We are seeking to recruit a skilled and adaptable HLTA to join the SEND and inclusion team at King Edward VI Community College.

This role is based within a personalised learning centre (PLC) and supports students who require additional provision at different points in the school day. The majority of students supported will remain on a mainstream timetable, accessing the PLC for targeted support, short-term intervention, or during periods when they are unable to access lessons.

This may include:

· students accessing planned SEND provision

· students requiring short-term co-regulation support

· students working within the provision for a limited period due to suspension

The HLTA will deliver structured, curriculum-aligned support using resources provided by teaching staff, adapting them as needed to ensure accessibility for individual learners. The role also includes supporting students to regulate, re-engage and return to learning as appropriate.

There may also be scope to contribute to the development of targeted provision, including support for students experiencing Emotionally Based School Non-Attendance (EBSNA).

Key Responsibilities

Targeted Provision within the PLC

· Support students accessing the PLC for planned SEND provision, short-term intervention, or during periods of internal withdrawal

· Work with students who have left lessons due to dysregulation, providing structured support to help them settle and re-engage

· Provide supervision and structured learning for students placed in the provision for short-term periods (e.g. suspension)

Curriculum Support

· Deliver learning activities based on curriculum content provided by teaching staff

· Adapt materials and approaches to ensure accessibility for students with a range of learning needs

· Support students to engage with and complete curriculum-based work

· Promote independence and sustained focus on learning tasks

Small Group & Individual Support

· Work with individuals and small groups to support:

• engagement with learning
• literacy and numeracy where needed
• organisation and approach to tasks

· Provide clear structure and routine to support learning and engagement

· Monitor and record student engagement and progress

Regulation & Behaviour Support

· Respond to students who present in a dysregulated state, using calm and consistent approaches

· Support students to regulate and return to a learning-ready state

· Maintain a predictable, safe and purposeful environment within the PLC

· Reinforce expectations, routines and boundaries in a clear and supportive way

Reintegration Support

· Support students to return to lessons or their timetable when appropriate

· Work with staff to ensure transitions are well managed and students are prepared to re-engage

· Contribute to strategies that support longer-term engagement with school

Development of Provision

· Contribute to the ongoing development of the PLC as a consistent and effective area of support

· Support the development of targeted approaches for students with SEND

· Work collaboratively with SEND and pastoral teams to review and refine provision

Collaboration & Professional Practice

· Work closely with teaching staff, SENDCo and inclusion colleagues

· Contribute to SEND support plans and EHCP provision where appropriate

· Maintain accurate records of support, engagement and behaviour

· Engage in reflective practice and professional development

Person Specification

Essential

· Experience working with students with SEND, including SEMH needs

· Experience supporting students outside of the classroom or in alternative provision settings

· Ability to adapt learning materials to meet a range of needs

· Strong relational skills and the ability to quickly establish positive working relationships

· Calm, consistent approach to behaviour and regulation

· Ability to manage a varied workload and respond to changing needs throughout the day

Desirable

· Experience working in a personalised learning base or similar provision

· Experience supporting students following suspension or during periods of disengagement

· Experience supporting students with EBSNA/EBSA

· Understanding of trauma-informed or relational approaches

· Experience supporting reintegration into mainstream learning

What We Offer

· The opportunity to help shape and develop bespoke SEND provision within an inclusive school community

· A supportive and collaborative team with a strong relational ethos

· A varied and evolving role responsive to student need and provision development

· The opportunity to make a meaningful difference to young people who struggle to access education

This document outlines the duties for the time being to indicate the level of responsibility. It is not a comprehensive or exclusive list and the duties may be varied from time to time which do not change the general character to the job or the level of responsibility entailed.

ESW is committed to safeguarding and protecting the welfare of children, and applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and an enhanced disclosure via the Disclosure and Barring Service