SEN Class Teacher

New Bridge Multi Academy Trust, Oldham; Failsworth; On-site; GBP 28,000 - 42,000; Full time

Benefits offered by this job

SEN allowance

Non-contract base allowance

Job summary

New Bridge School seeks a highly skilled SEN Class Teacher to develop a specialist autistic provision for pupils aged 4‑19+. You will implement autism-informed teaching, collaborate with staff, and foster consistent, responsive practice across the team.

The role requires reflective, precise practice and the ability to support pupils with complex developmental profiles. Generous benefits and a supportive culture are offered at New Bridge School.

Qualifications

• Strong understanding of autism and early developmental learning profiles.
• Ability to apply autism-informed approaches including Attention Autism and TEACCH.
• Translate specialist understanding into calm, consistent classroom practice.
• Work confidently in environments with gradual, individualised progress.

Responsibilities

• Shape and strengthen a highly specialist provision for autistic pupils.
• Apply structured teaching and autism-informed approaches in daily teaching.
• Support colleagues to deepen understanding of development, sensory needs and behaviour.
• Create a culture of consistency, clarity and high-quality practice.

Skills

Autism understanding

Structured teaching

Co-regulation

Emotional intelligence

Resilience

Job description

Ref: 001646

Shape the Next Chapter. Strengthen Practice. Transform Lives.

Join Us at New Bridge School.

The Trustees are looking to recruit to the post of SEN Class Teacher.

MPS/UPS

Non-contract base allowance & SEN Allowance

Full Time

New Bridge School

September 2026 (or when notice period allows)

About New Bridge Multi-Academy Trust

New Bridge Multi-Academy Trust is a vibrant, aspirational and inclusive trust of eight special schools and two specialist post-16 provisions across Oldham, Tameside and Rochdale. As part of the wider New Bridge Group, we also provide post-19 education.

We support learners aged 4‑19+ across a wide spectrum of need and are proud to be recognised nationally for excellence in special education. Our culture is rooted in high expectations, innovation, and creating meaningful futures for every learner and member of staff.

About This Role

New Bridge School is entering an important new phase in the development of a highly specialist provision for autistic pupils with complex and individual developmental profiles.

We are seeking a skilled, reflective practitioner to help shape and strengthen this provision at a pivotal point in its journey.

This is an opportunity to join a team committed to deepening autism‑informed practice building on strong foundations and refining approaches through shared expertise, clarity and a sophisticated understanding of how autistic children experience the world.

This is a highly specialist role within education.

You will be working with pupils whose learning, communication, sensory processing and regulation needs are deeply interconnected and highly individual. Trust, predictability and skilled adult understanding are essential.

The Reality and the Reward

This work is complex. Progress may be subtle. Communication may be emerging or non‑linear.

Regulation needs may shift quickly and unexpectedly. And yet the relationships you build, the trust you earn, the moments of genuine connection and breakthrough, are the experiences that stay with you. This is what makes the role exceptional.

At the heart of everything we do is unconditional positive regard the belief that every child deserves consistency, dignity, safety, and an adult who stays with them, even on the hardest days.

Strengthening Our Practice

We are developing a provision that is:

• Grounded in specialist understanding of autism and early developmental learning
• Informed by structured teaching approaches including Attention Autism, TEACCH principles and co‑regulation strategies
• Built on consistency, predictability and highly attuned adult responses
• Shaped by sensory‑informed practice that supports regulation and access to learning
• Driven by shared professional expertise to ensure teaching is intentional, consistent and highly effective
• This is about refining practice through reflection, collaboration and specialist knowledge ensuring every interaction is purposeful, responsive and developmentally meaningful.

Why This Is a Unique Opportunity

This role offers the opportunity to work at a genuinely specialist level within a provision that is actively evolving through deeper understanding and refined practice. This is not routine teaching.

It is skilled, reflective and highly responsive practice where decisions are made in the moment, guided by expertise and understanding.

