Teaching Support Practitioner

The William Henry Smith School and Sixth Form, Brighouse, West Yorkshire, HD6 3JW

20 days remaining to apply

• Start date details

  As soon as possible

• Closing date

  3 November 2026 at 11:59pm

• Date listed

  14 October 2026

Job details

• Job role:
  • Teaching assistant
  • Learning support or cover supervisor
• Visa sponsorship: Visas cannot be sponsored
• Key stage: Early years, Key stage 1, Key stage 2, Key stage 3
• Working pattern: Term time: 34.5 hours per week, Monday to Friday, term-time only
• Contract type: Permanent
• Full time equivalent salary: £29,542.00 - £32,578.00 FTE
• Pay scale: NJC Scale 12 – 18 dependent on experience and qualifications

What skills and experience we're looking for

(E) - Essential

(D) - Desirable

Education/Qualifications/Training

Level 2 English and mathematics, or an equivalent demonstrable standard, sufficient to support learning and produce accurate professional records (E)

Relevant learning-support qualification, or equivalent relevant experience with commitment to completing agreed role training (E)

Level 3 qualification in supporting teaching and learning (D)

Specialist SEMH or SEND experience (D)

Training in Positive Behaviour Support, communication support or structured interventions (D)

Familiarity with the Foundation’s recording systems including Bromcom, CPoms, Evidence for Learning and OnePlan (D)

Experience

Experience supporting children or young people in education, care, youth work or another relevant setting, with examples of building professional relationships and helping them make progress (E)

Experience of Keyworking and EHC reviews (D)

Special Knowledge & Skills

Understand how SEMH needs and associated communication, sensory or learning differences can affect participation. Recognise individual variation and avoid deficit-based assumptions (E)

Understand safeguarding responsibilities, reporting routes and professional boundaries (E)

Understand the support practitioner’s relationship with the teacher and SENCO, the purpose of EHC plans, reasonable adjustments and the principles of the SEND Code of Practice (E)

Understand the purpose of the Foundation’s Specialist Universal Offer and the practitioner’s role in supporting its consistent implementation (E)

Develop working knowledge of the SEND Code of Practice, relevant Children and Families Act 2014 provisions and Equality Act 2010 duties. Apply them through agreed plans and school procedures; seek advice from the SENCO when uncertain (E)

Develop an informed understanding of how adversity, trauma and relational experiences may affect learning, communication, regulation and behaviour. Apply agreed strategies without making assumptions about an individual student’s experiences or needs. (E)

Attributes, Skills and Abilities

Support learning through clear communication, questioning, modelling and carefully reduced scaffolding in line with the Foundations Independence Strategy. (E)

Apply agreed communication, sensory, regulation and environmental strategies following relevant training and professional guidance (E)

Contribute effectively to Specialist Quality First Teaching through appropriate scaffolding, communication support, environmental adaptation and the careful promotion of independence (E)

Use calm, consistent approaches to distress and behaviour; recognise when to seek support (E)

Communicate respectfully with students, families and colleagues. Record observations objectively, use basic digital systems and manage confidential information appropriately (E)

Personal Qualities

Warmth with boundaries: listens attentively, respects dignity and maintains professional relationships; does not seek dependence, favouritism or personal loyalty from students (E)

Ambition with patience: believes students can learn, sustains effort through setbacks and notices small steps without accepting avoidably low expectations. (E)

Reliability and initiative: prepares, follows through, completes records and acts within agreed authority; seeks clarification and help rather than leaving concerns unresolved. (E)

Integrity and reflection: reports mistakes, accepts challenge, considers the impact of personal behaviour and demonstrates how feedback has improved practice. (E)

Team commitment: shares information, values other disciplines and follows coordinated plans. Challenges discriminatory or unsafe practice through appropriate routes. (E)

Model the Foundation values of Close Collaboration, Compassionate Curiosity, Unwavering Integrity, Visionary Thinking and Empowering Community through everyday practice. (E)

What the school offers its staff

Health & Wellbeing Support

• Westfield Health Fully funded core cover (colleagues pay only the taxable benefit). Includes:
• Doctor Line & Best Doctors access
• CBT sessions and counselling
• 24/7 counselling and legal advice
• £150 alternative therapies allowance
• £150 physiotherapy and related therapies allowance
• Routine healthcare cashback (dental, optical, chiropody)
• Easy access via dedicated app

Headspace

• Reduced annual subscription for meditation, mindfulness, sleep tools and stress reduction.

