SEMH / Trauma-Informed Teaching Assistant
Therapeutic and nurturing school setting
Mole Valley, Surrey
- Easter 2026 Start
- Interviews ASAP
- Full-time (term time only), Permanent Contract
- £22,000 - £25,000 depending on experience
I am working closely with a small, independent specialist SEMH school in Surrey that has been built around trauma-informed, relationship-led practice. Almost all pupils are placed via EHCP funding, and the school is very intentional about how it works.
There are no reward charts. There are no sanctions. There is no “good/bad behaviour” language.
Everything is based on one principle: behaviour is communication.
About the setting
This is a low-arousal SEMH provision supporting children and young people who have experienced significant disruption in education. Many have struggled in mainstream and have not felt safe, understood, or regulated enough to learn. Each class has one teacher and one Teaching Assistant. Staffing ratios are high for a reason, as consistency matters here.
When a pupil becomes dysregulated, an adult supports them in regulating. They are not pushed back into class until they are ready. Learning can wait. Emotional safety comes first.
The curriculum reflects this. Alongside core subjects, pupils access:
- SEMH-focused learning around human development and relationships
- Three dedicated nurture sessions each week
- Life skills, including cooking
- Weekly forest school
- Human rights and social understanding
Lessons are typically around 45 minutes, but the structure flexes when needed. This is not a rigid, bell-to-bell environment.
The role
As a Trauma Informed Teaching Assistant, your role is not to control behaviour or “fix” pupils.
Your role is to be a consistent, emotionally available adult who can stay calm when things are not.
Day to day, this includes:
- Building trusting relationships with pupils with SEMH and trauma histories
- Supporting emotional regulation through co-regulation, not consequences
- Working closely with the class teacher within a clear, shared approach
- Knowing when to pause learning and prioritise regulation
- Supporting pupils through difficult moments without taking things personally
Pupils will be supported by an integrated therapeutic team, including:
- Speech and Language Therapy (2 days per week)
- Occupational Therapy (2 days per week)
- Educational Psychology (1 day per week)
- Creative therapies, including art and dance
Staff culture and support
This is a school that understands how demanding trauma-informed work can be.
There is a daily reflection practice built into the timetable, with a safe space for staff to talk honestly about what they are holding. This is not performative wellbeing; it is practical and necessary.
Every Friday is a half-day for pupils. Staff use that time to plan together, reflect, and reset.
All staff have a protected 30-minute lunch break, and there is a structured induction programme across your first few weeks, so you are not thrown in and left to cope. You will also have ongoing bespoke training and CPD programme provided, which is perfect for career development.
Who this is and is not for
This role suits people who:
- Have genuine SEMH, Autism, ADHD or trauma-related experience (work or lived)
- Are emotionally intelligent and reflective
- Can stay regulated when pupils cannot
- Believe in dignity, repair, and long-term change
It is not suitable for anyone who relies on sanctions, rewards, or compliance-based behaviour systems.
If you are interested in this SEMH Teaching Assistant/Trauma-Informed Teaching Assistant position, please apply now or contact Heeji Moon at Parker Smith Inclusion.
INDSUPP