Job Overview
1:1 SEN Teaching Assistant known as an Emotionally Available Adult (EAA) – 1:1 Relational Support Practitioner
We are seeking a warm, calm and creative Emotionally Available Adult (EAA) – 1:1 Relational Support Practitioner to build a secure and trusting relationship with a bright, imaginative primary-aged child with autism. She has average overall cognitive ability and is capable of accessing age-related learning when she feels safe, well-regulated and appropriately supported. Although limited access to education has resulted in some gaps, she has strong language, creativity and ideas, with particular interests and strengths that can provide an exciting foundation for learning.
This is not a conventional classroom support role. You will provide consistent, relationship-led support across home, community and, when appropriate, education settings. Initially, contact will be gentle and low-pressure, using short periods of shared play, outdoor activity and the child’s interests to establish trust. The hours and scope of the role can then grow gradually as the relationship develops.
The role is available for 12–32.5 hours per week and may particularly suit someone who wants to begin part-time and build their hours over time. Continuity is extremely important, so we are looking for someone able to make a meaningful, long-term commitment.
You will help create a bridge between the child’s interests, relationships, community and education—opening up opportunities for learning, confidence, connection and greater independence at a pace that feels safe.
Duties
- Build a secure, respectful and trusting relationship through carefully paced, consistent contact
- Plan engaging, interest-led activities at home, in the community and, when appropriate, within an education setting
- Provide calm and responsive 1:1 co-regulation support
- Recognise early signs of anxiety or overwhelm and respond sensitively by adjusting communication, activities and environmental demands
- Help the child communicate her choices, feelings and support needs using verbal, visual, non-verbal or augmentative communication methods as appropriate
- Prepare carefully for transitions, changes, new people and unfamiliar settings
- Introduce changes gradually, varying only one element at a time wherever possible
- Support access to creative, purposeful learning through projects, stories, music, art, movement, outdoor experiences and community activities
- Promote self-advocacy, emotional understanding, life skills, confidence and independence
- Maintain concise records of contact, engagement, successful approaches, concerns and agreed next steps
- Communicate regularly with the family, education staff and involved professionals
- Participate in planning meetings, reviews, supervision and multidisciplinary coordination
- Follow all agreed safeguarding, confidentiality, risk-assessment, lone-working and professional-boundary arrangements
Requirements
Essential:
- A Level 3 Teaching Assistant qualification or a demonstrably equivalent relevant qualification and level of competence
- At least two years’ relevant experience supporting children or young people
- Experience supporting autistic children and their emotional well-being
- An understanding of anxiety, sensory differences, masking and co-regulation
- A neuro-affirming, trauma-informed and relationship-led approach
- A calm, patient, playful and emotionally steady disposition
- The confidence to follow a child’s lead while maintaining safe, consistent and respectful boundaries
- Excellent communication, observation and reflective-practice skills
- The ability to work independently while collaborating closely with a family and multidisciplinary team
- Reliability, adaptability and the ability to make a long-term commitment
- Willingness and ability to work flexibly across home, community and education settings
- Commitment to safeguarding, confidentiality and professional boundaries
- Willingness to complete an enhanced DBS check and safer-recruitment process
Desirable:
- Experience as a Teaching Assistant, Learning Support Assistant, HLTA, ELSA, learning mentor, family support worker or youth practitioner
- Training or experience in PACE, Emotion Coaching, ELSA, therapeutic play or another relational approach
- Knowledge of demand-based anxiety and low-demand approaches
- Experience of interest-led, project-based, outdoor or community learning
- Training in executive-function or emotional-regulation support
- A full driving licence and access to appropriately insured transport
About You
You may be an experienced TA, LSA, HLTA, ELSA, learning mentor or similarly skilled practitioner who would like the time and freedom to undertake deeply relational work.
You will be someone who understands that trust comes before demands and that meaningful progress may begin with being present, sharing an interest or enjoying an activity together. You will bring warmth and energy without creating pressure, remain steady when plans change and approach difficulties with curiosity, empathy and patience.
This is a rare opportunity to shape a creative, responsive and genuinely meaningful role around one child’s strengths, interests and potential.
Hours: 12–32.5 hours per week, with the opportunity to build hours gradually by agreement.
Pay: £15.00–£20.00 per hour
Location: Oakham, working across home, community and education settings
Contract: employed or self employed contract considered; long-term continuity is strongly preferred
Pay: £15.00-£20.00 per hour
Benefits:
Work Location: In person
