Vacancies

Inclusion Pathway Teacher

Job Introduction

This is a unique opportunity for a teacher who believes that relationships come before learning and who wants to make a transformational difference to children whose experiences of education have become challenging. You will work creatively and flexibly to remove barriers to learning, helping pupils rebuild confidence, develop resilience and re-engage with education through bespoke and personalised programmes.

The Inclusion Pathway is a dedicated initiative aimed at supporting children who are facing Emotionally Based School Avoidance (EBSA). Our primary goal is to facilitate their successful reintegration into an educational environment, ensuring that they receive the appropriate support tailored to their individual needs. We collaborate closely with the Local Authority to identify and secure a suitable bespoke package for children with recognised EBSA, as well as for those struggling to attend school due to their special educational needs.

Our ethos, encapsulated in our motto ‘Start small, grow tall,’ reflects our unwavering belief in the potential of every child. We understand that with the right support, encouragement, and understanding, all children can thrive. We embrace a relational approach to education; fostering a sense of safety and personal value is paramount to creating an effective learning atmosphere.

We believe passionately that with the right support at the right time; pupils will thrive in school and be ready for the next stage of their education. At Light Years School our ethos is clear; we put the child first in all circumstances.

To ensure our pupils are ready to learn, Light Years School will create a school environment which makes pupils feel safe, secure, and supported. We do this by establishing strong and trusted professional relationships and providing pupils with an inviting and accessible environment.

This role would suit a teacher who:

Believes that every child can succeed.
Can think creatively and flexibly.
Values relationships as the foundation for learning.
Is resilient and solution focused.
Enjoys working collaboratively with families.
Can celebrate small steps of progress.
Is passionate about inclusion.
Can embed learning naturally through play and exploration.

The ideal candidate:

Will have experience of supporting pupils with social, emotional and mental health needs.
Will be willing to undertake additional training to further support the role.

Essential

Desirable

Qualified Teacher Status (QTS).
Experience working with pupils with SEND and/or SEMH needs.
A relational and trauma-informed approach to behaviour and emotional regulation.
Strong understanding of inclusive teaching strategies.
Ability to build trusting relationships with children experiencing EBSA.
Understands how to reduce demands and increase engagement.
Experience working collaboratively with parents, carers and external agencies.
Excellent communication and organisational skills.
Confidence working independently in a variety of settings, including home visits and virtual learning.

Experience supporting pupils with Emotionally Based School Avoidance (EBSA).
Knowledge of attachment theory, trauma-informed practice and emotionally available adult approaches.
Experience working with Alternative Provision.
Experience writing and reviewing attendance support plans.
Understanding of EHCP processes and annual reviews.
ELSA, Thrive, Mental Health Lead or similar training.

Safer Recruitment

We are committed to safeguarding and promoting the welfare of our children and young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. All successful candidates will be subject to a Disclosure and Barring Service check along with other relevant employment checks.

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