SEMH Teaching Assistant
- grantham, england, United Kingdom
- Permanent
- Full time
Job Description
SEMH Teaching Assistant Grantham
Location: Grantham, Lincolnshire
Contract: Supply, with the potential for a permanent position
Hours: Full-time, Monday Friday
GSL Education are seeking a resilient and compassionate SEMH Teaching Assistant to join a specialist SEN setting in Grantham. This is a fantastic opportunity for someone passionate about supporting children and young people with additional needs and looking to secure a long-term role in education.
You will support pupils with MLD, SEMH and behavioural needs , helping them engage with learning and develop their confidence, independence and emotional regulation. The role can involve challenging behaviours , so you must be confident, patient and able to remain calm under pressure.
The Role
- Provide one-to-one and small-group support.
- Support pupils with SEMH, MLD and behavioural needs.
- Help manage challenging behaviour and promote positive emotional regulation.
- Build positive, trusting relationships with pupils.
- Work closely with teachers and other professionals to provide consistent support.
- Help create a safe, supportive and inclusive learning environment.
The Ideal Candidate
- Previous experience in SEN, education, care or a similar support role is highly desirable.
- Resilient, patient and confident when managing challenging behaviours.
- Passionate about supporting children and young people with additional needs.
- Calm and consistent, with strong communication skills.
- Reliable and available full-time, Monday Friday .
- Willing to work on a supply basis initially , with the view to securing a full-time, permanent position.
Please be advised that this role requires a strong knowledge and understanding of safeguarding and child protection and that successful applicants must satisfy all background safer recruitment checks including providing an enhanced DBS certificate registered on the update service, or completing an application for a new check.
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