Teacher, Special Needs ​/ Learning Disabilities

Skills and Attributes

• Commitment to inclusive education and ensuring all pupils can achieve success.
• Ability to build positive, respectful relationships with pupils, families, and colleagues.
• Strong classroom management skills and the ability to create a safe, nurturing learning environment.
• High expectations for pupil achievement, behaviour, and attendance.
• Excellent communication and interpersonal skills.
• Ability to adapt teaching approaches to meet the needs of diverse learners.
• Strong organisational and time‑management skills.
• Ability to work effectively as part of a team and contribute to the wider life of the school.
• Reflective practitioner committed to continuous professional development.
• Resilience, flexibility, and a positive attitude.

• Ability to plan and deliver engaging, high-quality lessons that promote progress for all pupils.
• Good understanding of the National Curriculum and effective assessment practices.
• Ability to use formative and summative assessment to inform teaching.
• Experience of using adaptive teaching strategies to meet varying learning needs.
• Ability to create an inclusive classroom where pupils feel valued and supported.
• Understanding of effective behaviour management strategies.
• Ability to use educational technology to support learning where appropriate.

• Commitment to meeting the needs of pupils with Special Educational Needs and Disabilities (SEND).
• Experience of adapting learning activities and resources for pupils with additional needs.
• Understanding of Education, Health and Care Plans (EHCPs) and graduated support approaches.
• Ability to work collaboratively with teaching assistants and external agencies.
• Knowledge of strategies to support pupils with communication, social, emotional, mental health, and learning needs.
• Commitment to promoting equality, diversity, and inclusion.

• Understanding of safeguarding responsibilities and child protection procedures.
• Commitment to promoting pupil wellbeing and emotional development.
• Ability to identify and respond appropriately to concerns regarding pupil welfare.
• Understanding of the importance of attendance and early intervention.

• Qualified Teacher Status (QTS).
• Successful teaching experience within a primary school setting (including placements for ECTs/early career teachers).
• Experience of planning, teaching, and assessing learning across the primary curriculum.
• Experience of working with pupils from a range of backgrounds and abilities.
• Experience of collaborating with parents and carers to support pupil progress.
• Experience of working effectively with support staff.
• Evidence of contributing to whole‑school initiatives or wider school life.

• Experience of teaching across more than one primary key stage.
• Experience of supporting pupils with SEND, EAL, or SEMH needs.
• Knowledge of trauma‑informed or nurture‑based approaches.
• Experience of leading or contributing to a curriculum area.
• Experience of using interventions to accelerate pupil progress.
• Experience of working in a culturally diverse and inclusive school community.