Trauma-Informed SEMH Learning Support Assistant

Rotherwood Education; Accrington; On-site; GBP 18,000 - 22,000; Full time

Job summary

Rotherwood Education are recruiting for a dedicated Learning Support Assistant (SEMH) to work in a supportive secondary school in the Accrington area. This long-term role could become permanent for the right candidate.

The role involves one-to-one and small-group SEMH support, trauma-informed approaches, and close collaboration with teachers to promote emotional regulation and readiness to learn among pupils.

Qualifications

• Experience supporting children with SEMH needs in a school setting.
• Understanding trauma/ACEs and its impact on behaviour and learning.
• Experience supporting children with ADHD.
• Knowledge of ELSA approaches and co-regulation strategies.
• Strong communication and ability to work with a wider school team.
• Willingness to obtain/update an enhanced DBS and references.

Responsibilities

• Provide targeted one-to-one and small-group SEMH support for pupils.
• Support emotional regulation and co-regulation strategies.
• Build positive relationships and provide consistent support.
• Collaborate with teachers and pastoral staff to implement plans.
• Support pupils affected by trauma/ACEs and EBSA.
• Use SEMH interventions (e.g., Lego therapy, D&T) as appropriate.
• Monitor progress and contribute to reviews of support strategies.
• Maintain records and communicate with staff and parents where appropriate.
• Uphold safeguarding and pupil wellbeing at all times.

Skills

SEMH experience

Trauma-informed

ADHD support

ELSA familiarity

Emotional regulation

Co-regulation strategies

Relationship building

Communication

Team collaboration

Safeguarding awareness

Job description

Rotherwood Education are recruiting for a dedicated Learning Support Assistant (SEMH) to work in a supportive secondary school in the Accrington area. This long-term role could become permanent for the right candidate.

The role involves one-to-one and small-group SEMH support, trauma-informed approaches, and close collaboration with teachers to promote emotional regulation and readiness to learn among pupils.