developing social, communication and life skills.
• Securing children’s physical and emotional well‑being, whilst raising self-esteem and encouraging independence.
• Working with staff to support the well‑being, engagement, behaviour and progress of a specific cohort of students.
• Working in partnership with parents/carers and families in order to build confidence and trust.
• Preparation of specialist support and teaching resources.
• Working with the pastoral and inclusion teams as well as teachers to monitor and review progress toward specific targets.
• Challenging students to do the best they can and upholding the expectations of the school with regard to behaviour and attitudes.
• Modelling positive attitudes through daily interactions.
• Liaising with the pastoral team and external agencies where necessary to develop wider support strategies.
• The implementation of Cognition and Learning and/or SEMH interventions based on outcomes of related baseline assessments.
• Liaise with pastoral and Inclusion staff ensure the needs of all students are met.
• Deliver appropriate interventions to maximise student well‑being and progress.
• To monitor and evaluate student…