Overstone Park School
KEY STAGE TWO TEACHER – SEND
Overstone, Northamptonshire•Full-time
About the Job
OVERSTONE PARK SCHOOL
KEY STAGE 2 TEACHER – SEND
KEY STAGE 2 TEACHER – SEND
JOB DESCRIPTION
Job Title: Key Stage 2 Teacher – SEND
School: Overstone Park School
Location: Overstone Park, Northampton, NN6 0DT
Responsible to: Proprietor / Principal and designated school leaders
Contract: Full-time
Start Date: January 2027
Salary: To be agreed
Key Stage: Key Stage 2
Specialism: SEND, including autism, social communication needs and SEMH
Training: QTS training supported
School: Overstone Park School
Location: Overstone Park, Northampton, NN6 0DT
Responsible to: Proprietor / Principal and designated school leaders
Contract: Full-time
Start Date: January 2027
Salary: To be agreed
Key Stage: Key Stage 2
Specialism: SEND, including autism, social communication needs and SEMH
Training: QTS training supported
JOB PURPOSE
To provide high-quality, structured and appropriately challenging teaching for Key Stage 2 pupils with special educational needs and disabilities. The teacher will promote strong academic progress, communication, independence, emotional regulation and personal development while ensuring that pupils’ individual needs, EHCP outcomes and safeguarding requirements are understood and supported.
TEACHING, LEARNING AND CURRICULUM
• Plan, prepare and deliver high-quality lessons across the Key Stage 2 curriculum in accordance with the school’s curriculum, schemes of work and policies.
• Teach English, Mathematics, Science and the wider curriculum confidently, adapting teaching to pupils’ individual starting points and needs.
• Maintain high expectations for every pupil while providing appropriate scaffolding, differentiation and reasonable adjustments.
• Use structured teaching approaches, including TEACCH-informed practice, visual timetables, task organisation and clear routines where appropriate.
• Provide purposeful learning activities that develop knowledge, skills, vocabulary, communication and independence.
• Ensure lessons are well organised, appropriately resourced and suitable for pupils with differing profiles of need.
• Set appropriate homework and home-learning activities in accordance with the school timetable and homework arrangements.
• Promote reading, literacy, numeracy and communication across the curriculum.
• Teach English, Mathematics, Science and the wider curriculum confidently, adapting teaching to pupils’ individual starting points and needs.
• Maintain high expectations for every pupil while providing appropriate scaffolding, differentiation and reasonable adjustments.
• Use structured teaching approaches, including TEACCH-informed practice, visual timetables, task organisation and clear routines where appropriate.
• Provide purposeful learning activities that develop knowledge, skills, vocabulary, communication and independence.
• Ensure lessons are well organised, appropriately resourced and suitable for pupils with differing profiles of need.
• Set appropriate homework and home-learning activities in accordance with the school timetable and homework arrangements.
• Promote reading, literacy, numeracy and communication across the curriculum.
SEND, EHCPs AND THERAPEUTIC PROVISION
• Understand each pupil’s SEND profile, strengths, barriers to learning and relevant EHCP provision and outcomes.
• Contribute to the implementation, monitoring and review of EHCP outcomes and individual pupil targets.
• Work collaboratively with SEND staff, mentors, speech and language therapy, occupational therapy and other professionals where involved.
• Use communication supports, sensory strategies and regulation approaches identified for individual pupils.
• Recognise that behaviour may communicate an unmet need and use agreed positive behaviour-support strategies consistently.
• Support pupils to develop independence, resilience, social communication and preparation for the next stage of education.
• Contribute to the implementation, monitoring and review of EHCP outcomes and individual pupil targets.
• Work collaboratively with SEND staff, mentors, speech and language therapy, occupational therapy and other professionals where involved.
• Use communication supports, sensory strategies and regulation approaches identified for individual pupils.
• Recognise that behaviour may communicate an unmet need and use agreed positive behaviour-support strategies consistently.
• Support pupils to develop independence, resilience, social communication and preparation for the next stage of education.
ASSESSMENT AND PUPIL PROGRESS
• Assess pupils regularly and accurately using the school’s assessment systems.
• Use assessment information to identify gaps, plan next steps and adapt teaching.
• Maintain clear and up-to-date records of attainment, progress, independence and relevant EHCP outcomes.
• Contribute to pupil progress reviews, reports, annual reviews and parent meetings.
• Provide evidence of progress through pupils’ work, assessment records and other agreed school documentation.
• Identify pupils who are not making expected progress and work with school leaders to put appropriate support in place.
• Use assessment information to identify gaps, plan next steps and adapt teaching.
• Maintain clear and up-to-date records of attainment, progress, independence and relevant EHCP outcomes.
• Contribute to pupil progress reviews, reports, annual reviews and parent meetings.
• Provide evidence of progress through pupils’ work, assessment records and other agreed school documentation.
• Identify pupils who are not making expected progress and work with school leaders to put appropriate support in place.
CLASSROOM MANAGEMENT AND PUPIL WELFARE
• Create a calm, structured, safe and purposeful classroom environment.
• Establish predictable routines and clear expectations appropriate to pupils with SEND.
• Promote positive relationships, mutual respect and appropriate behaviour.
• Implement individual behaviour, risk-management and support plans consistently.
• Supervise pupils appropriately and ensure that pupils are not left unsupervised contrary to school procedures.
• Record accidents, incidents, behaviour and safeguarding concerns promptly and accurately using school procedures.
