1:1 SEMH Teaching Assistant - Start ASAP
Stellenbeschreibung
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Are you looking for a new role where you can have a significant impact on the lives and progress of young people with SEMH? If so, we want to hear from you today!
Prospero Teaching is looking for a passionate, proactive and enthusiastic 1:1 Teaching Assistant to support the learning of a pupil with SEMH in one of our inspirational Alternative Provisions in Sunderland to start ASAP on a full-time and long-term basis. This is a fantastic opportunity to have a long-term, positive impact on their lives, progress and development.
About the School:
- The role is based in an inspirational SEN School in Sunderland.
- The School supports pupils aged 11-18 with varying levels of SEMH and SEND who have been temporarily excluded from mainstream School.
- The School has an outstanding supportive culture and Leadership Team, where staff work as a Team within classrooms to provide high standards of support to pupils.
Pay, Hours and Contract:
- Pay - Between £ per hour
- Hours - , Monday to Friday
- Contract - Full-time until the end of the Academic Year in July 2027. Temporary Contract.
- Start Date - ASAP
- Location - Sunderland
About the Role:
- The role will be to provide 1:1 support to a pupil in KS3, KS4 or KS5 (TBC), helping them manage their emotions and TA behaviour in lessons and around School.
- The School supports pupils with varying levels of SEMH aged 11-16 who have been excluded from mainstream School and require extra support with their learning and engagement.
- A key part of the role will be to develop an understanding of the different needs and learning styles of the pupil within the classroom, working closely alongside Class Teachers and colleagues to establish this.
Experience/Qualifications and Requirements:
- A Supporting Teaching and Learning or Childcare-based Qualification (desired)
- Experience of working with Children in Schools in the UK
- An ability to build positive relationships and a rapport with pupils and staff.
- A resilient, proactive, and positive nature
- Hold Right to Work in the UK
- Hold an enhanced child barred list DBS certificate registered with the online update service or be willing to process a new application
- Provide two professional references that cover the last two years
About Prospero:
- Prospero Teaching is a Supply Agency that has branches across the world. We provide day-to-day, short-term and long-term cover.
- We also offer a range of free CPD Certified Training to allow you to keep your skills, knowledge and understanding current and up to date.
If you are interested in the role and would like to be considered, please apply promptly as the School are looking for the successful candidate to start ASAP!
IND-TEA
Extrahierte Schlüsselkompetenzen
Unsere KI hat die Stelle analysiert, um die erwarteten Kompetenzen zu identifizieren.
Unsere Tipps für Ihre Bewerbung
5 recommandations générées par notre IA pour maximiser vos chances.
⭐ Lead your CV personal statement with direct SEMH experience, as the advert names this as the core requirement for the 1:1 role.
📊 Quantify your impact: e.g. 'Supported 3 pupils with SEMH across KS3-KS4, contributing to a 25% improvement in lesson engagement over one term'.
🎯 Explicitly reference any experience in Alternative Provisions or with pupils excluded from mainstream school, as the advert specifically describes this setting.
🌐 Confirm your DBS enhanced child barred list status and update service registration prominently in your CV header or profile, as this is a mandatory requirement.
🤝 Highlight collaboration with class teachers and multidisciplinary teams, as the advert stresses working closely alongside colleagues to understand individual learning styles.
Bullets CV suggérés
3 bullets générés par notre IA pour cette offre, alignés sur ses mots-clés ATS.
Ajoutez ces 3 bullets sous votre expérience la plus récente :
- •Delivered 1:1 SEMH support to a KS4 pupil in an Alternative Provision over 6 months, contributing to a reduction in classroom exits from 4 per week to fewer than 1.
- •Collaborated with 3 class teachers to develop individual behaviour plans for pupils with SEND aged 11-16, improving lesson engagement rates by approximately 30% over one term.
- •Maintained enhanced DBS registration on the online update service and completed 4 CPD-certified training modules in SEMH and de-escalation techniques within a single academic year.
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Votre lettre de motivation est prête
Nous avons rédigé une lettre pour Prospero Teaching. Découvrez l'ouverture, puis débloquez la version complète personnalisée.
Aperçu — adapté à Prospero Teaching
Dear Hiring Manager,
Prospero Teaching's 1:1 SEMH Teaching Assistant vacancy in Sunderland stands out as a role where specialist behaviour support and relationship-building directly shape a young person's progress — two areas central to my professional practice. Having worked with pupils with SEMH and SEND in UK school settings, I understand the patience and consistency required to support learners who have been excluded from mainstream education.
My background in 1:1 pupil support has equipped me with practical de-escalation techniques and an ability to identify emotional triggers before they escalate in the classroom. I have collaborated closely with class teachers to adapt learning approaches for individual pupils across KS3 and KS4, maintaining detailed communication to ensure continuity of support. I hold a current enhanced DBS certificate registered with the online update service and can provide two professional references.
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Wahrscheinliche Interviewfragen
10 questions générées à partir de cette offre.
Technische
- ›How do you adapt your support strategies for a pupil with SEMH who is dysregulated during a lesson?
- ›What approaches have you used to help a pupil with SEND access the KS3 or KS4 curriculum?
- ›How would you document and communicate a pupil's behavioural triggers to the class teacher?
- ›Describe your understanding of the difference between SEMH and other SEND categories and how this affects your practice.
- ›What de-escalation techniques have you used with pupils who have been excluded from mainstream school?
Verhaltensbezogene
- ›Tell me about a time you built a positive relationship with a pupil who was initially resistant to support.
- ›Describe a situation where you had to remain resilient when working with a particularly challenging pupil.
- ›Give an example of when you worked closely with a teacher to adjust support for a pupil mid-lesson.
- ›Tell me about a time you identified a change in a pupil's emotional state and acted proactively to prevent escalation.
- ›Describe a situation where you had to adapt quickly to a new or unexpected behaviour from a pupil in a school setting.
Exemples de réponses STAR
Réponses modèles avec la méthode Situation-Tâche-Action-Résultat. À adapter à votre vécu.
Tell me about a time you built a positive relationship with a pupil who was initially resistant to support.
Describe a situation where you had to remain resilient when working with a particularly challenging pupil.
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