We are excited to welcome a passionate, dynamic and inspiring educator to join our team in a permanent role supporting students with Social, Emotional and Mental Health (SEMH) needs. If you believe every child deserves to feel seen, supported and capable of achieving great things, you’ll thrive here. This is a chance to bring your creativity, energy and heart into a setting where relationships come first and every day offers the opportunity to spark confidence, build resilience and help young people discover what they’re capable of. You’ll join a vibrant, dedicated team who work together to create uplifting, inclusive and empowering learning experiences for all.

Job Purpose

To provide high-quality teaching, learning and pastoral support for students with Social, Emotional and Mental Health (SEMH) needs, ensuring they can access an ambitious curriculum, develop emotional regulation and make strong academic, social and personal progress.

The postholder will create safe, predictable and relational learning environments, adapting teaching and behaviour support to meet complex needs including trauma, attachment difficulties, neurodiversity and associated barriers to learning.

Key Responsibilities

1. Teaching and Learning

Plan and deliver engaging, sequenced, differentiated lessons aligned to the school curriculum.
Use assessment to adapt teaching and intervention to meet a wide range of SEMH, SEND and neurodiverse needs.
Assess, monitor and record student progress accurately.
Deliver engaging and creative lessons
Maintain high expectations for engagement and learning
Provide meaningful feedback to students to support progress.
Support students to develop resilience, independence and readiness to learn.
Deliver high-quality tutoring, intervention and catch-up where required.
Contribute to curriculum development and improvement.
Track student progress using school systems
Contribute to reports and formal reviews

2. SEMH and Therapeutic Practice

Build strong, consistent, trusting relationships with students.
Use relational and trauma-informed approaches to support emotional regulation.
Implement behaviour support plans, risk assessments and therapeutic recommendations into learning activities.
Recognise and respond appropriately to dysregulation, distress and crisis.
Promote emotional literacy, self-regulation and restorative practice.
Work collaboratively with therapeutic staff, social workers and external professionals.
Contribute to individual student support planning and review.

3. Safeguarding and Wellbeing

Maintain a vigilant approach to safeguarding and child protection.
Report concerns promptly in line with school procedures.
Support attendance, engagement and reintegration planning where needed.
Promote physical, emotional and psychological safety in all learning environments.
Contribute to risk management for community, vocational and outdoor learning.

4. Classroom and Behaviour Management

Establish calm, structured and consistent routines.
Create psychologically safe, nurturing classroom environments.
Use de-escalation and restorative approaches effectively.
Support students to repair relationships and re-engage with learning.
Work effectively with teaching assistants and intervention staff.
Maintain clear records of behaviour, incidents and interventions.

5. Professional Collaboration

Work collaboratively with colleagues across education, therapy and support teams.
Participate fully in meetings, reviews and multi-agency planning.
Communicate effectively with families and carers.
Contribute to EHCP reviews and annual review documentation.
Engage positively in coaching, supervision and professional development.
Support wider school improvement priorities.

6. Communication with Parents & Carers

Build positive and professional relationships with families
Provide regular updates on progress, behaviour and wellbeing
Participate in review meetings and pastoral discussions
Support effective homeschool partnership

7. Multi-Agency Working

Collaborate with SENCo, pastoral teams and external agencies
Work with OT, SaLT, therapists and specialist services
Contribute to EHCP reviews and multi-agency meetings
Implement agreed strategies consistently in practice

8. Working With Support Staff

Work effectively with Teaching Assistants/support staff in lessons
Follow guidance from senior staff and specialists
Ensure consistent classroom support and student engagement

Person Specification

Essential

Qualifications

Qualified Teacher Status (QTS/QTLS/Cert Ed or equivalent)
Degree or relevant subject qualification

Experience

Ability to teach across a broad curriculum and adapt teaching for students with SEMH and SEND needs
Excellent planning, adaptation and monitoring of progress, including ILP’s & EHCP’s.
Managing behaviour that challenge, positively, compassionately and safely
Strong classroom management and relational practices
Working collaboratively with support staff and families
High levels of competence in using MIS (eg Arbor, Edukey and IDL, MyConcern)

Knowledge

Understanding of SEMH, trauma, attachment and neurodiversity
Knowledge of safeguarding and child protection
Understanding of behaviour regulation and restorative approaches
Understanding of SEND and EHCP processes

Skills and Attributes

Strong relational practice and emotional resilience
Calm, consistent and reflective practitioner
Excellent classroom management
Flexible and adaptable
Strong communication and teamwork
Commitment to inclusion and high expectations
Compassionate & trauma informed approach
Full driving licence and car available for business use

Desirable

Experience in specialist SEMH provision
Experience of delivering precision teaching and other targeted academic interventions.
Understanding of evidence-informed approaches to literacy, numeracy and learning recovery.
Ability to use small-step assessment and progress monitoring to adapt teaching.
Thrive, Team Teach or de-escalation training
Experience of vocational, outdoor or therapeutic learning
Knowledge of autism and ADHD support strategies
Experience contributing to EHCP reviews

This job description is aligned to Ofsted Framework & Independent School Standards (KS3KS5). It outlines the main duties and responsibilities of the post. It is not intended to be exhaustive and should be viewed as a flexible framework within which the post holder will work.

The duties of the post may be reasonably varied from time to time to reflect the evolving needs of the school, curriculum development, operational requirements and statutory guidance.

Where changes are significant in nature, the school will discuss such changes with the post holder.

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What Ofsted said about our school:

“Pupils enjoy attending this school. They like the wide range of experiences in which they can participate and the way staff help them to succeed. The school’s curriculum is ambitious for all pupils and reflects the school’s ethos. It has been designed to help pupils to overcome their considerable barriers to learning”.

Raise the Youth Foundation CIC is an Equal Opportunity Employer and welcomes applications regardless of race, nationality, ethnic origin, sex, marital status, disability, or age. All applicants are considered based on their merits and abilities for the job. All posts are subject to enhanced DBS checks. We operate a strict safeguarding policy which is consistently and rigorously applied.