This role will suit a teacher who is reflective, nurturing, resilient and ambitious on behalf of pupils with SEND.Experience of teaching in an additionally resourced provision, specialist provision or special school setting

would be welcomed, as would knowledge of specialist approaches such as communication-support strategies, autism-informed practice, sensory regulation approaches, AAC, Makaton, PECS, TEACCH or Attention Autism.

Joining us means becoming part of a new specialist provision at a formative stage, with the opportunity to contribute to strong foundations, shared practice and a culture of high expectations for pupils and families

alike. These roles offer the chance to make a genuine difference every day — not only in children’s learning, but in their confidence, relationships and future opportunities.

Main Purpose of the Role:

To provide high-quality teaching, learning and care for a designated class or group of pupils within the SEND Hub Additionally Resourced Classes within the school, in accordance with the Teachers’ Standards, the school curriculum, statutory requirements, and school/Trust policies. The postholder will be responsible and accountable for the progress and development of all pupils in the class, working closely with colleagues, families and external professionals to secure strong outcomes.

Roles & Responsibilities:

Teaching and Learning

Be the class teacher for an allocated class or group of pupils within the ARC and maintain high expectations for achievement, behaviour and inclusion for every pupil.

Plan, prepare and teach high-quality lessons and sequences of learning that are ambitious, engaging and appropriately adapted to meet pupils’ individual needs, starting points and developmental stages.

Deliver teaching that is consistent with the Teachers’ Standards and reflects a strong understanding of how children learn, including pupils with SEND.

Adapt teaching approaches, learning resources, routines and the classroom environment to remove barriers to learning and promote independence, communication, engagement and progress.

Provide a structured, safe and inclusive learning environment in which pupils feel secure, valued and ready to learn.

Curriculum, Assessment and Progress

Assess, record and evaluate pupils’ learning and progress accurately and use this information to inform teaching, identify next steps and secure strong outcomes.

Use formative and summative assessment effectively to monitor progress and identify where pupils require additional support, intervention or revised provision.

Track progress for all pupils in the class and maintain appropriate records in line with school and Trust expectations.

Ensure that teaching and provision support pupils to make progress towards curriculum goals and, where applicable, outcomes and targets identified in EHCPs.

Contribute to reporting, reviews and meetings concerning pupils’ attainment, progress, development and wellbeing.

SEND and EHCP Responsibilities

Plan and deliver provision that is informed by pupils’ assessed needs, professional advice and EHCP outcomes, where applicable.

Work collaboratively with the Hub Teaching and Learning lead / SENDCo, provision leaders and other colleagues to contribute to provision mapping, target setting, annual reviews and the review of support arrangements.

Liaise effectively with therapists, specialist teachers and other external professionals to ensure advice is understood and implemented within day-to-day teaching.

Use strategies and approaches appropriate to the needs of the pupils in the provision, for example communication-support strategies, sensory regulation approaches, structured teaching and adapted curriculum pathways, as determined by the school’s provision model.

Promote pupils’ independence, communication, self-regulation, social interaction and readiness for the next stage of education.