Our Mission

At MIAG (Meeting Individual Aspirations & Goals), our mission is to create provision where learning is individualised, aspirational and inclusive, enabling children and young people to flourish regardless of their starting points or needs.

We are committed to a relational and trauma-informed approach, recognising that many of our learners have experienced barriers to education. We prioritise safety, trust, consistency and positive relationships as the foundation for engagement and success.

All staff share responsibility for ensuring high-quality provision and achieving the best possible outcomes for learners across the school.

Job Purpose

The Teaching Assistant (Pastoral) will play a key role in supporting learners who experience emotional dysregulation, behavioural challenges and barriers to engagement.

The role focuses on:

•   supporting learners in moments of dysregulation
•   delivering targeted pastoral and behavioural support
•   facilitating restorative practice following incidents
•   enabling learners to return successfully to learning

The post holder will work with individuals and small groups, using a calm, consistent and relationship-based approach, supporting learners to develop emotional regulation, resilience and positive behaviour.

Key Responsibilities

Supporting Emotional Regulation and Behaviour

•   Respond to learners experiencing dysregulation in a calm and supportive manner
•   Use agreed de-escalation strategies to reduce risk and support safety
•   Provide immediate and short-term interventions to support learners to regulate
•   Support learners to re-engage with learning following incidents
•   Work with individuals or small groups to develop emotional regulation strategies

Restorative Practice

•   Facilitate restorative conversations following incidents of conflict or dysregulation
•   Support learners to reflect on behaviour and understand impact on others
•   Promote accountability, empathy and positive relationship repair
•   Work alongside staff to ensure restorative approaches are embedded consistently

Behaviour Support

•   Support the implementation of the school’s Behaviour Policy
•   Use consistent approaches to behaviour management
•   Support staff in managing challenging behaviour
•   Contribute to behaviour support plans and risk assessments
•   Provide feedback on behaviour patterns and triggers

Building Relationships

•   Develop strong, trusting and professional relationships with learners
•   Act as a positive role model
•   Provide consistent support and reassurance
•   Engage learners who may be reluctant or disengaged from education

Pastoral and Key Worker Support

•   Act as a Key Worker for identified learners where required
•   Support learner wellbeing, attendance and engagement
•   Contribute to pastoral plans and interventions
•   Liaise with families and carers where appropriate

Safeguarding Responsibilities

•   Promote and safeguard the welfare of all learners
•   Remain vigilant to safeguarding concerns
•   Report concerns immediately to the Designated Safeguarding Lead (DSL)
•   Record incidents and concerns accurately (e.g. CPOMS)
•   Follow all safeguarding policies and procedures

Recording and Monitoring

•   Record incidents of dysregulation, behaviour and interventions
•   Contribute to monitoring patterns, triggers and outcomes
•   Support evaluation of behaviour strategies and pastoral interventions
•   Provide feedback to staff and senior leaders

Working with Staff and Professionals

• Work collaboratively with teachers, SENCO, DSL and pastoral staff
• Support consistent implementation of behaviour strategies across the school
• Engage with external professionals where appropriate (e.g. therapists, social workers)
• Contribute to meetings and reviews as required