Special Education Teacher - SEMH, ASC

Chiltern Way Academy Trust is a rapidly growing, award-winning specialist Multi-Academy Trust serving children and young people aged 4 to 19 with Social, Emotional and Mental Health (SEMH) needs and Autism Spectrum Conditions (ASC). The Trust operates multiple sites with state-of-the-art facilities and a highly skilled staff team, providing high-quality education and care across a wide range of needs. Its core purpose is to make a lasting difference to students’ lives by equipping them with knowledge, resilience, and skills for purposeful, sustained employment. The Trust promotes an exciting, challenging, and rewarding working environment for individuals committed to improving outcomes for young people. Colleagues, families, governors, and students work together with a shared belief that, together, they can make a meaningful difference.

This is a full-time, on-site Special Education Teacher (SEMH, ASC) role based in our Basingstoke schools. The role involves planning and delivering differentiated lessons for learners with SEMH and ASC, using evidence-based strategies to support engagement, progress, and emotional regulation. The teacher will create and maintain a safe, structured, and inclusive classroom environment, implement individual education plans and behaviour support plans, and use assessment data to inform teaching. Day-to-day tasks include collaborating with a multidisciplinary team, communicating regularly with families and carers, contributing to review meetings, and maintaining accurate records of student progress. The successful candidate will also participate in professional development, support whole-school initiatives, and contribute to enrichment activities that build students’ life skills, independence, and wellbeing.

Qualifications

• Demonstrated skills in Special Education and supporting learners with Disabilities, particularly those with SEMH and ASC.
• Strong Teaching experience, with the ability to differentiate and personalise learning.
• Excellent Communication skills, including clear written reporting, effective collaboration with colleagues, and constructive engagement with families and external professionals.
• Recognised teaching qualification (e.g., QTS or equivalent) and, ideally, additional training or certification in special educational needs or inclusion.
• Understanding of safeguarding, positive behaviour support, and trauma-informed practice, with a commitment to promoting student welfare and dignity.
• Ability to work collaboratively in a multidisciplinary team, show patience and resilience, and reflect on practice to continually improve outcomes for students.
• Experience with individualised education planning, progress tracking, and using assessment data to adapt teaching approaches is highly beneficial.