We are seeking a dedicated and proactive individual to work alongside the ARCH Engage Leader in delivering tailored provision for students at risk of suspension or permanent exclusion. The successful candidate will support small groups of students by identifying potential barriers to learning and implementing research-led intervention programmes that address specific needs. A key part of the role will involve collaborating with class teachers to ensure successful reintegration into the classroom environment. The postholder will also be expected to uphold the high standards and professional practices outlined in the school’s colleague handbook, while consistently adhering to all school policies and procedures.

Todmorden High School is a medium sized secondary academy in Todmorden. The academy is committed to creating a culture where all students and colleagues at all levels can feel proud of who they are and their achievements. In keeping with our values, we strive to create a school that celebrates difference. Ambition, Respect, Care and Honesty remain at the forefront of everything we do; we are trusted to do the right thing for each other, our students and the wider community.  

 Academy Information

The academy is a proud partner of the well-regarded and high-performing SHARE Multi-Academy Trust and is part of the Teaching School Hub for Kirklees and Calderdale. Todmorden High School provides staff with a wealth of support and a wide range of opportunities to collaborate, network, and share best practice. 

Todmorden High School has a wonderful academy community and is a great place to work, where all team members play a vital role in making a positive impact on the life chances of others.

 The academy is proud to offer:

• A supportive and ambitious environment where all students are encouraged to go beyond what they think they can achieve and to enjoy learning, helping them to lead successful, healthy and happy lives. 
• A vibrant place to work which equips staff to deliver their best every day, under the strong belief that Valuing People, Supporting Personal Best is the key.
• A commitment that staff are happy, engaged and well supported at work, taking pride in students’ attendance, behaviour, progress and development as well as their own.
• Excellent training and guidance relevant to individual job roles, so expectations are understood and staff are motivated.
• Great benefits, as an employer of choice, including outstanding CPD, supportive line management, and meaningful networking opportunities across the trust to aid personal development.
• Supportive leadership, encouraging healthy work-life balance.
• A high-quality teaching and learning environment, alongside good facilities.
• A culture where children are happy, settled and confident, accessing a broad and balanced curriculum which provides a memorable educational experience for pupils and staff.  

Key Expectations of the Role:

• Support students to re-engage with education and learning
• Promote positive behaviour and emotional regulation
• Act as a role model and provide consistent pastoral support
• Contribute to a safe, structured, and nurturing environment
• Support reintegration pathways or next steps for students

If you are interested in working in a school where the values ambition, respect, care, and honesty underpin all our work, and you believe you have skills that can enrich the lives of young people, please apply for this role

The ideal candidate will:

• Have a commitment to promoting the ethos and values of the school and getting the best outcomes for all pupils
• Have experience of working with children or young people in a school setting
• Be committed to delivering high standards of work, supporting colleagues, and contributing to continuous improvement
• Champion our values of Ambition, Respect, Care and Honesty

Overall purpose of the role:

The overall purpose of this role is to support students accessing ARCH Engage by promoting readiness to learn, improving attendance, behaviour, and engagement, and removing barriers to academic progress. The role involves building positive relationships with students and their families, maintaining regular communication, and working closely with the ARCH Engage Leader to monitor progress and demonstrate impact.

You would join the school at an exciting time, the school has academised and joined Share MAT and we are part of the new schools’ building programme. We value our staff, and we know Share MAT does too. Our staff voice is strong and colleagues like working here. We have a strong CPD programme and there are often chances for staff to progress their career and develop. This has been enhanced with recent support from Share MAT (who are the Teaching School Hub for Calderdale and Kirklees).

We’d love to hear from you if you share our belief in ‘enabling individuals to unlock their unique potential’ and the MAT’s belief in ‘Valuing People, Supporting Personal Best’.

There has never been a more exciting time to join our incredible community. In this role you will have a direct impact on the lives of our students and open doors to their futures. Together, we unlock unique potential.

Main duties 

• To work alongside the ARCH Engage leader to deliver tailored provision for students at risk of suspension or permanent exclusion from school. 
• To work with small groups of students to identify potential barriers to learning and deliver research lead intervention programmes to support specific needs.
• To work with class teachers to support successful reintegration for students.
• To uphold the standards and working practice of the school as detailed in the colleague handbook.
• To adhere to school policies and procedures.

