Social, Emotional and Mental Health (SEMH) needs tutor or support consultant
| Posting date: | 04 December 2025 |
|---|---|
| Hours: | Part time |
| Closing date: | 03 January 2026 |
| Location: | Walsall, West Midlands |
| Remote working: | On-site only |
| Company: | Fastispeed Ltd |
| Job type: | Contract |
| Job reference: | SEMH |
Summary
Job Title: Social, Emotional and Mental Health (SEMH) Tutor / Support Worker
Organisation: British Creative Institute (BCI) – Specialist Post-16 SEND College
Locations:
British Creative Institute (BCI), Great Barr, Birmingham, 6 Dyas Road, Birmingham, B44 8SF
British Creative Institute (BCI), Walsall Faculty: Elmore Court, Elmore Green Road, Bloxwich, Walsall, WS3 2QW
Contract: Part-time / Full-time (negotiable)
Start Date: Immediately
Salary: Competitive, dependent on experience
Reports to: Principal / SENCo (Managing Director)
The post holder will work flexibly across both the Great Barr and Walsall (Bloxwich) sites, according to learner need and timetable demand.
---
About British Creative Institute (BCI)
BCI is a specialist post-16 provision for young people aged 16–25 with Special Educational Needs and Disabilities (SEND). We offer creative media pathways – Photography, TV Production, Web Development, Digital Marketing, Game Development, Journalism and Graphic Design – alongside Maths, English, personal development, independence and life skills.
Many of our learners have social, emotional and mental health (SEMH) needs, autism, ADHD, anxiety, trauma histories and school-based avoidance. We provide a calm, nurturing, highly individualised environment where learners are supported to rebuild confidence, engage with education and prepare for adulthood.
---
Purpose of the Role
The SEMH Tutor / Support Worker will:
Provide emotional, social and learning support for learners with SEMH needs across the curriculum.
Help learners to regulate, engage and participate in lessons, projects and enrichment activities.
Work closely with teaching staff, therapists and families to promote wellbeing, resilience and positive behaviour.
This role is suitable for experienced support workers OR tutors/teachers with a strong SEMH background.
---
Key Responsibilities
Build trusting, consistent relationships with learners, acting as a key adult where appropriate.
Support learners in class, small groups and 1:1 to access creative media, core subjects and life skills.
Use de-escalation and regulation strategies, following agreed behaviour support plans and risk assessments.
Help learners develop skills in:
emotional literacy and self-awareness
coping strategies and resilience
social communication and friendships
problem solving and conflict resolution
Contribute to personalised support plans, targets and review meetings.
Support learners during transitions (arrivals, lesson changes, community visits), reducing anxiety and promoting independence.
Work with staff to create low-arousal, predictable learning environments that reduce triggers and promote engagement.
Record observations, incidents and progress clearly and promptly in line with BCI policies.
Promote positive attendance, punctuality and participation, contacting or meeting with parents/carers where appropriate (under the direction of SENCo/Principal).
Liaise with external professionals (e.g. social workers, CAMHS, education psychologists) as required.
Uphold BCI’s Safeguarding Policy, reporting concerns immediately via the correct procedures.
If appointed at “Tutor” level, additional duties may include:
Planning and delivering small-group or 1:1 SEMH-focused sessions, such as emotional literacy, resilience groups, social skills or personal development.
Contributing to schemes of work and targeted interventions linked to SEMH outcomes in EHCPs.
---
Person Specification
Essential
Experience working with young people with SEMH needs and/or complex SEND (e.g. in schools, colleges, PRUs, residential settings, youth work or care).
Strong relationship-building skills and a calm, empathetic, non-judgemental approach.
Understanding of trauma-informed practice, attachment, anxiety and behaviour as communication.
Ability to use a range of de-escalation and regulation strategies and to follow behaviour support plans.
Ability to work collaboratively within a multi-disciplinary team.
Good written and verbal communication skills.
Commitment to safeguarding, equality, diversity and inclusion.
Desirable
Relevant qualification in education, youth work, counselling, social care or similar.
Experience in a post-16 or alternative provision setting.
Experience supporting learners with autism, ADHD and SLCN in addition to SEMH.
Experience delivering small-group or 1:1 interventions.
Training in Team Teach / PRICE / MAPA or similar (or willingness to undertake training).
---
Terms and Pay
Salary: Competitive, dependent on experience and qualifications.
