Trauma-Informed SEMH Support Assistant

TimePlan Education; Greater London; On-site; GBP 23,000 - 27,000; Full time

Job summary

Timeplan Education in North London is seeking compassionate Behavioural Learning Support Assistants to join a dedicated team on a full-time basis. You will support students aged 11–19 with SEMH and related needs, building trust and emotional stability to re-engage with learning.

The role focuses on one-to-one and small group support, working with teachers to implement behaviour strategies, and promoting independence and resilience in a safe learning environment.

Qualifications

• Experience working with children or young people with SEMH, SEND or behavioural needs is desirable.
• Calm, resilient and able to remain composed in challenging situations.
• Able to build positive relationships through empathy, consistency and clear boundaries.
• Confident supporting students who may display behaviours that challenge.
• Passionate about helping young people overcome barriers to education.
• Strong communication and teamwork skills.
• Committed to safeguarding and promoting the welfare of children and young people.

Responsibilities

• Support students on a 1:1 basis and in small groups throughout the school day.
• Build positive, professional relationships with pupils to encourage engagement and progress.
• Promote emotional regulation using restorative and trauma-informed approaches.
• Support students during lessons, transitions and unstructured times.
• Work closely with teachers and pastoral staff to implement behaviour support strategies.
• Assist with personalised learning and targeted interventions.
• Encourage independence, resilience and confidence.
• Help create a safe, nurturing and structured learning environment.

Skills

SEMH

SEND

Behavioural needs

1:1 support

Restorative approaches

Job description

Timeplan Education in North London is seeking compassionate Behavioural Learning Support Assistants to join a dedicated team on a full-time basis. You will support students aged 11–19 with SEMH and related needs, building trust and emotional stability to re-engage with learning.

The role focuses on one-to-one and small group support, working with teachers to implement behaviour strategies, and promoting independence and resilience in a safe learning environment.