Deadline: 21 November 2025 at 12pm (midday)
What skills and experience we’re looking for
Qualifications and training
Essential
- Qualified Teacher Status (QTS).
- Degree or equivalent qualification relevant to teaching.
- Evidence of recent and relevant continuing professional development (CPD).
- Knowledge of current educational legislation and statutory requirements related to teaching and learning, assessment, and safeguarding.
Desirable
- Further professional qualification in special educational needs (e.g., NASENCO or equivalent).
- Training in areas such as CPI, Trauma-Informed Practice, Communication and Interaction strategies (e.g., PECS, Makaton), or thrive.
- Postgraduate study in Education, Inclusion, or Leadership and Management.
- Experience or training in using assistive technology or specialist communication tools.
Experience
Essential:
- Successful experience of teaching pupils across a range of ages and abilities.
- Proven ability to plan, deliver, and evaluate high-quality, inclusive lessons.
- Experience of adapting teaching and learning for pupils with a variety of special educational needs and disabilities.
- Experience of assessing, recording, and reporting pupil progress in line with school and statutory requirements.
- Experience of working collaboratively within a team, including managing Teaching Assistants or support staff.
- Experience of engaging parents, carers, and other professionals to support pupil progress and wellbeing.
Desirable:
- Experience of teaching within a special school or inclusive setting.
- Experience of leading a subject area or contributing to curriculum development.
- Experience of implementing and reviewing individual education or behaviour support plans (IEPs/EHCPs).
- Experience of contributing to multi-agency meetings and Annual Reviews.
Skills and knowledge
Essential:
- Secure knowledge of the National Curriculum and/or adapted curricula for pupils with additional learning needs.
- Strong understanding of child development, differentiation, and personalised learning approaches.
- Ability to use assessment effectively to inform planning and target setting.
- Knowledge of effective behaviour management strategies, including positive handling and restorative approaches.
- Ability to use data to monitor progress and inform teaching.
- Excellent communication and interpersonal skills, with the ability to build positive relationships with pupils, families, and colleagues.
- Strong organisational, time management, and record-keeping skills.
- Awareness of safeguarding procedures and commitment to promoting the welfare of all pupils.
Desirable:
- Knowledge of current educational research and evidence-based practice in SEND and inclusive education.
- Understanding of sensory and therapeutic approaches to learning.
- Competence in the use of digital learning tools and assistive technologies.
- Ability to contribute to whole-school improvement and curriculum innovation
Personal qualities
Essential:
- A commitment to inclusion, equality, and the rights of every child to access quality education.
- Empathetic, patient, and resilient, with a nurturing approach to supporting pupils with additional needs.
- Positive, reflective, and solution-focused attitude.
- High expectations of self and others, with a commitment to professional growth.
- Flexible, adaptable, and able to respond effectively to change.
- Reliable, punctual, and able to manage workload under pressure.
- Demonstrates integrity, professionalism, and discretion at all times.
- Enthusiastic and passionate about teaching and learning.
Desirable:
- Creative and innovative approach to problem-solving and curriculum delivery.
- Willingness to take on additional responsibilities or areas of leadership.
- Commitment to collaborative working within and beyond the school community.
What the school offers its staff
At Barrs Court, you’ll join a caring, collaborative community that values professional growth, wellbeing, and innovation.
We offer excellent facilities, supportive leadership, and opportunities for professional development through Accordia
Academies Trust
Further information about the job
The candidate will be required to undergo a full enhanced DBS check and must be eligible to work in the UK.
Skilled Worker visas can be sponsored.
If you’re interested in teaching or training to teach in England as an international citizen, we can help you understand your next steps.
The postholder will be expected to:
- Teach pupils across all age ranges and with a variety of special educational needs, delivering engaging and differentiated learning experiences in line with the school’s adapted National Curriculum (Entitlement Curriculum).
- Plan, implement, and evaluate high-quality teaching, learning, and interventions to meet individual pupil needs.
- Assess, record, and report on pupil progress, attainment, and achievements in accordance with school policy and statutory requirements.
- Take responsibility for a designated class, including pastoral care, behaviour management, and wellbeing.
- Lead and manage a team of Teaching Assistants and support staff to ensure effective support for pupil learning and development.
- Liaise and collaborate with parents, carers, and multi-agency professionals to support pupil progress and welfare.
- Promote equality, inclusion, and diversity within all aspects of school life.
- Safeguard and promote the welfare of all pupils, adhering to statutory and school safeguarding procedures.
- Contribute to whole-school development, curriculum improvement, and the wider organisation of the school.
- Maintain accurate planning and assessment records, prepare reports (including IEPs, EHCPs, and Behaviour Plans), and set appropriate learning targets.
- Ensure the safe organisation and supervision of pupils during lessons, activities, and educational visits.
