Greenshaw High School is a highly over-subscribed 11 to 18 mixed comprehensive secondary school situated in Sutton, South West London. We are proud of our strong local reputation, having over 4,000 applications for 300 places in September 2024. In October 2024 the hard work of our students and staff was recognised by Ofsted. The inspection team described the school as offering "an exceptional standard of education", using the words "flourishing, "inclusive" and "friendly" to describe our school. In the report Quality of Education, Behaviour & Attitudes, Sixth Form and Leadership & Management were all graded as Outstanding. We have a very diverse population of students, offering a comprehensive range of opportunities for colleagues who work here. Our students - of all groups - have done incredibly well over the last few years, with our GCSE achievement always being at least in the top 20% of the country, and over 60 Sixth Form students attending Russell Group universities each year. We are looking for a Inclusion Key Worker (SEMH). This is an exciting opportunity to join GLT / Greenshaw High School and become an integral member of the Inclusion department. Our Inclusion team provides a range of interventions to support students from ages 11-19 with social, emotional and mental health needs, and/or autism. We are looking for an additional team member to provide support for our most complex and vulnerable students and family members planning, delivering and evaluating interventions tailored to meet their needs. We have a highly flexible, strength-based approach to supporting students and colleagues, and we require someone who is genuinely committed to using their expertise to help others in an inclusive environment. Greenshaw Learning Trust is a highly successful multi academy trust that provides excellent quality, comprehensive and inclusive education through primary schools and secondary schools. Our schools are based in London, Surrey, Berkshire, Gloucestershire and South Gloucestershire, Bristol and Plymouth. We also have three shared service hubs where our central teams can be based out of. We are building a family of like-minded schools, that collaborate to provide mutual support, share their good practice and learn from each other, whilst retaining and developing their own distinctive character. We thrive from collaboration at every level. We encourage a culture of sharing ideas and learning from one another. As a Trust of schools, we are 'Always Learning'. To get a feel of life at Greenshaw Learning Trust, please download our 'Why you should work for GLT' recruitment brochure on our jobs portal. Main responsibilities:

• Supporting students with social, emotional and mental health needs within the school;
• Identifying the underlying causes of students' difficulties, engaging pupil, parent and staff voice;
• Taking responsibility for a specific cohort of students with social, emotional and mental health needs, and drawing up individual intervention plans with measurable targets;
• Using quantitative and qualitative data to regularly evaluate the effectiveness of interventions and their impacts on students' wellbeing and behaviour in school;
• Managing the requirements of key students' SEN Support Plans or EHCPs, carrying out reviews and liaising with parents, teaching and support staff, and relevant agencies;
• Engaging with families to help them to implement appropriate strategies at home;
• Liaising and working closely with the Inclusion, Safeguarding and Pastoral teams to ensure the best quality of support for both students and parents;
• Keeping the Designated Safeguarding Lead and Deputy Designated Safeguarding Leads informed of concerns relating to safeguarding and/or child protection;
• Liaising with classroom-based staff on teaching strategies to best support students with social, emotional and mental health needs within the classroom;
• Supporting students with social, emotional and mental health needs 1:1, in small groups or within the classroom, dependent on the need at the time;
• Contributing to the ongoing review and development of the Inclusion provision e.g. helping to identify gaps in our provision and adapting your practice accordingly;
• Undertaking research to support our practice where appropriate and keep up to date with initiatives and research in mental health and education;
• Contributing to the running of the Inclusion department with social time clubs and/or afterschool clubs;
• Maintaining clear records of sessions for the purposes of continuity and progression in all areas.