Hours: Part-time or full-time, to be agreed.
Start date: Immediate, subject to safer recruitment checks.
Pre-employment checks: Enhanced DBS, satisfactory references and verification of qualifications (where applicable).
Organisation: British Creative Institute (BCI) – Specialist Post-16 SEND College
Locations:
British Creative Institute (BCI), Great Barr, Birmingham, 6 Dyas Road, Birmingham, B44 8SF
British Creative Institute (BCI), Walsall Faculty: Elmore Court, Elmore Green Road, Bloxwich, Walsall, WS3 2QW
Contract: Part-time / Full-time (negotiable)
Start Date: Immediately
Salary: Competitive, dependent on experience
Reports to: Principal / SENCo (Managing Director)
The post holder will work flexibly across both the Great Barr and Walsall (Bloxwich) sites, according to learner need and timetable demand.
---
About British Creative Institute (BCI)
BCI is a specialist post-16 provision for young people aged 16–25 with Special Educational Needs and Disabilities (SEND). We offer creative media pathways – Photography, TV Production, Web Development, Digital Marketing, Game Development, Journalism and Graphic Design – alongside Maths, English, personal development, independence and life skills.
Many of our learners have social, emotional and mental health (SEMH) needs, autism, ADHD, anxiety, trauma histories and school-based avoidance. We provide a calm, nurturing, highly individualised environment where learners are supported to rebuild confidence, engage with education and prepare for adulthood.
---
Purpose of the Role
The SEMH Tutor / Support Worker will:
Provide emotional, social and learning support for learners with SEMH needs across the curriculum.
Help learners to regulate, engage and participate in lessons, projects and enrichment activities.
Work closely with teaching staff, therapists and families to promote wellbeing, resilience and positive behaviour.
This role is suitable for experienced support workers OR tutors/teachers with a strong SEMH background.
---
Key Responsibilities
Build trusting, consistent relationships with learners, acting as a key adult where appropriate.
Support learners in class, small groups and 1:1 to access creative media, core subjects and life skills.
Use de-escalation and regulation strategies, following agreed behaviour support plans and risk assessments.
Help learners develop skills in:
emotional literacy and self-awareness
coping strategies and resilience
social communication and friendships
problem solving and conflict resolution
Contribute to personalised support plans, targets and review meetings.
Support learners during transitions (arrivals, lesson changes, community visits), reducing anxiety and promoting independence.
Work with staff to create low-arousal, predictable learning environments that reduce triggers and promote engagement.
Record observations, incidents and progress clearly and promptly in line with BCI policies.
Promote positive attendance, punctuality and participation, contacting or meeting with parents/carers where appropriate (under the direction of SENCo/Principal).
Liaise with external professionals (e.g. social workers, CAMHS, education psychologists) as required.
Uphold BCI’s Safeguarding Policy, reporting concerns immediately via the correct procedures.
If appointed at “Tutor” level, additional duties may include:
Planning and delivering small-group or 1:1 SEMH-focused sessions, such as emotional literacy, resilience groups, social skills or personal development.
Contributing to schemes of work and targeted interventions linked to SEMH outcomes in EHCPs.
---
Person Specification
Essential
Experience working with young people with SEMH needs and/or complex SEND (e.g. in schools, colleges, PRUs, residential settings, youth work or care).
Strong relationship-building skills and a calm, empathetic, non-judgemental approach.
Understanding of trauma-informed practice, attachment, anxiety and behaviour as communication.
Ability to use a range of de-escalation and regulation strategies and to follow behaviour support plans.
Ability to work collaboratively within a multi-disciplinary team.
Good written and verbal communication skills.
Commitment to safeguarding, equality, diversity and inclusion.
Desirable
Relevant qualification in education, youth work, counselling, social care or similar.
Experience in a post-16 or alternative provision setting.
Experience supporting learners with autism, ADHD and SLCN in addition to SEMH.
Experience delivering small-group or 1:1 interventions.
Training in Team Teach / PRICE / MAPA or similar (or willingness to undertake training).
---
Terms and Pay
Salary: Competitive, dependent on experience and qualifications.
Hours: Part-time or full-time, to be agreed.
Start date: Immediate, subject to safer recruitment checks.
Pre-employment checks: Enhanced DBS, satisfactory references and verification of qualifications (where applicable).