Menopause Café

• A supportive and inclusive space to learn, share experiences, and access resources.

Fitness & Lifestyle Support

• Nutritional and physical training from a specialist personal trainer
• Lifestyle, wellbeing and financial guidance
• Encouragement of peer learning and shared expertise

Occupational Health

• Onsite Occupational Health Nurse and a team of external consultants supporting physical and emotional wellbeing.

Annual Flu Vaccine

• Free flu vaccinations delivered onsite.

Life Assurance Scheme

• 4x annual salary coverage (or via Teachers' Pension Scheme). Expression-of-wish form completed on joining.

Work–Life Brilliance

• Quality of Life Hour Weekly dedicated wellbeing hour with activities such as yoga, HIIT gym work, arts & crafts, gardening, bingo, badminton, darts, secret spa sessions, nail delights and more.

Free Staff Meals

• Daily hot lunch in The Barn for School-site colleagues
• Delivered meals for College-site colleagues
• Termly refreshed menus and meals provided on L&D days

Wellbeing Gifts & Celebrations

• Wellbeing gifts at Christmas and Easter
• Subsidised staff festive party and end-of-summer celebration

Life Days

• One paid Life Day each academic year
• An additional Life Day for 100% attendance

Healthy Email Boundaries

• Colleagues are encouraged not to check or send emails between 7pm–7am or on weekends (unless required by role).

Free On-site Parking

• Accessible, free parking with encouragement of car sharing.

Financial & Lifestyle Benefits

• Discounts for Teachers
• Free membership for all staff, providing:
• Discounts across retail, travel, utilities, insurance and more
• Cashback opportunities via an ode card
• Free access to discounts across travel, groceries, electronics, cinema, home & garden and more.

Cycle to Work Scheme

• Available after 6 months' service via salary sacrifice, repaid over 12 months.

Contributory Pension Scheme

• Competitive employer contributions to the Peoples Pension scheme:
• Standard: 4% employee / 6% Foundation (10% total)
• Higher: 5% employee / 7.5% Foundation (12.5% total)
• Heads of Departments Higher: 5% employee / 10% Foundation (15% total)
• All contributions made by way of salary exchange to provide for additional individuals’ National Insurance Contributions savings
• Employer National Insurance Contributions savings as a result of salary exchange are also paid into the individuals’ pension accounts and therefore increasing the overall contributions shown above as follows: -
• Standard: 4% employee/6% Foundation/0.6% Employer NICs savings (10.6% total)
• Higher: 5% employee/7.5% Foundation/0.75% Employer NICs savings (13.25% total)
• Heads of Departments Higher: 5% employee/10% Foundation/0.75% Employer NICs savings (15.75% total)
• Teachers have separate pension arrangements through the Teachers’ Pension Scheme

Branded Work Wear

• Quality branded work wear, of which some is subsidised

Long Service Awards

• Recognition gifts and certificates; additional week of holiday pay for term-time staff after 5 years’ service

Leave & Family Support

• Maternity, Adoption & Parental Support Up to 12 months leave for all, with enhanced Foundation pay based on service and role.
• Enhanced Family Leave
• Paternity Leave
• Neonatal Care Leave
• Parental Bereavement Leave

Additional Paid Leave

• Compassionate Leave
• Bereavement Leave
• Religious Observance
• Time Off for Dependants
• Funeral Attendance

Learning, Development & Career Growth

• Induction & Onboarding
• Learning & Development Programme
• Performance Development Reviews (PDRs)

Employee Voice & Community

• Wellbeing Champions Surveys & Feedback Loops

Working Together for a Thriving Community

Every benefit in this brochure reflects our commitment to fostering a compassionate, collaborative, empowered and future-focused workplace. Thank you for being a valued part of the William Henry Smith Foundation. If you have any questions, the HR Team is always here to support you.

Further information about the job

The candidate will be required to undergo a full enhanced DBS check and must be eligible to work in the UK.

