Teaching Assistant L2 in Rugby

Salary: NJC Pay Scale 17 – 22 £32,046.00 to £34,811.00 FTE £27,780.64 - £30,177.61 Actual

Education Phases: Secondary;

• Job Roles: Higher Level Teaching Assistant;
• Working Patterns: Full-Time;
• Key Stagess: Ks3, Ks4;
• Application Deadline: Monday, 9th November 2026
• Interview Date: TBC
• Expected Working Start Date: Subject to vetting
• Visa Sponsorship Available: No
• Is a Shared Job: No

About us

Houlton School is a dynamic and ambitious secondary school located in the heart of Rugby’s growing Houlton community.

As part of the Transforming Lives Educational Trust (TLET), we are committed to delivering a high-quality, future-focused education that equips students with the knowledge, skills, and character to thrive in a rapidly changing world.

Opened in 2021, Houlton School combines state-of-the-art facilities with a strong sense of tradition and community.

Our stunning campus blends award-winning contemporary architecture with the iconic heritage of the former Rugby Radio Station, creating an inspiring environment for teaching and learning.

With a curriculum built on academic rigour, creativity, and innovation, and a pastoral system designed to support every learner, Houlton School is an exciting place to work and grow.

We are seeking passionate, forward-thinking professionals who want to be part of something truly special as we continue to shape the future of education.

Job Description

Job Purpose

• To ensure the smooth day to day running of the Inclusion team and to provide SEMH provision
• Supporting the day to day running of the Inclusion Department, oversight of Teaching Assistants access arrangements

Main Role and Responsibilities

Timetabling and Staffing

• Managing the TA timetable/staffing on a daily basis, including covering absences and sending the daily-cover sheet to TAs
• Managing the Inclusion Department diary
• Contributing to the approval of Absence Requests on internal HR system
• Undertaking routine and non-routine administrative tasks

Testing (SEMH-Focused Responsibilities)

• Supporting the accurate testing of Year 7 students on entry, with a specific focus on identifying SEMH indicators, ensuring students feel safe, calm and regulated throughout the process.
• Setting up students on platforms, allocating tests, delivering assessments and generating reports with sensitivity to individual emotional needs.
• Ensuring all key paperwork—especially information relating to previous SEMH support or intervention plans—is collected from feeder schools.
• Supporting the administration of Rapid and LASS tests, and assisting in the identification of learning needs that may impact emotional wellbeing, including dyslexia profiles.
• Assisting with annual review testing (WRAT), ensuring assessments are delivered in a nurturing and emotionally safe environment.
• Working closely with the Numeracy and Literacy Lead to understand how academic vulnerabilities may link to SEMH needs.
• Gathering teacher evidence for Access Arrangements, particularly where regulation difficulties, anxiety, or emotional barriers affect assessment performance.

TA Support (SEMH-Focused Responsibilities)

• Responding to urgent TA enquiries, logging SEMH-related concerns and passing them to the Head of Inclusion for action.
• Supporting and advising staff on appropriate SEMH strategies for key pupils, including de-escalation, emotional regulation tools, attachment-aware approaches and trauma-informed practices.
• Leading/co-leading TA briefings with an SEMH lens and minuting key concerns to ensure swift intervention and follow-up.
• Working alongside the Head of Inclusion to induct new TAs in SEMH expectations, approaches, and systems at Houlton School.
• Assisting in TA observations, focusing on the quality of SEMH support and interaction with vulnerable pupils.
• Participating in the recruitment, induction, appraisal, training and mentoring of TAs, ensuring SEMH practice is a central element of training and professional development.

Support for Pupils (SEMH-Focused Responsibilities)

• Providing key pupils with the resources they need (laptops, Prodigy, Chromebooks), including tools that support emotional regulation, independence and confidence.
• Delivering curriculum content to small groups or individuals whose SEMH needs require adapted teaching, such as Functional Skills, Supported Study, Catch-up Literacy/Numeracy, and social thinking or emotional literacy interventions.
• Supporting pupils across classroom settings using specialist SEMH knowledge, trauma-informed strategies, and an ability to identify emotional triggers or barriers.
• Leading small groups or whole classes where necessary, ensuring a safe, calm and structured environment for students with SEMH needs.
• Guiding the work of other adults in the classroom to ensure consistency in behaviour support and emotional regulation strategies.
• Taking initiative to lead multi-agency approaches, liaising with Early Help, Youth Services, CAMHS, Educational Psychologists and other professionals to support children’s emotional and behavioural needs.

Support for the School (SEMH-Focused Responsibilities)

• Contributing to whole-school policy with a clear focus on developing SEMH-aware practice, ensuring policies reflect trauma-informed and attachment-aware principles.
• Promoting inclusion for all pupils by ensuring equal access to learning, removing SEMH barriers wherever possible.
• Establishing constructive relationships with external professionals to support pupil progress, particularly those delivering SEMH intervention or statutory services.
• Supporting and modelling the school’s ethos, values, and commitment to SEMH-driven, inclusive education.
• Co-representing teaching assistants at staff or management meetings, ensuring the voice of SEMH practice is clearly communicated.

Benefits

As an employee within the TLET family, you can expect standard contractual benefits including sick pay, holiday pay, pensions* and pay reviews in accordance with STPCD and NJC national guidelines.

• In addition, we are pleased to offer the current additional benefits for our staff:
• Access to the Health Assured employee assistance programme
• One "Thank You Day" per annum
• Eye care vouchers
• A cycle to work scheme
• Clothing (including coats) to be provided in accordance with PPE requirements across all sites

Where possible, we also aim to signpost opportunities for our staff to access discounts and special offers for the education sector. Recent examples have included:

• Gym membership in accordance with the agreed local discount
• Teacher discounts with certain retailers
• Desired Criteria
• Training in child protection and safeguarding
• First aid
• Fire safety awareness
• Training or experience in SEMH interventions or strategies
• Experience of working in an education setting (desirable) or other student-facing role
• Experience delivering SEMH-focused interventions or supporting students with emotional regulation needs
• Working knowledge of relevant policies / procedures / codes of practice / legislation, including Data Protection and Child Protection
• Knowledge of tests such as the NGRT, NGST, WRAT, LASS etc or a willingness to learn/undertake training
• Enthusiasm for contributing to whole-school SEMH initiatives and fostering emotional resilience

Essential Criteria

• Maths & English GCSE 4 (C) or above
• Level 2 Teaching Assistant qualification or relevant qualification in working with children
• Experience of working with young people in a relevant professional environment (education, youth, health, social work)
• Experience providing individual or small-group support to children/young people
• Experience of working on own initiative and making decisions
• Experience of administrative work
• Evidence of understanding young people’s emotional, social and educational needs
• A good working knowledge of computer software packages including Microsoft Word, Excel and Google Workspace
• Excellent numeracy and literacy skills
• Effective verbal and written communication skills
• Good time management skill
• Ability to handle sensitive and confidential information and issues appropriately
• Ability to work independently and as part of a team
• Ability to take responsibility and work with autonomy within set boundaries
• To establish good working relationships at all levels – students, teachers, senior management, board of trustees etc.
• Ability to self-evaluate learning needs and actively seek CPD
• Calm
• Confident
• Flexible
• Reliable
• Professional and confident
• Ability to work under pressure and to tight deadlines
• Documents