SEN Class Teacher; Sensory and Communication

: 001215

The Trustees are looking to recruit to the post of Sensory and Communication Route SEN Teacher (Two posts available)

Qualified / Unqualified

Samuel Laycock School

Ashton Under Lyne

Pay dependant on qualification and experience

SEN Allowance

Commencing April 2026

At Samuel Laycock School we are constantly striving to create the best learning opportunities for every pupil. We aim to provide a specialist, high quality, relevant and balanced education for pupils aged 11‑16 who have moderate learning difficulties, autistic spectrum condition and severe learning difficulties. We also tailor the learning experiences for individual pupils’ social and emotional development and communication needs.

All children and young people at Samuel Laycock School have an Education Health and Care Plan. You can view our school’s website here.

Samuel Laycock is delighted to be part of the New Bridge Multi Academy Trust (MAT) having joined on 1st April 2022. The Trust is a growing family of schools catering for young people aged 4 to 19 with an EHCP currently in the local authorities of Oldham, Tameside, Manchester and Rochdale. Samuel Laycock was visited by Ofsted inspectors in October 2024.

The school was graded as ‘Outstanding’ in most areas. You can view our latest Ofsted report here.

The Trustees and Governors are looking to appoint two enthusiastic and motivated practitioners to join our dynamic, growing and committed staff team in the following area :

SEN Teacher Sensory & Communication Route (two roles available) :

The Sensory Route provides a consistent approach for learners with a variety of complex needs including autism and Down’s syndrome. A variety of strategies are used to support access to learning including multi‑sensory teaching, TEAACH, Attention Autism and learning opportunities through a continuous provision approach.

The Communication Route provides a consistent environment for pupils with a diagnosis of autism and associated complex needs placing individual communication needs at the forefront of everything. The main focus in the pathway is to develop social interaction and communication skills, self and sensory regulation skills.

Both the Sensory and Communication Routes follow a static model with lessons delivered around a thematic approach to engage children with learning and to support them to make links between different subject areas. Class teachers maintain a high focus on EHCP outcomes and deliver the majority of subjects to their tutor group. Some enrichment subjects such as PE, Forest School and Performing Arts may be delivered by specialist teachers.

Some pupils may have My Plans with strategies to support proactive interventions to successfully support emotional regulation. All staff in the department should be Team Teach trained but will only use restrictive physical intervention as an absolute last resort.

• Be excellent practitioners with the creativeness, commitment and motivation to inspire pupils’ learning and development
• Have a breadth of experience teaching all subjects in a primary model, using innovative technology to enhance learning when appropriate
• Have high expectations of young people, and a commitment to raising standards of attainment to ensure that they can achieve their full educational potential
• Have experience of enhancement of pupil progress gains and raising attainment and achievement levels of all pupils
• Have experience of implementing SEN friendly strategies to support pupil engagement with and enthusiasm for learning e.g. TEACCH, SCERTS, Attention Autism, Colourful semantics, Six bricks, Sing & Sign
• Be able to demonstrate a commitment to continuous improvement and innovation through imaginative and differentiated lessons which meet individual needs
• Have experience of current assessment practices and the use of data and pupil progress tracking to ensure that all groups of learners achieve
• Possess the emotional and physical resilience necessary when working with young people with a range of complex needs
• Be able to build positive relationships with the class group, ensuring consistency and continuity on a daily basis.
• Have the ability to foster good…