Job Introduction

POST: Special Needs Assistant 

HCC Role Profile 2130

Anticipated Start: 1st September 2026

Pay - Grade B, £24,796 - £25,128 FTE, £13,615 - £13,797

Hours – 23.75 hours per week, 8:45am – 2pm Mon-Fri, term time only

Contract – 1-year fixed term contract 

Application Closing date – Monday 13th July 2026

Purpose of the Role

To provide high‑quality, consistent support for pupils with Social, Emotional and Mental Health (SEMH) needs, enabling them to access learning, develop emotional regulation skills, and participate fully in school life. The role involves working closely with teaching staff, the SENCO, external professionals, and families to create a safe, nurturing and structured environment where pupils can thrive.

Key Responsibilities

Support for Pupils

• Build trusting, positive relationships with pupils with SEMH needs.
• Provide 1:1 or small‑group support as well as in class to help pupils regulate emotions, manage behaviour and engage in learning.
• Implement personalised behaviour plans, risk assessments and SEMH interventions.
• Support pupils during times of crisis using de‑escalation strategies and trauma‑informed approaches.
• Promote pupils’ self‑esteem, resilience and independence.
• Assist pupils with social skills, communication and problem‑solving.
• Supervise pupils during transitions, unstructured times and off‑site activities where required.

Support for Teaching and Learning

• Work under the direction of the class teacher to adapt learning tasks to meet individual needs.
• Prepare and organise resources to support personalised learning.
• Reinforce learning objectives and provide targeted feedback to pupils.
• Support the implementation of EHCP outcomes and SEMH‑focused interventions.
• Contribute to the planning and review of support strategies.

Behaviour and Safeguarding

• Use consistent, positive behaviour management strategies aligned with school policy.
• Recognise triggers and early signs of dysregulation, intervening proactively.
• Maintain accurate records of incidents, progress and concerns.
• Follow safeguarding procedures and report concerns promptly.

Support for the School

• Work collaboratively with colleagues to promote an inclusive ethos.
• Participate in training, supervision and professional development related to SEMH.
• Communicate effectively with parents/carers, where appropriate, under the direction of the SENCO.
• Contribute to creating a calm, safe and structured learning environment.

Person Specification

Essential Criteria

Qualifications & Training

• Good standard of literacy and numeracy (GCSE English and Maths or equivalent).
• Willingness to undertake relevant SEMH, SEND, safeguarding and behaviour‑support training.

Experience

• Experience working with children with SEMH, SEND, behavioural needs or additional learning needs.
• Experience supporting children in a school, childcare or youth‑work setting.

Knowledge & Skills

• Understanding of SEMH needs and how they impact learning and behaviour.
• Ability to use de‑escalation, restorative approaches and trauma‑informed practice.
• Ability to build positive, trusting relationships with vulnerable pupils.
• Strong communication skills with children and adults.
• Ability to remain calm, patient and consistent under pressure.
• Ability to follow behaviour plans, risk assessments and safeguarding procedures.
• Ability to work as part of a team and take direction from teachers and the SENCO.

Personal Qualities

• Empathy, resilience and emotional stability.
• A nurturing, child‑centred approach.
• Reliability, professionalism and a commitment to inclusion.
• Flexibility and willingness to adapt to changing needs.
• A reflective approach and commitment to ongoing professional development.

Desirable Criteria

• Relevant qualification (e.g., Level 2/3 Teaching Assistant, CACHE, or equivalent).
• Training in Team Teach, PRICE, or other behaviour‑support frameworks.
• Experience supporting pupils with trauma, attachment difficulties or adverse childhood experiences (ACEs).
• Experience delivering SEMH interventions (e.g., Zones of Regulation, ELSA, Thrive).
• Knowledge of SEND Code of Practice

Safer Recruitment

We are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. All successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks.