SEN Teacher (Reception/Year 1 - Complex Needs) - Esher

Aspire People; Claygate; On-site; GBP 32,000 - 42,000; Full time

Job summary

Aspiring SEN Teacher role in Esher, Surrey, requires QTS and experience with pupils who have autism and complex needs. You will lead a Reception/Year 1 class of nine with AAC-based, communication-led teaching approaches.

The role is full-time and long-term with a view to permanency, offering a stimulating environment, supportive leadership, CPD, and collaboration with therapists and nursing staff.

Qualifications

• SEN experience in complex needs settings is essential.
• Excellent communication and interpersonal skills are required.
• Calm, patient, and resilient approach to in-class support is needed.

Responsibilities

• Plan and deliver a personalised early years curriculum for nine pupils with complex needs.
• Use AAC and other communication approaches to support non-verbal pupils.
• Lead and support a team of Teaching Assistants in a single classroom.
• Support pupils with personal care with dignity and sensitivity.
• Collaborate with MDT to implement EHCPs and contribute to reviews.

Skills

SEN experience

Strong communication

Behaviour management

Team leadership

Education

Qualified Teacher Status (QTS)

Tools

AAC

Job description

SEN Teacher (Reception/Year 1 - Complex Needs) - Esher

Full Time Position Long-Term with a View to Permanent ASAP Start

Location: Esher, Surrey

Salary: Paid to scale + SEN Allowance, dependent on experience

We are delighted to announce an exciting opportunity for a passionate and experienced SEN Teacher to join a specialist school community in Esher. This is a rewarding role for a teacher who understands that excellent early years teaching for children with complex needs is built on communication, trust and relationships, and who celebrates every small step of progress.

This position suits a calm, resilient and child-centred practitioner who understands behaviour as communication and can create a safe, predictable and nurturing environment for very young children with autism. The role is long-term with a view to going permanent for the right candidate.

About the Role:

You will lead a small Reception/Year 1 class of nine pupils with complex needs, including autism. The pupils are non-verbal, and some present with behaviours that challenge. You will deliver a highly individualised, communication-led and sensory-informed curriculum, supported by a strong, dedicated team of Teaching Assistants.

Communication and literacy are a high priority across the school, alongside a broad curriculum that prepares pupils for life. You will work closely with a wider MDT, including therapists and nursing staff, with additional specialist input from external services supporting pupils with sensory needs and AAC.

You will be supported by an approachable leadership team and a collaborative staff group, in a school that genuinely values staff well being, training and development. Specialist knowledge is shared and celebrated and CPD is offered.

Visits and interviews are currently being welcomed, so you can meet the team and see the class before making your decision.

Key Responsibilities:

• Plan and deliver a personalised, communication-led early years curriculum for a small class of pupils with complex needs and autism
• Use AAC and a range of communication approaches to support non-verbal pupils to engage and make their needs known
• Implement positive behaviour support and de-escalation strategies calmly, consistently and with empathy
• Apply sensory regulation strategies and developmental, play-based approaches to support engagement and wellbeing
• Lead and direct a team of Teaching Assistants, working together as one classroom team
• Support pupils with personal care and physical needs with dignity and sensitivity
• Work collaboratively with the MDT to implement EHCPs and contribute to reviews and progress reporting
• Build positive, trusting relationships with pupils, families and carersFollow safeguarding, health and safety and school-specific policies at all times

About You:

• Qualified Teacher Status (QTS) or equivalent - essential
• SEN experience, working with pupils with complex needs and autism in a specialist setting - essential
• Experience supporting non-verbal pupils, including AAC and communication-led approaches
• Confident managing challenging behaviour safely and calmly, with an understanding of behaviour as communication
• Training in positive behaviour support or physical intervention - desirable
• Knowledge of the EYFS and early developmental assessment - desirable
• Experience leading and directing Teaching Assistants
• A calm, patient, resilient and nurturing approach
• Strong communication and interpersonal skills
• Commitment to safeguarding and promoting the wellbeing of all pupils

We recognise this is a specialist position and warmly welcome applications from teachers whose experience may not follow a traditional path but who have the right knowledge, values and approach. The right SEN pedagogy and mindset matters far more to us than a conventional CV.