Main Grade Lecturer - Subject Specialist for Learners with Learning Difficulties or Disabilitie[...]

Main Grade Lecturer - Subject Specialist for Learners with Learning Difficulties or Disabilities (0.9 FTE)

Application Deadline: 2 September 2026

Department: Pathway Centre

Employment Type: Permanent - Part Time

Location: Southgate Campus

Compensation: £32,264 - £42,569 / year

Description

We are seeking creative, compassionate and inspiring teachers to join our Supported Studies/The Pathway Centre at Southgate Campus, working with learners with profound and multiple learning difficulties (PMLD), complex learning difficulties and disabilities (CLDD), autism and significant communication needs who are working predominantly at Pre‑Entry and Entry 1 levels.

This is a highly rewarding role for individuals who are passionate about inclusive education and believe that every learner can make meaningful progress when learning is personalised, engaging and centred around their individual strengths and needs.

Our curriculum is built around a sensory, communication and preparation for adulthood approach, recognising that many of our learners access and understand the world through sensory experiences, repetition, routine and meaningful real‑life contexts. Teaching is therefore less focused on traditional subject delivery and more focused on developing learners’ independence, communication, engagement, wellbeing and quality of life.

We welcome applications from teachers with a range of subject specialisms, particularly practical, creative and vocational backgrounds, including:

• Sensory and creative arts
• Multi‑skills and practical learning
• Horticulture and outdoor learning
• Life skills and preparation for adulthood
• Practical maintenance, DIY and handyperson skills

About the Role

You will teach learners with a wide range of complex needs, many of whom communicate through a combination of verbal language, Makaton, symbols, communication aids, objects of reference, body language and intensive interaction approaches.

Successful candidates will understand that progress for our learners may look different to traditional educational outcomes. Teaching may involve supporting learners to:

• Develop anticipatory skills and engagement
• Make choices and express preferences
• Build communication and interaction skills
• Develop emotional regulation and self‑awareness
• Strengthen sensory processing and sensory regulation
• Increase independence in daily living activities
• Participate in community‑based learning
• Improve physical development and mobility
• Develop confidence and social relationships

Lessons are highly personalised and often incorporate sensory stories, sensory circuits, immersive experiences, practical activities, communication opportunities and real‑life learning experiences. Staff are expected to use assessment to identify small but meaningful steps of progress and adapt learning to meet individual learner needs.

Key Responsibilities

Please read the full person specification and job description attached to this advert.

Skills, Knowledge and Expertise

What We Are Looking For

• Creative, enthusiastic and adaptable practitioners
• Genuine passion for inclusive education and working with learners with diverse needs
• Ability to create engaging, sensory‑rich learning environments
• Understanding of the importance of communication in all its forms
• Commitment to person‑centred practice and preparation for adulthood outcomes
• Valuing teamwork and collaborative working with therapists, support staff, families and external professionals
• Recognising and celebrating small steps of progress and achievement

A relevant degree (or equivalent) and a Level 5/6 teaching qualification (PGCE/CertEd) are desirable, although we welcome applications from candidates who may be willing to work towards a teaching qualification.

Experience of working with learners with SEND, PMLD, autism, complex learning difficulties, sensory impairments, intensive interaction, sensory integration or augmentative and alternative communication (AAC) would be advantageous; however, we are equally interested in hearing from individuals with the right values, enthusiasm and commitment to developing specialist expertise.

We also welcome applications from candidates interested in fractional appointments, including 0.4 and 0.5 FTE posts.

This post is subject to an Enhanced Disclosure and Barring Service (DBS) check.

Benefits

Generous holiday allowance of 55 days annual leave for academic staff plus bank holidays, pro‑rata for part‑time employees. Additional optional benefits include early career support packages, targeted retention payments, annual season ticket loans, Cycle to Work scheme, employee assistance helpline, eye test reimbursement, flu vaccination voucher, gym facilities, hair salon services, and high‑street discounts.