* Annual Salary:£32,916 - £51,048
* Location:Wisbech
* Job Type:Full-time
We are excited to announce an opportunity for a dedicated Science Teacher, who is also capable of teaching Maths, to join our brand new SEN school specialising in supporting students with Social, Emotional, and Mental Health (SEMH) needs. Our state-of-the-art facilities are designed to provide a nurturing environment that promotes both academic and personal growth.
Responsibilities
* Deliver engaging and differentiated science lessons to secondary students with SEMH, aligning with the curriculum and the school's ethos of fostering emotional well-being.
* Plan and prepare lessons that promote a safe, supportive, and inclusive classroom environment.
* Monitor and assess student progress regularly, providing constructive feedback and adapting teaching strategies to meet individual needs.
* Support students on a 1:1 basis and in small groups, implementing positive behaviour and emotional regulation strategies.
* Collaborate with the wider school team to develop personalised learning plans and behavioural strategies.
* Contribute to creating a calm and stimulating learning environment that reflects the school’s commitment to holistic education.
* Maintain accurate records of student progress, behaviour, and other relevant documentation in compliance with school policies and safeguarding requirements.
* Participate in staff meetings, training sessions, and professional development activities to enhance teaching practices.
Qualifications
* Qualified Teacher Status (QTS) or equivalent.
* Experience in teaching Science and Maths.
* Proven ability to work with students who have SEMH needs.
* Strong understanding of differentiated instruction and classroom management strategies.
* Commitment to continuous professional development.
* Excellent communication and interpersonal skills.
Benefits
* Competitive salary scale.
* Professional development opportunities.
* Supportive and inclusive work environment.
* Access to state-of-the-art teaching facilities.
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