1:1 Teaching Assistant

The Netherhall School; Cambridge; On-site; GBP 18,000 - 23,000; Full time

Job summary

The Netherhall School in Cambridge is seeking Learning Link Mentors to join our Inclusion Faculty. The role centers on building reliable links between students, families and the professional team, with 1:1 and small-group support as needed.

We welcome applicants experienced in supporting young people with diverse needs and offer training to strengthen skills in de-escalation and safeguarding within a collaborative school setting.

Qualifications

• Experience supporting young people whose behaviour may communicate distress, unmet need or dysregulation.
• Willingness to participate in de-escalation training; training in Restrictive Interventions and positive handling would be advantageous but is not essential.

Responsibilities

• Providing consistent 1:1, paired, small-group or classroom support according to identified need.
• Supporting learning, transitions, communication, emotional regulation and reintegration.
• Following EHCPs, individual support plans, risk assessments, safeguarding plans and agreed de-escalation strategies.
• Building trusting professional relationships while maintaining clear, predictable boundaries.
• Developing independence and avoiding unnecessary reliance on adult support.
• Working closely with teachers, SEND and safeguarding staff, families, external professionals and alternative provision tutors.
• Recording attendance, engagement, progress, incidents and safeguarding information accurately and promptly.

Job description

Join our Inclusion Faculty

We are seeking calm, resilient and adaptable Teaching Assistants to join our Inclusion Faculty. At Netherhall, our Teaching Assistants are known as Learning Link Mentors because the role centres on building reliable links between students, learning, families and the wider professional team.

Postholders may be primarily allocated to a particular student and must be prepared to provide consistent 1:1 support for learners with high and complex needs. They will also work flexibly across students, timetables, interventions and Inclusion Faculty priorities as directed. Staff work within agreed plans and staffing arrangements and are not expected to manage significant incidents alone.

The role includes

• Providing consistent 1:1, paired, small-group or classroom support according to identified need.
• Supporting learning, transitions, communication, emotional regulation and reintegration.
• Following EHCPs, individual support plans, risk assessments, safeguarding plans and agreed de-escalation strategies.
• Building trusting professional relationships while maintaining clear, predictable boundaries.
• Developing independence and avoiding unnecessary reliance on adult support.
• Working closely with teachers, SEND and safeguarding staff, families, external professionals and alternative provision tutors.
• Recording attendance, engagement, progress, incidents and safeguarding information accurately and promptly.

We welcome applications from people with experience of supporting young people whose behaviour may communicate distress, unmet need or dysregulation. Training in de-escalation, Restrictive Interventions and positive handling would be advantageous but is not essential. Appropriate training will be provided where required.