Whss - Teaching Support Practitioner

William Henry Smith School; Calverley; On-site; GBP 30,000 - 33,000; Full time

Job summary

William Henry Smith School is seeking Teaching Support Practitioners to support learners with SEMH and SEND, helping them engage with learning, feel safe and develop independence. You will work under teachers and tutors, delivering targeted interventions and maintaining positive relationships with students and families.

The role involves collaborating with teachers, therapists, and other professionals to ensure consistent support, wellbeing and development, with term-time, permanent posts and

Qualifications

• Experience supporting young people or adults in further education, specialist education, care, youth work or another relevant setting.
• Understanding SEMH needs and related communication, sensory or learning differences.
• Knowledge of safeguarding responsibilities and reporting routes.
• Ability to use calm, consistent approaches to distress and behaviour and know when to seek support.

Responsibilities

• Deliver targeted interventions and support programmes for individuals and small groups.
• Help students access learning and develop independence to achieve outcomes.
• Promote communication, resilience and positive participation across college life.

Skills

SEMH support

Behaviour management

Communication

Safeguarding

Team collaboration

Record keeping

Job description

Teaching Support Practitioner

Contract: Permanent, Term-time only, 34.5 hours per week

Salary: NJC Scale 12 – 18 dependent on experience and qualifications, (£29,542.00 - £32,578.00 FTE) (£23,772.44 - £26,215.51 Actual salary)

Responsible to: Head of Education.

Join our team:

We are looking for Teaching Support Practitioners to join William Henry Smith School and 6th Form to support learners with SEMH and associated SEND to feel safe, engage in learning, achieve their potential and become increasingly independent. Working under the direction of teachers and tutors, you will help make the curriculum accessible through targeted interventions, agreed support strategies and positive relationships with learners and families. You will contribute to learners’ learning, wellbeing and personal development, working closely with teachers, therapists and other professionals to deliver consistent support and promote positive outcomes

Key Duties:

Support Teaching, Learning and Student Development

1. Deliver targeted interventions and agreed support programmes for individuals and small groups.
2. Support students to access learning, achieve agreed outcomes and develop independence.
3. Promote communication, confidence, resilience and positive participation across college life.

Promote Positive Behaviour, Regulation and Wellbeing

1. Implement Positive Behaviour Support plans and agreed therapeutic approaches.
2. Use preventative, co-regulatory and de-escalation strategies to support emotional regulation.
3. Maintain safe, consistent boundaries and contribute to a positive learning environment.

Observation, Assessment and Student Planning

1. Observe learning, wellbeing and behaviour, maintaining accurate records.
2. Monitor progress and intervention impact, sharing observations and recommendations appropriately.
3. Identify and elevate concerns, risks or changes in need.

Keyworking and Collaborative Working

1. Act as Keyworker for allocated students, maintaining positive professional relationships with students and families.
2. Contribute to review meetings, transition planning and preparation for adulthood.
3. Work closely with teachers, therapists and other professionals to provide coordinated support.

Learning Environment and Resources

1. Prepare and maintain safe, organised and accessible learning environments.
2. Support learning across classrooms, community settings, educational visits and enrichment activities.

Professional Responsibilities

1. Safeguard and promote the welfare of students at all times.
2. Maintain confidentiality, accurate records and appropriate professional boundaries.
3. Recognise the limits of the role and seek support, guidance or escalation when required.

About You

1. Has experience supporting young people or adults in further education, specialist education, care, youth work or another relevant setting, with examples of building professional relationships and helping them make progress.
2. Understands how SEMH needs and associated communication, sensory or learning differences can affect participation.
3. Understands safeguarding responsibilities, reporting routes and professional boundaries.
4. Can use calm, consistent approaches to distress and behaviour and recognise when to seek support.
5. Can communicate respectfully with students, families and colleagues.
6. Demonstrates warmth with boundaries, ambition with patience, reliability and initiative.
7. Shows team commitment, values other disciplines and follows coordinated plans.