Special Needs Teacher Primary – Alternate Pathways (Form G)

Special Needs Teacher Primary – Alternate Pathways (Form G)

Kings’ School Nad Al Sheba is inviting applications for a driven and passionate Primary Special Needs Teacher – Alternative Pathways (Form G) to join our growing department in August 2024 setting high expectations for pupils within a bespoke classroom within a mainstream school. You will create a nurturing and safe space for children with additional needs to thrive at their own pace using a variety of communication and regulation strategies. Children will follow the National Curriculum alongside ASDAN and be taught through a functional and hands on approach with bespoke and individualised targets. You will lead two learning support assistants to provide appropriate support to the pupils in your class ensuring a high-quality education.

Kings’ School Nad Al Sheba believes in achieving the Best by Every Child. We provide world class opportunities inside and outside the classroom that allow all students to succeed and thrive, both now and in the future. Success will look different for different students. In our inclusive school, achieving Results the Right Way means that all students have their academic, pastoral and extra-curricular needs met and potential maximised.   

Ultimately, we know that we are educating the future leaders of our world. Consequently, we aim to foster the values that will generate young people ready to make a positive impact on the world around them. 

Essential Qualifications & Experience

• Hold bachelor’s degree relevant to the teaching subject, preferably in Special Needs Education 
• Hold Qualified Teacher Status (QTS), PGCE or equivalent.
• Previous special needs (ASD/SEMH) classroom teaching experience - minimum 2 years
• Have experience working in secondary settings
• Experienced in the use of Makaton (desirable but not essential)
• Ability to adapt curriculums to meet the needs of the individual child
• Ability to deliver creative learning activities
• Ability to create Individual Education Plans
• A clear personal philosophy of Education
• Effective interpersonal and communication skills
• An understanding of how best to support and remove the barriers to learning for children with Social, Emotional and communication challenges  
• Ability to understand and interpret the root causes of a range of challenging behaviours and to implement effective behaviour management strategies
• An excellent understanding of how to teach the National Curriculum with a hands on and functional approach
• Commitment to inclusive education that meets the needs of the individual child

Job Responsibilities

• To work alongside a multidisciplinary team including: Speech and Language Therapist, Behaviour Therapist and Occupational Therapist
• To provide purposeful and meaningful learning opportunities for children with barriers to learning through the National Curriculum, ASDAN and SCERTS Framework
• To produce an engaging environment that is creative and promotes the advancement of communication, language and behaviour regulation.
• To provide assessment of pupils and to track progress through the use of the SCERTS framework and B-Squared
• To produce IEP goals alongside relevant therapists and team members which work towards removing the barriers to learning and promote inclusion.
• To have up to date knowledge with regards to the implementation of learning strategies, resources and current inclusive practise.
• To liaise with the Primary teachers, inclusion team, SENCO and pathways leader to work towards best practice and inclusive opportunities for all pupils
• To work alongside parents to ensure a mutual sharing of techniques and knowledge of pupils

Other Qualities

• A deep and passionate commitment to the values and ethos of Kings’ Education
• The ability to motivate, enthuse and engage with children and adults
• Energy, vigour, perseverance, stamina and resilience
• A demonstrable commitment to a robust culture of high expectations and quality care
• The ability to challenge and improve performance
• A “Can do” attitude
• A passionate drive to continue to research and develop practise in SEND and Inclusive education