SEMH KS2 Teacher (Full-Time)

Pay MPS / UPS plus SENA depending on experience.

Ref SENKS2TDSKB

Posted Friday 16th May 2025

Close Date Saturday 31st May 2025

Key Stage Key stage 2

Job Description

We offer an exciting opportunity to join a nurturing, independent school where pupils are at the heart of everything they do. The school is rewarding and challenging in equal measure and would suit an experienced teacher who has a good understanding of SEMH needs and is looking to work in an environment where progress is measured from starting point and academic decisions are based solely on the needs of the pupils.

With a maximum of 22 pupils on role, there are three small classes and a bespoke and creative thematic curriculum. Relational practice is central to their ethos, and they believe that building strong, trusting attachment is the secret to supporting children to develop the academic and social emotional skills that enable success. 

Each class is well supported by a minimum of two skilled Learning Support Assistants, they have a dedicated library space, an outdoor classroom, and a focus on creative experiential learning that doesn’t rely on traditional book-based evidence of learning. The in-house Speech and Language Therapist, dedicated Reading Doctors, and comprehensive training offer will ensure that you have the support needed to thrive in the role.

About the role:

• Class Teacher for a mixed key stage 2 class meeting the needs of children with diverse academic ability, SEMH needs, and developmental trauma.
• Teaching an exciting thematic curriculum that reflects but is not dictated by the National Curriculum
• White Rose maths scheme, Twinkle SSP, and subscriptions to curriculum resource sites
• Exclusively school-based assessment practices that are considerate of teacher workload
• Small, highly supportive staff team including a SENCo, Designated Teacher, SaLT, and Pastoral Manager

Who we are looking for:

• A highly motivated, skilled, and experienced teacher with an understanding of SEMH need and a desire to work with children who experience barriers to learning
• A robust and resilient attitude to challenging behaviour that facilitates an empathetic but firm response
• A desire to be creative and an ability to think outside the box when planning and designing lessons and learning activities
• An ability to manage a small class-based LSA team and lead on decisions about pupil strategies and support
• An organised approach to assessment, record keeping, planning, and marking
• A desire to make a difference to children who are disadvantaged