Behaviour and Intervention Officer at LTF Recruitment
Lewisham, England, United Kingdom -
Full Time


Start Date

Immediate

Expiry Date

04 Sep, 25

Salary

135.0

Posted On

05 Jun, 25

Experience

0 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

No

Skills

Sen, Psychology, Youth Work

Industry

Education Management

Description

Behaviour and Intervention Officer | Key Stage 3 | SEN & Behavioural Needs | Lewisham, SE14 | £115 - £135/day | Long Term to Permanent | September 2025
LTF Recruitment are working in partnership with a thriving secondary school in Lewisham to appoint a Behaviour and Intervention Officer to support Key Stage 3 students with social, emotional, and behavioural needs. This pivotal role will focus on designing and implementing targeted interventions that promote positive behaviour, emotional wellbeing, and academic progress.

REQUIREMENTS:

  • A confident, proactive, and empathetic individual who thrives in a student-centred role.
  • Proven experience supporting students with SEN and behavioural challenges, particularly within Key Stage 3.
  • A qualification in education, Psychology, Behaviour Support, Youth Work, or a related field is advantageous.
  • Competent ICT skills with an ability to track, record, and analyse intervention impact.
  • Strong de-escalation techniques and experience managing challenging behaviour calmly and consistently.
  • A deep understanding of SEMH and the ability to implement restorative and therapeutic approaches.
Responsibilities
  • Lead and coordinate intervention strategies within a designated Learning Hub for KS3 students.
  • Deliver structured 1:1 and small group interventions tailored to behavioural and emotional development needs.
  • Collaborate with SENCOs, pastoral leaders, and teaching staff to embed positive behaviour frameworks across the curriculum.
  • Take responsibility for managing behaviour and emotional support plans, monitoring student progress and adapting strategies where needed.
  • Build strong, supportive relationships with students, using a trauma-informed and restorative approach.
  • Assist in identifying at-risk pupils and implement early intervention programmes to reduce exclusions and improve engagement.
  • Liaise with external agencies, families, and safeguarding teams to ensure a joined-up approach to pupil welfare.
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