SEND Teacher

Teaching Vacancies; Birmingham; On-site; GBP 30,000 - 40,000; Full time

Job summary

A local educational institution in Birmingham is looking for a reliable and positive teacher to engage young people with special educational needs. Candidates can be unqualified or qualified but should have experience working with children. The role offers in-house training, flexible working days, and benefits like a generous pension scheme. Commitment to safeguarding and professional development is essential.

Benefits

Employee Assistance Programme

Generous annual leave entitlement

Onsite parking available

Discounts and offers via BHSF

Qualifications

• Experience working with children or young people.
• Willingness to undertake SEND training.
• Experience in teaching children with autism spectrum conditions (desirable).

Responsibilities

• Engage and support pupils in learning and progress.
• Implement training and support for staff.
• Manage classroom behavior and promote participation.

Skills

Effective ICT use

Understanding social communication

Support for emotional regulation

Commitment to student outcomes

Working under pressure

Role modeling expected behavior

Education

Degree

Qualified teacher status

Level 2 mathematics and English

Job description

Overview

At Mayfield School, teachers are valued and their professional development is supported and invested in. We recognise that working with young people with SEND can be challenging and a full programme of training and support is offered. We expect teachers to adopt creative, innovative and individualised approaches to engaging young people in learning and enabling them to make progress. This is a joyful and rewarding job and one where you can really make a difference to the lives of young people and their families.

We are looking for reliable, consistent, positive and solution focused people who will seek every opportunity to provide rich and relevant learning experiences for our pupils and who can show personal resilience and a commitment to children’s universal rights.

Applications are invited from unqualified or qualified teachers who have experience of working directly with children or young people in any setting and who are willing to work with others as part of a strong team. Special school experience is advantageous but not an essential requirement provided you have a willingness to learn and a dedication to securing positive outcomes for all pupils. ECTs are welcome to apply.

Our teaching team tell us that they value the in-house training offered by the school and welcome the professional development opportunities available to them which are carefully tailored to their experience and their class cohort. They value their current choice of working 4 or 5 days per week and the arrangement for teachers to take their PPA from home and they tell us they appreciate the supportive and trusting working relationships they experience with their colleagues within the school and across the wider Trust.

This post could be based in any key stage class working with pupils who have persistent differences with social interaction, social communication and understanding emotions. Our pupils need clear boundaries and consistent support with engagement, learning, emotional and sensory regulation and benefit from working with adults who pro-actively pursue positive partnerships between home and school.

We are proud to be part of Education Impact Academy Trust where "better never ends".

Qualifications and training

• Degree
• Qualified teacher status (or willing to work towards)
• Level 2 mathematics and English or equivalent qualification
• Willing to undertake regular training and professional development as and when required
• Working knowledge of SEND Code of Practice 0-25 years

Experience (desirable)

• Has experience of teaching children or young people with autism spectrum conditions in a mainstream, resource base or special school setting

Skills and knowledge

• Knows how to use ICT effectively to enhance learning and communication
• Understands that pupils with ASC may experience persistent differences with social interaction, social communication and understanding emotions
• Knows how to support pupils to break down barriers
• Knows how to use personal interests and strengths to motivate pupils to engage in learning
• Is able to provide and maintain visible and predictable structure for pupils
• Is able to provide opportunities for pupils to apply learning in different contexts and situations
• Able to provide pupils with clear boundaries and consistent support with engagement, learning, emotional regulation, sensory needs and behaviour management
• The ability to use restorative approaches to minimise conflict and build and maintain effective partnership working with pupils and parents
• Able to facilitate pupil participation and involvement in all aspects of school life
• Able to effectively role model what is expected of others
• Knows how to use social stories, PECS and/or Makaton to support communication and understanding (desirable)

Personal qualities

• A commitment to achieving the best outcomes for all pupils & prioritising their needs
• High levels of personal resilience
• Solution focused
• Commitment to own professional development and growth
• Effective team player
• Self awareness and the ability to act as a role model to others
• Uphold and promote the ethos and values of the school
• Ability to work under pressure and prioritise effectively
• Maintain confidentiality at all times
• Commitment to safeguarding and equality
• Commitment to children’s universal rights
• A commitment to communicate and involve parents and pupils in the work of the school
• An awareness and understanding of, and commitment to, equal opportunities
• A heightened awareness of the issues involved in the education of children with SEND

Safeguarding

• Enhanced DBS is essential. This post is covered by Part 7 of the Immigration Act (2016) and therefore the ability to speak fluent English is an essential requirement of the role

Informal conversations

Informal conversations and visits are warmly welcomed. If you would like to arrange an informal visit please email [e-mail]

What the school offers its staff

We can offer:

• A collaborative and inclusive culture
• A committed, hardworking team who strive to provide the best education for all students
• Comprehensive induction and probation support and regular opportunities for professional development and growth
• 10 staff training days across the academic year; one or two of these days may be aggregated which means you complete training outside of normal working hours in twilight sessions
• PPA from home once a week for teaching staff and leaders and managers
• Employee Assistance Programme via BHSF - free totally confidential support
• Access to discounts and offers via BHSF
• Access to a generous pension scheme known as the Local Government Pension Scheme (LGPS) for support staff or Teachers Pension Scheme for Teachers
• Generous annual leave entitlement for support staff based on length of service, starting at 29 days pro-rata, rising to 32 at 5 years’ plus service and 34 following 10 years’ plus service. Teachers annual leave is in line with Teachers Pay & Conditions
• Onsite parking at all schools
• We are the only Trust to provide SEN Allowances to ALL roles who work with students, including Teachers, TA’s, Care Assistants, Pastoral Care, Guides, Drivers

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.