SEN Teacher - KS1​/KS2

To provide high-quality, individualised teaching to pupils with complex SEND, supporting progress across communication, emotional regulation, cognitive development and independence, in line with OS' therapeutic and curriculum frameworks. Our Curriculum Approach At OS, teaching is highly individualised and structured around developmental stages rather than age or year group. Pupils progress through phases of learning that focus on sensory engagement, early functional skills, academic confidence, and preparation for adulthood.

This is supported through a personalised curriculum, adapted from a range of sources and designed to meet EHCP outcomes. The curriculum includes core subjects (English, Maths, Science, PSHE/RSE) and a broad enrichment offer. It is delivered through:

• Integrated therapeutic practice (SaLT, OT, Play Therapy)
• Key frameworks such as Zones of Regulation and Attention Autism
• Total communication environments (AAC, PECS, visuals)
• Adaptive planning and progress tracking using B-Squared assessment frameworks and other recognised tools, Planning, Teaching and Class Management
• Deliver engaging, multi-sensory and therapeutic lessons using OS' bespoke curriculum framework
• Create communication-rich classrooms using AAC, PECS, Makaton, and other visual supports
• Embed structured teaching strategies including TEACCH, Attention Autism, and sensory integration
• Collaborate with support staff to deliver consistent routines and high-quality interventions
• Use real-life contexts and adaptive approaches to develop early literacy, numeracy, and topic-based learning
• Encourage pupils to take a responsible and active role in their own learning and development
Assessment, Recording and Reporting
• Track and record pupil progress using B-Squared and other external or school-approved assessment tools aligned to EHCP outcomes
• Provide evidence of learning through observations, photos, work samples, and narrative reports
• Contribute to Annual Reviews, parent updates, and multi-agency planning
• Regularly adapt teaching and targets based on assessment and therapeutic input
• Support moderation activities and contribute to collaborative curriculum planning
Safeguarding and Wellbeing
• Follow OS' safeguarding policies and procedures at all times
• Promote emotional safety through consistent routines, regulation strategies, and trauma-informed practice
• Take responsibility for promoting pupils' spiritual, moral, social, and cultural development, including British Values
• Monitor attendance, engagement, and wellbeing, and liaise with relevant staff where concerns arise
Professional Responsibilities
• Demonstrate a secure understanding of each pupil's EHCP and ensure planning, delivery, and assessment reflect identified outcomes
• Maintain awareness of the SEND Code of Practice and implement its principles
• Work as part of a multi-disciplinary team to embed therapy targets and promote joined-up provision
• Liaise with therapists and external professionals to support holistic progress
• Engage in reflective practice and CPD, including therapeutic and curriculum-specific training
• Participate in observations, coaching, peer support, and development planning
• Promote The Oaklands Way in all aspects of teaching and teamwork
• Uphold professional conduct and model school values at all times

This job description may be amended at any time following discussion with the postholder and will be reviewed annually.

We are looking for a dedicated SEN Teacher with experience in early years or primary special education to support learners at early developmental stages and those beginning to access subject-specific learning. You will guide pupils in building communication, emotional regulation, and early functional skills using a highly personalised approach aligned with their EHCP outcomes. Pupil Profile and Experience Required This role may involve teaching pupils who are minimally verbal or non-speaking, with complex Autism (ASC) and significant Speech, Language and Communication Needs (SLCN).

Pupils are often working at early developmental levels and require consistent, structured, and highly supported environments to engage in learning. Previous experience working with pupils with this profile is desirable but not essential. However, a strong willingness to learn, develop, and engage with specialist approaches is essential. Full training and support will be provided, including in total communication approaches (e.g. AAC, PECS, Makaton), communication development, and emotional regulation strategies.

At…