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Teacher - SEN Specialism

Date posted : 12/03/19
£110 - £160 per day

Job description

This vacancy has now expired. Please see similar roles below...

Come Easter our schools will be contacting us with permanent roles that they have available to start in September 2019.

The curriculum at SEN schools has a much more active and kinaesthetic approach to learning, offering lots of physical, vocational and sensory activities which suit the children's learning styles more than the usual textbook approach. However, the students still study their core subjects such as Maths and English, which need to be approached in a much more relevant manner for their learning styles. An ability to creatively tailor the lessons of core subjects is essential, whilst still meeting the requirements of the curriculum.

Teachers can be expected to manage a classroom of between 6-8 students depending on their learning ability, and be assisted in the classroom by Teaching Assistants who will mainly manage behaviour and personal care.

Due to the needs of the students, we are looking for candidates who have previous experience in working with children and young people with SEN, which could potentially come from a support work or care work employment background. As an SEN Teacher it's necessary to have a nurturing and patient personality to help the children develop to meet their full potential at school, and become more independent socially and emotionally.

Requirements for the role are as follows;

  • PCGE and QTS certified
  • Experience working with SEN
  • Team Teach and Safeguarding Training (or willingness to obtain training which can be done through Teaching Personnel)
  • A knowledge of Primary KS1/KS2 curriculum
  • Create a secure and non-judgemental environment for students
  • Ability to formerly assess progress

This is a very rewarding role and suitable for some with a passion for childcare, an enthusiasm for education and a need for job satisfaction.
If you feel you have the appropriate experience, please apply with your CV.

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