KS2 Class Teacher

The Harbour School Dorset; Bradley Stoke; On-site; GBP 28,000 - 34,000; Full time

Job summary

The Harbour School Dorset is seeking a KS2 Class Teacher for a full-time maternity-cover role. The position carries the Main Pay Scale plus SEN allowance and is fixed-term for 1 year.

You will plan and deliver engaging, personalised lessons, supporting pupils with SEMH and autism while working closely with families to foster confidence and a sense of belonging in every learner.

Qualifications

• Qualified teacher with QTS.
• Experience of working with SEMH and/or autism is valuable.
• Strong ability to build relationships with pupils, families and carers.

Responsibilities

• Plan and deliver engaging, personalised lessons that meet a wide range of needs.
• Adapt teaching to meet a wide range of individual needs, including SEMH and autism.
• Set high yet compassionate expectations to help pupils re-engage with learning and achieve success.
• Assess, monitor and record progress to inform teaching and outcomes.
• Provide targeted interventions and prepare pupils for external assessments and qualifications.
• Tutor or mentor, building strong relationships with pupils and families/caregivers.
• Create a safe, calm learning environment where pupils feel secure and ready to learn.
• Collaborate with colleagues and external professionals to ensure joined-up support for every young person.

Education

QTS

Job description

KS2 Class Teacher – Harbour School Dorset

Main Pay Scale plus SEN allowance

Full time, Fixed Term for 1 Year (Maternity Cover)

Do you believe that even the most challenging days can hold the most meaningful moments?

At Harbour School Dorset, no two days are ever the same. You may begin the morning with a carefully planned lesson, only to realise that your pupils need something entirely different when they arrive. You’ll adapt, reset, take a breath… and begin again.

And within that unpredictability, you’ll experience moments that stay with you.

• A pupil managing their emotions when yesterday they couldn’t.
• A young person taking a step back into learning after weeks of disengagement.
• A small breakthrough in trust, communication or confidence that changes everything.

These are not always big, visible milestones. They are steady, hard‑earned steps forward - and they matter.

That is what teaching here feels like.

If you are a teacher who values connection over perfection, who understands that progress is individual, and who finds purpose in supporting young people to rebuild confidence, resilience and a sense of belonging, you may feel right at home with us.

What you’ll be doing:

• Plan and deliver engaging, personalised lessons that meet a wide range of needs
• Adapt your teaching to meet a wide range of individual needs, including pupils with SEMH and autism, guided by EHCPs and therapeutic approaches.
• Set high yet compassionate expectations, helping pupils to re‑engage with learning and experience success.
• Assess, monitor and record progress carefully, using this to inform your teaching and ensure meaningful outcomes.
• Provide targeted interventions and prepare pupils for external assessments and qualifications.
• Act as a tutor or mentor, building strong, trusting relationships with pupils and working closely with families and carers.
• Create a safe, calm and predictable learning environment where pupils feel secure, understood and ready to learn.
• Work collaboratively with colleagues and external professionals to ensure joined‑up support for every young person.

Who we’re looking for:

• A qualified teacher (QTS) with successful teaching experience
• Experience of working with pupils with SEMH and/or autism is valuable (or a strong willingness to learn)
• A calm, resilient and emotionally intelligent practitioner who can remain steady in challenging moments
• Someone who leads with kindness and puts relationships at the centre of their practice
• Adaptable and creative, able to respond flexibly when plans need to change
• A strong team player who communicates openly and works collaboratively with others