Specialist Teacher – Specialist Resource Provision (SRP)

What skills and experience we're looking for

Person Specification

Essential Qualifications & Experience

• Qualified Teacher Status (QTS).
• Experience working with pupils with SEND, particularly autism and social communication needs.
• Strong understanding of emotional regulation, sensory processing and inclusive teaching approaches.
• Ability to create structured, nurturing and engaging learning environments.
• Excellent communication and teamwork skills.
• Commitment to safeguarding and promoting the welfare of children.

Desirable

• Experience working within a specialist provision.
• Knowledge or training in approaches such as SCERTS.
• Experience working collaboratively with therapists and external agencies.

What the school offers its staff

We offer a warm and welcoming school community at the heart of a diverse and vibrant area. Our staff team is supportive and collaborative, our parents and governors are engaged and encouraging, and our pupils are kind, respectful and eager to achieve their potential.

We are also committed to the professional development of staff and there in an opportunity to engage in further roles for development across the federation.

Further details about the role

Role Overview

We are seeking to recruit a dedicated and passionate Specialist Teacher for our recently established Specialist Resource Provision (SRP). The successful candidate will have a strong commitment to inclusive education and supporting pupils with Special Educational Needs and/or Disabilities (SEND), particularly those who experience challenges with social communication, emotional regulation and sensory processing differences.

This is an exciting opportunity to make a meaningful difference in the lives of children by creating a nurturing, structured and engaging learning environment where pupils feel safe, valued and empowered to succeed. The successful candidate will bring creativity, initiative and compassion to their teaching practice and will work collaboratively to ensure pupils develop the social, emotional and academic skills needed to live happy and fulfilling lives as independently as possible.

In return, we offer a warm and welcoming school community at the heart of a diverse and vibrant area. Our staff team is supportive and collaborative, our parents and governors are engaged and encouraging, and our pupils are kind, respectful and eager to achieve their potential.

Key Responsibilities

Teaching and Learning

• Plan and deliver engaging activities based on an adapted curriculum tailored to pupils’ individual strengths, interests and developmental needs.
• Provide a structured and predictable learning environment with clear boundaries and routines that promote emotional regulation and a sense of safety.
• Use creative and innovative approaches to maximize pupil engagement, motivation and participation.
• Support pupils within mainstream link classes through differentiation, targeted interventions and inclusive practice.
• Facilitate positive peer interactions and encourage social development within the classroom, playground and wider school environment.
• Promote a love of learning and create shared social experiences that develop pupils’ confidence and group learning skills.

Communication and Inclusion

• Use appropriate communication strategies to support pupils at different stages of language development.
• Implement visual supports and communication aids to promote understanding, reduce anxiety and encourage independence.
• Promote the inclusion of autistic pupils and pupils with SEND across the mainstream school environment.
• Develop strong partnerships with link teachers and support staff to ensure consistent approaches and effective provision.

Pupil Wellbeing and Behaviour Support

• Develop an in-depth understanding of each pupil’s individual profile, sensory needs and emotional regulation strategies.
• Create responsive learning environments that support regulation and proactively de-escalate potential dysregulation.
• Implement agreed interventions in line with the school’s Behaviour and Wellbeing Policy to ensure the safety and wellbeing of pupils, staff and the learning environment.
• Maintain up-to-date child-centred documentation, including Emotional Regulation Support Plans and relevant assessment records.

Assessment and Record Keeping

• Monitor, assess and record pupil progress through formative and summative assessment procedures.
• Maintain accurate records in line with school policies, including marking, assessment and safeguarding documentation such as CPOMS.
• Share progress, concerns and next steps collaboratively with colleagues to inform future planning and provision.

Partnership Working

• Build positive relationships with parents, carers and external professionals involved in pupils’ education and care, including Speech and Language Therapists and Occupational Therapists.
• Lead educational visits and community-based learning opportunities, ensuring appropriate risk assessments and safeguarding procedures are followed.
• Attend staff meetings, professional development sessions and relevant training opportunities, including specialist SEND training such as SCERTS.

Professional Responsibilities

• Work under the direction of the Head of School and SENCO.
• Maintain an up-to-date understanding of current developments in neurodiversity and inclusive education.
• Read, understand and adhere to all relevant school policies, including Safeguarding, SEND, Behaviour and Wellbeing.
• Maintain confidentiality regarding all information obtained through the school.

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.