About the role
SEMH TA – Ad-Hoc / Bank Work | South Bristol
Flexible | Immediate Start | Ad-Hoc Shifts
We’re looking for reliable, compassionate SEMH TAs to join our bank of staff supporting children and young people in SEMH schools across South Bristol.
As a SEMH TA, you’ll support pupils with social, emotional and mental health needs, often alongside additional challenges such as autism, ADHD, learning difficulties or experiences of trauma. Each day as a SEMH TA is different, you may be supporting a 1:1, helping a small group, or assisting in the classroom with routines and engagement.
We’re looking for a SEMH TA who:
1. Is calm, adaptable, and confident in challenging situations
2. Can build trust quickly with pupils - a key skill for any SEMH TA
3. Understands that behaviour is communication and responds consistently and empathetically
4. Works effectively with teachers, therapists, and other school staff as a team player SEMH TA
5. Can remain professional and positive, even on difficult days
6. Has a clear understanding of safeguarding and school procedures
7. Is flexible and ready to step into different schools as needed
About the SEMH TA Role
8. Ad-hoc / bank SEMH TA work across schools in South Glos and North Bristol
9. Covering 1:1 support, small groups, and classroom assistance as a SEMH TA
10. Supporting pupils with emotional regulation, routines, engagement, and learning
11. Flexible hours - work when it suits you and when schools need a SEMH TA
12. A great opportunity to gain experience as a SEMH TA and make a real difference
Why Work as a SEMH TA?
13. Variety: work in different schools and with different age groups as a SEMH TA
14. Flexible hours that fit your lifestyle
15. Supportive teams who value the contribution of each SEMH TA
16. Training and experience to develop your skills as a SEMH TA
17. Make a genuine impact on pupils’ emotional wellbeing and learning every day
If you’re a flexible, compassionate SEMH TA looking for ad-hoc work in South Glos and North Bristol, we’d love to hear from you.
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