Early Years Specialist Teacher
St Bernard's School, Louth, Lincolnshire, LN11 8RS3 days remaining to apply
Closing date
16 January 2026 at 11:59pm
Date listed
13 January 2026
Job details
Job role
- Teacher
Visa sponsorship
- Visas cannot be sponsored
Working pattern
- Full time
Contract type
- Permanent
Full-time equivalent salary
- £32,916.00 Annually (FTE) SEN Point £2,539. per annum
Early Years Specialist Teacher job summary
INSPIRE Connected Communities Trust
Early Years Specialist Teacher
National Teachers Salary Scales (ranging from M1 to UPS3)
plus, SEN point of £2539 per annum
32.5 hours per week, 39 weeks per year
St Bernard’s School, Louth
Come and join the team!
Do you believe every child deserves the strongest possible start in life?
Do you have the creativity, curiosity, and passion to shape learning for pupils with complex needs—meeting them exactly where they are and helping them flourish?
If so, we would love to meet you.
Why Inspire?
At Inspire Connected Communities Trust, we are driven by our values of communication, connection and community. Our Early Years provision is a place where curiosity is celebrated, play is powerful, and every child’s voice matters, however they communicate.
We work with young people who have a range of complex needs and learning differences, including autism, and we pride ourselves on providing a nurturing, highly personalised learning environment.
This is more than a teaching role. It’s a chance to shape foundations, influence lifelong outcomes, and work within a Trust dedicated to specialist excellence and the whole-child approach.
Who We’re Looking For:
An enthusiastic, motivated Early Years practitioner who:
Has a strong understanding of the Early Years Foundation Stage (EYFS) and child development
Uses creativity and play-based learning to engage diverse learners
Understands the importance of sensory, communication and relational approaches
Can lead a class group with warmth, structure and high aspirations
Enjoys working as part of a multi-disciplinary team
Values restorative, solution-focused practice
Is committed to reflective practice and ongoing professional development
Experience in specialist settings is desirable, but not essential—we welcome applications from mainstream EYFS specialists ready for a meaningful new challenge.
What We Offer
A nurturing, supportive environment rooted in a coaching culture
Trust-wide commitment to your professional learning and progression
Dedicated time for curriculum development and improving outcomes
Opportunities to collaborate across schools and disciplines
A chance to make a genuine difference for young people with complex needs
Visit Us and Come and Feel the Difference
We strongly encourage applicants to come and see the school in action.
To arrange a visit, please contact 01507 603776.
Safeguarding Statement
We are committed to safeguarding and promoting the welfare of young people and expect all staff to share this commitment. All posts are subject to enhanced DBS, medical and reference checks. Applicants may be subject to a social media presence check.
Further information about the job
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Applying for the job
This school accepts applications through their own website, where you may also find more information about this job.
CVs will not be accepted for this application.
View advert on external website (opens in new tab)About St Bernard's School
- School type
- Academy, ages 2 to 19
- School size
- 111 pupils enrolled
- Age range
- 2 to 19
- Ofsted report
- View Ofsted report
- School website
- St Bernard's School website
St Bernard’s
Welcome to St Bernard’s. We are a school in the market town of Louth.
All of our children and young people have an Education Health Care Plan in place. The school positively supports students aged 2 to 19 with a wide range of learning difficulties. Some students have, in addition, other conditions which impact on their learning. These may include autism, communication difficulties, complex health issues, sensory processing difficulties, physical disabilities, profound and multiple disabilities, sensory impairment and social, emotional and mental health needs.
At St Bernard’s you will see different pathway approaches across all Key Stages however the focus is very much on an individualised pathway as we offer a personalised curriculum for each and every student.
The pathways mean that we can tailor the curriculum to meet needs.
At all stages we support a flexible approach as we are very aware that students needs change, not only over long periods of time but also over shorter times too. We encourage our students to mix where appropriate so that they are continually building on their experiences.
What you will see across all groups:
High focus on communication - we have a whole communication approach where all adults model signing, verbal communication, use of symbols, written and pictorial communication as well as alternative means such as PECS, PODD, iPad, switches
Visual support - all students are supported to access schedules, first and then boards, symbols, signs and labels. This supports them knowing what is expected and can reduce anxiety.
Restorative support - all students are supported to understand different feelings. Key vocabulary is displayed around school to support positive behaviour and increased self regulation. Red and green thoughts are reinforced through all areas of school so that everyone begins to understand that ‘all feelings are ok’, we then support the students to understand what to do when they have a range of thoughts and feelings.
High focus on independent skills - at all stages we support growing independence in our young people. In some instances this is through TEACCH where students access work areas or work stations and access activities without adult intervention. This is highly structured and planned in order that independent skills are developed over time.
Individual approaches - within all groups, individual needs are reflected and supported. This is lead through one page profiles which are displayed in all classrooms. This gives an insight into what each individual needs and how they are supported through all areas of their school day.
School location
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