Teaching Assistant - Learning & Pastoral Support

Our Vision Statement: "We nurture independent learners who are prepared for adult life."

Our Vision:

• To work with local authorities, parents, carers and other agencies to provide a nurturing and collaborative environment that develops aspiration, engagement and independence.
• To ensure everyone is respected, valued and supported to achieve the very best that they can.

Minerva May School is a brand-new specialist provision for children and young people aged 11–16 with Social, Emotional and Mental Health (SEMH) needs, Autism, ASC and associated challenges. With state-of-the-art specialist facilities and a mission to provide a nurturing and aspirational environment, we are proud to support students in developing the skills, confidence and resilience they need to succeed in learning and life.

We are now looking to appoint an empathetic, proactive and trauma-informed Learning and Pastoral Support (LPS), commonly known as Teaching Assistant - to join our team and play a key role in nurturing independent learners who are prepared for adult life.

Key Responsibilities

All our students have Education, Health and Care Plans (EHCPs), and we pride ourselves on a nurturing, trauma-informed approach that puts relationships and regulation at the heart of learning.

• Build trusting, consistent relationships with students, grounded in empathy, curiosity and emotional safety, in line with trauma-informed principles such as PACE and the Zones of Regulation.
• Provide in-class support to enable students to access and engage with learning, adapting approaches in response to their individual needs and ILP targets.
• Promote a calm, regulated learning environment by proactively recognising signs of dysregulation and using co-regulation strategies.
• Support students’ emotional development and help them develop self-regulation, resilience, and positive learning behaviours.
• Deliver targeted 1:1 or small group interventions as directed by teaching staff or pastoral leaders, focusing on academic reinforcement, emotional literacy, or social development.
• Collaborate with teachers, therapists, and senior staff to implement strategies from EHCPs and contribute to the ongoing review and development of ILPs and SEN passports.
• Provide supervision and support during transitions, unstructured times, and enrichment activities to ensure safety and emotional well-being.
• Maintain detailed and accurate records of pastoral and academic progress, behaviour, and communication, reporting key information in a timely and professional manner.
• Communicate with warmth and clarity with students, staff, and parents/carers, modelling respectful and compassionate interactions at all times.
• Uphold the school’s restorative ethos and behaviour policy, supporting students to reflect on their choices and rebuild relationships where needed.

What We’re Looking For

• Compassionate and relational, with a strong understanding of trauma-informed practice and a commitment to building safe, trusting relationships that support emotional regulation and learning.
• Proactive and adaptable, with the ability to support learning in a flexible, inclusive and creative way, always guided by students' individual EHCPs and ILPs.
• Passionate about empowering young people to develop self-confidence, resilience, independence and positive routines for learning, both in and beyond the classroom.
• Skilled in supporting regulation and engagement, with the ability to recognise early signs of dysregulation and apply strategies such as PACE and Zones of Regulation to promote calm, connected learning environments.
• Collaborative and team-focused, working closely with teachers, therapists and senior leaders to ensure a joined-up and consistent approach to pastoral and academic support.
• Reflective and committed to inclusion, with a belief in every student’s potential and a willingness to support learning, personal development, and emotional wellbeing in and out of the classroom.
• A clear communicator, modelling respectful language and behaviour, and fostering a warm, restorative school culture.
• Professional and reliable, maintaining accurate records and clear communication with colleagues and families while upholding our restorative ethos.
• Aligned with our core values of Collaboration, Aspiration, Resilience and Empowerment, and committed to the vision and ethos of Minerva May School.

What We Offer

• A brand-new, state-of-the-art specialist school designed specifically to support students with SEMH, ASC, ADHD, and associated needs.
• A warm and collaborative team culture, where your role in supporting young people is genuinely valued and respected.
• A strong focus on wellbeing, with trauma-informed and restorative approaches embedded into everyday practice.
• Specialist training and CPD opportunities, including in areas such as trauma-informed support, communication and regulation strategies, and approaches to inclusive education.
• The chance to build trusted relationships with students and make a meaningful difference in their emotional growth, learning and independence.
• A school community shaped by our values of Collaboration, Aspiration, Resilience and Empowerment, guiding all that we do.
• Opportunities to contribute to whole-school development, including the creation of positive learning routines and emotionally safe environments.
• A role that offers purpose and fulfilment, supporting young people to feel safe, understood and ready to learn—every single day.

If you are motivated by the opportunity to help young people feel safe, understood, and ready to learn—and you believe in the power of relationships to transform futures—we would love to hear from you.

How to Apply

If you are interested in joining our dedicated and compassionate team as a Learning and Pastoral Support (LPS) professional, we would be delighted to hear from you.

• Complete and submit the e-application form via TES no later than Tuesday 21st May 2025, or
• Complete the Minerva May School application form provided with this job advert and email it to Christian Pratt-Jones (please see email above)

Early applications are encouraged, as we reserve the right to interview and appoint before the closing date if a suitable candidate is identified.

Minerva May School and its proprietors is fully committed to safeguarding and promoting the welfare of children and young people, and we expect all staff and volunteers to uphold and share this commitment. All appointments are subject to an Enhanced DBS check, satisfactory references, online social media checks and pre-employment checks in line with safer recruitment guidance.

We warmly welcome applications from candidates of all backgrounds, particularly those currently underrepresented in educational leadership.