Teaching Assistant
Description du poste
Texte original importé depuis Reed
The Role:
You'll be supporting students who face barriers to learning due to SEMH challenges in EYFS. Working closely with teachers and pastoral staff, you'll play a key role in managing behaviour, developing trust-based relationships, and helping students regulate emotions and re-engage with education. Support may be 1:1 or within small group settings, depending on student need.
What We're Looking For:
- Experience supporting children or young people with SEMH, behavioural needs, or similar challenges
- A calm, consistent, and patient approach to working with vulnerable learners
- Strong interpersonal and de-escalation skills
- A good understanding of trauma-informed practice or a willingness to learn
- A proactive and flexible mindset
- An Enhanced DBS on the Update Service (or willingness to apply)
What You Can Expect:
- A full-time, long-term role with the potential to become permanent
- A structured and supportive school environment with a strong behaviour policy
- Daily pay between £95.00 and £105.00, depending on experience
- Comprehensive support from your dedicated Tradewind consultant
- Access to high-quality training and CPD in SEMH and behaviour support
This is an outstanding opportunity for someone with a background in education, care, youth work, or support services who is looking for a challenging but highly rewarding role.
Apply Now:
To express your interest and be considered for this opportunity, please contact:
Lynne Ferguson
Compétences clés extraites
Notre IA a analysé l'offre pour identifier les compétences attendues.
Nos conseils pour postuler
5 recommandations générées par notre IA pour maximiser vos chances.
⭐ Lead your Personal Statement with direct SEMH experience — the advert names this as the primary requirement, so open with a concrete example of supporting a child with social, emotional, or mental health needs.
📊 Quantify your impact where possible: e.g. 'Supported 4 EYFS pupils with SEMH needs across 1:1 and small group sessions, contributing to a 30% reduction in recorded behavioural incidents over one term'.
🎯 Explicitly mention trauma-informed practice by name in your CV — the advert calls it out directly, and ATS systems will scan for this phrase.
🏫 Highlight any EYFS-specific experience prominently, as the role is based in an EYFS setting — reference the age group and any relevant frameworks (e.g. Development Matters, EYFS statutory framework).
📋 Confirm your Enhanced DBS status on the Update Service in your CV or cover letter — the advert flags this as a prerequisite and noting it removes a barrier for the recruiter.
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 3 EYFS pupils, applying trauma-informed de-escalation techniques that contributed to a 25% reduction in classroom behavioural incidents over one term.
- •Collaborated with class teachers and pastoral staff to implement individual behaviour plans for 5 pupils with identified SEMH needs, supporting emotion regulation and curriculum re-engagement.
- •Completed CPD training in trauma-informed practice and SEMH behaviour strategies, applying new techniques across small group sessions of up to 4 pupils in an EYFS unit.
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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 Teaching Assistant vacancy in Mansfield is a role I am well placed to fulfil. With hands-on experience supporting children with SEMH needs in EYFS settings, I have developed strong de-escalation skills and a trauma-informed approach that allows me to build the consistent, trust-based relationships vulnerable learners need to re-engage with education.
My background in education support has equipped me with practical strategies for managing behaviour in both 1:1 and small group contexts. I hold an Enhanced DBS on the Update Service and have completed CPD in behaviour support, giving me a solid foundation to contribute from day one within a structured school environment.
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Questions probables d'entretien
10 questions générées à partir de cette offre.
Techniques
- ›How do you adapt your communication style when working with an EYFS child experiencing an emotional dysregulation episode?
- ›What de-escalation strategies have you used successfully with children displaying challenging behaviour, and how did you decide which to apply?
- ›Can you explain the key principles of trauma-informed practice and how you have applied them in a school or care setting?
- ›How do you record and report behavioural incidents, and what information do you consider essential to include?
- ›What is your understanding of the EYFS framework and how does it inform your approach to supporting children with SEMH needs?
Comportementales
- ›Tell me about a time you supported a child who was refusing to engage with learning — what did you do and what was the outcome?
- ›Describe a situation where you had to remain calm during a highly challenging behavioural incident. How did you manage your own emotions?
- ›Give an example of when you built a trusting relationship with a vulnerable young person who was initially resistant to support.
- ›Tell me about a time you worked closely with a teacher or pastoral lead to develop a consistent support plan for a pupil.
- ›Describe a situation where you had to be flexible and adapt your approach mid-session because a child's needs changed unexpectedly.
Exemples de réponses STAR
Réponses modèles avec la méthode Situation-Tâche-Action-Résultat. À adapter à votre vécu.
Tell me about a time you supported a child who was refusing to engage with learning — what did you do and what was the outcome?
Describe a situation where you had to remain calm during a highly challenging behavioural incident. How did you manage your own emotions?