SEN Teacher – Secondary School
Are you a passionate about Teaching and have an interest of supporting SEN students’ development and progression? We are seeking for Teachers with SEN experience to join one of the multiple settings we have across Sheffield.
Location: Sheffield, S10 and surrounding areas
Job Type: Full-Time / Part-Time / Flexible
Salary: Competitive rate
Hours: 8:30am – 3:00pm
About the Role:
* Experience in a secondary school setting however ECT’s are equally as welcome
* Strong experience within the special educational needs (SEN) sector
* Deliver engaging, differentiated lessons tailored to individual learning styles and abilities
* Has a strong understanding of a secondary curriculum
* Maintains the high expectations for learning and behaviour that the school hold
* Variety of adapted teaching across KS3, and KS4
Requirements:
* A qualified teacher (QTS) with preferred secondary experience
* Strong knowledge and experience working with SEN students
* Enhanced DBS on the Update Service (or willing to apply for one)
* Exceptional communication and relationship management skills
* Have a patient, creative and flexible approach to teaching and learning
What we offer:
* A devoted South Yorkshire consultant offering ongoing support through work
* Competitive daily rates, paid weekly via PAYE
* Potential to go temp-to-perm from excellent performance
* Access to free CPD and various relevant training course
* Options to suit full-time, part-time or flexible working
If you are passionate about Secondary teaching and looking for your next opportunity within Sheffield, we’d love to hear from you.
Apply today to take the next step in your Teaching career!
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.
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