Children & Young People Support Worker

senploy; Liverpool City Region; Presencial; GBP 12.000 - 21.000; Jornada completa

Descripción de la vacante

Thrive Education Group seeks experienced Children's Wellbeing & Behaviour Support Workers to work within Sefton schools and specialist settings. You will support pupils with SEMH, ASC, ADHD and SEND, focusing on emotional wellbeing and learning engagement.

You'll work alongside teachers and SENCOs, providing practical and emotional support, building consistent routines, and helping pupils re-engage with education through patient guidance and safeguarding practices.

Formación

• Experience supporting children and young people in educational or care settings.
• Enhanced DBS check is required, or willingness to obtain one.
• Ability to build trust, set boundaries and maintain professional relationships.
• Good communication with teachers, SENCOs and other professionals.

Responsabilidades

• Provide one-to-one and small-group support to pupils with additional needs.
• Support pupils to manage anxiety and emotional distress.
• Build trusting relationships to help pupils engage with learning.
• Record observations and contribute to discussions about pupil progress.
• Promote safeguarding, wellbeing and a positive school environment.

Conocimientos

Empathy

Active listening

Boundary setting

Relationship building

Emotional resilience

Patience

Educación

DBS clearance or willingness to obtain

Descripción del empleo

Location: Sefton, Merseyside

Contract: Full-Time | Term-Time | Long-Term

Start Date: ASAP

Before a young person can concentrate on learning, they often need to feel safe, understood and connected to the people around them.

For children who have experienced emotional difficulties, disrupted education, challenging relationships or additional learning needs, this isn't always straightforward.

Some pupils arrive at school carrying worries they cannot explain. Others find it difficult to trust adults, manage frustration or cope with the expectations of a busy classroom.

The right support can help change how a young person experiences school.

Thrive Education Group is recruiting experienced Children's Wellbeing & Behaviour Support Workers to work within schools and specialist education settings across Sefton.

We're particularly interested in people who have supported children and teenagers in residential care, youth services, mental health support, SEND, mentoring, family support or children's services.

You don't need to have followed a traditional route into education.

What matters is your ability to understand young people, build positive relationships and provide the consistency they need to move forward.

The children and teenagers you work with may face challenges that affect their ability to engage with education and everyday school life.

These could include:

• Social, Emotional and Mental Health (SEMH) needs - including anxiety, emotional distress, low self-esteem and difficulties managing feelings.
• Social, Emotional and Mental Health (SEMH) needs - including anxiety, emotional distress, low self-esteem and difficulties managing feelings.
• Autism Spectrum Condition (ASC) - involving communication differences, sensory sensitivities and a need for predictable routines.
• Autism Spectrum Condition (ASC) - involving communication differences, sensory sensitivities and a need for predictable routines.
• ADHD - affecting attention, impulsivity, organisation and emotional regulation.
• ADHD - affecting attention, impulsivity, organisation and emotional regulation.
• Social and Behavioural Difficulties - where pupils may struggle with boundaries, relationships or managing challenging situations.
• Social and Behavioural Difficulties - where pupils may struggle with boundaries, relationships or managing challenging situations.
• Speech, Language and Communication Needs - making it difficult to express emotions, understand expectations or communicate effectively.
• Speech, Language and Communication Needs - making it difficult to express emotions, understand expectations or communicate effectively.
• Trauma-Related Needs - where previous experiences may affect a child's sense of safety, relationships and responses to everyday situations.
• Trauma-Related Needs - where previous experiences may affect a child's sense of safety, relationships and responses to everyday situations.
• Learning Difficulties - requiring additional encouragement, adapted activities and individualised support.
• Learning Difficulties - requiring additional encouragement, adapted activities and individualised support.

Your role won't be to expect every young person to respond in the same way.

It will be to understand their individual needs and help them develop the confidence, emotional security and practical strategies to participate positively in education.

Working alongside teachers, pastoral staff, SENCOs and specialist professionals, you'll provide practical and emotional support throughout the school day.

Your responsibilities may include:

• Providing one-to-one and small-group support to pupils with additional needs.
• Providing one-to-one and small-group support to pupils with additional needs.
• Building trusting relationships with young people who may find it difficult to engage with adults.
• Building trusting relationships with young people who may find it difficult to engage with adults.
• Helping children manage anxiety, frustration and emotional distress.
• Helping children manage anxiety, frustration and emotional distress.
• Recognising early signs that a pupil is becoming overwhelmed.
• Recognising early signs that a pupil is becoming overwhelmed.
• Using agreed de-escalation and positive behaviour-support strategies.
• Using agreed de-escalation and positive behaviour-support strategies.
• Supporting pupils who struggle with classroom expectations or routines.
• Supporting pupils who struggle with classroom expectations or routines.
• Encouraging positive communication and healthy relationships.
• Encouraging positive communication and healthy relationships.
• Helping children develop emotional awareness and coping strategies.
• Helping children develop emotional awareness and coping strategies.
• Supporting young people who have become disengaged from learning.
• Supporting young people who have become disengaged from learning.
• Reinforcing consistent boundaries in a calm and supportive manner.
• Reinforcing consistent boundaries in a calm and supportive manner.
• Helping pupils manage transitions, changes to routines and unfamiliar situations.
• Helping pupils manage transitions, changes to routines and unfamiliar situations.
• Supporting pupils with SEND and individual education or behaviour plans.
• Supporting pupils with SEND and individual education or behaviour plans.
• Encouraging independence, resilience and personal responsibility.
• Encouraging independence, resilience and personal responsibility.
• Supporting social development during breaktimes and group activities.
• Supporting social development during breaktimes and group activities.
• Working with teachers to identify barriers to engagement.
• Working with teachers to identify barriers to engagement.
• Recording relevant observations and contributing to discussions about pupil progress.
• Recording relevant observations and contributing to discussions about pupil progress.
• Promoting safeguarding, wellbeing and a positive school environment.
• Promoting safeguarding, wellbeing and a positive school environment.

