SEN Learning Partner — Trauma-Informed Support

Protocol Education Limited; West of England; In loco; GBP 18.000 - 24.000; Tempo pieno

Descrizione del lavoro

Protocol Education in Bristol is hiring a SEN Learning Partner to support pupils with SEN and SEMH needs in a specialist resource base. The role is full-time, involving 1:1 and small-group support, emotional regulation, and collaboration with teachers and SEND staff to implement individual support plans.

Ideal candidates are calm, patient and skilled in relationship-based and trauma-informed approaches, with de-escalation techniques and a passion for helping children overcome learning barriers.

Competenze

• Has experience supporting children with SEN, SEMH or additional behavioural needs.
• Calm, patient and able to remain consistent when behaviour is challenging.
• Understands the importance of relationship-based and trauma-informed approaches.
• Confident using positive behaviour support and de-escalation techniques.
• Can adapt their approach to meet the individual needs of each child.
• Passionate about helping children overcome barriers to learning.

Mansioni

• Provide 1:1 and small-group support for pupils with SEN and SEMH needs.
• Support emotional regulation, communication and behaviour.
• Use positive behaviour management and de-escalation strategies.
• Help pupils engage with learning through structured, individualised activities.
• Recognise triggers and respond calmly to challenging behaviour.
• Support pupils to develop confidence, independence and social skills.
• Work with teachers, SEND staff and other professionals on individual support plans.
• Help create a safe, consistent and nurturing environment.

Conoscenze

SEN support

trauma-informed approaches

relationship-based approaches

de-escalation techniques

calm and patient

behaviour management

Descrizione del lavoro

Protocol Education in Bristol is hiring a SEN Learning Partner to support pupils with SEN and SEMH needs in a specialist resource base. The role is full-time, involving 1:1 and small-group support, emotional regulation, and collaboration with teachers and SEND staff to implement individual support plans.

Ideal candidates are calm, patient and skilled in relationship-based and trauma-informed approaches, with de-escalation techniques and a passion for helping children overcome learning barriers.