To lead the day-to-day pastoral, behaviour and inclusion practice that enables pupils with SEMH needs to attend, regulate, engage, learn and belong at AYA College. The ideal candidate will be able to teach English or the Humanities to a maximum of 8 pupils. The postholder will be a highly visible frontline practitioner who combines relational practice with clear expectations, consistent routines, restorative approaches and strong communication with families and professionals.
Responsibilities
- Lead implementation of AYA's pastoral, behaviour and inclusion framework across the school day.
- Support calm arrival, breakfast, morning check-in, regulation and readiness for learning.
- Coordinate pupil transition and settling-in arrangements with teaching, SEND and safeguarding colleagues.
- Develop and maintain individual pastoral, behaviour, regulation and inclusion plans informed by pupil need and professional advice.
- Model relational, trauma-aware and restorative practice while maintaining clear boundaries and high expectations.
- Monitor attendance, punctuality, engagement, behaviour patterns, exclusion risk and barriers to learning; **escalate** concerns appropriately.
- Lead or coordinate planned regulation, de-escalation, repair and reintegration following incidents.
- Support pupil voice, keywork, reflection and preparation for home.
- Build constructive working relationships with parents/carers and contribute to professional meetings and placement reviews.
- Coach and support Learning Mentors/developing practitioners in consistent pastoral practice.
- Maintain accurate pastoral records and contribute evidence to placement reviews, safeguarding and quality assurance.
- Contribute to daily staff briefings/debriefs, risk management and operational planning.
- Act within delegated authority; significant safeguarding, curriculum, staffing or placement decisions remain with the appropriate senior leader.
- Contribute to curriculum planning and development in your specialised subject area.
Qualifications
Qualified Teacher Status (QTS) or Qualified Teacher Learning and Skills (QTLS) and complete the mandatory National Professional Qualification for SENCOs (NPQSENCO). Relevant Level 3 or degree-level qualification in pastoral support.
Experience
Experience in specialist education, AP, SEND or a small-school environment supporting children/young people with SEMH needs, behaviour, inclusion or complex barriers to education. Experience leading or coaching support staff. Knowledge of EHCPs, attendance systems, restorative practice, trauma-informed approaches and multi-agency working.
AYA College – Common Role Framework
All roles contribute to AYA College's commitment to a small, relational and academically purposeful specialist environment. Job descriptions describe the principal responsibilities of each post but do not form an exhaustive list of every task. Duties may develop reasonably as the school grows, provided changes remain consistent with the level, purpose and contractual basis of the role.
Core Expectations Across AYA
Every adult contributes to safeguarding.
Every adult supports pupils' readiness to learn and access to education.
Academic ambition and SEMH support are complementary, not competing priorities.
Pupils should experience consistent boundaries, respectful relationships, and predictable routines.
Staff work across professional boundaries collaboratively while remaining clear about their own competence and accountability.
AYA's small size should increase responsiveness and knowledge of pupils, not create over-dependence on individual staff members.
Growth from four pupils to six and eight should trigger planned reviews of workload, staffing capacity and role scope.
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