SEN Outreach HLTA
Kingston and Richmond, South West London
Full-time (term time only), Monday to Friday, 8:30am - 4:30pm
£130 PAYE per day, weekly payment
*** Interviews are arranged ASAP ***
This is an outreach position. You will be working across Kingston and Richmond boroughs, travelling between schools, homes and community venues, delivering 1:1 and small group tuition and inclusion support for some of the most complex and vulnerable children and young people in the borough. Children who, for a range of reasons, are not in school are at risk of exclusion or are receiving bespoke alternative provision in line with their EHCP.
If that sounds like the kind of work you have been building towards, keep reading.
What this role actually involves
The children and young people you will support include those with Autism / ASC, SEMH difficulties, ADHD, complex communication needs, and those experiencing emotionally related school avoidance. Some will have an EHCP. Some will be going through the statutory process. Some will have had multiple placement breakdowns and very difficult experiences in school.
- Planning, creating and delivering lessons aligned to the national curriculum for 1:1 and small group sessions
- Working towards the outcomes set in students' EHCPs and tracking progress carefully
- Writing clear, professional session reports after every session and maintaining accurate records
- Liaising with families, schools, and wider professionals as part of a team around the child approach
- Managing your own timetable, sessions and travel across Kingston and Richmond boroughs independently
- Supporting transitions, reintegration, and behaviour for learning using nurture-based principles
- Following safeguarding protocols diligently
This is a role with a high degree of autonomy, and that comes with real responsibility. You will sometimes arrive at a session to find the child is not there. You will need to stay flexible, stay calm, and manage that professionally. Some of the young people you work with will have experienced significant trauma, have very unpredictable emotional responses, or have communication differences that mean conventional teaching strategies simply will not land.
You will not always have a team in the room with you. That is the reality of outreach work. The right person for this role is someone who has been in that position before, who knows how to regulate themselves in order to regulate others, and who does not need someone standing over them to do their best work.
If you have only ever worked in a classroom setting and have not had direct, extended 1:1 or small-group SEND experience, this probably isn't your next step. Not because you are not capable, but because the children you would be supporting genuinely need someone who has already developed those skills.
Who we are looking for
- Have a minimum of 6 months' school-based experience working directly with SEND pupils
- Are confident in planning and delivering lessons independently, without a teacher in the room
- Understand how to read and work towards EHCP outcomes
- Have genuine experience supporting young people with ASC, SEMH, ADHD or complex communication needs
- Are emotionally intelligent, resilient, and calm under pressure
- Can write professional, clear reports to a high standard of English
- Are able to travel flexibly across Kingston and Richmond boroughs as required
- Take safeguarding seriously and understand your role and responsibilities in a community setting
Backgrounds that tend to do well in roles like this include experienced SEN TAs stepping into HLTA or cover supervisor responsibility, psychology or education graduates with hands-on SEND experience, learning mentors, youth workers, behaviour support workers, and those who have supported young people with complex needs in residential or community settings.
Why this role?
The children and young people accessing this provision are often the ones the system has found hardest to reach. They are not in a school building every day. Some have failed by the provision before. The quality of the 1:1 relationship you build with them, the consistency of your sessions, and your ability to create a safe, structured learning space for them. Everything matters, and it has a direct, lasting impact on their outcomes and their confidence in education.
This is not a role where you will blend into the background. You will be a key figure for the young people you work with. That is genuinely meaningful work, and it is also genuinely demanding. The services supporting this provision operate under a multi-agency, team-around-the-child model, so you will have backing, structure, and support, but the day-to-day will require you to bring your full professional self.
If you are interested, apply today or contact Heeji Moon at Parker Smith Inclusion.