Purpose of the Role:
To provide consistent, compassionate, and skilled support for a Year 2 pupil with Social, Emotional and Mental Health (SEMH) needs, enabling them to feel safe, build trusting relationships, access learning, and thrive within the classroom and wider school environment. The role requires a trauma-informed approach, recognising the impact of adverse childhood experiences on behaviour, learning, and emotional regulation.
Key Responsibilities:
Individual Support:
- Work 1:1 with the child, providing tailored support that reduces barriers to learning.
- Build a positive, trusting relationship based on safety, consistency, and empathy.
- Implement individual strategies to support emotional regulation, resilience, and self-esteem.
- Promote independence while providing reassurance and scaffolding as needed.
Trauma-Informed Practice:
- Recognise and respond sensitively to behaviours as communication of need.
- Use de-escalation techniques and co-regulation strategies to support emotional wellbeing.
- Provide a calm, predictable presence that helps the child feel secure.
- Work with the wider team to maintain consistent routines and boundaries.
Learning Support:
- Support the child to access the curriculum through differentiation and personalised strategies.
- Reinforce learning objectives under the direction of the class teacher.
- Provide pre-teaching, over-learning and scaffolded tasks to promote success.
- Use creative and flexible approaches to engage the child in their learning.
Collaboration and Communication:
- Work closely with the SENCO, class teacher, and external professionals to implement support plans (e.g. EHCP, Behaviour Support Plan, Individual Education Plan).
- Communicate effectively with parents/carers, maintaining a supportive and empathetic approach.
- Contribute to reviews, reports, and meetings regarding the child’s progress and needs.
Safeguarding and Wellbeing:
- Safeguard the pupil’s welfare at all times, following school policies and procedures.
- Encourage positive social interactions and support the child’s integration with peers.
- Model emotional regulation, positive behaviour, and respectful communication.
Person Specification:
Essential:
- Experience of supporting children with SEMH needs or vulnerable pupils.
- Understanding of trauma-informed practice and the impact of adverse experiences on behaviour and learning.
- Ability to build safe, trusting relationships with children who may have attachment difficulties.
- Calm, consistent, and empathetic approach to behaviour management.
- Good communication skills with children, staff, and parents/carers.
- Ability to work flexibly, creatively, and as part of a team.
Desirable:
- Knowledge of SEMH interventions (e.g., Zones of Regulation, Thrive, Emotion Coaching).
- Experience of working in a primary school setting.
- Training in safeguarding, behaviour management, or therapeutic approaches.
…Purpose of the Role:
To provide consistent, compassionate, and skilled support for a Year 2 pupil with Social, Emotional and Mental Health (SEMH) needs, enabling them to feel safe, build trusting relationships, access learning, and thrive within the classroom and wider school environment. The role requires a trauma-informed approach, recognising the impact of adverse childhood experiences on behaviour, learning, and emotional regulation.
Key Responsibilities:
Individual Support:
- Work 1:1 with the child, providing tailored support that reduces barriers to learning.
- Build a positive, trusting relationship based on safety, consistency, and empathy.
- Implement individual strategies to support emotional regulation, resilience, and self-esteem.
- Promote independence while providing reassurance and scaffolding as needed.
Trauma-Informed Practice:
- Recognise and respond sensitively to behaviours as communication of need.
- Use de-escalation techniques and co-regulation strategies to support emotional wellbeing.
- Provide a calm, predictable presence that helps the child feel secure.
- Work with the wider team to maintain consistent routines and boundaries.
Learning Support:
- Support the child to access the curriculum through differentiation and personalised strategies.
- Reinforce learning objectives under the direction of the class teacher.
- Provide pre-teaching, over-learning and scaffolded tasks to promote success.
- Use creative and flexible approaches to engage the child in their learning.
Collaboration and Communication:
- Work closely with the SENCO, class teacher, and external professionals to implement support plans (e.g. EHCP, Behaviour Support Plan, Individual Education Plan).
- Communicate effectively with parents/carers, maintaining a supportive and empathetic approach.
- Contribute to reviews, reports, and meetings regarding the child’s progress and needs.
Safeguarding and Wellbeing:
- Safeguard the pupil’s welfare at all times, following school policies and procedures.
- Encourage positive social interactions and support the child’s integration with peers.
- Model emotional regulation, positive behaviour, and respectful communication.
Person Specification:
Essential:
- Experience of supporting children with SEMH needs or vulnerable pupils.
- Understanding of trauma-informed practice and the impact of adverse experiences on behaviour and learning.
- Ability to build safe, trusting relationships with children who may have attachment difficulties.
- Calm, consistent, and empathetic approach to behaviour management.
- Good communication skills with children, staff, and parents/carers.
- Ability to work flexibly, creatively, and as part of a team.
Desirable:
- Knowledge of SEMH interventions (e.g., Zones of Regulation, Thrive, Emotion Coaching).
- Experience of working in a primary school setting.
- Training in safeguarding, behaviour management, or therapeutic approaches.
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