TEACH Poole Multi Academy Trust Ad Astra Infant School Haymoor Junior School Canford Heath Infant School Canford Heath Junior School Poole SCITT Teacher (Alternative Provision) The MAT trustees are looking to appoint two compassionate, creative and resilient Alternative Provision Teachers to join our new specialist provision, across both Infant Schools, supporting children aged 4–7 with Social, Emotional and Mental Health (SEMH) needs. This is an exciting opportunity to shape a nurturing, therapeutic learning environment where our youngest learners can feel safe, build trust, re‑engage with learning, and thrive Required from September 2026 Permanent - Full-Time Salary: In line with the Teacher Main Scale (M1–M6) and Upper Pay Range (UP1–UP3) As an Alternative Provision Teacher, you will lead learning for a small group of EYFS/KS1 pupils who require a highly personalised, consistent and trauma-informed approach. You will create an environment built on strong routines, warmth and emotional safety. You will work closely with inclusion teams, pastoral staff and external professionals to ensure the best outcomes for pupils and their families. What you will be doing: • Delivering engaging, well-structured lessons tailored to pupils’ developmental, emotional and learning needs. • Creating a safe, nurturing and predictable learning environment rooted in trust and emotional security. • Using assessment and pupil-level data to track progress through small, meaningful steps. • Adapting teaching to meet a wide range of abilities, emotional needs and barriers to learning. • Implementing positive behaviour approaches focused on co-regulation, emotional coaching and repair. • Building strong, supportive relationships with pupils, parents and carers. • Working collaboratively with colleagues and external professionals to support holistic pupil outcomes. • Upholding safeguarding responsibilities and maintaining the highest professional standards. We are looking for someone who: • Holds Qualified Teacher Status (QTS) • Has experience of teaching in the primary phase and a strong understanding of early childhood development. • Understands the impact of trauma, attachment and anxiety on learning and behaviour. • Is passionate about supporting pupils who require a specialist, nurturing approach within an internal Alternative Provision setting. • Can create highly differentiated, personalised learning experiences that make learning exciting and motivating. • Manages behaviour effectively using relational, trauma-informed and inclusive approaches. • Is patient, emotionally regulated and able to model calm, consistent behaviour. • Works well as part of a supportive, collaborative team and shares responsibility for planning and practice. • Brings resilience, creativity, enthusiasm and a positive, can-do attitude. The successful candidate will demonstrate the skills and professional behaviours outlined in the Trust’s Required Skills for a Class Teacher in Alternative Provision. Personal information provided by candidates will be securely filed electronically and password protected, with paper copies locked in filing cabinets in a locked office. They will not be released to third parties outside the school without the consent of the person concerned, except where there is a legal requirement to do so. If the application does not proceed, the data will be securely disposed of after 6 months. Any concerns regarding data gathered in the recruitment process should be directed to the Data Manager – Hayley Hemmings at [email protected] These schools are committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Rigorous checks will be undertaken of the successful applicant’s background credentials including an enhanced DBS check. Online searches will be undertaken on all shortlisted candidates. Suitability to work with children will be explored at interview. TEACH Poole is committed to Equal Opportunities. Further Information Required skills for class teacher in Alterative Provision (Ages 4–7) 1. Specialist Teaching & Learning Skills for Early Years / KS1 • Ability to use a range of teaching and learning strategies to support young children with varied emotional and behavioural needs. • Secure understanding of early curriculum knowledge, including early literacy and maths, applied in developmentally appropriate ways. • Skill in planning well‑structured, short, engaging lessons that match the developmental stage of 4–7-year-olds. • Competence in creating multi‑sensory, play‑based, and nurture‑focused learning experiences. 2. Strong SEMH‑Informed Practice • Awareness of factors that inhibit pupils’ ability to learn—such as trauma, attachment needs, and emotional dysregulation—and knowledge of how to support them effectively. • Skilled at differentiating content and expectations according to emotional, social, and developmental needs. • Ability to build trusting, consistent relationships that help children co‑regulate and develop emotional literacy. • Ability to recognise and respond to safeguarding concerns, understanding how these may present differently in young children with SEMH needs. 3. Early‑Years‑Appropriate Behaviour Support • Capability to establish clear, predictable routines that help children feel safe and reduce anxiety. • Use of age‑appropriate behaviour strategies, including visual timetables, calm corners, and co‑regulation techniques. • Consistent use of praise, sanctions, and rewards adapted for young children. 4. Assessment & Data Use Adapted for SEMH Contexts • Ability to use formative assessment to measure small‑steps progress in academic, emotional, and social areas. • Competence in using pupil information to plan personalised interventions. • Skill in providing feedback that supports self‑esteem, resilience, and emotional growth. 5. Communication & Relationship‑Building • Strong ability to communicate clearly and warmly with young children and their parents or carers. • Ability to model empathy, patience, and emotional regulation. • Willingness to collaborate with external agencies and internal teams to support SEMH plans. 6. Professional Qualities Essential for SEMH Provision • Reliability, punctuality, and a calm, nurturing presence crucial for children needing high consistency. • Commitment to safeguarding and maintaining professional boundaries. • Creativity and willingness to try new approaches when children need alternative methods of engagement. • Engagement in continuous professional development around early childhood, trauma‑informed practice, and SEMH. TEACH Trust February 2026 About Us Why join TEACH Poole Multi Academy Trust? • Be part of an exciting opportunity to help establish and shape two new internal Alternative Provision bases. • Work in fun, friendly and supportive schools with a strong family ethos. • An excellent induction programme and clear pathways for career progression, from ECT through to leadership. • Experience a Trust-wide commitment to staff wellbeing, work-life balance and care for each individual. • Enjoy beautiful school grounds, welcoming learning environments and excellent pension contributions. • Access the Trust’s Employee Assistance Programme and long-service awards. • The opportunity to take time off during term time. You are warmly invited to tour our wonderful schools. Please contact HR on 01202 380015 to arrange this, or if you require any further information. Applications should be made online at: https://mynewterm.com/jobs/5611/EDV-2026-TP-95779 Closing date: Monday 2 March 2026 Interview date: Wednesday 11 March 2026 Join our team and help us make a real difference in the lives of our children!