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.

JOB DESCRIPTION

Post: Teaching Support Practitioner

Contract: Permanent, Term-time only, 34.5 hours per week

Salary: NJC Scale 12 – 18 dependent on experience and qualifications.

Responsible to: Head of Education

Safeguarding:

The William Henry Smith Foundation is committed to safeguarding and promoting the welfare of children and adults and expects all staff to share this commitment. The foundation has effective child and adult protection policies which provide clear directions to staff and others about expected codes of behaviour in dealing with safeguarding issues. Our recruitment process aims to create and maintain a safe workforce and contains robust vetting procedures. The successful applicant will be appointed subject to references and enhanced DBS check (this is a position working in regulated activity). The successful candidate will be subject to a rigorous safer recruitment process and must adhere to a strict code of conduct regarding behaviour at all times. Shortlisted candidates will be subject to online searches in accordance with KCSIE. The Foundation is also committed to promoting the spiritual, moral, social and cultural development of both students and staff and reflects life in Modern Britain.

Your Contribution:

As a Teaching Support Practitioner, you will support students with SEMH and associated SEND to feel safe, engage in learning, achieve their potential and become increasingly independent. Working under the direction of teachers, you will help make the curriculum accessible through targeted interventions, agreed support strategies and positive relationships with students and families.

You will contribute to students' learning, wellbeing and personal development, working closely with teachers, therapists and other professionals to deliver consistent support and promote positive outcomes. The teacher retains responsibility for curriculum planning, teaching and assessment, while you implement agreed provision and contribute observations and evidence of progress.

Your Main Responsibilities:

Support Teaching, Learning and Student Development

• Deliver targeted interventions and agreed support programmes for individuals and small groups.
• Support students to access learning, achieve agreed outcomes and develop independence.
• Adapt support strategies within agreed frameworks to maximise engagement and progress.
• Promote communication, confidence, resilience and positive participation across college life.
• Support students to generalise learning and positive behaviours across different environments.

Promote Positive Behaviour, Regulation and Wellbeing

• Implement Positive Behaviour Support plans and agreed therapeutic approaches.
• Build positive relationships that support engagement, belonging and success.
• Use preventative, co-regulatory and de-escalation strategies to support emotional regulation.
• Support students to develop communication, social, emotional and problem-solving skills.
• Maintain safe, consistent boundaries and contribute to a positive learning environment.

Observation, Assessment and Student Planning

• Observe learning, wellbeing and behaviour, maintaining accurate records.
• Contribute to the assess, plan, do, review cycle, One Plans and annual reviews.
• Monitor progress and intervention impact, sharing observations and recommendations appropriately.
• Identify and escalate concerns, risks or changes in need.
• Contribute to planning and review discussions with colleagues and families.

Keyworking and Collaborative Working

• Act as Keyworker for allocated students, maintaining positive professional relationships with students and families.
• Contribute to review meetings, transition planning and preparation for adulthood.
• Work closely with teachers, therapists and other professionals to provide coordinated support.
• Share information appropriately to promote consistent approaches and positive outcomes.
• Model effective practice and contribute positively to team working.

Learning Environment and Resources

• Prepare and maintain safe, organised and accessible learning environments.
• Ensure resources are used safely, effectively and in line with agreed procedures.
• Support learning across classrooms, community settings, educational visits and enrichment activities.

Professional Responsibilities

• Safeguard and promote the welfare of students at all times.
• Follow Foundation policies, procedures and professional standards.
• Maintain confidentiality, accurate records and appropriate professional boundaries.
• Participate in supervision, training and professional development.
• Recognise the limits of the role and seek support, guidance or escalation when required.

You will be able to:

• Deliver targeted interventions and learning support effectively.
• Adapt support within agreed plans and professional boundaries.
• Build positive relationships with students and families.
• Observe, record and communicate information accurately.
• Support students with complex emotional, behavioural and learning needs.
• Work effectively within a multidisciplinary team.
• Use professional judgement appropriately and know when to seek guidance.
• Promote independence, participation and positive outcomes for students.

