SEMH Lead Practitioner (Berkshire)

Some young people need more than a learning programme to succeed. They need somebody who can help them feel safe, understood and ready to engage.

We’re looking for an SEMH Lead to join our team and provide specialist support for young people with complex social, emotional and mental health needs. Many of the learners we work with have experienced challenges that make education, relationships and self-regulation difficult. They need consistent adults who can build trust, understand behaviour as communication, and help them develop the confidence and resilience to move forward.

This is a leadership role. You’ll work directly with learners, whilst also providing guidance and support to colleagues across the centre. You’ll help shape approaches to SEMH support, contribute to safeguarding and pastoral processes, and work closely with tutors, Learning Support Assistants and wider professionals to ensure learners receive the right support at the right time.

We’re looking for somebody who combines specialist SEMH knowledge with strong leadership skills and a genuine belief in the potential of young people. Someone who can remain calm during difficult situations, think creatively when traditional approaches aren’t working, and help others develop their confidence in supporting learners with complex needs.

Key Responsibilities

• Build positive, trusting and supportive relationships with learners with complex SEMH needs.
• Lead the implementation of trauma-informed approaches and support colleagues to apply them consistently.
• Deliver targeted 1:1 mentoring and support sessions for learners who require additional intervention.
• Provide specialist advice, guidance and practical support to tutors, Learning Support Assistants and wider colleagues.
• Support learners to develop emotional resilience, self-regulation, confidence and positive engagement in learning.
• Assess learners’ SEMH needs and contribute to support planning and intervention strategies.
• Support and advise on SEMH interventions identified within EHCPs and other support plans.
• De-escalate situations effectively and support colleagues in managing periods of dysregulation.
• Work collaboratively with the EHCP and Safeguarding Manager, external agencies and other professionals to support positive learner outcomes.
• Contribute to safeguarding processes, attend relevant meetings and support Early Help referrals where appropriate.
• Maintain accurate records, monitor interventions and evaluate the impact of support provided.
• Encourage attendance, participation and engagement by helping learners understand the connection between effort, consistency and future opportunities.
• Contribute to the continual development of SEMH practice across the organisation through reflection, training and collaboration.

About us

New Meaning Training (NMT) offers education with a difference. We are a post 16 training and education provider dedicated to helping young people aged 16–25 discover their strengths and develop the confidence and skills to earn their own living.

This academic year New Meaning Training has over 320 young people from Buckinghamshire, Hertfordshire, Warwickshire, West Midlands, and Berkshire. Many of these learners are referred by secondary schools, pupil referral units, and Special Education Needs settings.

Our journey began in 2015 with the opening of our first centre in High Wycombe, originally known as “Toolshed.” Eleven years on, NMT continues to grow. In Berkshire we’re fortunate enough to have expanded into a second building in Reading to create a quieter space for Creative Art & Design, Achieve Lifeskills and Transition learners. And in our main building (The Point) we have Construction Multiskills, Sports and Boost Workskills. All incorporate functional skills qualifications in Maths and English, along with tutorials and enrichment sessions to support our well‑rounded approach. We also provide a ‘Transition Support’ programme for young people with EHCPs who are not yet ready for a learning setting.

NMT tailors its programmes to meet the needs of its learners, considering Special Education Needs and Disabilities (SEND) and Social, Emotional, and Mental Health (SEMH) needs. We comprehensively apply the principles of a Loving Care Approach (Trauma Informed Practice) to ensure all young people receive the support they need to thrive.

Why work for New Meaning Training?

Generous annual leave

• 20 days annual leave, plus bank holidays
• Up to 10 additional “gifted” days off each year (taken during school holiday periods)
• Annual leave increases with length of service, up to a maximum of 24 days

Pension

• Auto enrolment into The People’s Pension
• 5% employee contribution with 3% employer contribution

Blue Light Card

• Access to hundreds of national discounts (retail, food, travel, days out)
• Admin fee fully reimbursed by NMT

Service recognition

• Additional annual leave as a thank you for long service
• Gift rewards at key milestones (e.g. 5 and 10 years)
• Annual flu vaccination voucher (paid for by NMT)
• Birthday gift voucher to celebrate your day
• Cycle to Work scheme (salary sacrifice)
• Electric Vehicle scheme via Octopus Energy (salary sacrifice)
• Green Travel to Work initiatives with rewards for taking part

A supportive, values‑led workplace

• Strong focus on staff wellbeing, development, and collaboration
• Training and CPD supported as part of your role
• The opportunity to make a meaningful difference in young people’s lives

Safeguarding

New Meaning Training is committed to safeguarding and promoting the welfare of children and young people. We expect all staff to share this commitment and adhere to our safeguarding and professional conduct policies.

• This role involves regulated activity with children and young people.
• Appointment is subject to an Enhanced DBS check, including Children’s Barred List information, and satisfactory professional references.
• This post is exempt from the Rehabilitation of Offenders Act 1974. Applicants must disclose any convictions or cautions that are not protected under the Exceptions Order 1975 (as amended 2013 and 2020). Further information can be found in the DBS filtering guide .
• The safeguarding responsibilities of this role include promoting the welfare of children and young people and maintaining appropriate professional boundaries
• A minimum of three years’ experience supporting young people with complex SEMH needs.
• Experience leading, mentoring or supporting a team within education, pastoral support, youth work, local authority or post-16 settings.
• Experience supporting learners with SEND and SEMH needs.
• Certified training in trauma-informed practice and experience applying these approaches successfully in real-world settings.
• A strong understanding of emotional regulation, dysregulation and strategies that help young people feel safe and able to engage. Knowledge of speech, language and communication differences and the impact these can have on learning and behaviour.
• The ability to build genuine rapport with young people and establish relationships based on trust, consistency and respect.
• Strong communication, organisational and record-keeping skills.
• GCSE Maths and English at Level 2 (or equivalent).
• ELSA qualification or equivalent emotional literacy knowledge.
• A calm, reflective and solution-focused approach when working with learners, colleagues and external professionals.
• Experience as a Senior Practitioner, SEMH Lead, Pastoral Manager or equivalent leadership role within a secondary school, post-16 setting or local authority provision.
• Level 2 Counselling qualification.
• Experience in mentoring or coaching, including a recognised coaching qualification.
• Experience contributing to whole-team development and embedding consistent SEMH practices across a provision.