SEMH Teacher – Full-time, temporary to permanent from September 2026 This SEMH Teacher role offers the opportunity to work full time within a specialist post‑16 setting supporting learners with social, emotional, and mental health needs. The provision follows a primary‑style model, focusing on structure, consistency, and strong relationships to support engagement and progress. This role is well suited to a SEMH Teacher or a primary‑trained teacher who is passionate about inclusive education and supporting older learners through a nurturing, developmentally appropriate approach.
Duties as SEMH Teacher
- Plan and deliver structured, engaging lessons tailored to learners with SEMH needs
- Teach post‑16 students following a primary‑style model that supports routine and regulation
- Create a calm, predictable, and supportive learning environment
- Use positive behaviour and emotional regulation strategies consistently
- Adapt teaching approaches to meet individual learning and emotional needs
- Build strong, trusting relationships to support engagement and confidence
- Monitor and assess learner progress, adapting provision as required
- Work collaboratively with support staff, therapists, and wider teams
- Contribute to personalised support plans and intervention strategies
- Uphold safeguarding, welfare, and health and safety responsibilities at all times
Ideal SEMH Teacher
- Qualified Teacher Status or equivalent recognised teaching qualification
- Primary‑trained teachers are encouraged to apply
- Experience working with pupils or learners with SEMH needs
- Strong behaviour management and emotional support skills
- Calm, resilient, and flexible teaching approach
- Ability to adapt teaching for post‑16 learners using a primary‑style model
- Strong communication and relationship‑building skills
- Willingness to commit to a temporary role with the opportunity to become permanent
- Commitment to safeguarding and promoting the welfare of young people
Your salary (dependent on experience) will be paid weekly through PAYE.
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