SEN Supply Teachers – January Onwards – Farnborough, Hampshire
Flexible day-to-day and short-term work | Competitive daily rates (Teacher Pay Scale for longer bookings)
Primary and secondary SEN (Special Educational Needs) schools and specialist provisions in Farnborough and the surrounding areas are seeking reliable, adaptable supply teachers from January onwards. Opportunities include day-to-day cover, short-term assignments, and longer-term supply for those wanting more consistency.
These schools support pupils with autism, learning difficulties, communication needs, sensory processing differences, and a range of complex developmental profiles. SEN settings in Farnborough value supply teachers who can quickly integrate into new environments and provide calm, structured learning.
About the Pupils and Their Needs
As an SEN supply teacher, you may work with pupils who:
* Have autism spectrum conditions with communication or sensory differences
* Experience moderate to severe learning difficulties (MLD/SLD)
* Have speech, language and communication needs (SLCN)
* Struggle with social interaction or understanding social cues
* Have cognitive delays affecting processing, memory, or problem-solving
* Experience sensory overload or need regulated sensory input
* Feel anxious when faced with routine changes, unfamiliar staff, or transitions
A consistent, supportive approach is key to helping pupils thrive during cover days.
Role Responsibilities
As an SEN Supply Teacher, you will:
* Deliver pre-planned lessons and adapt tasks to meet pupil needs
* Follow school routines and provide a calm, structured classroom environment
* Collaborate effectively with TAs and follow guidance from SENCOs or class teachers
* Use visual supports, communication systems, TEACCH-style structures, and sensory strategies
* Build quick rapport to support engagement and positive behaviour
* Support personal care tasks where appropriate
* Maintain safeguarding, behaviour, and reporting expectations for each school
Longer-term supply roles may involve planning and assessment and will be paid to the Teacher Pay Scale.
Key Details
* Start: January onwards
* Work Type: Day-to-day supply, short-term cover, and longer-term roles
* Availability: Full-time or part-time
* Term-time only
* Competitive daily rates, with pay-to-scale (MPS/UPS) for long-term assignments
* CPD opportunities, including autism, sensory regulation, and communication strategies
* Location: Farnborough and surrounding areas (e.g., Aldershot, Fleet, Frimley, Camberley)
Who Should Apply
This role is ideal for:
* Qualified teachers (QTS/QTLS), including ECTs
* Teachers with experience in SEN, autism, MLD/SLD, or complex needs
* Supply teachers who are confident stepping into new environments
* Mainstream teachers looking to gain SEN experience
* Patient, creative, flexible educators with a pupil-centred approach
Requirements
* QTS or QTLS
* Enhanced Child Workforce DBS on the Update Service (or willingness to obtain)
* Right to work in the UK
To apply, please submit your CV. Suitable candidates will be contacted to discuss the range of January supply opportunities currently available across Farnborough’s SEN schools.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with DfE statutory guidance ‘Keeping Children Safe in Education’ this may also include an online search as part of our due diligence on shortlisted applicants.
We offer all our registered candidates FREE child protection and prevent duty training. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
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