Inclusion Support Assistant

Key Purpose:

The Inclusion Support Assistant will work as part of the Inclusion Support Team to provide responsive, high‑quality support for pupils with social, emotional and mental health (SEMH) needs. The post holder will assist in managing behaviour positively across the school, support children during times of dysregulation, and work alongside class teams to help pupils re-engage in learning. They will implement individualised behaviour strategies, promote emotional regulation, and contribute to creating a safe, nurturing, and inclusive environment in line with therapeutic and trauma‑informed practices.

Key responsibilities and activities:

Behaviour Support & Child Regulation

Provide immediate support to pupils who become dysregulated, using safe, calm and therapeutic approaches.

Assist in the implementation of individual positive behaviour plans, safety plans and SEMH support strategies.

Use de‑escalation and co‑regulation skills to help children return to a regulated and ready-to-learn state.

Support restorative conversations following incidents and help children to reflect and repair relationships.

Maintain a consistent, nurturing presence to help pupils develop emotional literacy and resilience.

Classroom & Learning Support

Work closely with class teachers and support staff to promote inclusion and engagement in learning.

Support pupils within the classroom, nurture spaces, and across the school site, depending on need.

Implement targeted interventions to develop self-regulation, problem‑solving and social interaction skills.

Assist with behaviour courses, transitions, unstructured times (e.g., playtimes, lunchtimes) and routines to ensure pupils feel safe and supported.

Model positive behaviour, calm communication, and respectful interactions at all times.

Team Collaboration

Work under the direction of the Inclusion Support Team Leader to support daily deployment and behaviour response.

Communicate effectively with the team to ensure prompt and coordinated support for pupils.

Participate in reflective debriefs, coaching sessions and professional learning opportunities.

Contribute to consistent whole‑school approaches to behaviour, SEMH support, and trauma‑informed practice.

Recording, Monitoring & Safeguarding

Accurately record incidents, interventions and key observations using school systems.

Monitor patterns of behaviour and share insights that may inform individual support plans.

Uphold safeguarding procedures at all times and report concerns promptly in line with policy.

Maintain confidentiality and demonstrate professional conduct in all interactions