KS2 Level 2 Teaching Assistant

Roughwood Primary School, Rotherham, South Yorkshire, S61 3HL

8 days remaining to apply

• Start date details

  September 2025

• Closing date

  4 July 2025 at 12pm (midday)

• Date listed

  24 June 2025

Job details

• Job role:
  • Teaching assistant
• Visa sponsorship: Visas cannot be sponsored
• Working pattern: Part time
• Contract type: Fixed term
• Full-time equivalent salary: £12.18 Hourly 27.5 Hours per week

KS2 Level 2 Teaching Assistant job summary

Main Purpose

To complement the professional work of Teachers by taking responsibility for agreed learning and pastoral support activities, primarily focusing on providing intensive 1:1 support for pupils with Social, Emotional, and Mental Health (SEMH) needs, under an agreed system of supervision. This will involve preparing, delivering, and adapting bespoke activities for individual pupils, fostering their engagement, regulating their emotions, and promoting their overall well-being within the classroom and school environment. The post holder should hold specialist skills and demonstrable experience in supporting children with SEMH, which are of significant benefit to the school.

Duties and Responsibilities

Support for Pupils (with a focus on SEMH)

• Assess the holistic needs of individual pupils, particularly those with SEMH challenges, using detailed knowledge and specialist skills to support their learning, emotional regulation, and social development.

• Establish strong, productive, and trusting working relationships with assigned pupils, acting as a consistent, positive role model and setting high, yet achievable, expectations for their behaviour and learning.

• Develop, implement, and regularly review Individual Development Plans (IDPs) tailored specifically to the SEMH needs of pupils, collaborating with relevant professionals.

• Proactively promote the inclusion and acceptance of all pupils within the classroom, specifically helping SEMH pupils to integrate and participate appropriately.

• Employ a range of strategies to encourage pupils to interact and work cooperatively with others, and to engage all pupils (especially those with SEMH) in activities, adapting approaches as needed.

• Provide consistent support to pupils, constantly recognising and sensitively responding to their individual SEMH needs, triggers, and emotional states.

• Promote independence and employ positive behaviour strategies, praise, and rewards to recognise and celebrate achievements in self-regulation, emotional resilience, and self-reliance.

• Provide regular, constructive, and sensitive feedback to pupils on their progress, emotional growth, and achievements.

Support for the Teacher

• Organise and manage appropriate learning environments and resources, adapting them to be conducive to the needs of SEMH pupils (e.g., quiet spaces, visual aids for emotions).

• Within an agreed system of supervision, plan and prepare challenging and engaging teaching and learning objectives, specifically adapting work plans and activities to meet the diverse needs of SEMH pupils.

• Monitor and evaluate pupils’ responses to learning activities and emotional states through a range of assessments and observational strategies against predetermined objectives, specifically noting changes related to SEMH.

• Provide objective, accurate, and sensitive feedback and reports, as required, to the Teacher and SENCo, on pupil achievement, emotional well-being, progress, and other matters relating to SEMH, ensuring the availability of appropriate evidence and observations.

• Record progress and achievement in lessons/activities systematically, specifically documenting strategies used, interventions, and responses related to SEMH, providing evidence of range and level of progress and attainment.

• Work within the established discipline policy, applying specialist knowledge to anticipate, de-escalate, and manage challenging behaviours constructively, promoting self-control and independence for SEMH pupils.

• Support the role of parents in pupils’ learning, contributing to/leading meetings with parents to provide constructive feedback on pupil progress/achievement, particularly concerning their SEMH needs.

• Administer and assess/mark tests and invigilate exams/tests, providing appropriate accommodations for SEMH pupils as required.

• Assist in producing differentiated lesson plans and resources tailored for individual SEMH pupils.

Support for the Curriculum

• Deliver learning activities to pupils, within the agreed system of supervision, adjusting activities according to individual pupil responses and specific SEMH needs to ensure accessibility and engagement.

• Use ICT effectively to support learning activities and develop pupils’ competence and independence in its use, potentially utilising specific apps or tools for emotional regulation or communication.

• Select and prepare resources necessary to lead learning activities, taking account of pupils’ interests, language, cultural backgrounds, and emotional states.

• Advise on the appropriate deployment and use of specialist aid/resources/equipment relevant to supporting SEMH (e.g., sensory tools, fidget toys, visual timetables).

Support for the School

• Be acutely aware of and comply with policies and procedures relating to Child Protection, health, safety, and security, confidentiality, and data protection, with particular vigilance for safeguarding concerns related to vulnerable SEMH pupils, reporting all concerns to an appropriate person in accordance with policy.

• Be aware of and support differences and ensure all pupils, especially those with SEMH, have equal access to opportunities to learn and develop.

• Contribute positively to the overall ethos/aims of the school, promoting a supportive and inclusive environment.

• Support the role of other professionals (e.g., Educational Psychologists, CAMHS, Speech & Language Therapists) working with SEMH pupils.

• Establish constructive relationships and communicate effectively with other agencies/professionals, in liaison with the Teacher and SENCo, to support the achievement, well-being, and progress of pupils with SEMH.

• Recognise your own strengths and areas of expertise (especially in SEMH support) and use these to achieve and support others.

General Requirements

• Post holders will be required to be able to meet the Level 2 Teaching Assistant standards or have an equivalent qualification or experience.

• NVQ Level 2 or equivalent in English and Maths will be an additional, minimum requirement, together with training in relevant learning strategies (e.g. Literacy, Numeracy).

• The post holder will also require specialist skills/training and demonstrable experience in supporting children with Social, Emotional, and Mental Health (SEMH) needs, including positive behaviour management, de-escalation techniques, and emotional coaching. Experience with specific SEMH interventions (e.g., Zones of Regulation, nurture groups) is highly desirable.

The following knowledge/skills will be required:

• Full working knowledge of relevant policies/codes of practice/legislation concerning education, safeguarding, and supporting pupils with SEND, particularly SEMH.

• Working knowledge and experience of implementing national/foundation stage curriculum, and other relevant learning programmes/strategies, adapted for SEMH pupils.

• Good understanding of child development, learning processes, and the specific impact of SEMH on learning and behaviour.

• Understanding of statutory frameworks relating to teaching and SEND.

• Ability to organise, lead, and motivate an individual pupil or small group effectively, particularly in challenging situations.

• Constantly improve own practice/knowledge through self-evaluation and learning from others, with a commitment to continuous professional development in SEMH.

• Ability to build strong, empathetic, and professional relationships with children and adults, particularly those experiencing emotional difficulties.

• Work constructively as part of a team, understanding classroom roles and responsibilities, and your position within these, especially when providing 1:1 support.

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.

Our recruitment process follows the keeping children safe in education guidance.

Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children

You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

Applying for the job

This school accepts applications through their own website, where you may also find more information about this job.

CVs are not accepted.

Visas cannot be sponsored.

If you're interested in teaching or training to teach in England as an international citizen, we can help you understand your next steps.

About Roughwood Primary School

• School type: Academy, ages 2 to 11
• Education phase: Primary
• School size: 266 pupils enrolled
• Age range: 2 to 11
• Ofsted report: View Ofsted report
• School website: Roughwood Primary School website
• See more jobs: teaching-vacancies.service.gov.uk/organisations/roughwood-primary-school-rotherham

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