Inclusion Education
Teacher of English
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Teacher of English – with Leadership Responsibilities at Inclusion College Hook
Purpose
To deliver high‑quality, relational, adaptive teaching that supports learners with SEND and mental‑health needs to achieve meaningful academic, personal, and social progress. The role promotes safety, wellbeing, and recovery through trauma‑informed practice, consistent relational approaches, and purposeful learning experiences that support attendance, engagement, and progress. Our teachers provide stabilising relationships, targeted instruction, and proactive communication that help learners re-engage with education, build confidence, develop independence, and realise meaningful outcomes.
Leadership Responsibilities
Depending on the successful candidate’s experience, strengths and professional interests, the role offers the opportunity to contribute to and lead key areas of College:
Leadership of Teaching and Learning
- Lead the College's academic intervention strategy.
- Establish a clear process for identifying students requiring additional academic support.
- Use baseline and ongoing assessment information to identify gaps and barriers to learning.
- Develop and oversee personalised intervention programmes.
- Coordinate targeted interventions in English, reading, literacy and other identified academic areas.
- Ensure interventions have clear objectives, timescales and measures of success.
- Monitor the impact of interventions and adapt provision where progress is limited.
- Work with staff to ensure intervention is complementary to, rather than separate from, high-quality classroom teaching.
- Support the effective use of evidence-informed interventions and digital learning platforms where appropriate.
Curriculum Quality and College Improvement
- Lead the development, quality and impact of English, literacy and targeted academic intervention across Inclusion College.
- Ensure that every student has access to a personalised and appropriately challenging programme, based on their individual starting points, needs, EHCP outcomes, identified barriers and future aspirations.
Governance and Reporting
- Report to Governors as requested, providing clear, accurate and timely updates on areas of responsibility, including progress against strategic priorities and learner outcomes.
Teacher - Key Responsibilities
Teaching, Learning & Curriculum Delivery
- Plan and deliver high-quality, adaptive lessons aligned to curriculum pathways and the needs of learners with SEND and mental‑health needs.
- Ensure all teaching reflects Inclusion Education pedagogy and expectations.
- Maintain high expectations and promote independence through structured, supportive teaching approaches.
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Assessment, Monitoring & Reporting
- Assess learners’ progress regularly and accurately, adjusting instruction accordingly.
- Maintain precise records of attendance, academic, SEMH, and engagement progress.
- Contribute to progress reviews, Annual Reviews, EHCP input, and target‑setting.
Relationships, Wellbeing & Behaviour Support
- Build safe, nurturing, trusting relationships using trauma‑informed, relational practice.
- Support regulation, behaviour, engagement, and attendance through consistent routines and restorative approaches.
- Deliver learning that aligns with individual needs, including EHCP outcomes and SEMH profiles.
- Work collaboratively with therapists and mental‑health specialists to support holistic learner progress.
Professional Collaboration & Communication
- Work closely with colleagues across teaching, pastoral, safeguarding, and clinical teams.
- Engage parents/carers regularly to share progress and concerns.
- Participate in professional development to maintain high standards and up‑to‑date practice.
- Attend briefings, team meetings, case reviews as required.
- Support engagement, rarely cover for absent tutor and teaching colleagues.
Wider Provision Contribution
- Tutorial responsibilities (registration, wellbeing calls, ILP tracking).
- Provide cover supervision where required and support school routines, enrichment, trips, and events.
- Contribute to curriculum development, subject leadership, or whole‑school projects as appropriate.
Safeguarding & Compliance
- Uphold all safeguarding expectations and act promptly on concerns.
- Follow GDPR, Health & Safety, and organisational policies at all times.
Alignment to The Inclusion Way
Teachers must actively model and embed Inclusion Education’s relational, wellbeing‑centred philosophy by:
- Demonstrating empathy, consistency, boundaries, and unconditional positive regard.
- Supporting learners’ emotional and mental‑health needs alongside academic learning.
- Using the organisation’s pedagogical principles across all interactions.
The successful candidate may be required to work across provisions, ensuring consistent standards and service. The successful candidate may be required to undertake Midus training, Evac training and other professional training required for the role.
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Diversity Statement
Inclusion Education recognises and values the enriching contribution which people from a range of backgrounds and experiences can bring to the life and development of the Organisation. We therefore aim to provide a service which, in its teaching, administration and support services, actively promotes equality of opportunity and freedom from discrimination on grounds of age, cultural background, disability, ethnicity, gender, religion or sexual orientation.
Health and Safety Statement
All employees have a responsibility to promote and maintain a safe and healthy working environment, by taking reasonable care of their own health and safety at work and the well-being of colleagues and students. Line managers have specific responsibility for the health and safety of the team for which they have general management responsibility.
Essential
- Qualified Teacher Status (QTS) or Post‑16 recognised equivalent.
- Ability to build compassionate, professional relationships with vulnerable young people.
- Ability to adapt teaching to a wide range of needs and starting points.
- Strong behaviour regulation and relational practice skills.
- Strong communication and teamwork skills.
- Effective planning, organisation, and assessment skills.
- Knowledge of current curriculum, assessment and safeguarding expectations.
- Experience teaching in primary, secondary, SEN, or alternative settings.
Desirable
- Additional SEN qualifications or therapeutic training.
- Ability to lead a curriculum area.
- Ability to lead others.
- Experience of multi‑agency work or specialist intervention.
- Knowledge of SEND, mental‑health needs, and trauma‑informed education.
- Knowledge of trauma-informed, restorative, and PACE/relational models.
- Experience supporting learners with mental‑health needs and SEMH/SEND profiles.
- Experience working in specialist, AP, or therapeutic education settings.
- Experience with assistive technologies, adaptive teaching, or restorative approaches.
Job Details
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Job Type: Full Time
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Contract Type: Permanent
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Contract Term: Term Time Only
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Working Hours: 37.5 hours per week
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Working Pattern: Monday - Friday 08:30 - 16:30
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Pay Grade: £36,068.00 - £46,939.00
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Closing Date: 14/10/2026
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Interview Date: Week commencing 19/10/2027
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Start Date: 04/01/2027
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