Special Educational Needs Teacher Primary – ASD specialist classroom

Special Educational Needs Teacher Primary – ASD specialist classroom

Kings’ School Nad Al Sheba is inviting applications for a driven and passionate Special Educational Needs Teacher from August 2024 to join our growing department setting high expectations for pupils within a bespoke classroom. You will produce a language rich and exciting environment for pupils to make progress with a high focus on communication and interaction skills, social skills, and emotional regulation. You will lead two learning support assistants to provide appropriate support to the pupils in your class.

Kings’ School Nad Al Sheba believes in achieving the Best by Every Child. We provide world class opportunities inside and outside the classroom that allow all students to succeed and thrive, both now and in the future. Success will look different for different students. In our inclusive school, achieving Results the Right Way means that all students have their academic, pastoral and extra-curricular needs met and potential maximised.  

Ultimately, we know that we are educating the future leaders of our world. Consequently, we aim to foster the values that will generate young people ready to make a positive impact on the world around them. 

Essential Qualifications & Experience

• Hold bachelor’s degree relevant to the teaching subject, preferably in Special Needs Education  
• Hold Qualified Teacher Status (QTS), PGCE or equivalent. 
• Previous special needs classroom teaching experience - minimum 2 years
• Experience in managing a classroom and leading a small team of assistants
• Experience teaching students with Autism, Learning difficulties and significant communication difficulties. 
• Experienced in the use of TEACCH, PECS, Proloquo2go, Colourful semantics, and Makaton
• Ability to adapt curriculums to meet the needs of the individual child
• Ability to create a structured learning environment
• Ability to deliver creative learning activities and differentiate to individual needs
• Ability to create Individual Education Plans
• A clear personal philosophy of education
• Effective interpersonal and communication skills
• An understanding of how best to support and remove the barriers to learning for children with Social Communication Difficulties 
• Ability to understand and interpret the root causes of a range of challenging behaviours and to implement effective behaviour management strategies
• An excellent understanding of how to teach the acquisition of early Language and mathematical skills
• Commitment to inclusive education that meets the needs of the individual child
• Experienced in delivering and assessing ASDAN modules and Entry Level qualifications.

Job Responsibilities

• To work alongside a multidisciplinary team including: Speech and Language Therapist, Behaviour Therapist and Occupational Therapist
• To provide purposeful and meaningful learning opportunities for children with learning difficulties using documents such as Pre-Key Stage Standards, Equals, SCERTS profile, PECS and ASDAN
• To produce a structured and engaging environment that is creative and promotes the advancement of language acquisition, alongside supporting progress towards EOY NC statements/objectives
• To provide assessment of pupils and to track progress
• To produce IEP goals alongside relevant therapists and team members to work towards removing the barriers to learning and inclusion
• To have up to date knowledge with regards to the implementation of learning strategies, resources and current inclusive practise
• To liaise with the Head of Department’s and Year Leaders, Subject teachers, Head of Inclusion and the Life Skills team to work towards best practice and inclusive opportunities for all pupils
• To work alongside parents to ensure a mutual sharing of techniques and knowledge of pupils
• To provide input and support update of action plan

Other Qualities

• A deep and passionate commitment to the values and ethos of Kings’ Education
• The ability to motivate, enthuse and engage with children and adults
• Energy, vigour, perseverance, stamina and resilience
• A demonstrable commitment to a robust culture of high expectations and quality care
• The ability to challenge and improve performance
• “Can do” attitude
• A passionate drive to continue to research and develop practise in SEND and Inclusive education