Verified Job
Teacher / Tutor
SEND Primary Teacher - Alternative Provision (EOTAS)
Teacher / Tutor
#774923
Remote / WFH
Acorn to Oak Education
Job Description
Every child deserves an education that works for them. At Acorn to Oak Education, we provide inclusive, person-centred education and wellbeing programmes that meet children and young people exactly where they are — and help them grow from there. If you're a passionate and experienced, qualified teacher who believes the same, we would love to hear from you.
We offer bespoke educational, therapeutic and wellbeing support to learners in London as part of specialist educational provision where learners are not able to attend a learning environment or as part of the day to day learning provision.
We're expanding our peripatetic teaching team across London and are looking for an exceptional educator to join us with a specialism in working with PDA and school based trauma.
About the role:
You'll work with a primage age learner within a home based EOTAS programme. This is a role where no two days are the same. You'll need to be adaptable, creative, and deeply committed to seeing young people thrive. We are looking for someone with substantial experience supporting learners with additional needs using therapeutic approaches, ideally within specialist or alternative curriculum primary pathways. Experience of supporting sensory and language related learning needs is important, as well as understanding how to work with communication, and regulation needs as well as education related trauma and PDA.
Key Responsibilities:
• Working with a therapeutic approach - at the outset, the focus is on supporting the learner to feel safe enough to be able to stay regulated and/or reduce dysregulation if present using de-escalation and low demand approaches. Once the learner can remain regulated during sessions this will present the opportunity to develop engagement based upon the learner's interests. A family member or other professional known to the learner will be present at all sessions.
• Supporting co-regulation and maintaining emotional safety - these are key elements to enable moving towards developing opportunities for fun and engaging activities during sessions working with the learner in a collaborative and low demand way.
• Planning and delivering engaging sessions - once engagement is sufficiently steady without dysregulation, this will be the start of including some hidden learning within fun activities.
• Liaise with families and professionals - Build strong relationships with parents, carers, and the wider multi-disciplinary team and work collaboratively to ensure the best possible outcomes for the learner. There will be a weekly team meeting online for 1 hour that is a key part of the role.
What we are looking for:
Essential
• Degree level education or equivalent.
• Qualified Teacher Status (QTS/QTLS) in the UK
• Previous experience of additional responsibilities (e.g. TLR), leadership/management, or advisory/mentor role in an educational setting.
• Substantial experience of working with primary-age learners with additional support needs (minimum 2 years).
• Strong knowledge and understanding of SEND, including ADHD, autism, sensory and language-related needs, and SEMH needs.
• Experience with PECS or other augmentative communication approaches.
• Ability to work independently and adapt teaching approaches to individual learner needs.
• Excellent communication, organisational and problem-solving skills
• Must be reliable and able to commit to regular sessions during term-time.
• Familiar with EHCPs and delivering provision aligned with outcomes.
Desirable
• National Award for SENCO (NASENCO) or National Professional Qualification for SENCOs (NPQ SENCO)
• Professional Membership with a recognised body such as PAToSS, BDA, ADSHE, or Dyslexia Guild
• Additional training or qualifications relating to SEND and wellbeing such as Trauma-Informed Practice, Nurture group training, Thrive.
Additional Requirements:
• Enhanced DBS certificate registered with the online update service or willingness to process a new application.
• Experience, knowledge and understanding of safeguarding and child protection.
• Two professional references covering child-related work in the last two years.
• Commitment to ongoing CPD and attending supervision and training as required.
Job Type: Part-time
Application question(s):
• Are you able to work in person in W6 for 2 hours, twice per week - ideally on two non-consecutive days
• How many years of primary teaching experience do you have with children with additional support needs?
Work Location: In person
Job Type: Part-time
Pay: £65.00 per hour
Application question(s):
• How many years of specialist primary teaching experience do you have?
• Are you able to work in person in W6 for two hours per session twice per week with also a further hour available remotely for a team meeting online?
Work Location: In person
We offer bespoke educational, therapeutic and wellbeing support to learners in London as part of specialist educational provision where learners are not able to attend a learning environment or as part of the day to day learning provision.
We're expanding our peripatetic teaching team across London and are looking for an exceptional educator to join us with a specialism in working with PDA and school based trauma.
About the role:
You'll work with a primage age learner within a home based EOTAS programme. This is a role where no two days are the same. You'll need to be adaptable, creative, and deeply committed to seeing young people thrive. We are looking for someone with substantial experience supporting learners with additional needs using therapeutic approaches, ideally within specialist or alternative curriculum primary pathways. Experience of supporting sensory and language related learning needs is important, as well as understanding how to work with communication, and regulation needs as well as education related trauma and PDA.
Key Responsibilities:
• Working with a therapeutic approach - at the outset, the focus is on supporting the learner to feel safe enough to be able to stay regulated and/or reduce dysregulation if present using de-escalation and low demand approaches. Once the learner can remain regulated during sessions this will present the opportunity to develop engagement based upon the learner's interests. A family member or other professional known to the learner will be present at all sessions.
• Supporting co-regulation and maintaining emotional safety - these are key elements to enable moving towards developing opportunities for fun and engaging activities during sessions working with the learner in a collaborative and low demand way.
• Planning and delivering engaging sessions - once engagement is sufficiently steady without dysregulation, this will be the start of including some hidden learning within fun activities.
• Liaise with families and professionals - Build strong relationships with parents, carers, and the wider multi-disciplinary team and work collaboratively to ensure the best possible outcomes for the learner. There will be a weekly team meeting online for 1 hour that is a key part of the role.
What we are looking for:
Essential
• Degree level education or equivalent.
• Qualified Teacher Status (QTS/QTLS) in the UK
• Previous experience of additional responsibilities (e.g. TLR), leadership/management, or advisory/mentor role in an educational setting.
• Substantial experience of working with primary-age learners with additional support needs (minimum 2 years).
• Strong knowledge and understanding of SEND, including ADHD, autism, sensory and language-related needs, and SEMH needs.
• Experience with PECS or other augmentative communication approaches.
• Ability to work independently and adapt teaching approaches to individual learner needs.
• Excellent communication, organisational and problem-solving skills
• Must be reliable and able to commit to regular sessions during term-time.
• Familiar with EHCPs and delivering provision aligned with outcomes.
Desirable
• National Award for SENCO (NASENCO) or National Professional Qualification for SENCOs (NPQ SENCO)
• Professional Membership with a recognised body such as PAToSS, BDA, ADSHE, or Dyslexia Guild
• Additional training or qualifications relating to SEND and wellbeing such as Trauma-Informed Practice, Nurture group training, Thrive.
Additional Requirements:
• Enhanced DBS certificate registered with the online update service or willingness to process a new application.
• Experience, knowledge and understanding of safeguarding and child protection.
• Two professional references covering child-related work in the last two years.
• Commitment to ongoing CPD and attending supervision and training as required.
Job Type: Part-time
Application question(s):
• Are you able to work in person in W6 for 2 hours, twice per week - ideally on two non-consecutive days
• How many years of primary teaching experience do you have with children with additional support needs?
Work Location: In person
Job Type: Part-time
Pay: £65.00 per hour
Application question(s):
• How many years of specialist primary teaching experience do you have?
• Are you able to work in person in W6 for two hours per session twice per week with also a further hour available remotely for a team meeting online?
Work Location: In person
