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Key Responsibilities and Required Skills for SEN Behaviour Support Assistant

💰 £20,000 - £28,000 (dependent on location and experience)

EducationSpecial Educational Needs (SEN)Behaviour SupportTeaching Assistant

🎯 Role Definition

The SEN Behaviour Support Assistant works directly with children and young people who have Special Educational Needs and Disabilities (SEND). You will implement personalised behaviour support plans, deliver structured interventions (1:1 and small groups), use de‑escalation and positive behaviour strategies, and maintain accurate records to support progress towards EHCP outcomes. Reporting to the SENCO or Behaviour Lead, you will liaise with teachers, parents, therapists and external agencies to create a safe, inclusive learning environment that promotes independence and emotional regulation.

Key SEO terms: SEN Behaviour Support Assistant, Special Educational Needs, behaviour intervention, EHCP support, SEND, autism support, de-escalation, positive behaviour support, safeguarding.

📈 Career Progression

Typical Career Path

Entry Point From:

  • Learning Support Assistant / Teaching Assistant
  • Family Support Worker or Care Support Worker
  • Youth Worker or Support Worker in SEND services

Advancement To:

  • Senior / Higher Level Teaching Assistant (HLTA)
  • Behaviour Lead or Link Practitioner (SENCO support role)
  • Specialist SEND Practitioner (autism or SEMH specialist)
  • Assistant SENCO or SENCO (with additional qualifications)

Lateral Moves:

  • Learning Mentor
  • Inclusion Coordinator
  • Speech, Language & Communication Support Assistant (SLCA)

Core Responsibilities

Primary Functions

  • Implement individualised positive behaviour support plans (PBS) and behaviour intervention strategies, ensuring consistency with the pupil’s EHCP targets and the school’s behaviour policy.
  • Provide high-quality 1:1 and small-group support to pupils with SEND (including ASD, ADHD, SEMH), using differentiated resources and scaffolded learning to promote engagement and access to the curriculum.
  • Use evidence-based de-escalation techniques and crisis prevention strategies to manage and reduce incidents of challenging behaviour while maintaining the safety and dignity of the pupil.
  • Conduct planned sensory regulation interventions (sensory circuits, weighted items, calm corners) and record responses to tailor sensory diets that support attention and emotional regulation.
  • Complete detailed, contemporaneous behaviour logs, incident reports and safeguarding referrals using school systems (SIMS, CPOMS or equivalent) to support casework and statutory processes.
  • Support the delivery and monitoring of behaviour-related therapeutic programmes recommended by external professionals (e.g., occupational therapists, educational psychologists, speech and language therapists).
  • Plan, prepare and adapt classroom resources, visual supports (now/next boards, timetables), social stories and task breakdowns to meet individual communication and learning needs.
  • Build positive, professional relationships with parents and carers; share progress, strategies and home‑school behaviour plans and coordinate consistent approaches to behaviour management.
  • Contribute to the assessment and review process for EHCPs, by gathering evidence, attending review meetings and inputting to target-setting and progress monitoring.
  • Supervise pupils during unstructured times (breaks, lunchtimes, transitions) with a focus on social skills development, risk reduction and preventative supervision systems.
  • Lead restorative conversations and teach conflict-resolution and social-emotional skills using coaching and modeling to reduce repeat incidents.
  • Support access arrangements for internal and external examinations (readers, scribes, rest breaks) and ensure exam protocols are followed for pupils with SEND.
  • Carry out dynamic and formal risk assessments (including positive handling plans where appropriate) and ensure safe implementation of agreed physical intervention techniques when necessary.
  • Deliver short-term focused intervention programmes (anger management, emotional literacy, social skills, anxiety reduction) and track outcomes against SMART targets.
  • Mentor and role-model positive learning behaviours, independence, resilience and self-regulation strategies to pupils with SEND.
  • Facilitate smooth transitions (classroom, year-group, school-to-school) by preparing induction materials, transition plans and liaison with receiving staff.
  • Maintain confidential case files, produce written reports for multi-disciplinary meetings and contribute reliable information for tribunals and statutory processes.
  • Attend and contribute to multidisciplinary team meetings (SENCO, SLT, therapists, external agencies) to ensure coordinated, whole-child approaches to behaviour support.
  • Support the development and delivery of staff training sessions and coaching for classroom teams on behaviour strategies, visual supports and trauma-informed practice.
  • Promote safeguarding at all times: identify and report concerns, follow child protection procedures and maintain current knowledge of safeguarding legislation and guidance.
  • Use data and behaviour analytics to identify trends, triggers and hotspots; propose targeted interventions and advise on timetabling and staffing to reduce risk and improve outcomes.
  • Implement communication systems for non-verbal pupils (PECS, Makaton, AAC devices) and train staff in consistent use to reduce frustration-related behaviours.
  • Provide personal care support where required (toileting, intimate care) in line with individual care plans, maintaining dignity and safeguarding.
  • Support community-based activities, off-site visits and enrichment programmes ensuring appropriate supervision, risk mitigation and access for pupils with additional needs.
  • Ensure equipment and sensory resource inventories are maintained, report repairs and recommend purchases to support therapeutic programmes.

