This is an exciting opportunity for a skilled, reflective and relational teacher to help develop a new Trauma Informed Pathway within a therapeutic base at Elms School.
The pathway will support a small group of approximately 6–8 pupils who require a highly personalised approach to their education and SEMH development. This is not a standard teaching post. It is an opportunity to help build a new provision for pupils who need learning, regulation and intervention to be carefully planned around them.
The successful teacher will lead the education offer within the pathway. They will work directly with pupils and alongside practitioners to ensure that learning, regulation, intervention and personal development are connected. This will include delivering direct teaching, supporting pupils to access learning, contributing to SEMH intervention planning, and helping pupils make progress towards their individual outcomes.
Being trained as a Trauma Informed Practitioner, or being willing to begin this training on commencement of post, is an essential requirement.
For an experienced UPS teacher, the role also provides an opportunity to contribute to wider school development. This may include supporting additional provision, sharing trauma-informed and relational practice, contributing to staff understanding, and helping to strengthen consistency across the school.
At Elms, our work is underpinned by The Elms Approach. We believe pupils learn best when they feel safe, valued and understood, and that behaviour is a form of communication. Our approach is based on predictable responses, positive relationships, consistent routines, thoughtful adjustments and professional reflection.
What we expect
- Be an excellent classroom practitioner with a strong understanding of SEMH needs.
- Be trained as a Trauma Informed Practitioner, or willing to begin this training on commencement of post.
- Understand trauma-informed practice, nurture and relational approaches.
- Plan and deliver learning for pupils who may have experienced significant barriers to education.
- Work closely with practitioners to connect education, intervention and SEMH development.
- Help develop personalised provision within the pathway.
- Contribute to wider school practice and development.
- Use calm, consistent and reflective practice in line with the Elms Approach.
- Be committed to inclusion, safeguarding and helping pupils rebuild trust in learning.
What we offer
- The opportunity to help develop a new therapeutic base and Trauma Informed Pathway.
- A small, carefully planned provision with approximately 6–8 pupils.
- A wider development opportunity for a UPS teacher who wants to have whole-school impact.
- Support to undertake Trauma Informed Practitioner training where this has not already been completed.
- A school-wide approach that supports consistency, nurture and relational practice.
- Supportive leadership and a committed team who understand that positive relationships are the foundation for learning.
This is a significant opportunity for a teacher who wants to make a lasting difference to pupils who need something more personalised, relational and carefully planned, while also contributing to wider school improvement.
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