SEND Teacher

Are you an experienced Primary or secondary SEN Teacher with a passion for supporting students with sensory needs and special educational needs? We are looking for a qualified Primary SEN Teacher (QTS) to join this amazing SEND in a supportive and dynamic primary school located in Barking and Dagenham.

Your new role as a Primary or Secondary SEN Teacher will be to support students with a variety of needs, including Autism Spectrum Disorder (ASD), Specific Learning Difficulties (SpLD), and students requiring support with sensory needs and challenging behaviour. Currently, we have 6 pupils in the class, with a capacity of 8.

The students are working at a 3-4 years below expected level, and the curriculum is tailored to meet their specific educational, social, and emotional needs. This is an excellent opportunity for a Primary SEN Teacher looking to make a difference in a diverse and inclusive setting in Barking.

• Work with a dedicated and supportive team, including two TAs and HLTAs already in place to assist you.
• Deliver a multi-sensory curriculum to engage students with a wide range of abilities and learning styles.
• Provide targeted support for students with sensory needs, including those on a sensory diet and those with experience in visual aids, phonics, and Makaton.
• Support students with ASD, SpLD, challenging behaviours, and those with complex needs.
• Incorporate Zones of Regulation techniques to help students manage their emotions.
• Liaise with professionals to conduct Annual Reviews and plan ongoing support.
• Benefit from long-term planning already in place for the first two terms, with a teacher buddy for guidance and collaboration.

• Qualified Teacher Status (QTS) - must have previous experience working with students with sensory needs.
• Experience delivering a multi-sensory curriculum.
• Proven experience working with students with ASD, SpLD, and challenging behaviour.
• Familiarity with Team Teach (preferred), visual aids, phonics, and Makaton.
• Experience with Zones of Regulation and supporting students with a range of complex needs, including stroke recovery support.
• Strong organisational skills to manage long-term planning and Annual Reviews for students with EHCPs.