About this role
Essential Experience
Experience of working with primary-aged children with social, emotional and mental health (SEMH) needs
Experience supporting pupils with challenging or complex behaviour
Experience of working with families and/or external agencies
Experience of implementing support strategies or interventions for vulnerable pupils
Knowledge and Skills
Secure understanding of trauma-informed and relational approaches
Knowledge of safeguarding procedures and child protection
Ability to implement, monitor and review support plans effectively
Ability to work collaboratively with teaching staff and senior leaders
Strong communication and interpersonal skills, particularly when working with families
Ability to organise and manage provision (e.g. timetables, interventions, records)
Ability to influence practice through modelling and support, rather than formal leadership
Personal Qualities
Passionate about improving outcomes for vulnerable and disadvantaged pupils
Calm, resilient and solution-focused when working with challenging situations
A team player who works effectively under direction while showing initiative
Committed to inclusion and high expectations for all pupils
Reflective and open to professional development
Willing to bring ideas and contribute to improving practice, within a collaborative structure
Desirable
Relevant qualifications (e.g. counselling, safeguarding, SEMH, nurture)
Experience of working within a nurture provision
Experience of coordinating interventions or provision
Understanding of attendance strategies and barriers to attendance
Experience of supporting whole-school approaches to behaviour or wellbeing