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Lead Co-Ordinator Recruitment, Onboarding & Training
Job Title- Educational Psychologist
Business Area -Organisation wide
Contract Type-Permanent
Working Pattern- Full Time, Term Time Only
Role Purpose
The Educational Psychologist will be part of a multi-disciplinary therapeutic and assessment team, that will enable all children and young people to thrive within our organisation through the development of inclusive practices that remove barriers to learning. This will be achieved through working directly with children, young people and their families through the support and development of our colleagues to be able to deliver appropriate universal and targeted support within our sectors of Alternative Provision, Specialist College and Education and Skills Training Academies.
The Educational Psychologist plays a strategic and integral role in promoting inclusive, trauma -informed and psychologically grounded practices and will lead on the psychological understanding of student needs.
This role combines direct psychological assessment and intervention with whole-organisation leadership, staff development, and multi-agency collaboration. The Educational Psychologist will ensure that every student receives tailored, evidence-based support that enables them to thrive academically, socially and emotionally. They will also play key role in shaping policy, evaluating impact and embedding a culture of inclusion, equity and emotional wellbeing throughout the college.
Key Responsibilities
Psychological Assessment and Intervention
* Conduct in depth psychological assessments to understand the cognitive, emotional and behavioural needs of students.
* Design and implement interventions to help pupils overcome challenges and improve their personal development and academic performance.
* Collaborate with SENCOs, teaching and pastoral teams to ensure inclusive practice for identified needs.
* Provide direct therapeutic support to students, using approaches such as CBT, solution-focused therapy or trauma-informed practices.
* Develop strategies and skills for implementing a range of therapeutic interventions to be delivered by non-therapists.
* Provide supervision to colleagues as required.
* Determine if additional assessments (e.g., speech and language, occupational therapy or dyslexia evaluations) are necessary.
* Support colleagues to facilitate collaboration between parents/carers and Navigators to address concerns within the educational setting.
* Support teachers, parents and staff in creating a positive learning environment for all students.
Strategic Inclusion Leadership
* Lead on the development and implementation of inclusive practices across the organisation.
* Contribute to the design and evaluation of whole-organisation strategies that promote emotional wellbeing, engagement and achievement.
* Support the leadership team in embedding a psychologically informed approach to behaviour, curriculum and pastoral care.
* Contribute to organisational policy and planning.
Staff Development and Consultation
* Deliver training and professional development sessions for staff on trauma-informed practice, emotional regulation and inclusive pedagogy.
* Provide psychological consultation and coaching to staff to support reflective practice and inclusive classroom strategies.
* Promote a culture of continuous learning and emotional literacy among staff.
Multi-agency Collaboration and Family Engagement
* Collaborate with external professionals including CAMHS, Social Care, and local authority SEND teams to ensure coordinated support.
* Engage with families and carers to share insights, build trust and support joined-up planning for students.
* Contribute to multi-disciplinary meetings and reviews, including EHCP planning and safeguarding discussions.
Monitoring, Evaluation and Supervision
* Monitor the impact of psychological interventions and inclusion strategies using data to inform practice and planning.
* Maintain accurate records and contribute to reports for internal and external stakeholders.
Skills and Abilities
* Advanced Psychological Assessment – Expertise in conducting cognitive, emotional and behavioural assessments using a range of standardised tools and frameworks.
* Inclusive Practice Leadership – Ability to lead and embed inclusive strategies across educational settings, particularly for students with SEND and SEMH.
* Therapeutic Intervention Skills – Skilled in delivering and overseeing evidence-based interventions (e.g., CBT, solution-focused approaches, trauma-informed practices).
* Consultation and Coaching – Provide psychological consultation to staff, supporting reflective practice and capacity-building within the team.
* Safeguarding and Risk Management – Strong safeguarding knowledge and ability to assess and manage risk in complex cases.
* Multi-agency Collaboration – Experience working with external professionals (e.g., CAMHS, social care, SEND) to ensure coordinated support for students.
* Training and Development – Designing and delivering CPD sessions for staff on topics such as emotional regulation, attachment and inclusive pedagogy.
* Data Analysis and Impact Evaluation – Ability to analyse data to evaluate intervention effectiveness and inform planning.
* Communication and Interpersonal Skills – Strong written and verbal communication with ability to build trust with students’ families and professionals.
* Resilience and Emotional Intelligence – High self-awareness, empathy and resilience in emotionally demanding environments.
* Strategic Thinking – Contributes to whole-college development planning and policy making from a psychological and inclusion perspective.
Experience and Qualifications
* Significant experience working with children and young people with SEND and SEMH needs.
* Proven ability to lead inclusion initiatives and influence whole-organisation practice.
* Experience in alternative provision, special education or therapeutic settings. Knowledge of SEND code of practice, Children and Families Act, safeguarding frameworks.
* Training in therapeutic approaches (e.g., CBT, DDP, EMDR, mindfulness).
* Familiarity with trauma-informed and restorative practices.
Behaviours and Attitudes
* Empathy – Foster a supportive environment for learners and staff.
* Integrity – Uphold honesty and strong moral principles.
* Resilience – Help learners develop coping strategies.
* Trust – Build a culture of trust with learners and professionals.
* Authenticity – Encourage learners to be true to themselves.
* Commitment – Dedicate to personal growth and learning.
* Honesty – Promote transparency in communications and assessments.
* Enjoyment – Create a joyful learning environment.
* Learning – Foster lifelong curiosity.
* Respect – Cultivate mutual respect among learners, staff and community.
Declarations
We aim to create and maintain a safe environment and community where all young people and adults feel safe, secure and valued. We work to safeguard all young people. This role involves regular contact with children and potentially vulnerable individuals and requires relevant safeguarding compliance. Further information on safeguarding policies is available on request. Applications are assessed regarding the Rehabilitation of Offenders Act (ROA) 1974.
This post may require Disclosure and Barring Service checks, Vulnerable Child and Adult checks, and reference checks. Additional online searches (e.g., social media) may be carried out as part of the selection process.
Seniority level
* Mid-Senior level
Employment type
* Full-time
Job function
* Health Care Provider
Industries
* Education
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