Imagine a young person who regularly refuses to enter the classroom.

They may have experienced repeated difficulties in education and developed the belief that school simply isn't somewhere they can succeed.

Rather than focusing only on getting them through the classroom door, you take time to understand what's making the situation difficult.

You establish a predictable routine, build trust and introduce small, achievable goals.

At first, progress might mean arriving at school without becoming distressed.

Then spending a short period in a learning activity.

Eventually, participating in lessons with greater confidence.

These are the moments where your experience and understanding can make a lasting difference.

You'll help pupils recognise their strengths, develop healthier responses to challenges and begin to experience school more positively.

We're looking for people who have already developed valuable skills supporting children and young people.

You might currently work as:

• Children's Residential Support Worker.
• Children's Residential Support Worker.
• Youth Worker or Youth Mentor.
• Youth Worker or Youth Mentor.
• Behaviour Support Worker.
• Behaviour Support Worker.
• SEND Support Worker.
• SEND Support Worker.
• Mental Health Support Worker.
• Mental Health Support Worker.
• Family Support Worker.
• Family Support Worker.
• Pastoral Support Assistant.
• Pastoral Support Assistant.
• Community Support Worker.
• Community Support Worker.
• Children's Care Worker.
• Children's Care Worker.

Experience within residential care, youth services, alternative provision, children's mental health, SEND or behaviour support would be particularly relevant.

If you're used to supporting young people through difficult situations, establishing boundaries, managing emotional distress or encouraging positive behaviour, those skills could transfer well into a school environment.

Qualifications and previous experience are valuable, but your approach to supporting young people is equally important.

We're looking for someone who:

• Understands the importance of emotional wellbeing in education.
• Understands the importance of emotional wellbeing in education.
• Can build positive relationships while maintaining professional boundaries.
• Can build positive relationships while maintaining professional boundaries.
• Is patient, consistent and emotionally resilient.
• Is patient, consistent and emotionally resilient.
• Remains calm when behaviour becomes challenging.
• Remains calm when behaviour becomes challenging.
• Recognises that behaviour can communicate distress or unmet needs.
• Recognises that behaviour can communicate distress or unmet needs.
• Can adapt their communication to different individuals.
• Can adapt their communication to different individuals.
• Encourages young people to develop independence and confidence.
• Encourages young people to develop independence and confidence.
• Understands the importance of safeguarding and confidentiality.
• Understands the importance of safeguarding and confidentiality.
• Works effectively with teachers and other professionals.
• Works effectively with teachers and other professionals.
• Can follow individual behaviour and support plans.
• Can follow individual behaviour and support plans.
• Is reliable, adaptable and committed to helping young people progress.
• Is reliable, adaptable and committed to helping young people progress.

An Enhanced DBS on the Update Service, or willingness to obtain one, will be required.

Moving into education can open opportunities to broaden your professional knowledge while building on the experience you already have.

You’ll gain practical exposure to:

• Supporting children with SEMH and autism.
• Supporting children with SEMH and autism.
• Positive behaviour-support approaches.
• Positive behaviour-support approaches.
• Emotional regulation and wellbeing strategies.
• Emotional regulation and wellbeing strategies.
• Individual learning and support plans.
• Individual learning and support plans.
• Trauma-informed approaches to supporting young people.
• Trauma-informed approaches to supporting young people.SEND provision and inclusive education.
• SEND provision and inclusive education.
• Working alongside teachers, SENCOs and pastoral professionals.
• Working alongside teachers, SENCOs and pastoral professionals.
• Supporting pupils to re-engage with learning.
• Supporting pupils to re-engage with learning.

This experience could support future progression into behaviour mentoring, pastoral support, specialist SEND roles, alternative provision, HLTA pathways or wider children's services, subject to relevant qualifications and experience.

At Thrive Education Group, we understand that schools benefit from professionals with experience across different children's services.

Your ability to build relationships, respond to challenging situations and support emotional wellbeing could be incredibly valuable in education.

What this opportunity offers:

• Long-term placements with potential permanent opportunities.
• An immediate start.
• Opportunities within mainstream and specialist education settings.
• Valuable experience supporting SEND and SEMH needs.
• Opportunities for training and professional development.
• Support from a dedicated education consultant.
• Experience that can strengthen your future career within education and children's services.

For some children, progress isn't measured by how quickly they complete a task or how many questions they answer correctly.

It's measured by whether they feel confident enough to ask for help.

Whether they can manage a difficult situation without becoming overwhelmed.

Whether they begin trusting the adults around them.

Or whether they start looking forward to coming to school.

As a Children's Wellbeing & Behaviour Support Worker, you'll help create the stability, encouragement and positive relationships that make these achievements possible.

If you have experience supporting children or young people and want to bring your skills into education, Thrive Education Group would love to hear from you.