SEMH Teaching Assistant - East Birmingham

This supportive special school in East Birmingham is looking for a full-time teaching assistant to help move the school’s progress forward and is seeking an SEMH Teaching Assistant to join the team on a long term basis.

The successful person would need to have experience working with SEMH, experience as an SEMH TA, foster carer children’s residential care worker ect would be ideal. As a member of staff at this school you will be responsible for the health and wellbeing of the students. You will work closely with class teachers and other staff members to help support students to develop and learn. In this role you will face challenging behaviour from students.

The school supports students who have a Statement of Special Educational Need or an Education and Health Care Plan specifically related to, or for Social, Emotional and Mental Health (SEMH) needs from KS1 to KS3. The students within this setting require someone who is patient and supportive with firm boundaries.

The ratio of staff to pupil in the school is 1:2 and class sizes are a maximum of 10 pupils.

Candidates will be paid a minimum of £90 a day and if a trial is successful, negotiations can be arranged with the school to increase the daily rate up to £110, depending on experience/qualifications. The school has good transport links and a large secure car park available to staff. Hours for the role are 8:30am – 4pm.

Aims and purpose of the role:

• To be the secure person for a designated student by supervising and providing particular support, ensuring their safety and access to learning activities.

• Develop a holistic approach to meeting Social, Emotional and Mental Health needs, enabling learners to make good progress by working with teachers, other support staff, families and external agencies.

• Assist with the development and implementation of Individual Education/Behaviour Plans, Risk Assessments, Personal Care and Therapy Care programmes for a designated group/form.

• Establish therapeutic relationships with students and interact with them according to individual needs.

• Promote the inclusion and acceptance of all students.

• Encourage students to interact with others and engage in activities led by teachers.

• Set challenging and demanding expectations and promote self-esteem and independence.

• To help students develop resilience and independence, both learning in lessons and forming positive relationships with peers and staff.

• Provide feedback to students in relation to progress and achievement under the guidance of teachers.

• To develop and enhance expertise in supporting students with complex social, emotional and mental health needs by attending training and working alongside relevant internal and external professionals such as psychologists and therapists.

• To provide support in the delivery of specialist interventions, taking a lead where appropriate.

• To sustain an active engagement with families of designated students to help them explore issues and make changes in areas that may be affecting their child’s learning and development.

• To track the progress of students with Social, Emotional and Mental Health needs using the available data and monitor the impact of interventions, sharing this with the SENCo and other relevant professionals.

Support for the teacher

• Create and maintain a purposeful, orderly and supportive secure base/form room, in accordance with lesson plans and assist with the display of students’ work.

• Use strategies, in liaison with teaching staff and therapists, to support students to achieve learning goals.

• Assist with the planning of learning activities.

• Monitor students’ responses to learning activities and accurately record achievement/progress as directed.

• Provide detailed and regular feedback to teachers on students’ achievement and progress.

• Promote good student behaviour, dealing promptly with conflict and incidents in line with school policy and encourage students to take responsibility for their own behaviour.

• Establish supportive relationships with parents/carers.

Professional learning and development

• To be a reflective practitioner, evaluating and improving your own practice in order to take teaching and learning forward.

• To contribute to both school’s developments by sharing professional learning, expertise and skills with others, and participating in collaborative learning opportunities.

• To take full advantage of any relevant training and development available

• To undertake any other task deemed appropriate.

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