SEMH Teacher 

Chelmsford 

January 2025 or sooner

MPS/UPS - Outer London 

Permanent Contract

Are you an experienced and qualified SEMH Teacher looking for a new challenge or career progression?

Are you able to teach a subject or multiple subjects to GCSE or functional skills English?

Is the opportunity to make a genuine social impact what you have been waiting for?

I am interested in speaking to teachers across London who have a passion for working with vulnerable children with highly complex SEMH needs/disorders and ASD. This is a permanent position to start immediately or in September, the school is in brand new premises and you will be joining a vibrant and welcoming staff team.

Brief overview:

• SEMH Teacher 
• Teacher pay scale
• Location: Chelmsford 
• SEMH school for children with a diagnosis of SEMH and co-morbid needs
• Roles to start immediately and from September
• Ability to engage children with SEND is essential

About the role of SEMH Teacher:

As a SEMH  Teacher based in this highly complex setting, you will be responsible for delivering creative and engaging lessons for small groups of 4 to 8 children. Working as a SEMH Teacher requires a holistic approach, focusing on the whole child, academic development is only possible when you address the primary need first. You will work with the school's multidisciplinary therapy team, helping students find ways to do the things they need and want to do. This opportunity will suit a teacher who has a passion and natural ability to engage hard to reach pupils and those with strong classroom presence. You will engage the children and young people within the school in innovative, therapeutic, and meaningful activities, supporting them in learning to help them reach their full potential. The school values pupil progress and it is a positive and safe learning environment where staff moral is high.

Requirements for SEMH Teacher:

To work as a SEMH Teacher, you will ideally hold QTS or QTLS and have relevant experience as a Teacher. Solid experience working with highly vulnerable children, pupils at risk of exploitation, gang-related issues, violent and aggressive behaviour, substance misuse, school phobic, highly disengaged pupils and anxiety disorders is beneficial but we want to hear from ALL teachers. If you are interested in a teaching approach that is holistic and therapeutic but don’t necessarily have this experience yet, please still enquire.