What Qualifications Do I Need to Work in a PRU?

Pupil Referral Units (PRUs) and other forms of Alternative Provision (AP) support children and young people who cannot attend mainstream school, often due to Social, Emotional and Mental Health (SEMH) needs, exclusion, medical issues or complex circumstances. If you’re a UK job seeker interested in SEN teaching or support roles, working in a PRU can be incredibly rewarding. Here’s a clear guide to the qualifications, checks and training that will help you succeed.

What is a PRU, and who works there?

PRUs are state-funded settings that provide tailored education for pupils who need a more specialist environment. They typically offer small class sizes, bespoke interventions and a strong focus on behaviour support, wellbeing and re-engagement with learning. Staff teams are multi-disciplinary and may include qualified teachers, higher level teaching assistants (HLTAs), learning mentors, behaviour specialists, pastoral leads, counsellors and external professionals such as Educational Psychologists and CAMHS practitioners.

Because PRUs support pupils with complex needs and diverse backgrounds, employers look for candidates with strong safeguarding knowledge, resilience, de-escalation skills and a relational approach. Formal qualifications matter—but so do your values, practical experience and commitment to trauma-informed, inclusive practice.

Essential checks and baseline training for all PRU roles

Regardless of whether you’re applying as a teacher, SEN teaching assistant or behaviour mentor, you’ll need to meet standard safer recruitment and compliance expectations:

• Enhanced DBS check (child workforce) with barred list check; many employers prefer candidates on the DBS Update Service. 
• Right to work in the UK, two or more professional references, and satisfactory employment history checks. 
• Up-to-date safeguarding and child protection training (often Level 2) and Prevent Duty awareness. Free online Prevent training is available via the Home Office. 
• Knowledge of Keeping Children Safe in Education (KCSIE). You should read at least Part 1 or the relevant summary; see KCSIE on GOV.UK. 
• Understanding of the SEND Code of Practice, safeguarding thresholds and reporting lines within schools. 
• Emergency First Aid or Paediatric First Aid is highly desirable, especially for pastoral and support roles. 

Most PRUs will also give or arrange additional training on arrival, but coming prepared helps you stand out and start confidently.

Qualifications by role: what do employers look for?

PRUs hire for a range of roles. Here are typical qualification expectations and helpful extras:

• PRU Teacher (KS3/KS4, sometimes KS2): Qualified Teacher Status (QTS) is the standard route, usually via PGCE, School Direct or SCITT. While some APs employ unqualified instructors, QTS is strongly preferred for permanent teaching posts. Experience or CPD in SEMH, behaviour, differentiation and vocational pathways (e.g., Functional Skills) is valuable. 
• SEN Teaching Assistant / Learning Support Assistant (LSA): Level 2 or 3 Certificate in Supporting Teaching and Learning (or equivalent) is often requested. Employers value experience in SEMH settings, small-group interventions, phonics (e.g., Read Write Inc. or Sounds-Write) and numeracy catch-up programmes. 
• Higher Level Teaching Assistant (HLTA): HLTA status or equivalent experience, with evidence of leading learning, delivering planned lessons and supporting assessment. SEMH intervention experience (e.g., Boxall Profile, nurture approaches) is an advantage. 
• Behaviour Mentor / Pastoral Support: Formal qualifications vary. Level 3+ in Youth Work, Counselling Skills or Children & Young People’s Workforce can help. Employers prioritise proven de-escalation, restorative practice and casework experience with at-risk young people. 
• Instructors / Vocational Tutors: Industry qualifications (e.g., construction, catering, hair and beauty) plus AET/TAQA are helpful. Behaviour and safeguarding training is essential. 

For all roles, PRUs seek candidates who can demonstrate trauma-informed practice, strong communication, relationship-building, consistency and excellent behaviour regulation strategies.

Specialist training that strengthens your application

You don’t need all of these before applying, but the following short courses and frameworks are widely recognised in SEMH and alternative provision settings:

• De-escalation and safer handling: Team Teach, CPI Safety Intervention or equivalent. Many PRUs will train you in-house; a current certificate still helps. 
• Trauma-informed and attachment-aware practice: Training from TISUK, Attachment Lead courses or local authority CPD. 
• Restorative practice: Restorative conversations, conferencing and relational approaches to behaviour. 
• ELSA (Emotional Literacy Support Assistant) or Thrive practitioner training for emotional regulation and targeted interventions. 
• SEMH assessment tools: Boxall Profile, SDQ, and goal-setting frameworks for personalised support. 
• Autism and ADHD CPD: Strategies for executive function, sensory processing and communication differences. 
• Literacy and numeracy intervention: Evidence-based catch-up approaches and diagnostic assessment. 