 Specific responsibilities

• Meet and greet students each day and check they are ready to learn.
• Maintain regular contact with parents to share positive feedback and develop effective and supportive relationships.
• Support the ARCH Engage Leader to improve attendance and behaviour of students accessing ARCH Engage.
• Support the ARCH Engage Leader to produce appropriate impact reports for groups of students accessing provision.
• Develop understanding of the curriculum being delivered so that you can offer the most effective support to students in specific subject areas.
• Support students to meet and manage the school’s expectations regarding behaviour, attendance, attitude to learning and progress.
• To negotiate, establish and maintain effective working partnerships with staff across the school in order to assess students’ needs and work to remove barriers to learning and maximise progress.
• Work with staff in school and external agencies to plan programmes of support.
• Support students during extra-curricular activities to ensure accessibility to all opportunities in school.
• Working in collaboration with the SENCO, parents, students, and external agencies, contribute to the implementation of Education, Health, Care Plans (EHC Plans).
• Contribute towards the development of transition plans, pupil passports and Individual Support Plans.
• Take the role of keyworker for your student caseload.
• Employees will be expected to comply with any reasonable request from the Headteacher

Person Specification

Essential

Qualifications & Training

• HLTA status or equivalent qualification/experience
• GCSE (or equivalent) in English and Mathematics (Grade C/4 or above)
• Relevant training in behaviour management, safeguarding, or SEMH (Social, Emotional and Mental Health) needs

Experience

• Significant experience working with children or young people in an educational setting
• Experience supporting students with:
  • Challenging behaviour
  • SEMH needs
  • Trauma, attachment difficulties, or adverse childhood experiences (ACEs)
• Experience of working with students at risk of exclusion or disengagement from education
• Experience delivering small group or 1:1 interventions
• Experience supporting teaching and learning across a range of subjects

Knowledge & Understanding

• Strong understanding of safeguarding and child protection procedures (KCSIE)
• Awareness of factors leading to exclusion, including:
  • Behavioural needs
  • Social disadvantage
  • Mental health challenges
• Understanding of restorative practices and de-escalation strategies
• Knowledge of strategies to promote positive behaviour and engagement
• Awareness of SEND Code of Practice and inclusive education principles
• Understanding of barriers to learning and strategies to overcome them

Skills & Abilities

• Ability to build positive, trusting relationships with vulnerable students
• Strong behaviour management skills with a calm and consistent approach
• Ability to adapt learning to meet individual needs
• Ability to engage hard-to-reach learners and re-motivate disengaged students
• Effective communication skills (verbal and written)
• Ability to work independently and use initiative
• Good organisational skills and ability to manage competing priorities
• Ability to contribute to planning and deliver learning activities
• Competence in monitoring, recording, and reporting student progress

Personal Qualities

• Resilient, patient, and emotionally intelligent
• Non-judgemental and inclusive approach
• High expectations for all students
• Commitment to safeguarding and student wellbeing
• Flexible and adaptable in a dynamic provision
• Reflective practitioner willing to learn and develop
• Strong team player with a collaborative mindset

Desirable

Qualifications & Training

• Degree or relevant Level 4 qualification
• Team Teach / MAPA / de-escalation training
• Mental Health First Aid training
• Training in trauma-informed practice

Experience

• Experience working in alternative provision, PRUs, or specialist settings
• Experience supporting reintegration into mainstream education
• Experience contributing to behaviour support plans or risk assessments
• Experience working with external agencies (e.g. CAMHS, social care, youth services)

Knowledge

• Understanding of trauma-informed approaches
• Knowledge of restorative justice approaches in schools
• Awareness of local authority procedures around exclusions and alternative provision

 Safeguarding requirements:

This post requires the post holder to work in settings with children and young adults. Any employment offer is therefore subject to the results of an Enhanced Disclosure from the Disclosure and Barring Service (DBS). People who may have contact with younger children (i.e. primary school age) are also required to complete a declaration about family or other members of their household. Applicants MUST complete the MAT’s standard application form to be considered, will be required to provide evidence of identity and qualifications and offers of employment will be subject to satisfactory references. For applicants who work or have recently worked in a school, one of the references must be from the Headteacher.