SEMH TEACHING ASSISTANTS WANTED – PRIMARY SEMH SCHOOL - LONGSIGHT

Location: M13 Area - Primary SEMH School
Starting Date: September start
Hours: Full time, Monday - Friday 8:00 - 3:30pm
Are you looking for a new role supporting children with diverse needs? Do you want to work in a stimulating role and help make a difference in students’ learning and emotional development? Apply now to work in our SEMH school in Longsight and start your new role.

REQUIREMENTS:

• Prior experience in educational support roles
• Familiarity with SEMH needs and behavioural management
• Ability to motivate and engage pupils through personalised strategies
• Excellent interpersonal and communication skills
• Strong resilience and adaptability in handling challenging behaviours

APPLICATION REQUIREMENTS FOR SPENCER CLARKE GROUP:

All applications are subject to an Enhanced DBS Disclosure, professional reference checks, Overseas Police Clearances (if applicable) in line with our stringent safeguarding policy.

• Your CV must cover the last 10 years of employment history where possible and all employment breaks must be explained
• You must have legal right to work in the UK
• You must be willing to attend a registration interview
• All pay rates quoted will be inclusive of 14.3% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.

Spencer Clarke Group work with a variety of schools covering a wide geographical area. We deal with teaching placements at Primary, Secondary, Special Education Needs and college level as well as support staff positions also within these.

• Support primary pupils in KS1 and KS2 who have social, emotional and mental health needs and are at risk of long-term exclusion
• Provide structured 1:1 and small group interventions focused on behaviour, emotional regulation and learning access
• Work in close partnership with teaching staff, SENCOs and parents to implement EHCP targets and promote inclusion
• Use positive behaviour strategies and trauma-informed approaches to reduce challenging behaviours and support self-regulation
• Encourage pupil engagement through a nurturing, consistent, and responsive support style
• Help establish daily routines and maintain a calm, structured classroom environment