Job Vacancies
Higher Level Teaching Assistant (HLTA) – SEMH Alternative Provision
Location: Tree of Life Alternative Provision, Castleton, Rochdale
Hours: Full-Time, 32 Hours per Week
Contract: Permanent
Salary: Competitive, dependent upon experience and qualifications
Closing Date: 9th July 2026
Interviews: Week commencing 13th July 2026
About Us
Tree of Life Alternative Provision is a nurturing, trauma-informed setting dedicated to supporting children and young people with Social, Emotional and Mental Health (SEMH) needs. We provide a safe, therapeutic environment where pupils are supported to achieve academically, socially and emotionally through personalised learning, restorative practice, and strong relational approaches.
We are committed to helping every pupil overcome barriers to learning, develop resilience, and build the confidence and independence needed to succeed both within education and beyond.
The Role
We are seeking an experienced, passionate and highly motivated Higher Level Teaching Assistant (HLTA) to join our dedicated team. This is an exciting opportunity for an individual with expertise in SEMH and trauma-informed practice who can lead by example and contribute to the ongoing development of our provision.
The successful candidate will play a key role in supporting pupils with complex social, emotional and behavioural needs, leading behaviour support strategies, coordinating functional skills delivery, and implementing therapeutic and sensory approaches that promote engagement, wellbeing and positive outcomes.
Key Responsibilities
Leadership and Team Support
Lead and support a team of staff to ensure high-quality provision for all pupils.
Model best practice in trauma-informed, therapeutic and restorative approaches.
Provide guidance and support to colleagues in meeting the needs of pupils with SEMH.
Attend and actively contribute to staff meetings, reviews, professional discussions and training opportunities.
Undertake supervisory duties as required.
Behaviour and Pastoral Support
Act as Behaviour Lead across the provision.
Develop, implement and review individual Behaviour Support Plans.
Manage behaviour effectively, consistently and restoratively to maintain a safe, positive and nurturing environment.
Support pupils in developing emotional regulation, resilience, self-confidence and independence.
Lead restorative practice meetings and interventions with pupils and parents/carers.
Support staff in understanding and responding appropriately to trauma-based behaviours.
Teaching, Learning and Inclusion
Coordinate and oversee the delivery of Functional Skills programmes.
Plan, deliver and assess targeted interventions and learning activities.
Create engaging tasks, resources and learning opportunities that ensure full inclusion and access to learning for all pupils.
Monitor pupil progress and contribute to educational planning and reviews.
Work collaboratively with staff and external agencies to support personalised learning pathways.
Therapeutic and Sensory Support
Undertake therapeutic and sensory assessments to identify barriers to learning and engagement.
Develop and implement therapeutic and sensory strategies to support individual pupil needs.
Create and maintain sensory-focused environments through the effective use of resources, sensory equipment, visual supports and purposeful displays.
Support pupils to develop self-regulation strategies and positive coping mechanisms.
Assessment, Reviews and Record Keeping
Contribute to pupil reviews, reports and multi-agency meetings.
Support the development and review of Education, Health and Care Plans (EHCPs) where appropriate.
Maintain accurate records and monitor interventions to evidence pupil progress and outcomes.
Family and Multi-Agency Working
Build positive and productive relationships with parents/carers.
Deliver restorative practice with both pupils and families to support positive outcomes.
Liaise effectively with external professionals and agencies to ensure a coordinated approach to support.
Essential Requirements
HLTA qualification with relevant experience.
GCSE Grade C/4 or above (or equivalent) in English and Maths.
Significant experience working with children and young people with SEMH needs.
Proven expertise in understanding and responding to trauma-based behaviours.
Strong knowledge of safeguarding and child protection procedures.
Excellent communication, organisation and leadership skills.
Ability to build positive, trusting and professional relationships with pupils, families and colleagues.
Commitment to restorative and relational approaches to behaviour and wellbeing.
Desirable Skills and Experience
Training or experience in therapeutic interventions.
Skills, qualifications or experience in art and creative therapeutic approaches.
Knowledge of sensory processing needs and sensory regulation strategies.
Experience working within an Alternative Provision, Special School or specialist SEMH setting.
Additional qualifications in behaviour management, mental health, therapeutic practice or SEND.
What We Offer
A supportive and dedicated team committed to making a difference.
Opportunities for ongoing professional development and specialist training.
A therapeutic and values-driven working environment.
The opportunity to positively impact the lives of vulnerable children and young people every day.