Special Educational Needs Teacher- East London
Are you a passionate and dedicated Special Educational Needs and Disabilities teacher? Do you have an interest in working with students with SEND? A specialist Special Needs Academy for children aged 3 to 19 years old in East London is looking for a qualified teacher to start September 2026. This role will be a permanent role.
This Academy caters for pupils between the ages of 4 and 19. All the pupils have Education Health Care Plans describing a variety of needs including PMLD, SLD, ASD and SPLD.
We are looking to appoint an enthusiastic and highly motivated individual to be responsible for creating a positive and safe learning environment to nurture learners' development. The schools aim is to provide their learners with the best possible opportunities to succeed with future goals and aspirations in all areas of their life including social, emotional, physical and communication. The post holder will be part of the teaching and learning function and play a large part in delivering a high-quality education to the learners who attend these schools.
Responsibility for a class of pupils with SEND/ complex and profound learning difficulties/ASD/ SEMH
- To plan, deliver and assess lessons that are personalised to meet all the needs of each pupil and to develop their skills in all areas including communication, emotional, physical, sensory, independence, literacy and numeracy.
- To set personalised learning goals for each pupil based based on their long term EHCP outcomes.
- To encourage pupils to interact and work co-operatively with others and actively engage in a range of activities.
Requirements
- Qualified Teacher Status (QTS) or an overseas teaching certificate recognised by Naric.
- Experience of working with students with SEND within a mainstream or Special Educational Needs and Disabilities (SEND) setting.
- A patient and understanding approach.
- A flexible approach.
- Excellent communication skills.
- Existing DBS check on the update service.
- Experience of PECS, Makaton, Intensive Interaction, Rapid Prompting Method and other relevant augmentative and alternative communication approaches are advantageous but not essential.
