Special and Additional Needs Education Teaching Professional (SENCo)

Fastispeed Ltd; Birmingham; On-site; GBP 30,000 - 40,000; Full time

Job summary

A specialist education provider in the UK is seeking an experienced teacher to deliver tailored education to post-16 learners with special educational needs and disabilities. The ideal candidate will possess a relevant teaching qualification or significant experience and have a strong background in SEND practices. You'll be responsible for creating engaging learning experiences, maintaining high standards, and collaborating with multi-agency teams. This role is vital for fostering independence and personal growth among learners.

Qualifications

• Experience supporting learners aged 16-25 with SEND in specialist settings.
• Ability to evidence progress and maintain high-quality records.
• Commitment to safeguarding and inclusion.

Responsibilities

• Deliver high-quality teaching for post-16 learners with SEND.
• Plan and deliver engaging programmes across various pathways.
• Create a calm and safe learning environment.
• Undertake dynamic risk assessments during practical activities.

Skills

Strong SEND practice

Communication support

Teamwork

Behaviour support

Education

Teaching qualification or substantial relevant experience

QTS/QTLS (desirable)

Job description

Job Purpose

To deliver high-quality, highly differentiated teaching for post-16 learners with SEND in a specialist setting, enabling progress towards EHCP outcomes, accredited learning aims, independence, wellbeing and preparation for adulthood through a creative/vocational curriculum.

Reporting to

• Principal
• SENCo / Head of SEND (where applicable)

Key Accountabilities

Teaching & Curriculum

• Plan and deliver engaging programmes across BCI pathways (e.g., Photography, TV Production, Web Development, Digital Marketing, Games, Journalism, Graphic Design) and/or Functional Skills / core learning as required.
• Convert EHCP outcomes into individual learning targets (ILPs) and embed them in daily teaching, routines and enrichment.
• Deliver structured 1:1, small group and class-based sessions for learners with ASD, ADHD, SEMH, anxiety, sensory/communication needs and cognition & learning needs.
• Implement reasonable adjustments and inclusive strategies (scaffolding, chunking, visuals, AAC/supportive communication, assistive technology, sensory adaptations).

Assessment, Progress & Records

• Complete baseline and ongoing assessment and capture progress using appropriate evidence (observations, portfolios, work samples, learner voice).
• Support delivery/assessment of accredited learning where applicable, ensuring accessible, compliant and ethical practice.
• Maintain accurate records for attendance, engagement, behaviour/regulation strategies and progress in line with BCI expectations.

Behaviour, Regulation, Safety & Wellbeing

• Create a calm, safe learning environment using positive behaviour support, consistent routines, regulation plans, de-escalation and restorative practice.
• Undertake dynamic risk assessment and maintain health & safety during practical activities (studios/equipment, trips, cooking/life skills).

Working with Others

• Direct and support Learning Support Assistants/TAs: brief before sessions, allocate roles, model strategies and review impact.
• Communicate professionally with parents/carers to support attendance, engagement and wellbeing.
• Liaise with multi-agency professionals (e.g., EP, SALT, OT, CAMHS, social care) to coordinate provision and contribute to joined-up planning.

Reviews, Improvement & Professional Standards

• Contribute to EHCP/annual reviews and reports with clear evidence of progress, barriers and recommended provision.
• Participate in meetings, CPD and quality improvement activity; contribute to schemes of work and reflective practice.
• Uphold safeguarding, confidentiality and data protection; follow BCI policies and safer working practice.

Working Relationships

• Internal: Principal/SLT, SENCo, DSL/DDSL, curriculum leads, teachers, LSAs/TAs, pastoral/attendance, quality/admin.
• External: parents/carers, Local Authority teams, EHCP coordinators, health and therapy services, social care, awarding bodies/EQAs (where relevant).

Person Specification

Essential

• Teaching qualification OR substantial relevant teaching experience with commitment to achieve an appropriate qualification.
• Experience supporting learners aged 16–25 with SEND in specialist or inclusive settings.
• Strong SEND practice: differentiation, reasonable adjustments, communication support and regulation strategies.
• Ability to evidence progress (small steps/portfolios) and maintain high-quality records.
• Confident behaviour support and de-escalation; commitment to safeguarding and inclusion.
• Strong communication, teamwork and organisation.

Desirable

• QTS/QTLS; post‑16 SEND/alternative provision experience; Functional Skills delivery.
• Experience with accredited provision (e.g., Ascentis/Highfields or similar).
• Training in autism practice, trauma‑informed approaches, Team Teach (or similar), Makaton/AAC, sensory‑informed practice.
• Creative media/industry skills and ability to embed creativity into SEND delivery.

Safer Recruitment: Enhanced DBS (including barred list), right to work checks and references required.