SEN Teacher

Primary Teacher

SEMH Teacher/SEN Teacher

SEMH Specialist School

Barking & Dagenham

September 2026

Are you a primary teacher looking to make a meaningful impact and difference? Do you like the sound of working with vulnerable young people who are in need of a strong, positive role model?

We are a small, nurturing independent provision in Barking & Dagenham that supports primary and secondary students who are unable to attend mainstream schooling due to significant Social, Emotional and Mental Health (SEMH) needs.

They are seeking a primary teacher (SEMH teacher/SEN teacher) to join their team from September 2026.

The role:

• You will be teaching a KS2 class
• Small class (4-5 students)
• There are behaviour mentors in the class for support
• The role is full-time
• 1pm finish on a Friday
• The school is located close to Becontree station (District Line)
• Parking available
• 1-year fixed-term contract, potential for permanency from there (or earlier, by negotiation)

Why work as a primary teacher/SEMH Teacher/SEN Teacher?

• Have the opportunity to support incredibly vulnerable young people and genuinely transform children’s lives.
• Have complete freedom and opportunity for creativity regarding teaching and learning.
• Teaching such a small class allows for a highly personalised approach.
• Get the chance to watch children who have been previously disengaged from education make progress they never thought they would make.
• Develop specialist skills in trauma-informed practice, emotional regulation and therapeutic approaches.
• Get to work with a multidisciplinary team that brings a broad skill set.
• Celebrate progress that extends far beyond the classroom, helping students build confidence, resilience and self-esteem.

About you:

• Must have QTS
• Must have experience as a primary teacher, ideally as an SEMH teacher/SEN teacher
• Must have or be willing to develop expertise in SEMH, trauma-informed practice and attachment-aware approaches.
• Must be calm, resilient and solution-focused in challenging situations.
• Must have high expectations, while acknowledging individual barriers to learning.
• Must be able to personalise learning to meet diverse needs.
• Must have strong behaviour management skills centred on understanding and support rather than punishment.

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