Aspiring Clinical Psychologist - Unqualified Teaching Assistant Oxford

Milk Education; Oxford; On-site

Job description

Aspiring Clinical Psychologist - Unqualified Teaching Assistant Oxford

Role: Unqualified Teaching Assistant role in a specialist school for autism with associated neurodivergent needs.

Location: Oxford
Pay: £101 to £110 per day, Monday to Friday, term time only
Start Date: Immediate, May, June, September 2025 starts
Contract: Full-time, Monday to Friday (8:30 am - 4:00 pm), Temporary to Permanent (Until the end of the Summer Term, with the opportunity to go permanent)

Are you a Psychology, Humanities, Criminology graduate looking to gain valuable experience working with vulnerable young people before pursuing a career in Criminal Justice, Youth Justice, Social Work, or Mental Health Support? This is a great role for you to aspire in clinical psychology and occupational therapy, too.

Milk Education is recruiting for a Learning Support Assistant (LSA) to work in a specialist school supporting students with Social, Emotional, and Mental Health (SEMH) needs, autism, and challenging behaviour. This is an excellent opportunity to gain hands-on experience in behaviour intervention, de-escalation techniques, and trauma-informed approaches—all of which are essential skills for a future in criminal justice or social care.

About the Role:

As an LSA, you will work with students aged 4-11 who struggle with emotional regulation, social skills, and engagement in learning. Many of these students have faced significant trauma, adverse childhood experiences, and difficulties with authority figures. Your role will focus on building trust, supporting emotional well-being, and promoting positive behaviour, all while helping students develop the skills they need to reintegrate into education and society.

You will be working in a specialist primary and secondary school for children who have an EHCP for their Autism, associated conditions, speech and language and communication challenges, traumas they have suffered, anxiety and depression, associated SEN conditions.

Key Responsibilities:

1. Building strong, positive relationships with students to encourage trust and engagement.
2. Supporting pupils in managing their emotions and developing strategies to regulate behaviour.
3. Providing academic and emotional support in small groups or one-to-one settings.
4. Working with students at risk of exclusion to help them stay engaged in education.
5. Assisting teachers with lesson delivery, ensuring pupils remain focused and supported.
6. Using restorative justice and trauma-informed approaches to manage behaviour and conflict resolution.
7. Helping students develop key life skills that will support them beyond school.

What We're Looking For:

1. Graduates in Psychology, Criminology, Youth & Community Work, or related fields.
2. Non-graduates with relevant experience in youth work, mentoring, or social care are also encouraged to apply.
3. A strong interest in working with young people who are at risk of entering the criminal justice system.
4. Sincerity is key in this role; what drives you and why do you want to work with some of the most vulnerable children in society.
5. A calm, patient, and resilient approach, with the ability to de-escalate challenging situations.
6. Experience (voluntary or paid) working with vulnerable young people, SEMH, or youth offending (desirable but not essential—full training provided).
7. A genuine passion for advocacy, social justice, and rehabilitation.

Why Choose This Role?

1. Gain invaluable frontline experience for careers in Criminal Justice, Youth Work, or Social Care.
2. Work with a highly supportive team that prioritises mental health and behaviour intervention.
3. Make a real impact by helping young people overcome barriers and find a sense of purpose.
4. Access to training and career development opportunities.
5. Opportunity for permanent employment after the Summer Term.