Behaviour Teaching Assistant
Location: Leicestershire (LE8)
Pay: 90 - 100 per day
Start Date: Asap
Contract: Long-term with a route to permanent
Hours: Monday-Friday, 8:30am-3:30pm (term time)
About the Role
We are looking for a Behaviour Teaching Assistant to join a small SEMH (social, emotional and mental health) school in the LE8 area. The school supports children who require a highly structured, safe and encouraging environment, with small classes and a strong emphasis on emotional wellbeing. The setting supports students from the ages of 4-16.
You'll work as part of a close-knit team to help pupils manage behaviour, re-engage with learning and develop the confidence they need to succeed. No two days are the same, and the school offers ongoing support and consistency throughout.
Key Responsibilities
- Providing daily behaviour support for pupils on a 1:1 basis
- Helping students regulate emotions using agreed strategies and routines
- Supporting learning in class, during movement breaks and outdoor sessions
- Encouraging positive choices, resilience and self-reflection
- Working closely with teachers and pastoral staff to adapt plans and interventions
Who We're Looking For
- Experience supporting young people with behavioural, emotional or additional needs
(sports coaching, youth work, care work or school experience all considered) - Someone reliable, calm and confident when responding to challenging situations
- Strong communication skills and the ability to build trust with pupils
- An Enhanced DBS (or willingness to apply)
What the School Offers
- A small, supportive SEMH setting with a very high staff-to-pupil ratio
- A consistent, routine-based environment that helps pupils feel safe
- Opportunities for CPD, de-escalation training and behaviour support development
- Permanent position available, trial days available immediately
Apply Now
If you're passionate about helping young people overcome barriers to learning, send your CV today. Millie at Long Term Futures will be in touch to discuss the next steps.
