Job Description

Job description

Job Title

- SEND Teacher

Business Area -

SLD College

Contract Type

-Permanent

Working Pattern

- Full Time, Term Time Only

Pay Scale

-35,000 - 55,000

(already pro-rata'd)

Role Purpose

The SEND teacher will assist with the strategic and operational development of the colleges SEND provision, ensuring that all learners with additional needs receive high-quality, personalised support.

The post holder will support with the identification, assessment and planning for learners with SEN/SLD, working closely with staff, families and external agencies to ensure inclusive practice is embedded across the college.

The role is central to promoting a culture of equity, inclusion and emotional wellbeing and will involve both direct support for learners and leadership of staff development a whole college SEND strategy.

Context of cohort:

The learners you will be working with have a diagnosis of ASD or Global Delay and have sensory needs. Most of our learners need support with self and intimate care. We support our learners with transport and keeping safe in college and the community. All our learners are working within pre KS1 or KS1 Curriculum level for English and Maths. They are well supported by visuals and have communication needs. Our learners need sensory and well-resourced practical activities and are developing skills of working in a group to ensure social development but also benefit from the availability of quiet spaces and 1-1 activities.

Key Responsibilities

Teaching:

Establish a safe and stimulating environment for learners, rooted in mutual respect Set goals that stretch and challenge learners of all backgrounds, abilities and dispositions Be accountable for learners' attainment, progress and outcomes Be aware of learners' capabilities and their prior knowledge, and plan teaching to build on these Have a secure knowledge of the relevant subjects(s) and curriculum areas, foster and maintain learners' interest in the subject and address misunderstandings If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics If teaching Mathematics, use a multi-sensory approach Contribute to the design and provision of an engaging curriculum within the relevant subject area(s) Have a clear understanding of the needs of all learners, including those with special educational needs; those with SLD; and be able to use and evaluate distinctive teaching approached to engage and support them Make use of formative and summative assessment to secure learners' progress Use relevant data to monitor progress, set targets and plan subsequent lessons Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the college, in accordance with the college's behaviour policy Manage classes effectively, using approaches which are appropriate to learners' needs to involve and motivate them. Learner Support and Provision Oversee the identification, assessment and planning for learners with SEN, SLD and complex needs. Contribute to the development and review of Education, Health and Care plans (EHCPs) Monitor the effectiveness of interventions and ensure that support is tailored to individual learner needs. Support transition planning for learners entering, moving within or leaving the college.

Staff Development and Support

Provide training, coaching and guidance to teaching and support staff on inclusive strategies and SEND best practices. Promote a culture of reflective practice and continuous improvement in SEND provision. Support staff in implementing adaptive teaching and behaviour support strategies.

Collaboration and Communication

Work closely with families and carers to ensure a collaborative approach to learner support. Liaise with external professionals and agencies, including educational psychologists, CAMHS and Local Authority SEND teams. Maintain accurate records and contribute to reports for internal and external stakeholders. Safeguarding and Compliance Ensure all SEND practices align with safeguarding policies and procedures. Contribute to risk assessments and safeguarding plans for learners with complex needs. Maintain up-to-date knowledge of relevant legalisation and guidance.

Skills and Abilities

Adaptability:

Ability to modify teaching methods and resources to meet the learner's needs. creating & adapting lesson plans whilst using different instructional strategies.

Assessment Skills

: Adopt strategic frameworks to assess learners' abilities and measure progression.

Behaviours & Values

: Maintaining key values, showing understanding, patience and empathy traits whilst nurturing learners learning.

Creativity & Inspirational

: Adopting an approach that will get the best out of the learners, engaging and demonstrating innovative teaching methods to maintain attentiveness and motivation .

Collaboration:

Working closely with learners & key stakeholders. Ensuring all learners receive consistent support whilst adhering to Navigators inclusion values. Maintaining effective communication to help demonstration development succession.

Organisation & structured approach

: Displaying excellent organisation skills to support the deliverance of key learning strategies.

Professionalism and Ethical Standards

: Maintaining high professional standards and ethical behaviour to meet with key value milestones.

Well versed in SEN education practises

: Being conversant in inclusivity and legal requirements when teaching within a SEN provision.

Experience and Qualifications

Essential

Qualified Teacher Status (QTS). Evidence of continuing professional development Experience working with learners with SEN, SLD and complex needs. Experience of working with learners who are working with the primary curriculum and evidence of working with learners who present with complex needs. Experience of adaptive planning, delivery and assessment across the primary phase. Evidence of using data to raise the attainment and achievement levels of all learners. Knowledge of safeguarding procedures and multi-agency working. Experience of positive handling. Willingness to support learners with self and intimate care.

Desirable

Experience of working within the Ofsted framework and national SEND standards. Training in trauma-informed or restorative practices. Experience of delivering personal development and bespoke learner pathways. Commitment to further training.

Behaviours and Attitudes

Empathy

: Foster a supportive environment that encourages understanding and compassion among learners and staff.

Integrity

: Uphold honesty and strong moral principles in all interactions and decisions.

Resilience

: Encourage learners to develop coping strategies and the ability to bounce back from challenges.

Trust

: Build a culture of trust where learners feel safe to express themselves and take risks in their learning.

Authenticity

: Encourage learners to be true to themselves and embrace their individuality.

Commitment

: Instil a sense of dedication to personal growth and the learning process.

Honesty

: Promote transparency and truthfulness in all communications and assessments.

Enjoyment

: Create a joyful learning environment where learners find pleasure in their educational experiences.

Learning

: Encourage a lifelong love of learning and curiosity about the world.

Respect

: Cultivate an atmosphere of mutual respect among learners, staff, and the wider community.

Declarations

We aim to create and maintain a safe environment and community where all young people and adults feel safe, secure and valued. We work hard to create strong relationships and show a commitment to safeguarding all young people.

Our work is classified as Regulated Activity as defined in the Safeguarding Vulnerable Groups Act 2006 (SVGA). This role will include regular contact with Children 121 or group setting.? This includes those that could be classified as vulnerable and both an understanding of and experience in adhering to UK safeguarding legislation is required.

Further information relating to our Safeguarding, Child Protection, Ex-offender or Safer Recruitment policies are available upon request.

All applications are assessed on an individual basis in relation to the Rehabilitation of Offenders Act (ROA) 1974.

This post will require the successful candidate to complete our Disclosure Barring Service, Vulnerable Child and Adult register checks as well as reference checks. We may also carry out additional online searches such as social media as part of the selection process.

Job Type: Full-time

Pay: 35,000.00-55,000.00 per year

Schedule:

Monday to Friday
Work Location: In person

Application deadline: 08/08/2025
Expected start date: 01/09/2025