Pay MPS1-6

Ref SENKS2RVKB

Posted Tuesday 20th Aug 2024

Start Date Sunday 1st Sep 2024

Close Date Saturday 31st Aug 2024 (closed)

Key Stage Key stage 2


Job Description

We are recruiting for a SEND school who need an amazing teacher who is passionate about working with students with diverse needs.

It is our belief that all students should have the opportunity to make progress and to do this they need to feel safe and secure. The school provides a holistic, child centred approach. Our provision includes a therapy team of SaLT, OT and Emotional Wellbeing specialists who work closely with the rest of the school to create a caring and nurturing environment.

We can offer you:

• A small class – typically 6 – no more than 10.

• At least one TA (students needing 1:1 support will have an additional TA)

• Reduced marking and no SATs!

Working in a listed building!

• The flexibility of a more tailored and creative curriculum

• Pay in line with National Main Pay Scales

• A strong and supportive leadership team that care about student and staff wellbeing

• An ‘Employee Assistance Programme’ membership entitling you to Home Life Support, Work Life Assistance, Physical and Emotional Health Support and Wellbeing support resources including mini health checks.

• Strong support for your further professional development

• Sickness benefits.

We require you to:

• Be passionate about students’ learning and development

• Be a great team player with a positive outlook

• Be an excellent classroom practitioner; understanding the importance of developing the whole student.

If you are ready to step off the mainstream treadmill, if you are ready to join a school that is focussed on improving outcomes for students and are looking for an exciting opportunity to have a real impact in a nurturing environment, then this could be the job for you.

Applicants are strongly advised to apply early for this post as we reserve the right to close a vacancy prior to the closing date if a high number of applications have been received.

 


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