Teacher

Trinity School; Carlisle; On-site; GBP 30,000 - 42,000; Full time

Job summary

Trinity School in Carlisle seeks an inspirational Class Teacher to lead a small KS3 group within our SEMH provision. You will plan and teach a cross-curricular timetable for core and foundation subjects with support from HLTA/LSA teams, focusing on academic progress and wellbeing in a nurturing, trauma-informed environment.

Experience in primary or nurturing settings is welcomed; QTS/QTLS is essential. The role emphasizes close collaboration with SENCOs, parents, and support staff to close gaps,

Qualifications

• QTS or QTLS is essential and suitable for primary-trained teachers moving to secondary nurture.
• Experience with SEMH, ASD, or challenging behaviours in mainstream, AP, or special schools.
• Ability to plan cross-curricular KS3 lessons and adapt to a nurture approach.
• Strong resilience, patience, and commitment to vulnerable learners.

Responsibilities

• Plan and deliver high-quality KS3 lessons across core and foundation subjects.
• Monitor LSA-led interventions and learning sessions.
• Develop and implement EHCP-aligned learning plans.
• Create a low-arousal, nurture-focused classroom using trauma-informed strategies.
• Track academic progress and emotional-regulation milestones.
• Collaborate with SENCO and pastoral teams for holistic support.
• Engage with parents and carers to support school life.

Skills

Nurture principles

Trauma-informed practices

De-escalation strategies

Emotional regulation

Adaptability

Education

Qualified Teacher Status (QTS) / QTLS

Job description

The Role We are seeking an inspirational, resilient, and highly adaptable Class Teacher to lead a small group of Key Stage 3 (KS3) students within our specialised Social, Emotional, and Mental Health (SEMH) provision. Applications are welcome from Primary school trained teachers. Unlike a mainstream secondary role focused on a single subject, this position operates much like a primary or nurture model. You will be the primary educator for a small cohort (typically 5-7 students), planning and teaching an adapted, cross‑curricular timetable spanning core and foundation subjects for your own lessons and for implementation by LSAs. Supported by a dedicated team of Higher Level Teaching Assistants (HLTAs) and Learning Support Assistants (LSAs), your focus will be on closing academic gaps while embedding robust emotional regulation and social skills. About Crosthwaite Crosthwaite provides a calm, structured, and supportive environment for students who require additional support to thrive. Class sizes are very small, allowing for close relationships, personalised learning, and a strong focus on both academic progress and wellbeing. Key Responsibilities

• Plan and deliver high-quality, creative, and scaffolded lessons across a thematic KS3 curriculum, containing core subjects (English, Maths, and Science) as part of a rich broad curriculum, are accessible and engaging.
• Plan and monitor LSA led interventions and learning sessions.
• Play a role in the development and Implementation of targeted learning plans that align with each pupil's Education, Health and Care Plan (EHCP) outcomes.
• Establish a predictable, low-arousal, and nurture-focused classroom environment using trauma-informed practices and positive behavioural strategies.
• Actively track, assess, and record both academic progress and emotional-regulation milestones using internal tracking frameworks.
• Collaborate closely with the school SENCO's, learning support and pastoral teams to ensure holistic support.
• Build strong, trusting partnerships with parents and carers to facilitate positive engagement with school life.

What We're Looking For

• Qualifications: Qualified Teacher Status (QTS / QTLS) is essential. Applications from primary-trained teachers looking to transition to secondary nurture settings, or secondary teachers with extensive nurture/SEND experience, are highly welcomed.
• Experience: Proven experience working with young people displaying complex SEMH needs, ASD (Autism Spectrum Disorder), or challenging behaviours within a mainstream base, alternative provision (AP), or special school.
• Skills: Strong understanding of nurture principles, de-escalation strategies and how trauma impacts adolescent brain development and learning. Ability and willingness to plan and teach in an adaptive and responsive manner in keeping with our ongoing whole school professional development.
• Attributes: Exceptional resilience, patience, a non-judgmental approach, and a genuine passion for unlocking the potential of vulnerable learners.

What We Offer

We offer a large comprehensive school environment combined with a small community feel and a dedicated, high-ratio LSA support within your classroom. There is regular CPD in a range of areas suitable to the needs identified.