Secondary Functions

  • Support whole-school behaviour initiatives, contributing to policy updates, best-practice guidelines and inclusion action plans.
  • Prepare materials and basic resources for specialist sessions and help maintain an accessible sensory resource area.
  • Provide cover support for classes as requested, using behaviour strategies to maintain learning continuity during short-term staff absence.
  • Assist the SENCO with collation and preparation of paperwork for statutory assessments and tribunal evidence packs.
  • Contribute to monitoring and evaluation activities (attendance, behaviour referrals, exclusions) and support school self-evaluation for inclusion.
  • Participate in professional development opportunities and share learning at staff briefings to raise whole‑school capacity in SEND practice.
  • Support recruitment and induction of new LSAs and volunteers by demonstrating behaviour strategies and routines.
  • Help coordinate parent workshops and community liaison events designed to improve understanding of SEND and promote family engagement.
  • Maintain confidentiality of pupil information and data in line with GDPR and school data protection policies.
  • Undertake administrative tasks such as logging interventions, filing reports and preparing letters home under the direction of the SENCO.

Required Skills & Competencies

Hard Skills (Technical)

  • Proven competence in Positive Behaviour Support (PBS) and implementation of behaviour plans aligned to EHCP objectives.
  • Trained and confident in evidence-based de‑escalation and crisis intervention techniques (TEAM‑TEACH, CPI, MAPA or equivalent).
  • Competency in conducting dynamic and written risk assessments and drafting positive handling plans when required.
  • Experience using school information systems and safeguarding software (e.g., SIMS, CPOMS) for incident logging and reporting.
  • Knowledge and practical application of autism-specific strategies: visual supports, structured teaching, sensory regulation techniques.
  • Familiarity with communication support systems: PECS, Makaton signing, AAC devices and adapting materials for non-verbal pupils.
  • Basic first aid qualification and knowledge of administering routine medication in school settings following policy.
  • Ability to prepare and deliver short-term targeted interventions (emotional literacy, social skills, anxiety reduction) and measure outcomes.
  • Strong record-keeping and report-writing skills for statutory documentation (EHCP evidence, behaviour logs, multi-agency reports).
  • Competence with Microsoft Office (Word, Excel), data entry and producing simple progress-tracking dashboards.
  • Understanding of safeguarding legislation, child protection procedures and working knowledge of local authority SEND processes.

Soft Skills

  • Exceptional patience, empathy and emotional resilience when supporting pupils with complex needs.
  • Clear, concise verbal and written communication with pupils, families and multi-disciplinary teams.
  • Excellent observational skills and the ability to identify triggers, patterns and early warning signs of escalating behaviour.
  • Strong problem-solving and de-escalation judgement under pressure with a calm, consistent presence.
  • Ability to work collaboratively within multi-disciplinary teams and accept direction from SENCO / Behaviour Lead.
  • Reflective practitioner mindset: willing to learn, adapt strategies and incorporate feedback from therapists and teachers.
  • High degree of confidentiality, professionalism and ethical conduct when dealing with sensitive information.
  • Cultural sensitivity and commitment to inclusive practice that respects diverse family backgrounds and needs.
  • Time management and organisational skills to manage caseloads, produce timely reports and maintain resources.
  • Positive attitude and persistence in promoting pupil independence and long-term behaviour change.

Education & Experience

Educational Background

Minimum Education:

  • GCSEs (or equivalent) including English and Maths OR relevant vocational qualifications (Level 2) in education or care.

Preferred Education:

  • Level 3 or above in Childcare, Education, Health & Social Care, Teaching Assistant qualifications or an NVQ Level 3 in Supporting Teaching and Learning.
  • Additional accredited training in SEND, Positive Behaviour Support, Autism, or Mental Health First Aid is highly desirable.

Relevant Fields of Study:

  • Education, Special Educational Needs and Disability (SEND)
  • Child Psychology / Psychology
  • Health & Social Care
  • Behavioural Science / Therapeutic Studies

Experience Requirements

Typical Experience Range: 1–5 years working in education, childcare or support roles with children and young people, including experience working with SEND pupils.

Preferred:

  • 2+ years’ experience in school-based roles supporting pupils with SEMH, autism or other complex needs.
  • Experience implementing behaviour plans, completing EHCP input and contributing to statutory reviews.
  • Prior training or practical experience with PECS, Makaton, sensory integration techniques and risk assessment.
  • Demonstrable experience working safely in crisis situations, following positive handling protocols where necessary.
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