Teacher

Inclusion Education; Basingstoke; On-site; GBP 32,000 - 52,000; Full time

Job summary

Inclusion Education is seeking a dedicated teacher to deliver adaptive, SEND-focused lessons in an environment prioritising relationship-based learning. You will support learners with SEMH needs, align lessons with EHCP outcomes, and collaborate with therapists and safeguarding teams to promote holistic progress.

The role emphasises trauma-informed practices, consistent routines, and restorative approaches within the Inclusion Education framework.

Qualifications

• Qualified Teacher Status (QTS) or Post 16 recognised equivalent.
• Additional SEN qualifications or therapeutic training.

Responsibilities

• Plan and deliver high-quality, adaptive lessons aligned to curriculum pathways and the needs of learners with SEND and mental-health needs.
• Assess learners' progress regularly and adjust instruction accordingly.
• Build safe, nurturing relationships using trauma-informed, relational practice.
• Work collaboratively with therapists and mental-health specialists to support holistic learner progress.

Job description

Your Role

Purpose

To deliver high-quality, relational, adaptive teaching that supports learners with SEND and mental-health needs to achieve meaningful academic, personal, and social progress. The role promotes safety, wellbeing, and recovery through trauma-informed practice, consistent relational approaches, and purposeful learning experiences that support attendance, engagement, and progress. Our teachers provide stabilising relationships, targeted instruction, and proactive communication that help learners re-engage with education, build confidence, develop independence, and realise meaningful outcomes.

Teaching, Learning & Curriculum Delivery

1. Plan and deliver high-quality, adaptive lessons aligned to curriculum pathways and the needs of learners with SEND and mental-health needs.
2. Ensure all teaching follows reflects Inclusion Education pedagogy and expectations.
3. Maintain high expectations and promote independence through structured, supportive teaching approaches.

Assessment, Monitoring & Reporting

1. Assess learners' progress regularly and accurately, adjusting instruction accordingly.
2. Maintain precise records of attendance, academic, SEMH, and engagement progress.
3. Contribute to progress reviews, Annual Reviews, EHCP input, and target-setting.

Relationships, Wellbeing & Behaviour Support

1. Build safe, nurturing, trusting relationships using trauma-informed, relational practice.
2. Support regulation, behaviour, engagement, and attendance through consistent routines and restorative approaches.

SEND-Informed Practice ("The Inclusion Way.")

1. Deliver learning that aligns with individual needs, including EHCP outcomes and SEMH profiles.
2. Work collaboratively with therapists and mental-health specialists to support holistic learner progress.

Professional Collaboration & Communication

1. Work closely with colleagues across teaching, pastoral, safeguarding, and clinical teams.
2. Engage parents/carers regularly to share progress and concerns.
3. Participate in professional development to maintain high standards and up-to-date practice.
4. Attend briefings, team meetings, case reviews as required.
5. Support engagement, rarely cover for absent tutor and teaching colleagues.

Wider Provision Contribution

1. Tutorial responsibilities (registration, wellbeing calls, ILP tracking).
2. Provide cover supervision where required and support school routines, enrichment, trips, and events.
3. Contribute to curriculum development, subject leadership, or whole-school projects as appropriate.

Safeguarding & Compliance

1. Uphold all safeguarding expectations and act promptly on concerns.
2. Follow GDPR, Health & Safety, and organisational policies at all times.

Alignment to The Inclusion Way

1. Teachers must actively model and embed Inclusion Education's relational, wellbeing-centred philosophy by:
2. Demonstrating empathy, consistency, boundaries, and unconditional positive regard.
3. Supporting learners' emotional and mental-health needs alongside academic learning.
4. Using the organisation's pedagogical principles across all interactions.

The successful candidate may be required to work across provisions, ensuring consistent standards and service.

The successful candidate may be required to undertake Midas training, Evac training and other professional training required for the role.

Diversity Statement

Inclusion Education recognises and values the enriching contribution which people from a range of backgrounds and experiences can bring to the life and development of the Organisation. We therefore aim to provide a service which, in its teaching, administration and support services, actively promotes equality of opportunity and freedom from discrimination on grounds of age, cultural background, disability, ethnicity, gender, religion or sexual orientation.

Health and Safety Statement

All employees have a responsibility to promote and maintain a safe and healthy working environment, by taking reasonable care of their own health and safety at work and the well-being of colleagues and students. Line managers have specific responsibility for the health and safety of the team for which they have general management responsibility.

Skills

Experience

• Ability to adapt teaching to a wide range of needs and starting points.
  essential
• Strong behaviour regulation and relational practice skills.
  essential
• Strong communication and teamwork skills.
  essential
• Effective planning, organisation, and assessment skills.
  essential
• Knowledge of current curriculum, assessment and safeguarding expectations.
  essential
• Knowledge of trauma-informed, restorative, and PACE/relational models.
• Knowledge of SEND, mental health needs, and trauma informed education.
• Experience of multi agency work or specialist intervention.
• Ability to lead a curriculum area. Ability to lead others.

Personal Attributes

• Ability to build compassionate, professional relationships with vulnerable young people.
  essential

Qualifications

• Qualified Teacher Status (QTS) or Post 16 recognised equivalent.
  essential
• Additional SEN qualifications or therapeutic training.
• Additional SEN qualifications or therapeutic training

Safeguarding Information

• The successful applicant is responsible for ensuring that all Inclusion Education's child protection and safeguarding policies are adhered to, and concerns are raised in accordance with these policies.
• This post is subject to an Enhanced DBS (Disclosure and Barring Service) (Disclosure and Barring Service) check, and safer recruitment pre-employment background checks (including overseas checks if applicable) prior to confirmation of appointment.
• It is an offence to apply for this role if you are barred from engaging in regulated activity relevant to children.