Location: Stoke-on-Trent (ST3)
Position: SEMH Teaching Assistant
Contract: Full-time, Term Time Only (Temporary position)
Salary: £95.00 – £115.00 per day (depending on experience, inclusive of 12.07% statutory holiday pay)
Are you passionate about supporting young people to overcome barriers to learning? Do you have the resilience, patience and empathy to help pupils with Social, Emotional and Mental Health (SEMH) needs achieve their full potential?
We are working with a welcoming and supportive school in the ST3 area of Stoke-on-Trent that is looking to appoint a dedicated SEMH Teaching Assistant to join their team. This is a fantastic opportunity to become part of a nurturing environment where every day brings the chance to make a genuine difference to the lives of children and young people.
Responsibilities
- Provide 1:1 and small group support for pupils with SEMH needs.
- Build positive, trusting relationships with students to encourage engagement and emotional wellbeing.
- Support pupils both inside and outside the classroom to help them access learning.
- Assist teachers in delivering engaging lessons and adapting learning where required.
- Promote positive behaviour through consistent strategies and restorative approaches.
- Work collaboratively with teachers, SEND staff, therapists and parents to support each child’s individual needs.
- Help create a safe, inclusive and supportive learning environment.
Qualifications
- Has experience working with children or young people, particularly those with SEMH, SEND, autism or behavioural needs.
- Is calm, patient, resilient and able to remain positive in challenging situations.
- Can build strong professional relationships with pupils and staff.
- Has excellent communication and teamwork skills.
- Is passionate about helping every child succeed.
- Holds a Teaching Assistant qualification or relevant experience (desirable but not essential).
If you are committed to supporting young people to thrive both academically and emotionally, we would love to hear from you.
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