Unqualified Teaching Assistant - Youth and Community, Psychology & Criminology Graduate Maidenhead
Are you looking to build a strong foundation in Mental Health and SEND education? This Unqualified Teaching Assistant role offers an excellent opportunity for aspiring professionals in Criminal and Youth Justice, particularly those aiming for careers in Criminal Justice, Youth Justice, or Social Justice.
We are searching for individuals who genuinely want to advocate for children with SEMH needs, understanding their challenges and successes through a clinical, progressive, and pragmatic lens. If you're an Unqualified Teaching Assistant in Maidenhead, this role is ideal for you. You'll be working with children aged 4-16 who have a low tolerance for stress, providing essential support in both academic and emotional development.
If you are not a graduate but have a strong passion for advocacy, social care, and supporting vulnerable children, we would still love to hear from you to discuss your goals and how you can contribute to this vital work.
Key Aspects of the Role:
1. Building meaningful relationships with students, understanding their emotional and academic needs.
2. Supporting reintegration into school and the wider community.
3. Using a Restorative approach to aid each child's education—connection comes first.
4. Working in a specialist low to High Support Autism and SEMH classrooms with small groups of 4-8 students, depending on their needs.
5. Managing anti-social behaviours with patience and understanding—full training provided.
6. Exposure to various therapeutic and holistic approaches—every small step of progress is a success.
7. Supporting students with high cognitive intelligence, SEMH needs, Autism, PDA, and PDD.
8. Encouraging positive engagement using alternative approaches when traditional methods are ineffective.
At the point of referral, many pupils have additional, associated, and sometimes complex needs, including emotional regulation, ADHD, ADD, and extreme anxiety. The school's mission is to avoid exclusions wherever possible, instead implementing strategies to keep students engaged in education. "Connect before content" is the guiding principle.
#J-18808-Ljbffr