About the role
This specialist provision in Sleaford supports secondary‑aged students with Social, Emotional and Mental Health needs. The school provides smaller learning groups, personalised support, and consistent relational practice to help pupils feel safe, engaged, and ready to learn.
Their curriculum focuses on re‑engaging students through core subjects, practical skills, emotional development, and independent‑living preparation. This is a full‑time role to start after Easter.
Key Responsibilities
* Support delivering tailored learning support breaking tasks into manageable steps, adapt activities to match pupils’ emotional readiness, and reinforce key concepts to help students with SEMH needs re‑engage with the curriculum.
* Use trauma‑informed strategies and apply structured routines, predictable transitions, relationship‑based approaches and practical, hands‑on activities to reduce anxiety and maintain focus.
* Promote positive behaviour and regulation to model emotional regulation, provide calm and supportive in‑the‑moment coaching, and use restorative approaches to help pupils return to learning after moments of dysregulation.
* Build strong, trusting relationships to develop consistent and supportive connections with students to boost motivation, reduce barriers to learning, and support personal development.
Pre‑requisites
* Previous experience teaching, tutoring, or delivering structured learning to young people with SEMH needs—within schools, alternative provision, PRUs, youth services or community education settings.
* Strong understanding of SEMH and awareness of how trauma, anxiety, attachment needs and emotional dysregulation impact learning, alongside the ability to respond with calm, consistent and relational approaches.
* Knowledge of effective learning strategies and confidence using modelling, scaffolded activities, visual supports, and low‑pressure engagement strategies suited to SEMH learners.
* Qualifications such as QTS mentoring qualifications, youth work training, or Level 2/3 education‑based qualifications.
* Comfortable working 1:1 or in very small groups, adapting pacing and content to individual needs. Brings an outgoing, approachable and engaging presence that helps build quick rapport with students and staff.
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