Are you an experienced and dedicated SEN Teacher looking to make a meaningful difference in the lives of young learners? Teaching Personnel is delighted to offer an exciting opportunity for a passionate educator to join a specialist school in Totnes, catering to children with moderate to severe learning difficulties.
* Position: SEN Teacher
* Key Stage: KS1
* Start Date: February 2025
* Contract Type: Full-Time, on going
You will work within a nurturing and supportive environment, designing and delivering tailored learning experiences for children with a range of complex needs. Collaborate with a skilled team of SEN professionals to develop and implement Individual Education Plans (IEPs), ensuring every child achieves their full potential.
This well-respected school in Totnes provides a safe and inclusive environment for children with moderate to severe learning difficulties. The school is committed to fostering personal growth, independence, and academic progress, supported by a dedicated team of educators and support staff.
* Qualified Teacher Status (QTS) or equivalent.
* Proven experience working with children with SEN, ideally in a Key Stage 1 setting.
* A compassionate and patient approach, with strong classroom management skills.
* Ability to design and implement engaging, differentiated lesson plans tailored to individual needs.
As a Teaching Personnel educator, you will benefit from:
* Exclusive Opportunities: Access to a vast network of schools, ensuring the perfect fit for your skills and experience.
* Competitive Pay: Weekly pay with rates reflecting your skills and experience.
* Support & Development: Access to CPD courses, including Team Teach and SEND-specific training, to help you grow your skillset.
* Flexibility: Dedicated consultants who understand your needs and provide tailored support throughout your placement.
* Rewards: Recognition through our referral scheme and regular teacher appreciation events.
If you’re ready to inspire and support young learners in Totnes, we’d love to hear from you.
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