Teaching Support Practitioner – William Henry Smith Specialist College, Elland

Teaching Support Practitioner - William Henry Smith Specialist College, Elland

We are looking for Teaching Support Practitioners to join William Henry Smith Specialist College to support learners with SEMH and associated SEND to feel safe, engage in learning, achieve their potential and become increasingly independent.

Job title: Teaching Support Practitioner – William Henry Smith Specialist College, Elland
Salary: NJC Scale 12 – 18 dependent on experience and qualifications. (£29,542.00 – £32,578.00 FTE) (£24,116.97 – £26,595.44 Actual salary)
Hours: 35
Main geographical location of role: Elland
Closing date: 3 November 2026

Job Description

Teaching Support Practitioner

Contract: Permanent, Term-time only, 35 hours per week

Salary: NJC Scale 12 – 18 dependent on experience and qualifications, NJC Scale 12 – 18 (£29,542.00 – £32,578.00 FTE) (£24,116.97 – £26,595.44 Actual salary)

Responsible to: College Curriculum, Teaching and Learning Lead.

Join our team:

We are looking for Teaching Support Practitioners to join William Henry Smith Specialist College to support learners with SEMH and associated SEND to feel safe, engage in learning, achieve their potential and become increasingly independent. Working under the direction of teachers and tutors, you will help make the curriculum accessible through targeted interventions, agreed support strategies and positive relationships with learners and families. You will contribute to learners’ learning, wellbeing and personal development, working closely with teachers, therapists and other professionals to deliver consistent support and promote positive outcomes

Key Duties

Support Teaching, Learning and Student Development

• Deliver targeted interventions and agreed support programmes for individuals and small groups.
• Support learners to access learning, achieve agreed outcomes and develop independence

Promote Positive Behaviour, Regulation and Wellbeing

• Implement Positive Behaviour Support plans and agreed therapeutic approaches.
• Use preventative, co-regulatory and de-escalation strategies to support emotional regulation.

Observation, Assessment and Student Planning

• Observe learning, wellbeing and behaviour, maintaining accurate records.
• Monitor progress and intervention impact, sharing observations and recommendations appropriately.

Keyworking and Collaborative Working

• Act as Keyworker for allocated learners, maintaining positive professional relationships with learners and families.
• Work closely with teachers, therapists and other professionals to provide coordinated support.

Learning Environment and Resources

• Prepare and maintain safe, organised and accessible learning environments.
• Support learning across classrooms, community settings, educational visits and enrichment activities.

Professional Responsibilities

• Safeguard and promote the welfare of learners at all times.
• Follow Foundation policies, procedures and professional standards

About You

We are looking for someone who has:

• Experience supporting young people or adults in further education, specialist education, care, youth work or another relevant setting, with examples of building professional relationships and helping them make progress.
• Understand how SEMH needs and associated communication, sensory or learning differences can affect participation. Recognise individual variation and avoid deficit-based assumptions.
• Support learning through clear communication, questioning, modelling and carefully reduced scaffolding in line with the Foundations Independence Strategy.
• Use calm, consistent approaches to distress and behaviour; recognise when to seek support.
• Communicate respectfully with students, families and colleagues. Record observations objectively, use basic digital systems and manage confidential information appropriately.
• Warmth with boundaries: listens attentively, respects dignity and maintains professional relationships; does not seek dependence, favouritism or personal loyalty from students.
• Ambition with patience: believes students can learn, sustains effort through setbacks and notices small steps without accepting avoidably low expectations.
• Team commitment: shares information, values other disciplines and follows coordinated plans. Challenges discriminatory or unsafe practice through appropriate routes.

Rehabilitation of Offenders Act (ROA) 1974 (Exceptions) Order 1975 (as amended 2013)

Posts which involve substantial access to children are exempt from provisions contained within this Act under which the job applicants are entitled to withhold information about any previous criminal background which is either unspent or would otherwise be considered ‘spent’ under the terms of the Act. However, changes to the legislation in 2013 mean that spent convictions may be protected and do not have to be disclosed to prospective employers. Employers cannot take protected offences into account when making employment decisions. If the job for which you have applied involves substantial access to children and you have been shortlisted for the post, you will be provided with a form on which you will be asked to disclose any relevant previous criminal background. We will provide more information on protected offences at that stage. If you are the successful applicant you will be required to have an Enhanced Disclosure & Barring Service disclosure & we will also check the DBS barred list (children). Failure to complete this form will result in your application not proceeding any further. The possession of a criminal record will not automatically debar you from consideration for the post for which you have applied. Any information given will be treated as confidential and will only be used in relation to the post for which you have applied.

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