SEMH Behaviour Support Specialist

Prospero Teaching; Bury; On-site; GBP 24,000 - 32,000; Full time

Job summary

Prospero Teaching is working with a welcoming specialist school in Bury, Greater Manchester, seeking a dedicated Behaviour Support Worker to support pupils with SEMH and behavioural needs. The role is full-time, permanent, Monday to Friday, 8:30am–3:30pm, with a salary of £525–£700 per week depending on experience.

You will provide 1:1 and small group support, assist the class teacher with lesson delivery, promote positive routines, use de-escalation and trauma-informed approaches, and

Qualifications

• Experience with SEMH/behavioural needs in school, care, or youth work.
• Calm, empathetic and proactive in managing behaviour.
• Strong communication and relationship-building skills.
• Understanding of SEMH and SEND strategies.
• Qualification in support, care, or education is desirable but not essential.

Responsibilities

• Provide 1:1 and small group support for pupils with SEMH and behavioural needs.
• Assist the class teacher with lesson delivery, behaviour support and interventions tailored to individual needs.
• Promote positive routines, emotional regulation and resilience throughout the school day.
• Use de-escalation and trauma-informed approaches to help pupils feel safe, understood and ready to learn.
• Contribute to progress tracking and communicate effectively with staff and families.

Skills

Behaviour management

Communication

Empathy

Trauma-informed approach

Education

Support, care or education qualification desirable

Job description

Prospero Teaching is working with a welcoming specialist school in Bury, Greater Manchester, seeking a dedicated Behaviour Support Worker to support pupils with SEMH and behavioural needs. The role is full-time, permanent, Monday to Friday, 8:30am–3:30pm, with a salary of £525–£700 per week depending on experience.

You will provide 1:1 and small group support, assist the class teacher with lesson delivery, promote positive routines, use de-escalation and trauma-informed approaches, and