Class Teacher - Assistant Senco/Inclusion Lead

Tregonwell Academy; Christchurch; On-site; GBP 32,000 - 42,000; Full time

Job summary

Nigel Bowes Academy in Bournemouth is seeking an inspiring and dedicated teacher with additional duties as Assistant Senco/Inclusion Lead. The role includes leading a class of up to eight pupils and delivering a high-quality curriculum for learners with Social, Emotional and Mental Health needs, many on the autism spectrum, with potential specialised approaches.

The successful candidate will require a proactive and creative approach to enriching experiences within our curriculum, supporting

Qualifications

• Experience with pupils with special educational needs is desirable.
• Applications from Early Career Teachers are welcome.
• Mainstream colleagues who understand approaches for vulnerable learners are encouraged.

Responsibilities

• Lead a class of up to 8 pupils.
• Deliver a high‑quality curriculum for those learners.
• Create a positive learning environment and motivating experiences within the curriculum.

Skills

Proactive teaching

Curriculum development

Inclusion leadership

Job description

We are seeking to appoint an inspiring and dedicated teacher with additional duties as Assistant Senco/Inclusion Lead, to join Nigel Bowes Academy, 70 Ensbury Avenue, Bournemouth, BH10 4HG – an outstanding special school for pupils aged 5-11 who present predominantly with Social, Emotional and Mental Health needs. A significant number of pupils are also on the Autism spectrum and may have other related needs.

The role requires a proactive and creative approach to developing experiences within our curriculum that will motivate pupils to want to learn beyond the classroom, enhancing cultural capital and providing memorable opportunities that will support them on their journey towards adulthood. The successful candidate will also lead a class of up to 8 pupils, creating a positive learning environment and delivering a high-quality curriculum for those learners.

Experience of working with pupils with special educational needs is desirable, however, we welcome applications from mainstream colleagues who understand the approaches needed to guide our vulnerable young people towards success. We also welcome applications from Early Career Teachers.