School Therapist – Ambition Community Trust

Join us on an exciting journey: School Therapist – Ambition Community Trust

This is an exceptional opportunity to contribute to a pioneering and transformative initiative.

Ambition Community Trust is a newly established, forward-thinking multi-academy trust dedicated to embedding a truly therapeutic and relational approach across all our schools. As a Therapist within our Trust, you will play a central role in shaping and delivering a trust-wide therapeutic offer, helping to foster a nurturing, inclusive environment for pupils, staff, and families.

You will be part of a growing multi-disciplinary Therapeutic Team working across nine schools, supporting the emotional, psychological, and social well-being of children and young people from both primary and secondary settings. Your work will involve providing direct therapeutic support, creating safe and confidential spaces for pupils to explore their experiences, and collaborating closely with educators, families, and external professionals to promote holistic development.

This role goes beyond traditional therapy — it’s an opportunity to help build a new kind of school culture rooted in trauma-informed practice, emotional safety, and relational inclusion. You will contribute to the Trust’s professional development programme, supporting staff to embed therapeutic principles into everyday school life and helping to create environments where every child feels seen, heard, and valued.

If you are an experienced therapist with a passion for working in educational settings and a commitment to the well-being and potential of every young person, this is a unique and career-defining opportunity to make a lasting impact.

Qualifications and Experience:

Essential:

•                  Recognised post graduate qualification in Therapy, Masters level or equivalent.

•                  Registration / Accreditation with a governing body

•                  To meet standards laid down by the Health and Care Professions Council (HCPC) and other professional bodies.

•                  Experience with Children: Proven experience working with children in a school or educational setting.

•                  Knowledge of Child Development: Strong understanding of child development, mental health issues, and the emotional needs of children in a school environment.

•                  Safeguarding: Familiarity with safeguarding policies and practices in educational settings, with up-to-date safeguarding training.

•                  DBS Check: Enhanced Disclosure and Barring Service (DBS) check required.

Desirable:

•                  Clinical Supervision Qualification

•                  Experience in Schools: Prior experience working in a primary or secondary school as a school therapist

•                  Experience with Special Educational Needs (SEN): Experience supporting children with SEN, including autism spectrum conditions, ADHD, and other neurodevelopmental

disorders.

•                  Crisis Management: Experience in dealing with crisis situations, such as self-harm, suicide ideation, bullying, or bereavement.

Key tasks and responsibilities

Clinical

• To take sole clinical responsibility and accountability in delivering therapy to CYP, capturing key information and reporting to a therapeutic team.
• To take referrals of CYP and manage a referrals system.
• To manage the process of gaining written, informed consent for assessment and clinical intervention.
• To carry out appropriate classroom observations and consult with class teams, parents, carers and other professionals as appropriate prior to assessment.
• To prepare and carry out assessment sessions, including an assessment of risk, and to write a report and recommendations on the basis of the assessment.
• To plan, implement, monitor and evaluate regular, weekly individual and group therapy treatment for CYP where this need has been identified.
• To train, supervise and provide guidance to teaching staff as a group or 121.
• To work in collaboration with the therapeutic team across the Trust, where appropriate, to deliver joint sessions.
• To attend, as appropriate, and contribute to class and staff meetings, and parents’ evenings.
• To provide written clinical reports for Annual and Statutory Reviews for each individual receiving therapy and where appropriate attend Annual Review meetings.
• To maintain accurate, legible and up to date records of all clinical sessions.
• To provide training to staff, families and carers as appropriate, including INSET days.
• To liaise with parents and provide appropriate support and advice.

Professional

• To ensure the welfare of the children and young people in therapy at all times, and to maintain good standards of client care and personal professionalism to provide an effective therapeutic environment.
• To liaise and communicate on a regular and formal basis with class teachers, the therapeutic team and other professionals and promote good practice with regards to the emotional well-being of the students.
• To liaise closely with the head teacher on the role of the therapist within the school and advise on how the role can be developed to optimum effect.
• To meet standards as laid down by professional body you are registered with.
• In common with all clinical therapists, to receive regular clinical supervision in accordance with professional codes of practice. 
• To keep up to date with current trends and latest information in therapy, government policy and local and national guidelines.
• In consultation with school to periodically review service provision and make recommendations for allocation and development of the service across the Trust.
• To attend regular Team Meetings and consultations with other members of the Therapeutic team.

 Administrative

• To manage an appointments system/timetable.
• To manage a budget appropriately.
• To maintain equipment, ensuring hygienic cleansing and storage, and to order equipment essential to sessions.
• To maintain up to date notes and ensure these are stored in a confidential manner.
• To provide written documentation as required relating to the therapy service, this may include protocols, policies, guidelines and general information leaflets (this list is not exhaustive).
• To provide additional reports when required and appropriate for other professionals such as doctors, solicitors etc.

Quality Assurance

• To monitor and evaluate your own performance.
• To effectively implement appropriate quality control systems.
• To monitor the work of teachers and ensure evaluative reports are produced in line with the schools evaluation policy.

Ambition Community Trust

Our vision is rooted in the power of relational inclusion. We believe that schools thrive when every child, every colleague, and every family feels seen, valued, and supported. Prioritising relationships is at the heart of everything we do; we aim to create spaces where kindness and understanding are not just encouraged but embedded in the culture of our schools.

This is not just about academic success; it’s about helping every individual flourish, equipping young people with the confidence and skills to lead fulfilling lives, and ensuring that no one is left behind. By working collaboratively, we have an opportunity to challenge old systems, reimagine what is possible, and inspire lasting change.

The Trust is committed to safer recruitment practice and pre-employment checks will be undertaken before any appointment is confirmed. The PRS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. This post is subject to Enhanced Disclosure and Barring Service disclosures.

For an informal discussion about this role. Please contact Anthony Benedict on 07710437473 or email a.benedict@ambitioncommunity.uk

Cultural Fit

Working in a school or Trust where you are not aligned with the culture is a difficult and ultimately unrewarding experience. At Ambition Community Trust (ACT), we believe that cultural alignment matters. This document outlines the culture, values, and guiding principles that shape how we work together and what we expect from all members of our community.

Purpose

To cultivate educational communities based on emotional safety, relational practice, and high-quality teaching leading to positive behaviours, better outcomes, and improved life chances.

Vision

To be a centre of excellence in evidence-informed and innovative relational education in Greater Manchester, where children experience nurture and success, going on to lead happier, more productive lives.

Core Values

Compassionate Relationships

We foster positive, understanding, and respectful connections, encouraging empathy, a sense of belonging, and the capacity to build strong relationships within and beyond the school community.

Quality Through Collaboration

We believe that partnerships with families, communities, and professionals foster innovation and achieve the highest standards of education, whilst nurturing socially aware and compassionate individuals. 

Equity and Excellence for All

We are dedicated to personal growth and achievement, celebrating diverse strengths and backgrounds to ensure every individual can thrive and succeed together.

Guiding Principles

•                  We believe that if a child could do better, they would.

•                  Relationships are at the heart of everything we do.

•                  We accept all emotions but not all behaviours.

•                  We identify and address the cause, not just the symptoms.

•                  We foster a culture of compassion and repair.