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SEMH Teaching Assistant

Empowering Learning
Posted 7 hours ago, valid for 11 days
Location

Gainsborough, Lincolnshire DN21, England

Salary

£90 - £130 per day

Contract type

Full Time

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Sonic Summary

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  • Empowering Learning is seeking dedicated SEMH Teaching Assistants for a full-time, temp to permanent role starting September 2024 near Gainsborough.
  • The position involves supporting students with Social, Emotional, and Mental Health needs by implementing work programs and delivering targeted interventions.
  • Candidates should have experience in delivering educational support to young people with additional needs and possess excellent interpersonal skills.
  • The role requires a commitment to the academy's ethos of inclusion and respect, along with flexibility to meet students' evolving needs.
  • Salary details are not specified, but a minimum of 2 years of relevant experience is required for applicants.

Are you passionate about making a difference in the lives of young people? Do you believe in the power of education to transform lives? If so, we have an exciting opportunity for you. Empowering Learning are looking for dedicated SEMH Teaching Assistants to join an inclusive and vibrant SEMH School.

This role is pivotal in supporting the delivery of high-quality SEMH (Social, Emotional, and Mental Health) interventions, empowering students to access and engage with the curriculum fully.

The school is located near Gainsborough and the role is a full-time, temp to permanent appointment, starting in September 2024.

About the Role:

As an SEMH Support Assistant, you will play a crucial role in implementing work programmes for individuals and groups outside the conventional classroom environment. You will provide essential support to students requiring emotional nurture, helping them to develop both academically and personally.

Main Duties Include:

  • Leading activities that facilitate students' physical, emotional, and educational development in a safe and structured environment.
  • Establishing positive relationships with students, acting as a role model and setting high expectations.
  • Planning and delivering targeted SEMH interventions and promoting self-esteem and personal achievement.
  • Identifying and setting targets for students with identified SEMH needs, including those receiving external agency support.
  • Participating in meetings to discuss student progress and strategies, ensuring a collaborative approach to student development.
  • Employing a range of observation, assessment, and monitoring strategies to support SEMH students effectively, while maintaining close communication with the Inclusion Department leadership.

What We're Looking For:

  • A compassionate individual with a genuine interest in supporting students with SEMH needs
  • Experience in or understanding of delivering educational support to young people with additional needs.
  • Excellent interpersonal skills to build effective relationships with students, staff, and parents/carers.
  • Flexibility and adaptability to meet the evolving needs of students and the department.
  • A commitment to the academy's ethos of inclusion, respect, and high achievement.

If you are looking for a meaningful role where you can truly make a difference, we would love to hear from you. Join us in empowering students to overcome barriers and achieve their full potential.

Empowering Learning Ltd. are committed to safeguarding and promoting the welfare and safety of children and young people and expect all staff to show this commitment.

The successful candidate will be required to complete Disclosure and Barring Service declarations in line with Section 115 of the Police Act 1997. You will also be required to provide 2 professional references covering at least the last 2 years, and complete our online application followed by a video or face to face interview. Empowering Learning Ltd is a committed Equal Opportunities Employer and therefore will not discriminate on the grounds of age, gender, race, ethnicity, disability or sexual orientation.

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