You will have the opportunity to

• Shape and refine a specialist provision at a key stage in its development
• Embed high‑quality autism-informed approaches, including structured teaching and Attention Autism
• Support colleagues to deepen understanding of development, sensory need and behaviour
• Contribute to a shared culture where consistency and clarity transform daily experience for pupils
• Develop your own practice within a highly specialist and reflective environment
• This is a role for someone who values depth over speed, and who is motivated by getting it right for pupils whose needs demand precision, patience and expertise.

About Our Pupils

The pupils in this provision are autistic and present with highly complex and individual developmental profiles.

They are working at an early stage of development and require a highly personalised, structured and nurturing approach to learning.

To support this, classes are small – no more than 8 pupils supported by 4 to 5 adults, ensuring a high level of individualised attention, consistency and responsiveness throughout the school day.

High-Quality Learning is Carefully Designed to

• Build shared attention and engagement
• Support early interaction and turn-taking
• Develop foundational understanding through repetition and structure
• Reduce cognitive and sensory load
• Promote regulation as the foundation for all learning

Many Pupils Experience

• Significant sensory processing differences affecting engagement and regulation
• High levels of anxiety linked to unpredictability or sensory input
• Emerging or developing communication systems
• Difficulties with emotional regulation and internal understanding
• Dysregulated behaviours which challenge and require reliance on skilled adult co‑regulation

Adults are highly skilled interpreters of behaviour, working through a developmental and sensory lens to adapt teaching in the moment and ensure learning remains accessible, meaningful and appropriately paced.

What We’re Looking For

We are seeking someone who:

• Has a strong understanding of autism and early developmental learning profiles
• Can apply structured teaching and autism-informed approaches such as Attention Autism, TEACCH principles and co‑regulation strategies
• Translates specialist understanding into calm, consistent and highly effective classroom practice
• Is confident working in environments where progress is gradual, individualised and carefully interpreted
• Brings reflective, precise and consistent practice to complex learning needs
• Can model and develop high‑quality practice in others
• Understands that regulation, trust and engagement are the foundations of learning
• Remains calm and grounded when supporting pupils through dysregulation
• Brings resilience, emotional intelligence and a genuine commitment to connection

This post is not suitable for ECTs or mainstream-only SEN experience.

We Can Offer You

• A supportive, values‑led culture rooted in inclusion and high expectations
• Generous pension scheme
• High‑quality CPD through our dedicated Everyone Learning Team
• Hospital Saturday Fund (HSF)
• Trust TOIL scheme for all staff
• Flexible working opportunities, including PPA at home where appropriate
• The opportunity to be part of a team committed to creating meaningful futures for both pupils and staff
• Progression opportunities into leadership roles

A Specialist Role. A Meaningful Impact. A Chance to Shape Something That Matters.

This is a specialist teaching role within a complex but deeply purposeful provision.

It requires expertise, patience and reflection and it offers the opportunity to make a lasting difference for autistic pupils who need skilled, thoughtful and highly consistent teaching.

Salary and Benefits

Salary: Teacher or Unqualified Teachers’ Pay Scale + Non-contract base allowance -£2,106 per annum

Allowance: SEN allowance - £2,787 per annum

Hours of work: 1.0 FTE

Based: New Bridge School

Status: Permanent

Commencing: September 2026 (or as soon as notice period will allow)

Closing Date: Friday 28 August 2026 (9am)

Interviews: w/c Monday 14 September 2026

Equal Opportunity Statement

We positively welcome applications from all candidates regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.

Legal and Safeguarding

New Bridge MAT is committed to safeguarding and promoting the welfare of children and applicants must have a commitment to safeguarding young people. This post is subject to a satisfactory enhanced disclosure from the Disclosure and Barring Service and references will be sought prior to interview.

This post will be subject to a number of pre-employment checks including an enhanced DBS check, satisfactory references and proof of right to work in the UK in accordance with the Asylum and Immigration Act 1996. It will be exempt from the provisions of the Rehabilitation of Offenders Act 1974. DBS Code of Practice which can be viewed here.

For shortlisted candidates, an online search will be carried out as part of our due diligence in line with Keeping Children Safe in Education 2025.