To provide high-quality support for pupils with behavioural, social, and emotional needs. The Behaviour Support TA helps pupils regulate their emotions, engage positively in learning, and follow personalised support plans. This role contributes to a safe, calm, and inclusive school environment.

Key Responsibilities

1. Behaviour Support

Provide one-to-one or small-group support to pupils with behaviour-related SEN needs (e.g., SEMH, ADHD, ASD).

Implement personalised behaviour plans and strategies set by the SENCO or Behaviour Lead.

Use de-escalation techniques, consistent boundaries, and restorative approaches.

Support pupils during moments of dysregulation, helping them return to learning safely and calmly.

Build trusting, supportive relationships with pupils to encourage positive behaviour and engagement.

2. Emotional & Social Development

Help pupils develop emotional regulation skills, resilience, and confidence.

Support social interaction, communication, and conflict resolution.

Model positive behaviour, language, and coping strategies.

3. Support for Teaching & Learning

Assist the teacher in delivering differentiated activities tailored to behaviour and learning needs.

Adapt tasks and materials to help pupils re-engage with work after challenging moments.

Monitor and record behaviour incidents, triggers, and progress; share observations with staff.

Help maintain a structured, calm classroom environment.

4. Safeguarding & Pastoral Responsibilities

Follow safeguarding procedures and report concerns immediately.

Ensure pupil wellbeing and safety at all times.

Support pupils during transitions, break times, and school activities where behaviours may escalate.

5. Team Collaboration

Work closely with teachers, SENCO, Behaviour Lead, and outside agencies where relevant.

Attend CPD, supervision sessions, and meetings to improve practice.

Contribute to behaviour reviews and support plan updates.

Person Specification

Essential

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Experience supporting children or young people with behavioural or emotional needs.

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Calm, patient, consistent approach with strong emotional resilience.

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Good communication skills and the ability to build positive relationships.

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Ability to stay composed during challenging situations and follow behaviour strategies accurately.

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Commitment to safeguarding and promoting pupil welfare.

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Enhanced DBS on the update system

Desirable

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Training in Team Teach / de-escalation / behaviour management.

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Experience with SEMH, ASD, ADHD or similar needs.

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TA qualification (Level 2/3) or relevant experience in education, youth work, or social care.

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Understanding of trauma-informed practice and restorative approaches.

Additional Notes

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The role may involve supporting pupils during crisis moments.

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Training and supervision will be provided where appropriate.

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Some personal care or physical intervention (following training) may occasionally be required