About this role
We are seeking to recruit a skilled and adaptable HLTA to join the SEND and inclusion team at King Edward VI Community College.
This role is based within a personalised learning centre (PLC) and supports students who require additional provision at different points in the school day. The majority of students supported will remain on a mainstream timetable, accessing the PLC for targeted support, short-term intervention, or during periods when they are unable to access lessons.
This may include:
students accessing planned SEND provision
students requiring short-term co-regulation support
students working within the provision for a limited period due to suspension
The HLTA will deliver structured, curriculum-aligned support using resources provided by teaching staff, adapting them as needed to ensure accessibility for individual learners. The role also includes supporting students to regulate, re-engage and return to learning as appropriate.
There may also be scope to contribute to the development of targeted provision, including support for students experiencing Emotionally Based School Non-Attendance (EBSNA).
Key Responsibilities
Targeted Provision within the PLC
Support students accessing the PLC for planned SEND provision, short-term intervention, or during periods of internal withdrawal
Work with students who have left lessons due to dysregulation, providing structured support to help them settle and re-engage
Provide supervision and structured learning for students placed in the provision for short-term periods (e.g. suspension)
Curriculum Support
Deliver learning activities based on curriculum content provided by teaching staff
Adapt materials and approaches to ensure accessibility for students with a range of learning needs
Support students to engage with and complete curriculum-based work
Promote independence and sustained focus on learning tasks
Small Group & Individual Support
Work with individuals and small groups to support:
engagement with learningliteracy and numeracy where neededorganisation and approach to tasks Provide clear structure and routine to support learning and engagement
Monitor and record student engagement and progress
Regulation & Behaviour Support
Respond to students who present in a dysregulated state, using calm and consistent approaches
Support students to regulate and return to a learning-ready state
Maintain a predictable, safe and purposeful environment within the PLC
Reinforce expectations, routines and boundaries in a clear and supportive way
Reintegration Support
Support students to return to lessons or their timetable when appropriate
Work with staff to ensure transitions are well managed and students are prepared to re-engage
Contribute to strategies that support longer-term engagement with school
Development of Provision
Contribute to the ongoing development of the PLC as a consistent and effective area of support
Support the development of targeted approaches for students with SEND
Work collaboratively with SEND and pastoral teams to review and refine provision
Collaboration & Professional Practice
Work closely with teaching staff, SENDCo and inclusion colleagues
Contribute to SEND support plans and EHCP provision where appropriate
Maintain accurate records of support, engagement and behaviour
Engage in reflective practice and professional development
Person Specification
Essential
Experience working with students with SEND, including SEMH needs
Experience supporting students outside of the classroom or in alternative provision settings
Ability to adapt learning materials to meet a range of needs
Strong relational skills and the ability to quickly establish positive working relationships
Calm, consistent approach to behaviour and regulation
Ability to manage a varied workload and respond to changing needs throughout the day
Desirable
Experience working in a personalised learning base or similar provision
Experience supporting students following suspension or during periods of disengagement
Experience supporting students with EBSNA/EBSA
Understanding of trauma-informed or relational approaches
Experience supporting reintegration into mainstream learning
What We Offer
The opportunity to help shape and develop bespoke SEND provision within an inclusive school community
A supportive and collaborative team with a strong relational ethos
A varied and evolving role responsive to student need and provision development
The opportunity to make a meaningful difference to young people who struggle to access education
This document outlines the duties for the time being to indicate the level of responsibility. It is not a comprehensive or exclusive list and the duties may be varied from time to time which do not change the general character to the job or the level of responsibility entailed.
ESW is committed to safeguarding and protecting the welfare of children, and applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and an enhanced disclosure via the Disclosure and Barring Service