SEN Teaching Assistant

Join Us at a Transformative Moment in Our School’s Journey ​ Hartmore School is experiencing a period of significant growth and as part of this development we are recruiting for several roles across our school. Throughout this expansion, we remain fully committed to maintaining the high-quality provision for which we are known. This growth presents an exciting opportunity to join our passionate, values‑driven team. If you’re inspired by the idea of helping pupils rebuild confidence, rediscover learning and shape a positive future, we would love to hear from you. About Hartmore School ​ “Our ethos is simple: Arrive with a Past. Leave with a Future.” At Hartmore School, we work with pupils aged 7–18 with Social, Emotional and Mental Health (SEMH) needs. Many of our learners join us following disrupted or challenging educational journeys. We provide a nurturing, therapeutic environment with very small class sizes, high staffing ratios, and a deeply relational approach so every young person is seen, understood and supported. This is a school where your creativity, compassion and resilience can genuinely change lives. ​ The Role: Teaching Assistant - SEN Primary ​ We are seeking to recruit to a number of Teaching Assistants (TA) posts within our Primary provision in Stroud Road in Gloucester. We are seeking to appoint a dedicated Teaching Assistants to join our Primary provision SEMH provision. You will work closely with teachers to inspire learning, raise aspirations and ensure every pupil feels a strong sense of belonging within the school community. Your role is central in helping pupils grow in confidence, develop increasing independence and experience success across all areas of school life. You will support a small class of learners who are working below age‑related expectations and who require a highly adaptive, relational approach. Under the guidance of teachers, you will help pupils engage with learning, build confidence, regulate emotions and develop key social and communication skills. This role is well-suited to an individual who is confident in supporting pupils with SEMH needs and committed to delivering high-quality practice. You will bring strong relational skills, a proactive approach and the ability to work with increasing independence within the classroom. While you will receive ongoing training, coaching and CPD, we are looking for someone who can contribute their existing expertise, demonstrate professional maturity and show a genuine dedication to helping young people thrive. This role is ideal for a Teaching Assistant who is: Compassionate, patient and emotionally intelligent Keen to develop skills in trauma‑informed and relational practice Able to build warm, trusting and professional relationships Adaptable, reflective and willing to try new approaches Motivated to support pupils who face additional barriers to learning ​Key Responsibilities ​ Teaching & Learning Support Promote, support and facilitate inclusion by encouraging participation of all pupils in learning and enrichment activities. Work alongside the class teacher to enhance teaching and learning across the curriclum. Model positive learning behaviours and encourage pupils to develop independence and resilience. Lead small groups to reinforce learning or deliver interventions to bridge learning gaps. Maintain a stimulating and safe learning environment by organising and managing the physical teaching space and resources. Assist with the preparation, organisation and adaptation of learning materials. Contribute to assessment by observing pupils learning, providing meaningful feedback, recording progress and reporting outcomes to teachers. Demonstrate a level of subject and curriculum knowledge relevant to their role and apply this effectively in supporting teachers and pupils. Use effective behaviour management strategies consistently in line with the school’s policy and procedures. Emotional & Behaviour Support Build strong, trusting relationships to help pupils feel safe, valued and understood. Support pupils in regulating emotions and developing coping strategies during moments of dysregulation. Provide calm, restorative conversations following incidents to help pupils repair and move forward. Use consistent, supportive behaviour-management strategies in line with school values and policy. Share concerns, observations or safeguarding information promptly with teaching staff.​ ​ Pastoral Care Build strong, supportive relationships with pupils to help them thrive, feel safe, valued and understood. Share observations, concerns and successes with teaching staff promptly. Remain vigilant to any signs of safeguarding concerns. Help pupils regulate emotions and develop coping strategies. Provide calm, restorative conversations following incidents or dysregulation. Guide pupils through transitions, routines and social situations. Welcome pupils at the start of day and help them settle and stay engaged throughout the day. ​ General A