Teaching Support Practitioner

As a Teaching Support Practitioner, you will support students with SEMH and associated SEND to feel safe, engage in learning, achieve their potential and become increasingly independent. Working under the direction of teachers, you will help make the curriculum accessible through targeted interventions, agreed support strategies and positive relationships with students and families. You will contribute to students’ learning, wellbeing and personal development, working closely with teachers, therapists and other professionals to deliver consistent support and promote positive outcomes. The teacher retains responsibility for curriculum planning, teaching and assessment, while you implement agreed provision and contribute observations and evidence of progress.

Your Main Responsibilities:

• Support Teaching, Learning and Student Development.
• Deliver targeted interventions and agreed support programmes for individuals and small groups.
• Support students to access learning, achieve agreed outcomes and develop independence.
• Adapt support strategies within agreed frameworks to maximise engagement and progress.
• Promote communication, confidence, resilience and positive participation across college life.
• Support students to generalise learning and positive behaviours across different environments.

• Promote Positive Behaviour, Regulation and Wellbeing.
• Implement Positive Behaviour Support plans and agreed therapeutic approaches.
• Build positive relationships that support engagement, belonging and success.
• Use preventative, co-regulatory and de-escalation strategies to support emotional regulation.
• Support students to develop communication, social, emotional and problem-solving skills.
• Maintain safe, consistent boundaries and contribute to a positive learning environment.

• Observation, Assessment and Student Planning.
• Observe learning, wellbeing and behaviour, maintaining accurate records.
• Contribute to the assess, plan, do, review cycle, One Plans and annual reviews.
• Monitor progress and intervention impact, sharing observations and recommendations appropriately.
• Identify and escalate concerns, risks or changes in need.
• Contribute to planning and review discussions with colleagues and families.

• Keyworking and Collaborative Working.
• Act as Keyworker for allocated students, maintaining positive professional relationships with students and families.
• Contribute to review meetings, transition planning and preparation for adulthood.
• Work closely with teachers, therapists and other professionals to provide coordinated support.
• Share information appropriately to promote consistent approaches and positive outcomes.
• Model effective practice and contribute positively to team working.

• Learning Environment and Resources.
•  Prepare and maintain safe, organised and accessible learning environments.
• Ensure resources are used safely, effectively and in line with agreed procedures.
• Support learning across classrooms, community settings, educational visits and enrichment activities.

Professional Responsibilities:

• Safeguard and promote the welfare of students at all times.
• Follow Foundation policies, procedures and professional standards.
• Maintain confidentiality, accurate records and appropriate professional boundaries.
• Participate in supervision, training and professional development.
• Recognise the limits of the role and seek support, guidance or escalation when required.

You will be able to:

• Deliver targeted interventions and learning support effectively.
• Adapt support within agreed plans and professional boundaries.
• Build positive relationships with students and families.
• Observe, record and communicate information accurately.
• Support students with complex emotional, behavioural and learning needs.
• Work effectively within a multidisciplinary team.
• Use professional judgement appropriately and know when to seek guidance.
• Promote independence, participation and positive outcomes for students.

Living Our Values:

• Compassionate Curiosity: You seek to understand the needs behind behaviour, showing patience, empathy and responsiveness to help pupils feel valued and succeed.
• Close Collaboration: You work effectively with colleagues, families and professionals, contributing to a consistent and coordinated approach to support.
• Empowering Community: You promote inclusion, confidence and independence, helping pupils develop the skills and resilience to thrive.
• Unwavering Integrity: You act with honesty, professionalism and accountability, following procedures and always prioritising pupil welfare and safety.
• Visionary Thinking: You maintain high expectations, embrace learning and improvement, and support pupils to achieve positive outcomes and future success.

Other Specific Requirements:

• To participate in the Foundation’s programme of performance management.
• Understand their professional responsibilities in relation to the Foundation’s policies and practices.
• To participate in whole Foundation training days. • To participate in the school’s annual holiday experience (possibly residential).
• To ensure your Essential Training/Reading is kept up to date as well as any CPD relevant to the role.
• To work across all Foundation sites as and when required by line management.
• To undertake such other duties appropriate to the post as may from time to time be required to ensure the smooth and efficient running of the Foundation.

How to apply:

https://recruit.sampeople.co.uk/Jobboard/Vacancy/Search?TrustId=189&Distance=100

For further information and to arrange an essential visit as part of the recruitment process, please contact HR at the following email address: HR@WHSFOUNDATION.ORG.UK

Please note we do not accept CV’s.

The William Henry Smith Foundation is committed to safeguarding and promoting the welfare of children and adults and expects all staff to share this commitment. The foundation has effective child and adult protection policies which provide clear direction to staff and others about expected codes of behaviour in dealing with safeguarding issues. Our recruitment process aims to create and maintain a safe workforce and contains robust vetting procedures. The successful applicant will be appointed subject to references and enhanced DBS check (this is a position working in regulated activity). The successful candidate will be subject to a rigorous safer recruitment process and must adhere to a strict code of conduct regarding behaviour at all times. Shortlisted candidates will be subject to online searches in accordance with KCSIE. The Foundation is also committed to promoting the spiritual, moral, social and cultural development of both students and staff and reflects life in Modern Britain.