Primary Teacher

Primary Teacher

Cambian New Elizabethan School, Kidderminster

40 hours per week, term time

Salary up to £42,000 DOE per annum

Are you ready to make a real difference? Cambian New Elizabethan School, an Ofsted graded Strong School, is looking for a passionate and creative Primary teacher to join our small, specialist team, in our unique SEND setting.

We are a supportive, collaborative school with 50 pupils, where every member of staff can make a significant impact. You’ll lead, plan and deliver continuous provision to a Primary class, adapt curriculum and assessments for a diverse range of needs (including Cognition and Learning, ASC), and work alongside therapists and multidisciplinary teams to support each pupil’s progress.

Purpose of the Role

The Primary Teacher will deliver high-quality, differentiated teaching and learning to pupils using a continuous provision approach that promotes independence, curiosity, and engagement. The successful candidate will have a deep understanding of child-centred pedagogy, sensory regulation, and adaptive teaching, ensuring that every pupil can access learning at their own pace and level.

This role requires creativity, flexibility, and a commitment to inclusive practice within a specialist setting. The teacher will work collaboratively with colleagues, therapists, and families to ensure that each pupil’s academic, social, and emotional needs are met holistically.

Key Responsibilities

• Plan, deliver, and evaluate engaging lessons that meet the diverse needs of all pupils following the school’s curriculum and assessment frameworks.
• Implement continuous provision approaches that encourage exploration, independence, and self-regulation, adapting the environment to support sensory and communication needs.
• Use a range of strategies to support communication, including visual supports, structured routines, and alternative communication systems where appropriate.
• Create a safe, structured, and stimulating learning environment that supports both academic and personal growth.
• Adapt teaching methods and resources to ensure accessibility for all learners
• Integrate therapeutic and social learning opportunities into daily teaching practice.
• Promote positive behaviour through proactive strategies, emotional coaching, and restorative approaches.
• Apply the school’s Assessment and Marking Policy to monitor, record, and evaluate pupil progress effectively.
• Use formative and summative assessment to inform planning, set targets, and identify next steps in learning.
• Contribute to the development and review of Individual Education Plans (IEPs) and Education, Health and Care Plans (EHCPs).
• Provide constructive feedback to pupils that promotes reflection, motivation, and self-improvement.
• Support pupils in developing emotional regulation, resilience, and positive relationships.
• Implement individual behaviour support plans and contribute to the school’s positive behaviour policy.
• Work collaboratively with the care and therapy teams to ensure a holistic approach to pupil wellbeing.
• Promote a culture of respect, inclusion, and mutual understanding within the classroom.
• Work closely with teaching assistants, therapists, and other professionals to deliver coordinated support for each pupil.
• Communicate effectively with parents/carers, providing regular updates on progress, achievements, and next steps.
• Engage in continuous professional development, particularly in areas related to SEND, and continuous provision.
• Uphold the school’s safeguarding, equality, and health and safety policies at all times.

Person Specification

• Essential Qualifications and Experience
• Qualified Teacher Status (QTS) or equivalent.
• Proven experience teaching in a primary setting, ideally within a specialist or inclusive environment.
• Strong understanding of continuous provision and its application beyond the Early Years phase.
• Experience working with pupils with ASD, or other additional needs.
• Demonstrated ability to use assessment strategies effectively.
• Excellent classroom management and differentiation skills.

Desirable

• Additional qualifications or training in autism education, SEND, or therapeutic approaches (e.g., TEACCH, PECS, Zones of Regulation).
• Experience using alternative communication systems and sensory integration strategies.
• Familiarity with specialist assessment tools and frameworks used in SEN