Key Responsibilities

1. Assessment & Identification

• Work with class teachers, SENCO and outside agencies to assess the needs of children with SEMH.
• Use observations, checklists, and informal assessments to identify barriers to learning.
• Contribute to baseline assessments and ongoing evaluations for targeted children.

2. Planning & Designing Provision

• Co-design SEMH support plans, individual targets, and personalised learning strategies.
• Assist in creating and adapting resources to support emotional regulation, resilience and engagement.
• Contribute to the development of small-group and 1:1 intervention programmes.

3. Delivering Support

• Provide direct support to children with SEMH needs across EYFS, KS1 and KS2.
• Implement tailored interventions focused on all aspects of SEMH
• Support children in class to access the curriculum and develop positive relationships.
• Use trauma-informed and attachment-aware approaches to nurture wellbeing.

4. Monitoring & Measuring Impact

• Track progress using school systems and SEMH assessment tools.
• Maintain clear records of interventions, outcomes and observations.
• Regularly review targets with the SENCO and class teachers.
• Contribute to evaluating the impact of SEMH provision across the school.

5. Collaboration & Communication

• Work collaboratively with teachers, Inclusion Team and support staff.
• Liaise effectively with parents and carers to support consistent approaches.
• Contribute to multi-agency meetings where necessary.
• Assist with EHCP evidence gathering and annual reviews.

6. Whole-School Responsibilities

• Promote positive behaviour and emotional wellbeing throughout the school.
• Support the development of whole-school SEMH strategies and initiatives.
• Provide modelling and guidance for staff in SEMH-supportive approaches.
• Participate in training and professional development as required.

Person Specification

Essential

• Experience supporting teachers to plan provision for children with SEMH needs.
• Understanding of emotional regulation strategies, restorative approaches, and trauma-informed practice.
• Ability to build trusting, nurturing relationships with pupils.
• Strong communication and teamwork skills.
• Ability to remain calm, consistent and professional under pressure.
• Maths and English GCSE Grade 5 or above

Desirable

• Experience across EYFS, KS1 and KS2.
• Knowledge of SEND frameworks and assessment tools.
• Training in nurture groups, ELSA, Zones of Regulation, Team Teach or similar.
• Experience contributing to EHCP processes.

St Mary’s CE VA Primary Academy is committed to safeguarding and promoting the welfare of children and young people and we expect all staff and volunteers to share this commitment. Any successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks to ensure their suitability for safeguarding children. Shortlisted candidates will have online searches carried out prior to interview.

Appointments are excluded from the Rehabilitation of Offenders Act 1974.  Applications must declare any convictions which for other purposes are “Spent” and in the event of employment, failure to disclose such convictions could result in dismissal or disciplinary action by the school.  Applicants must provide the information requested on a questionnaire sent at the time of short-listing and understand that the provisionally selected candidate for such posts will be required to apply for a Criminal Records Bureau Disclosure at the appropriate level.  Any information will be treated confidentially.