Education Impact Academy Trust is seeking teachers to join their growing team at Mayfield School, a special school for 315 pupils aged between 3 and 19 with a wide range of special educational needs and disabilities.
The school is split across two sites, and successful applicants can be asked to work at either site. Class placement will be in primary or secondary class groups and will be based on experience. The school welcomes applicants with primary or secondary experience in any type of educational setting.
Teachers at Mayfield School are valued, and their professional development is supported and invested in. The school recognizes that working with young people with SEND can be challenging and offers a full program of training and support. Teachers are expected to adopt creative, innovative, and individualized approaches to engaging young people in learning and enabling them to make progress.
The school is looking for reliable, consistent, positive, and solution-focused people who will seek every opportunity to provide rich and relevant learning experiences for pupils and who can show personal resilience and a commitment to children’s universal rights.
Applications are invited from unqualified or qualified teachers who have experience of working directly with children or young people in any setting and who are willing to work with others as part of a strong team. Special school experience is advantageous but not an essential requirement.
Qualifications And Training
* Degree
* Qualified teacher status (or willing to work towards)
* Level 2 mathematics and English or equivalent qualification
* Willing to undertake regular training and professional development as and when required
* Working knowledge of SEND Code of Practice 0-25 years
Experience
* Has experience of teaching children or young people with autism spectrum conditions in a mainstream, resource base or special school setting
Skills and knowledge
* Knows how to use ICT effectively to enhance learning and communication
* Understands that pupils with ASC may experience persistent differences with social interaction, social communication and understanding emotions
* Knows how to support pupils to break down barriers
* Knows how to use personal interests and strengths to motivate pupils to engage in learning
* Is able to provide and maintain visible and predictable structure for pupils
* Is able to provide opportunities for pupils to apply learning in different contexts and situations
* Able to provide pupils with clear boundaries and consistent support with engagement, learning, emotional regulation, sensory needs and behaviour management
* The ability to use restorative approaches to minimise conflict and build and maintain effective partnership working with pupils and parents
* Able to facilitate pupil participation and involvement in all aspects of school life
* Able to effectively role model what is expected of others
* Knows how to use social stories, PECS and/or Makaton to support communication and understanding (desirable)
Personal qualities
* A commitment to achieving the best outcomes for all pupils & prioritising their needs
* High levels of personal resilience
* Solution focused
* Commitment to own professional development and growth
* Effective team player
* Self awareness and the ability to act as a role model to others
* Uphold and promote the ethos and values of the school
* Ability to work under pressure and prioritise effectively
* Maintain confidentiality at all times
* Commitment to safeguarding and equality
* Commitment to children’s universal rights
* A commitment to communicate and involve parents and pupils in the work of the school
* An awareness and understanding of, and commitment to, equal opportunities
* A heightened awareness of the issues involved in the education of children with SEND
The school offers a benefits package, including a collaborative and inclusive culture, comprehensive induction and probation support, regular opportunities for professional development and growth, and access to discounts and offers via BHSF.
Closing Date: Tuesday, 14th October 2025
Interviews: Week commencing 20th October 2025
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