- Participate in staff meetings, professional development, and school initiatives to support continuous improvement.
- Take responsibility for pupils’ health and safety, reporting any concerns to the Headteacher.
- Undertake any other reasonable duties as directed by the Headteacher to support the effective operation of the school.
Organisational Information:
Responsible to:
The Board of Trustees, Executive Headteacher and Headteacher and Senior Leaders.
Responsible for:
General Professional Duties and Responsibilities
The post holder is required to carry out, under the reasonable direction of the Heads of the School and College, the professional duties of a teacher which are set out in the relevant paragraphs of the School Teachers Pay and Conditions Document and any subsequent amendments.
Functional links with:
All colleagues in the school/college team; professionals from other agencies, in particular, social care; parents/carers and significant family members; other school settings.
Main Accountabilities and Main Responsibilities:
1. Set High Expectations to Inspire, Motivate, and Challenge Pupils
1.1 Establish a positive, nurturing, and inclusive classroom culture that promotes respect, independence, and high aspirations.
1.2 Set ambitious yet achievable expectations for all pupils, including those with a range of special educational needs.
1.3 Demonstrate a commitment to raising achievement through consistent, high-quality teaching and support.
1.4 Promote pupils’ self-esteem and confidence by celebrating effort, progress, and success
2. Promote Good Progress and Outcomes by Pupils
2.1 Be accountable for pupils’ attainment, progress, and outcomes within the class.
2.2 Plan learning that builds on prior knowledge and helps pupils to develop and apply new skills.
2.3 Use assessment information effectively to set challenging learning targets and monitor pupil progress.
2.4 Support pupils in reflecting on their learning and identifying next steps for improvement.
3. Demonstrate Good Subject and Curriculum Knowledge
3.1 Deliver engaging and relevant lessons based on the school’s adapted National Curriculum (Entitlement Curriculum).
3.2 Show secure subject knowledge across core and foundation areas, ensuring progression for all pupils.
3.3 Plan and deliver appropriate interventions to meet individual needs, guided by IEPs and EHCPs.
3.4 Keep up to date with developments in education and best practice, particularly in relation to SEND.
4. Plan and Teach Well-Structured Lessons
4.1 Design coherent, creative, and well-sequenced lessons that support knowledge and skills over time.
4.2 Plan effectively to meet pupils’ varying needs, ensuring lessons are inclusive, engaging, and purposeful.
4.3 Maintain accurate planning and assessment records as directed by the Headteacher.
4.4 Contribute to curriculum development and school improvement through participation in planning and evaluation meetings.
5. Adapt Teaching to Respond to the Strengths and Needs of All Pupils
5.1 Differentiate teaching and learning activities to ensure accessibility for all pupils, including those with complex needs.
5.2 Implement strategies to support communication, sensory, physical, and emotional needs effectively.
5.3 Liaise with multi-agency professionals to ensure a coordinated approach to individual support.
5.4 Use personalised targets and interventions to address barriers to learning and promote progress.
6. Make Accurate and Productive Use of Assessment
6.1 Assess, record, and report on pupils’ attainment and progress in line with school policy and statutory requirements.
6.2 Use formative and summative assessments to inform next steps in learning.
6.3 Provide clear, constructive feedback to pupils, parents, and carers.
6.4 Prepare reports and documentation, including IEPs, Behaviour Plans, Annual Reviews, and end-of-year summaries.
7. Manage Behaviour Effectively to Ensure a Good and Safe Learning Environment
7.1 Establish clear expectations and routines that promote positive behaviour and mutual respect.
7.2 Implement the school’s Behaviour Policy consistently and develop individual behaviour plans where appropriate.
7.3 Manage incidents calmly and effectively, supporting pupils to regulate and reflect on their behaviour.
7.4 Create a safe, structured, and supportive learning environment in which all pupils can thrive.
8. Fulfil Wider Professional Responsibilities
8.1 Lead and manage a class team of Teaching Assistants and support staff effectively.
8.2 Collaborate closely with colleagues, parents, carers, and external professionals to support pupil wellbeing and learning.
8.3 Contribute to the wider life of the school through participation in events, activities, and enrichment opportunities.
8.4 Support whole-school development, improvement initiatives, and curriculum innovation.
8.5 Take responsibility for personal professional development and share best practice with others.
8.6 Ensure effective use of classroom resources to support teaching and learning.
9. Personal and Professional Conduct
- Uphold public trust in the teaching profession by maintaining high standards of ethics, integrity, and professionalism.
- Demonstrate commitment to equality, diversity, and inclusion in all aspects of school life.
- Promote and safeguard the welfare of all pupils, following statutory guidance and school safeguarding procedures.
- Take responsibility for pupils’ health, safety, and wellbeing both in school and during educational visits or offsite activities.
- Maintain confidentiality, professionalism, and respect in all interactions with pupils, colleagues, and families.