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Progress Support Worker Jobs in UK 2024 – Visa Sponsorship

To collaborate with other staff members to address the educational, emotional, social, and welfare requirements of the children at Gloucester House. To facilitate the academic, social, and emotional development of the students. An active role in fostering the children’s identity as learners and ensuring that they advance from baseline levels.

To serve as a therapeutic instrument by directing the learning and educational experience. To actively engage in the process of overcoming obstacles to learning. To facilitate the establishment and preservation of a secure and integrated educational and therapeutic environment.

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Details of Progress Support Worker Jobs in UK

Duties of Progress Support Worker Jobs in UK

To collaborate with individuals or groups of children in order to facilitate their academic growth and social and emotional development.

This may be accomplished by:

  • Collaboration with the instructor and other members of the class team to support classroom management.
  • Identifying obstacles to learning and implementing “My Strategies” to resolve them under the supervision of the class instructor and other professionals.
  • Implementing programs and delivering specific pieces of work with letters and sounds, as well as specific educational support programs, under the supervision of the instructor or established by other professionals, such as SALT, OT, or EP.
  • Being cognizant of the academic levels and specific learning requirements of the children by understanding the objectives of the Education, Health, and Care Plan (EHCP) and the targets of the Integrated Care Plan (ICP).
  • To be completely informed of and to implement integrated care plans in collaboration with the multidisciplinary team.
  • To facilitate the development of children’s learning abilities and to assist in the resolution of any challenges associated with educational development and curriculum access, it is essential to gain a comprehensive comprehension of the children’s learning capabilities.
  • To assume a leadership position in the development and implementation of specific programs and lessons that are suitable for the children of Gloucester House. These programs and lessons may be subject-specific or more broadly applicable to the social and personal growth of the children.

About us

The Tavistock and Portman NHS Trust manages Gloucester House, which is a component of the Specialist Schools Service of the Tavistock Clinic. It is a specialized school and CAMHS team that offers clinical services and education to a maximum of 21 students between the ages of 5 and 14 who are experiencing social, emotional, and mental health challenges. These students frequently have additional learning challenges, such as specific language or literacy challenges, as well as more general learning difficulties.

The baseline records indicate that all students were underachieving upon their arrival at Gloucester House. A significant number of the students who attend are from socially disadvantaged backgrounds, and some of them have endured severe deprivation, trauma, or violence in their childhood. The students are drawn from both inner and outer London boroughs.

Gloucester House endeavors to foster the comprehensive development of primary-aged and early-secondary students with social, emotional, and mental health requirements by offering a secure and nurturing environment and a seamless integration of educational and therapeutic approaches.

Benefits of Progress Support Worker Jobs

  • Assisting Individuals: Progress support professionals help individuals with disabilities or mental health issues achieve personal objectives, independence, and a higher quality of life. This direct influence on an individual’s welfare can be exceedingly rewarding.
  • Relationship Development: These positions entail the establishment of close, supportive relationships with clients, the provision of emotional support, and the comprehension of their requirements. Personal and professional fulfillment are facilitated by the establishment of trust and rapport.
  • Skill Development: Progress support workers acquire a diverse array of abilities, such as crisis intervention, empathy, problem-solving, and communication. These abilities are applicable to a variety of human services and caregiving positions.
  • Flexibility and Variety: The challenges and opportunities that progress support workers encounter on a daily basis are diverse. The role is kept dynamic and engaging by the variety of tasks and environments, including residential facilities, community-based, and home-based.
  • Career Development: The field offers several opportunities for career advancement, including senior support worker positions, team leader positions, and specialized roles in specific disabilities or mental health areas.
  • Training and Development: Employers frequently offer continuous professional development and training opportunities to improve skills and remain informed about the most effective methods in healthcare and support work.
  • Job Satisfaction: A sense of fulfillment and high job satisfaction can be achieved by making a tangible difference in someone’s life and witnessing their progress and achievements.
  • Community Impact: Progress support workers make a positive impact on their communities by facilitating the complete participation of individuals with disabilities or mental health challenges in community life and activities.
  • Stability and Demand: The demand for support personnel is generally stable as a result of the ongoing need for personalized care and support services for vulnerable populations.
  • Personal Development: The process of working in progress support roles frequently results in personal development, as individuals acquire a more profound comprehension of human behavior and mental health issues, as well as the ability to appreciate diversity and develop patience and resilience.