You will need: Essential -
• Educated to at least GCSE grade C standard (or equivalent) in English and Mathematics
• Willingness to undertake ongoing training
• Experience of working with vulnerable young people
• Knowledge and understanding of behavioural management techniques
• Knowledge and experience of a range of approaches to support young people's needs and address their behaviour if needed
• Knowledge and experience of supporting parents or carers in implementing strategies at home
• Knowledge and experience of running parental groups or parenting programmes
• Knowledge and understanding of safeguarding procedures and the ability to put these into practice
• Experience of word processing, excel, e-mail and other office electronic applications
• Awareness of the needs of students with SEMH and the possible areas of difference experienced by individuals, as well as how these impacts the areas of support
• Ability to confidently lead 1:1 and small group intervention sessions for students with social, emotional and mental health needs
• Ability to engage and motivate students who may present with behaviours that challenge, and to remain professional and employ a range of individualised de-escalation strategies when facing emotive or heightened situations
• Ability to employ professional curiosity and work in partnership with students and families, as well as other professionals to understand what is causing students to become dysregulated and present with behaviours that challenge
• Ability to identify the needs of students with SEMH needs, and develop strategic plans to facilitate development and progress
• Ability to deliver proactive, direct support and positive suggestions for adaptations to support students to re-engage positively
• Ability to identify needs and barriers, and use these to set appropriate targets and track impact against these targets
• Ability to work flexibly; duties may be subject to change at any time as the Inclusion department provides interventions in response to the changing needs of students and consequently the criteria for interventions are flexible
• Ability to develop effective relationships and demonstrate unconditional positive regard at all times with students, families and external agencies
• Excellent verbal and written communication skills, and the ability to communicate with colleagues, students, parents and other visitors in a professional manner
• Excellent interpersonal skills, to enable successful working with a range of professionals from different disciplines, based on mutual respect and understanding
• Ability to work constructively as part of the Inclusion department and build and form good relationships with colleagues
• High standard of literacy and numeracy
• Committed to the safeguarding of children
• Knowledge and understanding of the education sector, a desire to work in a comprehensive school, and a willingness to contribute to various aspects of school life
• Desire to work with young people and to support their education and achievements
• Commitment to improving the life chances of young people and motivated by a desire to provide high standards of service delivery
• Sensitivity to the range of needs and difficulties that young people experience
• Able to appropriately deal with confidential information
• Desire to enhance and develop skills and knowledge through CPD
• Demonstrate a commitment to safeguarding and the highest standards of child protection
• Recognition of the importance of personal responsibility for Health and Safety
Desirable -
• Educated to at least A-level standard (or equivalent
• Relevant qualification/training in supporting students with autism
• Qualifications in the fields of Psychology, Mental Health, Youth Work, or any relevant training
• Experience of working with individuals with SEMH needs
• Knowledge and experience of strategies to support students presenting with difficulties such as trauma, bereavement, communication, ADHD, anger management, etc.
• Knowledge and experience of support young people with mental health issues that may present as barriers to learning in school
• Knowledge and experience of being involved in or writing referrals to external agencies
• Knowledge and experience of working with multi-agency professionals
• Experience of working within a school setting or other similar establishment
• Knowledge of strengths-based approaches to meeting the needs of students
• Knowledge and understanding of Safeguarding in the context
• Ability to use Provision Map to record provisions and costings
• Ability to create risk assessments for pupils with SEND
• Knowledge of strengths-based approaches to meeting the needs of students
• Knowledge and understanding of Safeguarding in the context of an educational organisation
What's in it for you:
• Professional development and career progression
• Generous pension scheme
• Blue Light Card
• Eligibility for Teacher Art Pass (teaching staff only)
• An Employee Assistance Programme
• Gym Discounts
• Free eye tests
• Cycle to work scheme
• Green car scheme
• Being part of a great team and expanding organisation
Please download the recruitment pack for further information. Closing date for receipt of applications is Thursday 10th July 2025. We reserve the right to appoint before the closing date. We are committed to building an inclusive, diverse workplace where everyone can thrive. If you require any support or adjustments to interact with us, please let us know. Greenshaw Learning Trust is committed to safeguarding and promoting the welfare of children and young people and expects staff and volunteers to share this commitment.