Living Our Values

• Compassionate Curiosity: You seek to understand the needs behind behaviour, showing patience, empathy and responsiveness to help pupils feel valued and succeed.
• Close Collaboration: You work effectively with colleagues, families and professionals, contributing to a consistent and coordinated approach to support.
• Empowering Community: You promote inclusion, confidence and independence, helping pupils develop the skills and resilience to thrive.
• Unwavering Integrity: You act with honesty, professionalism and accountability, following procedures and always prioritising pupil welfare and safety.
• Visionary Thinking: You maintain high expectations, embrace learning and improvement, and support pupils to achieve positive outcomes and future success.

Other Specific Requirements

• To participate in the Foundation’s programme of performance management.
• Understand their professional responsibilities in relation to the Foundation’s policies and practices.
• To participate in whole Foundation training days.
• To participate in the school’s annual holiday experience (possibly residential).
• To ensure your Essential Training/Reading is kept up to date as well as any CPD relevant to the role.
• To work across all Foundation sites as and when required by line management.
• To undertake such other duties appropriate to the post as may from time to time be required to ensure the smooth and efficient running of the Foundation.

Working Conditions

The role is based within a specialist SEMH provision and involves regular direct work with children and young people. Duties include frequent movement between classrooms, intervention spaces and outdoor learning environments, sustained concentration, record keeping, and working collaboratively with colleagues, families and professionals.

The role may involve:

• Lone working.
• Display Screen Equipment (DSE) use.
• Lifting and carrying equipment or supporting individuals (up to 10kg).
• Supporting students with a range of social, emotional and behavioural needs.
• Responding calmly to emotional distress, dysregulation and challenging behaviour, including verbal or physical aggression.
• The use of approved physical behaviour management techniques (PRICE trained).
• Exposure to biological hazards, including blood and bodily fluids, and occasional food handling activities.
• Balancing competing priorities and adapting support in response to changing circumstances.

The role regularly involves exposure to emotionally demanding situations and requires resilience, patience, sound professional judgement and emotional consistency. You will be expected to work with greater independence whilst remaining within agreed intervention plans, professional boundaries and established procedures.

Commitment to safeguarding

William Henry Smith Foundation is committed to safeguarding and promoting the welfare of children and adults and expects all staff to share this commitment. Our recruitment process aims to create and maintain a safe workforce and contains robust vetting procedures. The successful applicant will be appointed subject to references and enhanced child/adult DBS check including barred list (this is a regulated activity position).

The successful candidate will be subject to a rigorous safer recruitment process and must adhere to a strict code of conduct regarding behaviour. Shortlisted candidates will be subject to online searches in accordance with KCSIE 2025.

Applying for the job

Apply for the job by following the link below.

CVs will not be accepted for this application.

Additional documents

If you need these documents in an accessible format, please contact the school.

Recruitment Pack - WHSS Teaching Support Practitioner .pdf - 3.51 MB (opens in new tab)

About The William Henry Smith School and Sixth Form

• Organisation type: Special school, ages 5 to 19
• Size: 83 pupils enrolled
• Age range: 5 to 19
• Ofsted report: View Ofsted report
• Website: The William Henry Smith School and Sixth Form website
• Email address: gemma.maloney@thesmithfoundation.org.uk
• Phone number: 01484 710 123
• See more jobs: teaching-vacancies.service.gov.uk/organisations/william-henry-smith-school

William Henry Smith Foundation values equality and diversity across its workforce and aims to ensure our staff community is reflective of the diversity of the children and young people within our care. We are also committed to promoting the spiritual, moral, social and cultural development of both students and staff and reflects life in Modern Britain.

William Henry Smith Foundation is a registered charity that operates the outstanding William Henry Smith School, Sixth Form and Specialist College and therapeutic children’s home, all for children and young adults experiencing social, emotional, and mental health challenges (SEMH).

The School, Sixth-Form, Specialist College and Children's home have a wealth and breadth of professionals which form an integrated team around students, including Creative Arts Psychotherapists, Speech and Language and Occupational Therapists, Nurses, a Social Worker and a Family team. Residential Care and Teaching and Learning staff play a vital part in children’s lives, progress and quality of life.

Arranging a visit to The William Henry Smith School and Sixth Form

To arrange a visit and increase the chance of a successful application email gemma.maloney@thesmithfoundation.org.uk.

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