Primary Teacher SEMH

Pink Tile Education; Woking; On-site; GBP 30,000 - 40,000; Full time

Job summary

A specialized primary school is seeking a dedicated Primary Teacher with expertise in Social, Emotional, and Mental Health (SEMH) needs. The role involves creating engaging lessons, managing classroom behavior, and providing personalized support to students. Candidates should have Qualified Teacher Status, a Bachelor's degree in Education, and at least 2 years of experience teaching in primary settings. A compassionate approach and collaboration with various professionals are essential for this position.

Qualifications

• Minimum of 2 years' experience teaching in a primary school setting.
• Demonstrated experience working with SEMH students.
• In-depth knowledge of SEND and SEMH strategies and interventions.

Responsibilities

• Plan and deliver differentiated lessons for SEMH students.
• Implement personalized learning plans for students with SEMH needs.
• Collaborate with SENCO to support student well-being.

Skills

Managing classroom behavior

Creating engaging lessons

Working with SEMH students

Collaboration in a multidisciplinary team

Using technology in teaching

Education

Bachelor's degree in Education or related field

Qualified Teacher Status (QTS)

Job description

About Us

We are a specialized primary school dedicated to supporting children with Social, Emotional, and Mental Health (SEMH) needs. Our mission is to provide a nurturing and inclusive environment where every child can thrive academically, emotionally, and socially. We are seeking a passionate and experienced Primary Teacher with expertise in SEMH to join our dedicated team.

Job Overview

We are looking for a highly skilled and compassionate Full-time Primary Teacher specializing in SEMH to join our team. The successful candidate will be responsible for creating and delivering engaging lessons, managing classroom behavior, and providing individualized support to students with diverse SEMH needs. This role requires a deep understanding of SEND (Special Educational Needs and Disabilities) and SEMH, as well as the ability to create a positive and inclusive learning environment.

Key Responsibilities

• Plan and deliver high-quality, differentiated lessons that cater to the individual needs of SEMH students
• Develop and implement personalized learning plans for each student, taking into account their specific SEMH needs
• Assess and monitor student progress, providing regular feedback to students, parents, and other staff members
• Collaborate with the SENCO, teaching assistants, and other professionals to ensure a holistic approach to student support
• Implement effective behavior management strategies and create a positive classroom environment
• Maintain accurate records of student progress, interventions, and incidents
• Participate in team meetings, parent conferences, and professional development opportunities
• Contribute to the development and implementation of school-wide SEMH policies and procedures
• Liaise with external agencies and professionals to support student well‑being and academic progress
• Promote a culture of inclusion, respect, and understanding within the classroom and school community

Qualifications and Skills

Required:

• Qualified Teacher Status (QTS) or equivalent
• Bachelor's degree in Education or related field
• Minimum of 2 years' experience teaching in a primary school setting
• Demonstrated experience working with SEMH students
• In‑depth knowledge of SEND and SEMH strategies and interventions
• Strong understanding of the primary curriculum and assessment practices
• Excellent communication and interpersonal skills
• Ability to work collaboratively in a multidisciplinary team
• Patience, empathy, and a genuine passion for supporting children with SEMH needs
• Proficiency in using technology to enhance teaching and learning

Preferred:

• Additional qualifications in SEND or SEMH (e.g., SENCO qualification, mental health first aid)
• Experience in developing and implementing behavior management plans
• Knowledge of trauma‑informed practices and attachment theory
• Familiarity with therapeutic approaches in education