SEN Teacher to lead nurture room provision

🔒 Confidential Employer
Posted 21 April 2026
LOCATION
Birmingham
TYPE
Part-time
LEVEL
Entry-level
SALARY
£51,047 / year
CATEGORY
Education
This employer holds a UK Home Office sponsor license — sponsorship for this specific role is at the employer’s discretion

SKILLS

Patience Empathy Inclusive Education Kindness Adapt Teaching Resilience QTS Managing Challenging Behaviour

FULL DESCRIPTION

Job Details

SEN Teacher to lead nurture room provision

MPS – UPS3 - MPS - UPS3 ( £ 32,916 - £51,047) Dependant on experience

Start date 1st September 2026. (temporary in the first instance).

The role is as class teacher to a group of currently 5 pupils between the ages of Reception and Year 4.  All pupils within our recently established nurture room are pre-verbal with either a diagnosis of autism or awaiting assessment.

What We Offer:

  • Fantastic children who want to learn, with supportive parents who want the most for their children
  • Part-time role, 3 days a week.  School is flexible on working hours
  • Small class size (5 – 10 children) with a supportive team
  • High staff-to-pupil ratios
  • The chance to shape the nature of the provision and the learning environment with the opportunity to visit other settings
  • Ongoing professional development and SEN-specific training
  • Opportunities to work closely with multidisciplinary professionals, including weekly visits from SALT
  • A rewarding role where you can make a real difference every day

The person we are looking for:

Essentials:

  • Patience, empathy and a commitment to inclusive education
  • Kindness
  • Ability to adapt teaching
  • Resilience and a sense of humour
  • Qualified Teacher Status (QTS)

Desirable:​​​​​​​

  • Experience working with children with SEN, particularly autism
  • Experience managing challenging behaviour

Key Responsibilities

  • Plan and deliver differentiated, engaging learning
  • Implement EHCP targets and provision
  • Create a supportive classroom environment that promotes independence and emotional regulation.
  • Work collaboratively with teaching assistants to ensure high-quality support for all pupils
  • Monitor, assess, and report on pupil progress
  • Foster positive relationships with parents/carers, providing regular updates and guidance
  • Work closely with external professionals (e.g., speech and language therapists, educational psychologists)
  • Support pupils’ social, emotional, and behavioural development.
  • Ensure safeguarding and wellbeing of all pupils at all times. Informal visits to school are encouraged.
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