SEMH Teaching Assistant
Job description
Texte original importé depuis Reed
SEMH Teaching Assistants Needed Kensington and Chelsea
We are seeking dedicated SEMH Teaching Assistants to support pupils with Social, Emotional and Mental Health needs in schools across Kensington and Chelsea
Key duties:
* Supporting students on a 1:1 and small-group basis
* Managing challenging behaviour positively
* Building strong relationships with pupils
* Supporting emotional regulation and engagement
Requirements:
* Experience working with children or young people
* Resilience and confidence
* Behaviour management skills
* Team player attitude
Pay: Excellent rates of pay available, with higher pay scales achievable through relevant qualifications, experience, and specialist SEN knowledge.
Immediate and September starts available.
Key skills extracted
Our AI analysed the job to identify the required skills.
Our tips for applying
5 recommandations générées par notre IA pour maximiser vos chances.
⭐ Lead your CV personal statement with explicit SEMH experience, as the advert names Social, Emotional and Mental Health needs as the core focus of the role.
📊 Quantify your impact: e.g. 'Supported 8 pupils with SEMH needs across 1:1 and small-group sessions, contributing to a 20% reduction in classroom incidents over one term'.
🎯 Highlight any relevant SEN qualifications (e.g. NVQ in Supporting Teaching and Learning, CACHE Level 3) as the advert explicitly states higher pay for relevant qualifications.
🤝 Include a dedicated 'Behaviour Management' section or bullet points detailing specific de-escalation techniques you have used, as this is listed as a key requirement.
🌐 Mention any experience working in London schools or with Kensington and Chelsea borough, as the advert targets that specific local authority area.
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 daily 1:1 SEMH support to 6 primary-age pupils, using Zones of Regulation techniques that contributed to a 30% reduction in recorded behavioural incidents over one academic term.
- •Facilitated small-group emotional regulation sessions for 4 KS2 pupils with SEMH needs, working alongside the SENCO to review and update individual support plans each half-term.
- •De-escalated over 15 challenging behaviour episodes per week using Team Teach-informed strategies, maintaining a safe learning environment and reducing pupil exclusion days by 2 across a single term.
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Votre lettre de motivation est prête
Nous avons rédigé une lettre pour Tradewind Recruitment. Découvrez l'ouverture, puis débloquez la version complète personnalisée.
Aperçu — adapté à Tradewind Recruitment
Dear Hiring Manager,
Tradewind Recruitment's SEMH Teaching Assistant roles in Kensington and Chelsea align directly with the work I find most rewarding. Having developed hands-on skills in behaviour management and emotional regulation support, I am confident I can provide the consistent, relationship-led assistance that pupils with Social, Emotional and Mental Health needs require to thrive in a school environment.
My background in working with children and young people includes delivering 1:1 and small-group support for pupils presenting with challenging behaviour, using de-escalation strategies to maintain a calm and productive learning environment. I have collaborated closely with class teachers and SENCOs to implement targeted support plans, and I understand the importance of resilience and adaptability when working with this cohort day to day.
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Likely interview questions
10 questions générées à partir de cette offre.
Technical
- ›What SEMH-specific strategies have you used to support emotional regulation in a classroom setting?
- ›How do you adapt your 1:1 support approach for pupils with different SEMH presentations?
- ›Which behaviour management frameworks or approaches are you familiar with (e.g. Team Teach, Zones of Regulation)?
- ›How do you track and document pupil progress and incidents in a SEN support role?
- ›What experience do you have working alongside SENCOs or external SEMH specialists to implement support plans?
Behavioural
- ›Tell me about a time you successfully de-escalated a pupil displaying challenging behaviour.
- ›Describe a situation where you built a trusting relationship with a pupil who was initially resistant to support.
- ›Give an example of when you had to adapt your approach mid-session because a pupil's emotional state changed unexpectedly.
- ›Tell me about a time you worked as part of a wider school team to support a vulnerable young person.
- ›Describe a moment when you found the role emotionally demanding and how you managed your own resilience.
Exemples de réponses STAR
Réponses modèles avec la méthode Situation-Tâche-Action-Résultat. À adapter à votre vécu.
Tell me about a time you successfully de-escalated a pupil displaying challenging behaviour.
Describe a situation where you built a trusting relationship with a pupil who was initially resistant to support.