• Establish predictable routines and clear expectations appropriate to pupils with SEND.
• Promote positive relationships, mutual respect and appropriate behaviour.
• Implement individual behaviour, risk-management and support plans consistently.
• Supervise pupils appropriately and ensure that pupils are not left unsupervised contrary to school procedures.
• Record accidents, incidents, behaviour and safeguarding concerns promptly and accurately using school procedures.
SAFEGUARDING
• Safeguard and promote the welfare of every pupil and maintain a child-centred approach at all times.
• Read, understand and follow the school’s safeguarding and child-protection policy, staff code of conduct and relevant statutory guidance.
• Report concerns immediately to the Designated Safeguarding Lead or appropriate deputy and never investigate safeguarding concerns independently.
• Maintain appropriate professional boundaries and confidentiality.
• Complete all required safeguarding, Prevent, online-safety and other mandatory training.
• Contribute to a culture in which pupils feel safe, listened to and able to communicate concerns.
• Read, understand and follow the school’s safeguarding and child-protection policy, staff code of conduct and relevant statutory guidance.
• Report concerns immediately to the Designated Safeguarding Lead or appropriate deputy and never investigate safeguarding concerns independently.
• Maintain appropriate professional boundaries and confidentiality.
• Complete all required safeguarding, Prevent, online-safety and other mandatory training.
• Contribute to a culture in which pupils feel safe, listened to and able to communicate concerns.
WORKING WITH STAFF, PARENTS AND PROFESSIONALS
• Work effectively with mentors, teaching assistants and other staff, giving clear direction about pupils’ learning and support.
• Contribute positively to staff meetings, training, curriculum development and school improvement.
• Communicate professionally and constructively with parents and carers about pupils’ learning and progress.
• Work cooperatively with external professionals and local authorities where appropriate.
• Attend meetings, annual reviews, parent meetings and professional discussions as required.
• Contribute positively to staff meetings, training, curriculum development and school improvement.
• Communicate professionally and constructively with parents and carers about pupils’ learning and progress.
• Work cooperatively with external professionals and local authorities where appropriate.
• Attend meetings, annual reviews, parent meetings and professional discussions as required.
PROFESSIONAL RESPONSIBILITIES
• Follow all Overstone Park School policies, procedures and reasonable management instructions.
• Maintain professional standards of attendance, punctuality, conduct, confidentiality and record keeping.
• Submit planning, assessment information and other required documentation within school deadlines.
• Take responsibility for appropriate continuing professional development, particularly in SEND and autism.
• Participate in performance review, lesson observation, learning walks, work scrutiny and other quality-assurance arrangements.
• Promote the school’s Christian ethos of care, respect and service while respecting the individual beliefs and backgrounds of pupils and families.
• Undertake reasonable duties consistent with the nature and level of the post.
• Maintain professional standards of attendance, punctuality, conduct, confidentiality and record keeping.
• Submit planning, assessment information and other required documentation within school deadlines.
• Take responsibility for appropriate continuing professional development, particularly in SEND and autism.
• Participate in performance review, lesson observation, learning walks, work scrutiny and other quality-assurance arrangements.
• Promote the school’s Christian ethos of care, respect and service while respecting the individual beliefs and backgrounds of pupils and families.
• Undertake reasonable duties consistent with the nature and level of the post.
PERSON SPECIFICATION
Essential:
• Experience of teaching Key Stage 2.
• Experience of working with pupils with SEND.
• Ability to teach English, Mathematics, Science and the wider KS2 curriculum.
• Ability to differentiate and adapt teaching effectively.
• Understanding of EHCPs and outcome-focused provision.
• Strong classroom organisation and positive behaviour-management skills.
• Ability to assess, record and communicate pupil progress.
• Commitment to safeguarding and promoting pupil welfare.
• Ability to work collaboratively with families, colleagues and professionals.
• Commitment to professional development and school improvement.
• Experience of working with pupils with SEND.
• Ability to teach English, Mathematics, Science and the wider KS2 curriculum.
• Ability to differentiate and adapt teaching effectively.
• Understanding of EHCPs and outcome-focused provision.
• Strong classroom organisation and positive behaviour-management skills.
• Ability to assess, record and communicate pupil progress.
• Commitment to safeguarding and promoting pupil welfare.
• Ability to work collaboratively with families, colleagues and professionals.
• Commitment to professional development and school improvement.
Desirable:
• Experience of autism, social communication needs and SEMH.
• Qualified Teacher Status or appropriate teaching experience.
• Knowledge of TEACCH or structured teaching approaches.
• Qualified Teacher Status or appropriate teaching experience.
• Knowledge of TEACCH or structured teaching approaches.
QTS TRAINING SUPPORTED
The school supports training towards Qualified Teacher Status (QTS).
SAFER RECRUITMENT
Overstone Park School is committed to safeguarding and promoting the welfare of children and young people. Appointment is subject to satisfactory safer-recruitment checks appropriate to the role, including identity, employment history, references, right to work, qualification and prohibition checks where applicable, and an enhanced DBS check with children’s barred list information, together with any other checks required by current statutory guidance.
SCHOOL ETHOS
“We can make a difference.”
DOCUMENT REVIEW
This job description describes the principal responsibilities of the post. It is not intended to be an exhaustive list and may be reviewed following consultation to reflect the developing needs of the school, provided that duties remain appropriate to the role.