Aspiring Educational Psychologist / Occupational Psychologist / Occupational Therapist

Aspiring Educational Psychologist / Occupational Psychologist / Occupational Therapist

Company: Milk Education Location: Haringey, London (easily accessible by public transport; parking available) Salary: £110+ per day Job Type: Full-time | September 2026 start dates available

Are you a psychology or therapy graduate looking for the experience that sets your application apart?

If you are working towards a career in educational psychology, forensic psychology or occupational therapy - or simply want to confirm that working with children and young people is the right path for you - this role offers exactly the kind of hands-on, meaningful experience that postgraduate programmes and employers are looking for.

Milk Education is recruiting Learning Support Assistants on behalf of a specialist alternative provision in Haringey. This is not a typical classroom assistant role. You will be working in a small, nurturing setting specifically designed for children and young people who have been unable to access mainstream education due to anxiety, emotionally based school avoidance (EBSA), autism, trauma, and complex emotional needs.

This is real-world experience with a genuinely complex and rewarding cohort - the kind of experience you cannot get from a mainstream school placement.

About the setting

The provision sits at the heart of Haringey - one of London's most diverse and forward-thinking boroughs - and works with young people who have often had difficult or damaging experiences in traditional education. The focus here is on rebuilding trust, emotional safety and a love of learning, using trauma-informed, person-centred approaches delivered by a skilled multidisciplinary team.

Class sizes are small. Support is personalised. And the progress pupils make - however small it may seem - is genuinely significant.

What you will be doing

• Providing 1:1 and small group support to pupils with anxiety, EBSA, autism and additional learning needs
• Building therapeutic, trusting relationships with young people who may initially resist engagement with adults
• Supporting emotional regulation and helping pupils manage transitions, routines and social situations
• Implementing individual support plans in collaboration with teachers, therapists and external professionals
• Encouraging communication, independence and confidence through patience and consistency
• Using trauma-informed and person-centred strategies to help pupils gradually re-engage with learning

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