SEN Teacher - Autism & Complex Learning Needs

KPI Recruiting Ltd; Romford; On-site; GBP 37,000 - 52,000; Full time

Job summary

KPI Recruiting Ltd is sourcing an experienced SEN Teacher for a specialist school in Romford, East London. You will teach pupils aged 11-19 with autism and complex learning needs, delivering personalised curricula and EHCP-based targets.

The role is full-time and long-term, with daily rates of £200–£280. You will work in a supportive environment with experienced Learning Support Assistants and Therapists to tailor learning to individual abilities.

Qualifications

• Experience teaching pupils with autism and complex learning needs.
• Ability to adapt lessons to individual starting points and EHCP outcomes.
• Skill in using visual supports and varied teaching approaches.

Responsibilities

• Plan and deliver highly differentiated lessons for learners with autism and complex needs.
• Lead and deploy learning support assistants in the classroom.
• Collaborate with therapists and other specialists to support pupil progress.
• Maintain calm, structured classrooms and monitor individual progress.
• Contribute to annual reviews and pupil progress meetings.

Skills

SEN Teaching

Autism

EHCP targets

Differentiated instruction

Job description

SEN Teacher - Autism & Complex Learning Needs

Romford, East London | Specialist SEN School | Full-Time | Long-Term
£200 - £280 per day | Immediate Start

Are you an experienced SEN Teacher looking for a long-term opportunity within a well-established specialist school?

Do you enjoy teaching pupils with Autism and complex learning needs, where progress is highly individual and communication, independence and personal development are just as important as academic achievement?

Would you like to work within a supportive specialist environment where pupils follow personalised curriculum pathways based around their individual ability, needs and EHCP outcomes?

A highly regarded specialist SEN school based in Romford is seeking an experienced Teacher to join its team on a full-time, long-term basis.

The school supports secondary and Post-16 pupils aged 11-19 with Autism, a wide range of learning difficulties and complex additional needs. Pupils have varied learning profiles, meaning teaching ranges from highly developmental and sensory-based learning through to more formal curriculum delivery for pupils able to access subject-specific and accredited learning.

Classes are supported by experienced Learning Support Assistants, allowing teachers to deliver highly personalised learning and build strong relationships with individual pupils. Communication and social interaction sit at the heart of the curriculum, alongside emotional regulation, independence, functional learning and preparation for adulthood.

This is an excellent opportunity for a teacher who enjoys working creatively and adapting their teaching significantly around the individual learner rather than following a one-size-fits-all curriculum.

Key Responsibilities

• Take responsibility for a specialist class of pupils with Autism, learning difficulties and complex additional needs.
• Plan and deliver highly differentiated lessons based around pupils' individual starting points, abilities and EHCP outcomes.
• Adapt teaching for pupils working across a wide range of developmental and academic levels.
• Deliver learning through formal, semi-formal and developmental approaches, depending on individual pupil needs.
• Support pupils with significant communication difficulties, including those who may have limited verbal communication.
• Use visual supports, structured communication approaches and alternative communication strategies where appropriate.
• Create calm, structured and predictable classroom environments that promote engagement and emotional regulation.
• Develop pupils' communication, social interaction and ability to make choices.
• Promote independence and functional skills throughout both lessons and the wider school day.
• Deliver practical, sensory and experiential learning for pupils who require a more developmental curriculum.
• Maintain high expectations while recognising that progress will look different for every pupil.
• Use assessment and observation to identify meaningful next steps and monitor individual progress.
• Work towards personalised EHCP targets and wider developmental outcomes.
• Contribute to Annual Reviews, pupil progress meetings and individual target setting.
• Lead and effectively deploy Learning Support Assistants within the classroom.
• Ensure support staff understand individual pupils' learning, communication and regulation strategies.
• Work collaboratively with therapists and other specialist professionals involved in pupils' support.
• Build positive relationships with parents and carers and maintain effective co