Higher lever Teaching Assistant-SEMH Lead

Parrenthorn High; Greater Manchester; On-site; GBP 26,000 - 38,000; Full time

Job summary

Parrenthorn High School in Greater Manchester is seeking a dedicated team member to support pupils with SEMH needs in partnership with the SENCO and pastoral teams. The role focuses on removing barriers to learning and coordinating Learning Support Assistants within one year group.

You will liaise with families, develop individual provision plans, monitor progress, and participate in CPD to promote inclusive practice across the school.

Responsibilities

• Oversee the provision for students with SEMH needs across the school.
• Promote the inclusion and acceptance of all pupils, whilst supporting pupils consistently, recognising and responding to individual needs.
• Work with teachers and non-teaching staff to ensure that appropriate strategies and resources are being used to promote effective student self‑management.
• Develop relationships with external agencies and providers to implement provision when necessary.
• Work closely with individual students, arranging regular meetings and check ins to help foster strong relationships and encourage positive engagement with school.
• Liaise regularly with families, updating parents/carers on the progress of their children and provisions that are in place or being considered.
• Create, share and maintain support plans that help ensure consistent approaches are taken with named students, including IEPs where required.
• Maintain records of student referrals and support, analysing data to track the impact of provision that is in place.
• Attend regular CPD as required by the school, and other optional relevant CPD to develop good practice.

Job description

About this Role

To work closely with our SENCO in providing targeted mental health support.

To work closely with the SENDCo and Core team of HLTAs and co-ordinate the SEND students and Learning Support Assistants assigned to one year group.

To oversee the support and inclusion of students who require our help and support, to remove barriers to their opportunities for success in school, particularly for students with SEMH needs.

To play a pivotal role in working with our SEND and Pa storal Team to cater for some of our most vulnerable students.

Duties and Responsibilities

• Oversee the provision for students with SEMH needs across the school.
• Promote the inclusion and acceptance of all pupils, whilst supporting pupils consistently, recognising and responding to individual needs.
• To work with teachers and non-teaching staff to ensure that appropriate strategies and resources are being used to promote effective student self‑management.
• Develop relationships with external agencies and providers to implement provision when necessary.
• Work closely with individual students, arranging regular meetings and check ins to help foster strong relationships and encourage positive engagement with school.
• Liaise regularly with families, updating parents/carers on the progress of their children and provisions that are in place or being considered.
• Create, share and maintain support plans that help ensure consistent approaches are taken with named students, including IEPs where required.
• Maintain records of student referrals and support, analysing data to track the impact of provision that is in place.
• Attend regular CPD as required by the school, and other optional relevant CPD to develop good practice.

Other Duties

• Co‑ordinate the Learning Support Assistants, SEND support plans and communication for the SEND students across one year group.
• Supervise students during social time in a designated space as directed; be proactive in providing activities or structure to engage students during this time.
• To participate in appropriate meetings with colleagues and parents relative to the above.
• Promote and support the inclusion of students, including those with specific needs, both in learning activities and within the classroom.
• To work under the guidance of the Head of Learning Support and within an agreed system of supervision, to implement agreed work programmes with individual groups, in or out of the classroom.
• To provide guidance and training for other LSAs who may need additional support with their work, in liaison with Head of Learning Support and the core team and linked to the performance review procedures of the department.
• Monitor and support the progress of pupils with an Educational and Health Care Plan and children on the SEN register at School Action Plus level.
• Organise/ lead and evaluate intervention groups as required.
• Keep SEN register and Provision Maps up‑to‑date.
• Plan and review provision maps for an identified cohort.
• Make referrals and collaborate with outside agencies where appropriate.
• Update information systems as necessary.
• Use behaviour management strategies, in line with school policies and procedures, to contribute to a purposeful learning environment and positive engagement.
• Work with teaching staff to plan, review or develop resources for students.
• Attend regular CPD as required by the school, and other optional relevant CPD to develop good practice.

Additional Duties

• Contribute to the overall ethos, work and aims of the school by attending relevant meetings and contributing to the development of policies and procedures within the school.
• At all times carry out duties with due regard to the school’s safeguarding and Health and Safety policies.
• To work within and encourage the school’s Equal Opportunity policy and contribute to diversity policies.

Safeguarding and Child Protection

• Know what to do if there are concerns about a child.
• Take on the responsibility for providing a safe environment and promoting children’s welfare.
• Undertake regular safeguarding and child protection training.
• Be familiar with Keeping Children Safe in Education part 1 (KCSIE) and local policies and procedures as directed by the trust.

Health and Safety

• Undergo Basic First Aid training and update courses as required.
• Be aware of the responsibility for Personal Health, Safety and Welfare and that of others who may be affected by your actions or inactions.

Continuing Professional Development - Personal

• In conjunction with the line manager, take responsibility for personal professional development, keeping up‑to‑date with research and developments relevant to the role.
• Undertake any necessary professional development as identified in the School Improvement Plan taking full advantage of any relevant training and development available.

Key Attributes

• Ability to organise and prioritise workloads
• Have highly effective communication skills (both written and verbal)
• Demonstrate a high level of attention to detail
• Ability to identify stakeholders’ needs quickly and deal with queries
• Demonstrate reliability, tact, diplomacy, confidentiality and sensitivity are paramount to this post
• Work in a team with collective goals, whilst being able to work on your own initiative
• A firm yet caring approach
• The ability to undertake a variety of tasks, often at the same time
• The ability to think outside of the box
• The ability to relate to both students and adults

The duties above are neither exclusive nor exhaustive and the postholder may be required by the Headteacher to carry out appropriate duties within the context of the job, skills and grade.

Safeguarding Statement

Parrenthorn High School are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. Parrenthorn High School ensure that all our recruitment and selection practices reflect this commitment.

The School is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff to share this commitment. Appointment is subject to a satisfactory disclosure at the appropriate level under the Disclosure and Barring Service.

In line with safer recruitment, please ensure that your application covers your full employment history and there is a reason noted for any gaps in employment. Successful candidates will be asked to provide relevant references for the past ten years and character references will not be accepted.