School Counsellor

ISC group; England; On-site; GBP 13,000 - GBP 14,000; Part time

Job summary

An educational institution in Herefordshire is seeking a School Counsellor to provide individual counselling for students and support staff as needed. The role requires knowledge in safeguarding and ability to work with pupils experiencing various emotional challenges. Responsibilities include promoting wellbeing, liaising with staff, and maintaining professional standards. This is a part-time, permanent position with a salary range of £41,959 - £43,256 FTE, adjusting for specific working patterns.

Qualifications

• Experience in delivering individual counselling to students.
• Knowledge of ethical frameworks for counselling practice.
• Ability to maintain confidentiality within safeguarding requirements.

Responsibilities

• Deliver individual counselling sessions to pupils using evidence-based approaches.
• Support parents/carers through consultation and signposting.
• Collaborate with educational staff to address pupil emotional needs.
• Maintain accurate records in line with GDPR.
• Engage in regular clinical supervision to uphold professional standards.

Skills

Counselling skills

Knowledge of safeguarding

Ability to work with SEND pupils

Consultation skills

Experience in mental health education

Education

Degree in Counselling or related field

Job description

Post title: School Counsellor Location: Herefordshire Contract: Permanent Hours/weeks: 2 days per week, term time only (36 weeks per year)

Salary: £41,959 - £43,256 FTE. This equates to £13,427 - £13,841 for the work pattern detailed. Start date: April 2026

Responsibilities

• To deliver individual counselling to pupils across the Senior and Junior Schools, and to staff where appropriate, using evidence-based and ethically sound therapeutic approaches.
• To support parents/carers through consultation and signposting, where this is in the best interests of the pupil.
• To work with a broad range of presenting needs, including (but not limited to): Anxiety, stress and low mood; Bereavement, loss and trauma; Self‑harm and disordered eating; Anger, emotional regulation and behavioural concerns; Abuse, neglect and attachment difficulties; Transitions, identity and self‑esteem.
• To work sensitively with pupils with SEND, neurodiversity and complex needs, adapting practice accordingly.
• Whole‑School Wellbeing and Pastoral Contribution: To play a visible and proactive role within the school’s pastoral and wellbeing framework.
• To provide professional consultation and guidance to teaching and pastoral staff supporting pupils in emotional distress.
• To work collaboratively with form tutors, Heads of Year, the pastoral team, the SEND department and senior leaders.
• To contribute to the development and delivery of the mentoring scheme and other early‑intervention initiatives.
• To liaise with the Head of PSHE to support wellbeing, relationships and mental health education.

Safeguarding and Professional Practice

• To act at all times in accordance with the School’s Safeguarding and Child Protection Policies and Keeping Children Safe in Education (KCSIE).
• To recognise and respond appropriately to safeguarding concerns, sharing information with the DSL in a timely manner.
• To maintain clear professional boundaries and uphold confidentiality within safeguarding requirements.
• To maintain accurate, confidential records using secure systems in line with GDPR and data protection legislation.
• To attend regular clinical supervision with a suitably qualified supervisor and engage in reflective practice.
• To practise in accordance with the ethical framework and professional standards of the BACP, UKCP, HCPC or equivalent body.

Service Development, Monitoring and Reporting

• To promote understanding of the counselling service, including referral pathways and confidentiality boundaries, to pupils, staff and parents.
• To provide anonymised monitoring data and termly reports to senior leadership on service usage, emerging themes and trends.
• To evaluate the effectiveness of the counselling provision and contribute to continuous service development.
• To maintain up‑to‑date knowledge of local mental health provision and referral pathways, including CAMHS and voluntary services.