Nurture Teacher

SchoolBrowse; Lancashire; On-site; GBP 27,000 - 35,000; Full time

Job summary

SchoolBrowse seeks a caring, resilient Nurture Teacher to lead a targeted nurture group for around 10 secondary-aged pupils with SEMH needs in Blackpool. You will adapt primary-level objectives to suit the age, building foundational academic, social, and emotional skills.

You will establish consistent routines, use trauma-informed approaches and collaborate with staff to monitor progress and plan transitions to wider curriculum opportunities.

Qualifications

• Hold Qualified Teacher Status or an appropriate recognised teaching qualification.
• Strong understanding of effective teaching and learning, with confidence teaching pupils working significantly below age-related expectations.
• Knowledge or experience of primary teaching approaches, particularly in literacy and numeracy.
• Ability to make developmentally appropriate learning engaging and respectful for secondary-aged pupils.
• Understanding of the impact of SEMH needs on learning, engagement and behaviour.
• Ability to build positive relationships with pupils who may have experienced significant barriers to education.
• Strong classroom management, organisation and the capacity to maintain calm, consistent boundaries.
• Demonstrated patience, resilience, flexibility and empathy, with high expectations tailored to individual progress.
• Ability to work effectively as part of a wider school team and commitment to safeguarding and promoting the welfare of children.

Responsibilities

• Take responsibility for the teaching and learning of the nurture cohort of approximately 10 pupils.
• Plan and deliver a broad, balanced and engaging curriculum matched to pupils’ individual developmental and academic starting points.
• Deliver high-quality teaching in English, reading, phonics where appropriate, writing and mathematics.
• Adapt primary-level objectives so that resources and activities remain appropriate and respectful for secondary-aged pupils.
• Identify gaps in foundational knowledge and provide targeted teaching to address them.
• Break learning into manageable steps with opportunities for repetition, consolidation and overlearning.
• Use practical, creative and experiential approaches to increase engagement and differentiate effectively.

Skills

QTS

Behaviour management

Trauma-informed approaches

Literacy instruction

Numeracy instruction

Relationship-building

Education

Qualified Teacher Status

Job description

About the school

Lancashire Alternative Provision in Blackpool supports approximately 40 secondary-aged pupils with Social, Emotional and Mental Health needs. Within this cohort, a smaller group of around 10 pupils requires a more nurturing and developmentally appropriate approach to learning, as they are working at levels typically associated with the primary phase.

The role

We are seeking a caring, resilient and skilled Nurture Teacher to lead this targeted nurture group. The successful candidate will create a consistent, supportive and engaging learning environment that enables pupils to develop foundational academic, social and emotional skills. The role involves adapting primary-level learning objectives to ensure they remain age-respectful, relevant and engaging for secondary-aged pupils, with a strong emphasis on building relationships, emotional safety and predictable routines.

Key responsibilities

Teaching and learning

• Take responsibility for the teaching and learning of the nurture cohort of approximately 10 pupils.
• Plan and deliver a broad, balanced and engaging curriculum matched to pupils’ individual developmental and academic starting points.
• Deliver high-quality teaching in English, reading, phonics where appropriate, writing and mathematics.
• Adapt primary-level objectives so that resources and activities remain appropriate and respectful for secondary-aged pupils.
• Identify gaps in foundational knowledge and provide targeted teaching to address them.
• Break learning into manageable steps with opportunities for repetition, consolidation and overlearning.
• Use practical, creative and experiential approaches to increase engagement and differentiate effectively.

Nurture and SEMH support

• Establish strong, consistent and professional relationships with pupils.
• Create a calm, predictable, safe and nurturing classroom environment with clear routines.
• Respond to behaviour using relational and trauma-informed approaches, supporting pupils to recognise and communicate their emotions.
• Teach and model strategies for emotional regulation, problem-solving and managing frustration.
• Provide opportunities for movement, sensory regulation and structured breaks while maintaining clear expectations and boundaries.

Assessment, progression and wider collaboration

• Establish clear baseline information and monitor academic progress alongside social, emotional and engagement outcomes.
• Contribute to Education, Health and Care Plans and pupil reviews.
• Identify targets for each pupil and support carefully planned transitions to wider curriculum opportunities where appropriate.
• Work collaboratively with teachers, teaching assistants, pastoral staff, senior leaders and external professionals.
• Build positive relationships with parents and carers and contribute to staff meetings and training.
• Follow the school’s behaviour, relationships and safeguarding procedures consistently.

Requirements

Essential

• Hold Qualified Teacher Status or an appropriate recognised teaching qualification.
• Strong understanding of effective teaching and learning, with confidence teaching pupils working significantly below age-related expectations.
• Knowledge or experience of primary teaching approaches, particularly in literacy and numeracy.
• Ability to make developmentally appropriate learning engaging and respectful for secondary-aged pupils.
• Understanding of the impact of SEMH needs on learning, engagement and behaviour.
• Ability to build positive relationships with pupils who may have experienced significant barriers to education.
• Strong classroom management, organisation and the capacity to maintain calm, consistent boundaries.
• Demonstrated patience, resilience, flexibility and empathy, with high expectations tailored to individual progress.
• Ability to work effectively as part of a wider school team and commitment to safeguarding and promoting the welfare of children.

Desirable

• Experience teaching in a primary setting, particularly KS2.
• Experience within an SEMH, SEND, alternative provision or specialist education setting.
• Knowledge of nurture principles or nurture-group practice.
• Experience teaching pupils with significant gaps in literacy and numeracy, including phonics and reading interventions.
• Knowledge of trauma-informed and relational approaches.
• Experience supporting pupils with additional needs such as autism, ADHD, speech and language needs or specific learning difficulties.
• Experience working with Education, Health and Care Plans and contributing to annual reviews.
• Experience of de-escalation and positive behaviour-support approaches.