Grade: Grade 6 (SCP 19 – 24)
Contract Type: Fixed Term
Hours: 37 Hours Per Week
Working Pattern: Term Time (+ 1 Week)
Actual Salary: £28,284 - £31,240
Interview Date: Friday 20th November 2026
About the role
Working as part of a dedicated team, you will:
- Support the HLTA in delivering a bespoke, practical and engaging curriculum for a small cohort of primary-aged learners.
- Work with individual learners and small groups to support access to learning and achieve agreed targets.
- Help create a safe, calm, structured and nurturing learning environment.
- Build positive, trusting relationships with learners, recognising that connection and emotional safety are fundamental to learning.
- Support literacy, numeracy, communication, social development and independence through practical, meaningful activities.
- Encourage learners to participate in hands-on projects, creative activities, outdoor learning and real-life learning experiences.
- Support learners to recognise and manage their emotions, develop coping strategies and build confidence.
- Use trauma-informed and relational approaches to respond consistently and compassionately to behaviour.
- Help prepare resources, adapt activities and celebrate learners' progress and achievements.
- Observe and record learners' engagement, progress and wellbeing, sharing information with the HLTA and other colleagues.
- Work collaboratively with teachers, teaching assistants, families and other professionals to support positive outcomes.
About you
We are looking for someone who:
- Has experience of working with children, ideally in a primary school or specialist SEND setting.
- Is patient, empathetic and committed to understanding the individual needs behind a child's behaviour.
- Can build positive relationships with children who may be anxious, dysregulated or reluctant to engage in learning.
- Is creative and enjoys helping children learn through practical, hands‑on activities.
- Can remain calm and consistent in challenging situations.
- Is flexible, reflective and willing to adapt their approach to meet changing needs.
- Understands the importance of safeguarding, professional boundaries and teamwork.
- Shares our commitment to helping every learner feel safe, develop confidence and experience success.
A relevant Level 3 qualification in supporting teaching and learning, childcare or a related field is essential, or an equivalent qualification recognised as appropriate for the role. Experience of working with children with SEMH or other additional needs would be an advantage.
Why join Oak Haven School?
At Oak Haven, we put relationships at the heart of education. Our approach is rooted in trauma-informed practice, the principles of PACE (Playfulness, Acceptance, Curiosity and Empathy) and the belief that every learner has the potential to thrive when given the right support.
You will be part of a committed team that values compassion, consistency, creativity and high aspirations. This is an opportunity to make a meaningful difference to children who need a different approach to learning and to contribute to the development of a bespoke primary provision.
The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
Appointment to this post is subject to an enhanced Disclosure and Barring and background check
The ability to converse at ease with customers and service users and provide advice in accurate spoken English is an essential requirement of this post.
Applicants are advised that by applying for this position they are declaring that they are not subject to any immigration controls or restrictions that prohibit them undertaking work in the UK, and that they are able to provide proof of their Right to Work in the UK if they are invited to attend an interview.
The school will carry out an online search as part of their due-diligence for all shortlisted candidates in line with Keeping Children Safe in Education 2024.
This is a fixed term contract linked to specific external funding.
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