Targeted Mainstream Provision Teacher

This role is open to Secondary or Primary School Teachers with specialist knowledge and experience of communication and interaction needs, experience of working with students with SEMH is desirable.

Our Opportunity

We are looking for an experienced Teacher to join our Targeted Mainstream Provision.

We have dedicated classrooms on each of our school sites, including a sensory room on both sites.

This provision sits under the guidance of our experienced SENCo and is currently supported by a dedicated teacher — a role you will be stepping into. You will be supported by Advanced Teaching Assistants across both sites.

We generally have up to 8 pupils with various needs in our provision. Attendance within the provision is tailored to each pupil. Some pupils access the provision on a full-time basis, while others attend for a combination of mainstream class lessons and targeted provision support. You will have the opportunity to get to know them and see them progress.

Meeting the needs of pupils/students with special educational needs within Whitby School has always been a very important part of our ethos. Whitby School is an inclusive school and aims to provide the support for all pupils/students from Whitby who attend this school regardless of their needs and/or disabilities.

Whitby School has a long history of success with young people with a range of special educational needs, from Downs Syndrome to dyslexia, from ASD (autistic spectrum disorder) to ADHD (attention deficit and hyperactivity disorder), from dyscalculia to hearing impairment.

We welcome candidates from Primary, Secondary, or SEND/SEMH school settings. Strong experience and understanding of C&I SEMH needs is essential. Please be sure to evidence this in your application.

This is an amazing opportunity to support and make a difference to Whitby’s next generation.

You can read more about SEND and Inclusion at Whitby School here.

You will have:

• Qualified Teacher Status
• Experience in supporting pupils with special educational needs
• The ability to maintain high standards of behaviour and develop attitudes of care, control and cooperation with a range of pupils with different needs
• High expectations of all pupils
• Experience of working positively and closely with staff, parents and guardians