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Job Vacancy – Teaching Assistant
Location: Warrington
Pay: £90 – £120 per day (depending on experience)
Contract: Full-time / Part-time, Long-term / Temporary
About the School
This specialist school provides education for pupils aged 8 to 16 with Social, Emotional, and Mental Health (SEMH) needs. It offers a nurturing, relational, and inclusive environment underpinned by values such as Independence, Self-regulation, Honesty, Acceptance, Relationships, and Emotional Intelligence.
The school places a strong emphasis on pastoral support. Its Pupil Support service offers a safe space for students to step out of class when distressed, regulated through relational approaches and personalised emotional interventions.
They also adopt a trauma-informed approach, based on the principles of Protect, Relate, Regulate, Reflect, helping young people to build resilience, self-awareness, and emotional regulation.
Role Overview
As a Teaching Assistant working through TeacherActive, you will support students with SEMH and complex behaviour needs. You will play a key role in helping create a calm, secure, and therapeutic learning environment — working alongside teachers and support staff to deliver educational and emotional support.
Key Responsibilities
- Work 1:1 or in small groups to support students’ learning, behaviour, and self-regulation
- Support classroom teachers in delivering differentiated lessons and adapting activities to meet emotional and behavioural needs
- Help implement trauma-informed practices, using co-regulation and relational strategies in line with the school’s ethos
- Support pupils in the Pupil Support area when needed, helping them to re-group, reflect, and re-engage with learning
- Encourage positive behaviour, build trusting relationships, and help students to develop self-regulation skills
- Liaise with the pastoral and therapeutic team to reinforce consistent behaviour / emotion management strategies
- Assist in record-keeping, behaviour tracking, and supporting reviews of individual behaviour plans
Person Specification
Essential:
- Experience working in a SEMH setting or with children/young people who have behavioural and emotional challenges
- Very good understanding of behaviour management — patient, calm, resilient, and able to build strong relationships
- Ability to stay composed under pressure and respond to emotional dysregulation positively
- Good communication skills with young people, staff, and carers
Desirable:
- Knowledge or experience of trauma-informed approaches, including co-regulation and relational strategies
- Experience working in a therapeutic or pastoral capacity
- Understanding of educational and emotional support frameworks for SEMH pupils
Why Work Through TeacherActive?
- The chance to make a real difference in a school committed to relationship-based, trauma-informed practice
- Work in a specialist SEMH school with a well-established Pupil Support system
- Be part of a caring, values-led community where the emotional welfare of students is as important as their academic progress
- Receive ongoing support and training — especially in SEMH and trauma-informed practice
How to Apply
If you're passionate about supporting young people with SEMH needs and have the experience required, we'd love to hear from you.
Email your CV to (url removed) or call (phone number removed) today for an informal chat
All applicants will be contacted to discuss suitability and then invited to register with TeacherActive.
Registration involves an enhanced DBS check, ID checks and will require you to supply good professional references. We pride ourselves on excellent service. We can provide a wide range of opportunities in schools and other educational institutions, with good rates of pay, at times to suit your needs.
Regular external audits have shown repeatedly that our standards are exceptional. We are passionate about finding the right staff for each environment.
TeacherActive is an equal opportunities employer, and operates as an Employment Business in providing temporary or contract job-seeking services.
