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Are you a passionate and dedicated QTS Primary Teacher ready to make a significant impact on young lives? We are actively seeking a talented and empathetic educator to join our thriving team in North Bath, UK. We specialise in supporting primary-aged pupils (ages 5-11) with Social, Emotional, and Mental Health (SEMH) needs, providing a nurturing and stable environment where every child can flourish. This is a unique opportunity to truly shape the future for vulnerable young people.
Job Responsibility:
Lesson Planning & Delivery: Design and deliver innovative, engaging lessons across the primary curriculum, specifically adapted to support pupils with SEMH needs
Student Assessment & Feedback: Accurately assess primary student progress, provide constructive feedback, and contribute to statutory reporting
Collaborative Practice: Work closely with teaching assistants, therapists, and other specialists to ensure holistic support for each primary student
Parental Engagement: Communicate effectively with parents/guardians of primary pupils, fostering strong home-school partnerships
Positive Learning Environment: Actively contribute to the overall positive, nurturing, and inclusive atmosphere of the primary phase within the school
Curriculum Development: Participate in the development and refinement of primary curriculum strategies relevant to SEMH education
Requirements:
Qualified Teacher Status (QTS) is mandatory, with experience teaching at the primary level
Excellent Communication and Interpersonal Skills: Ability to connect effectively with primary-aged students, parents, and colleagues
Strong Classroom Management: Proven ability to create a safe, engaging, and supportive classroom environment for primary pupils with diverse learning needs
Commitment to Professional Growth: A desire for ongoing learning and application of best practices in primary SEMH education
Nice to have:
Direct experience working with SEMH students in a primary school setting
Understanding of the impact of trauma on primary-aged children's learning and behaviour