Responsibilities of Progress Support Worker Jobs in UK

  • Working in conjunction with the instructor to create and install displays both within and outside of the classroom.
  • Maintaining the classroom and its annexes in a manner that is both orderly and adequately supplied.
  • To aid the teacher in the establishment and preservation of a learning environment that is safe, enjoyable, and stimulating for children.
  • To utilize and model the existing systems by utilizing the day’s structure and behavior policy.
  • To collaborate with small groups and individual children in order to cultivate self-esteem and resilience and establish positive social behaviors. To provide the children with the necessary emotional support and guidance.
  • To participate in discussions during circle times, school council meetings, or community meetings.
  • To adhere to, contribute to, and support the implementation of policies and procedures at Gloucester House.
  • To contribute to the overall assessment and monitoring of children’s progress in Gloucester House and to work as part of a team, it is necessary to maintain written records and observations regarding the educational and emotional development of children as directed.
  • To contribute to the body of knowledge regarding children by conducting and reporting observations.
  • To execute, document, and prepare therapeutic interventions in accordance with delegated authority and legislation, policies, and procedures.
  • capitalize on mealtimes as an opportunity to exhibit appropriate behavior and cultivate pro-social behaviors and group dynamics.
  • Noting the labor of children.
  • Ensuring that classroom materials are consistently inspected and that they are accessible for use in lessons, including notifying the teacher when stock levels are low,.



A GCSE (or equivalent) in English, Mathematics, and Science


  • Participated in the National Citizen Service, obtained other qualifications that demonstrate broad and balanced skills, or achieved the King’s Scout Award/Queen’s Scout Award, Queen’s Guide Award, or Duke of Edinburgh’s Award.
  • Professional development or additional training in the field of education or support for young people (e.g., NVQ)
  • Enhanced professional development or training in the area of supporting young individuals with complex requirements or SEMH
  • A more advanced degree or training



  • Working with adolescents in a clinical, educational, or vocational environment
  • Working experience with adolescents who have social, emotional, behavioral, and mental health challenges.


  • Experience leading or facilitating small group learning activities in a formal or informal educational environment, such as a school, Scouts, religious groups, charity work, placements, or youth organizations.
  • Working with adolescents who have experienced developmental trauma
  • Experience assisting with the administration of phonics and/or the instruction of early literacy and numeracy skills



  • Capable of conducting learning activities that are both engaging and motivating.
  • Capable of empathizing with adolescents who have special educational, mental, and health needs
  • Capable of contributing to a multidisciplinary team Comprehensive comprehension of child protection and safeguarding
  • Capacity to celebrate equity, diversity, and inclusion in practice
  • Capable of effectively employing reflective practice to mitigate the substantial emotional burden associated with employment at GH.
  • Capacity to prioritize time and exercise initiative


  • Understanding of particular learning strategies
  • Understanding of strategies to facilitate emotional regulation, including emotional literacy, PACE, and zones of regulation
  • Experience in collaborating with young people to foster an understanding of individual differences (e.g., work on neurodivergence, LGBT+ inclusion, and race equity)

Personal Qualities


  • An attitude of acceptance and compassion toward others
  • Curiosity and empathic therapeutic presence
  • Emotionally resilient, with the capacity to maintain equilibrium in the face of adversity
  • Comprehending the significance of your own lived experience in the context of working with young people who have SEMH requirements
  • A strong aptitude for the game

Disclosure and Barring Service Check

This position is subject to the Rehabilitation of Offenders Act (Exceptions Order) of 1975. Consequently, it will be necessary to submit a disclosure application to the Disclosure and Barring Service (formerly known as the CRB) to verify any prior criminal convictions.

Certificate of Sponsorship

All other applications will be considered, including those from job seekers who require current skilled worker sponsorship to work in the UK. For additional information, please consult the UK Visas and Immigration website (opens in a new tab).

More Info

Since April 6, 2017, skilled worker applicants who are seeking entry clearance into the United Kingdom have been required to submit a criminal record certificate from each country in which they have resided continuously or cumulatively for 12 months or more in the past decade. This requirement also applies to adult dependents who are over the age of 18. Guidance is available at this location. Checks of criminal records for applicants from abroad (opens in a new tab).

More Info

  1. Do employers in the UK sponsor visas for Progress Support Workers?

    If a resident worker is unable to fill a position, many employers in the United Kingdom, including Progress Support Workers, have the authority to sponsor visas for skilled workers.

  2. How much do support workers earn in the UK?

    The average salary for a support worker is £24,825 per year in the United Kingdom. The average additional cash compensation for a support worker in the United Kingdom is £4,488, with a range from £706 to £28,546.

  3. Is there a shortage of Progress Support Workers in the United Kingdom?

    Skilled healthcare and social care professionals, including Progress Support Workers, are frequently in demand in the United Kingdom. This can facilitate the process of identifying employers who are willing to sponsor visas for qualified candidates.

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