• Educated to at least GCSE grade C standard (or equivalent) in English and Mathematics
• Willingness to undertake ongoing training
• Experience of working with vulnerable young people
• Knowledge and understanding of behavioural management techniques
• Knowledge and experience of a range of approaches to support young people's needs and address their behaviour if needed
• Knowledge and experience of supporting parents or carers in implementing strategies at home
• Knowledge and experience of running parental groups or parenting programmes
• Knowledge and understanding of safeguarding procedures and the ability to put these into practice
• Experience of word processing, excel, e-mail and other office electronic applications
• Awareness of the needs of students with SEMH and the possible areas of difference experienced by individuals, as well as how these impacts the areas of support
• Ability to confidently lead 1:1 and small group intervention sessions for students with social, emotional and mental health needs
• Ability to engage and motivate students who may present with behaviours that challenge, and to remain professional and employ a range of individualised de-escalation strategies when facing emotive or heightened situations
• Ability to employ professional curiosity and work in partnership with students and families, as well as other professionals to understand what is causing students to become dysregulated and present with behaviours that challenge
• Ability to identify the needs of students with SEMH needs, and develop strategic plans to facilitate development and progress
• Ability to deliver proactive, direct support and positive suggestions for adaptations to support students to re-engage positively
• Ability to identify needs and barriers, and use these to set appropriate targets and track impact against these targets
• Ability to work flexibly; duties may be subject to change at any time as the Inclusion department provides interventions in response to the changing needs of students and consequently the criteria for interventions are flexible
• Ability to develop effective relationships and demonstrate unconditional positive regard at all times with students, families and external agencies
• Excellent verbal and written communication skills, and the ability to communicate with colleagues, students, parents and other visitors in a professional manner
• Excellent interpersonal skills, to enable successful working with a range of professionals from different disciplines, based on mutual respect and understanding
• Ability to work constructively as part of the Inclusion department and build and form good relationships with colleagues
• High standard of literacy and numeracy
• Committed to the safeguarding of children
• Knowledge and understanding of the education sector, a desire to work in a comprehensive school, and a willingness to contribute to various aspects of school life
• Desire to work with young people and to support their education and achievements
• Commitment to improving the life chances of young people and motivated by a desire to provide high standards of service delivery
• Sensitivity to the range of needs and difficulties that young people experience
• Able to appropriately deal with confidential information
• Desire to enhance and develop skills and knowledge through CPD
• Demonstrate a commitment to safeguarding and the highest standards of child protection
• Recognition of the importance of personal responsibility for Health and Safety
Desirable -
• Educated to at least A-level standard (or equivalent
• Relevant qualification/training in supporting students with autism
• Qualifications in the fields of Psychology, Mental Health, Youth Work, or any relevant training
• Experience of working with individuals with SEMH needs
• Knowledge and experience of strategies to support students presenting with difficulties such as trauma, bereavement, communication, ADHD, anger management, etc.
• Knowledge and experience of support young people with mental health issues that may present as barriers to learning in school
• Knowledge and experience of being involved in or writing referrals to external agencies
• Knowledge and experience of working with multi-agency professionals
• Experience of working within a school setting or other similar establishment
• Knowledge of strengths-based approaches to meeting the needs of students
• Knowledge and understanding of Safeguarding in the context
• Ability to use Provision Map to record provisions and costings
• Ability to create risk assessments for pupils with SEND
• Knowledge of strengths-based approaches to meeting the needs of students
• Knowledge and understanding of Safeguarding in the context of an educational organisation
  
  Greenshaw High School is a highly over-subscribed 11 to 18 mixed comprehensive secondary school situated in Sutton, South West London. We are proud of our strong local reputation, having over 4,000 applications for 300 places in September 2024.
In October 2024 the hard work of our students and staff was recognised by Ofsted. The inspection team described the school as offering "an exceptional standard of education", using the words "flourishing, "inclusive" and "friendly" to describe our school. In the report Quality of Education, Behaviour & Attitudes, Sixth Form and Leadership & Management were all graded as Outstanding. We have a very diverse population of students, offering a comprehensive range of opportunities for colleagues who work here. Our students - of all groups - have done incredibly well over the last few years, with our GCSE achievement always being at least in the top 20% of the country, and over 60 Sixth Form students attending Russell Group universities each year.


• Professional development and career progression
• Generous pension scheme
• Blue Light Card
• Eligibility for Teacher Art Pass (teaching staff only)
• An Employee Assistance Programme
• Gym Discounts
• Free eye tests
• Cycle to work scheme
• Green car scheme
• Being part of a great team and expanding organisation