If you’re new to the sector, explore introductory safeguarding and SEN modules via reputable providers such as the NSPCC, your local authority, or your multi-academy trust’s CPD offer.

Experience: where to start if you’re new to PRUs

Relevant experience can come from many places, not just schools. Employers value candidates who can show resilience, empathy and effective support for challenging behaviour. Consider:

• Classroom support in mainstream schools, especially in nurture groups, inclusion bases or behaviour units. 
• Youth work, mentoring, sports coaching, tutoring, or outreach with charities supporting vulnerable young people. 
• Residential childcare, secure settings, alternative education providers, or pupil mentoring programmes. 
• Supply/agency work in SEMH schools or PRUs to build exposure across key stages and behaviour profiles. 

For trainee teachers, seek ITT or SCITT placements with an SEMH or AP component. If you’re moving from mainstream, highlight your success with behaviour-informed strategies, graduated responses and multi-agency collaboration (e.g., with social care, Virtual School, CAMHS).

Core skills PRUs expect day-to-day

Beyond certificates, these practical skills make the biggest impact:

• Building trust through consistent routines, clear boundaries and relational, non-judgemental communication. 
• De-escalating conflict, using co-regulation and knowing when to step back or seek support. 
• Planning highly differentiated learning for small groups with gaps in prior knowledge. 
• Tracking progress in attendance, engagement, behaviour and attainment; adjusting support using data. 
• Working in a team with therapists, safeguarding leads and families—and keeping accurate records. 

Step-by-step: how to become PRU-ready

1. Update your Enhanced DBS and complete safeguarding and Prevent training; read the latest KCSIE guidance. 
2. Match your goal role: QTS for teaching; Level 2/3 STL, HLTA or Youth Work for support/pastoral pathways. 
3. Add one specialist CPD (e.g., Team Teach or trauma-informed practice) to show SEMH commitment. 
4. Gain experience via supply, volunteering or part-time posts in SEMH/AP settings to build confidence. 
5. Tailor your CV: include concrete outcomes (e.g., reduced exclusions, improved attendance, successful reintegration) and specific interventions you’ve delivered. 
6. Prepare for interview tasks: plan a short, practical session with clear routines, relational language and de-escalation strategies. 

FAQs: do I need physical intervention training before applying?

Not always. Many PRUs provide accredited training after you start. However, a current certificate in Team Teach or CPI can be an advantage and shows your awareness of safe, lawful practice. Make sure any training aligns with your employer’s chosen framework and the DfE’s guidance on the use of reasonable force.

How to showcase your suitability

In applications, emphasise partnerships and impact. Mention multi-agency meetings, successful reintegration plans, attendance/behaviour data you’ve influenced, and your role in safeguarding. Refer to specific approaches (restorative conversations, emotion coaching, visual supports, structured choices) and explain why they worked for a particular pupil. Keep reflective notes on what you learned and how you adapted your practice.

Requirements can vary between local authorities and academy trusts, so always check the job description. As a rule of thumb: meet the safeguarding baseline, pursue role-appropriate qualifications, add SEMH-specific CPD, and gather real-world experience supporting young people with complex needs.

Useful links: KCSIE (GOV.UK) | DBS Update Service | Prevent Duty training

Ready to take the next step? Explore PRU and SEMH job listings in your region, speak with local authorities and MATs about vacancies, and register with education agencies that specialise in Alternative Provision. If you need advice on which qualifications or CPD will suit your target role, reach out to SEN/AP recruiters or your local teaching school hub for guidance.

Call to action: Start your PRU journey today—update your safeguarding certificates, add one SEMH-focused course to your CV, and apply for a trial day in a local PRU to experience the environment first-hand. You can find current vacancies via your local authority, education jobs boards, and specialist agencies. If you’re unsure where to begin, contact your nearest teaching school hub or SEN network for personalised advice.