Temporary Teacher
Courtlands School, Plymouth, Devon, PL6 5JS20 days remaining to apply
Start date details
TBC
Closing date
6 October 2025 at 12:59am
Date listed
16 September 2025
Job details
Job role
- Teacher
Visa sponsorship
- Visas cannot be sponsored
Working pattern
- Full time
Contract type
- Fixed term
Full-time equivalent salary
- £31,650.00 Annually (Actual)
Temporary Teacher job summary
Thank you for considering a role with Transforming Futures Trust. This is an exciting time for our organization, and I’d like to share why we believe it could be the ideal place for you.
Transforming Futures Trust is home to four academies across the Southwest of England, all dedicated to supporting children and young people with special educational needs and/or disabilities (SEND). Over time, our trust has grown into a secure, forward-thinking organization that collaborates closely with local communities to strengthen the SEND support network across Devon, Cornwall, and Plymouth.
Although each of our academies has unique strengths, our shared mission is to create "positive futures for all." We are committed to building a culture of Trauma-Informed Practice throughout our academies, which benefits not only the students but also our staff, parents, caregivers, and the wider communities we serve.
Transforming Futures Trust is for children and young people for whom mainstream education may not be the best fit - students with SEND, those experiencing mental health challenges, and children who may feel out of place in traditional settings. Our staff is dedicated to the core belief that every learner, regardless of background or ability, deserves the highest quality education.
Our academies are led with strong, collaborative, and supportive leadership, creating tight-knit communities where teams work together to achieve meaningful outcomes for our students. As we grow, we’re equally committed to fostering staff development and well-being. You’ll find a smooth induction, personalized training, and a genuine commitment to professional growth and well-being.
The impact we’ve made on our pupils' lives is something we’re incredibly proud of, and we invite you to visit our academies to see the positive, purposeful environments we’ve created firsthand. We look forward to the possibility of you joining us in building positive futures for all.
About The Role
Job Title: Teacher
Salary Range: MPR
Contract Type: Temporary
Closing Date: Sunday 5th October 2025
Shortlisting Date: Tuesday 7th October 2025
Full day interview to include tasks: WC 13th October 2025
Job Purpose
The main purpose of the role is to:
Promote well-being of individual SEN pupils in your class.
Contribute to an outstanding culture of community across the school.
Model the high standards of communication, interpersonal skills and peer relationships expected in every interaction with pupils, staff and families.
Be responsible for the quality first teaching, learning and achievement of all pupils in the class, ensuring equality of opportunity for all including leading and arranging annual review meetings, risk assessments.
Take responsibility for delivering high-quality teaching and ensuring the academic success and progress of all pupils in the class, promoting equality of opportunity. This includes leading and coordinating Annual Review meetings, conducting risk assessments and monitoring progress.
Work proactively and effectively in collaboration and partnership with learners, parents/carers, governors, other staff and external agencies in the best interests of pupils.
Take responsibility for promoting and safeguarding the welfare of children within the school.
Responsibilities
To carry out the professional duties of a teacher as set out in the most recent School Teachers' Pay and Conditions document.
Support consultations, in collaboration with Senior leaders, as part of the admission process of the school, including visits to a pupil’s home, school or other location.
Undertake, lead and analyse the assessment data collected as part of the admission process to the school identify pupils who need support in their learning across the curriculum and working alongside the Pupil and Family Support and Senior Leadership Team to ensure suitable opportunities for teaching and learning are in place.
Teach students, in subjects across the curriculum, on a one to one or small group basis who are unable to access learning in a classroom group or environment.
Undertake tuition as required offsite or in a student’s home, with the relevant risk assessments in place.
Creating a schedule for teaching, learning and progress in range of subject areas including offsite trips, visits and experiences.
All teachers have a responsibility for providing and safeguarding the welfare of children they are responsible for or come into contact with.
To implement and deliver an appropriately broad, balanced, relevant, differentiated curriculum for pupils.
To lead/support a designated curriculum area as appropriate.
To monitor and support the overall progress and development of pupils.
To manage the Annual Reviews for pupils within the class.
To facilitate and encourage a learning experience which provides pupils with the opportunity to achieve their individual potential meeting with EHCP and IEP needs.
Conduct Parents Evenings.
To share and support the school’s responsibility to provide and monitor opportunities for personal growth and enjoyment
Keep an accurate register of students for each lesson. Unexplained absences or patterns of absence should be reported immediately in accordance with the school policy.
Communicate and consult with the parents/carers of pupils on at least a weekly basis or more frequently.
Keep up to date on the current curriculum and latest teaching trends.
EHCP monitoring.
Maintain an excellent knowledge of the ways, strategies and approaches that will best work with SEMH pupils.
Work effectively as a member of the Courtlands School team to improve the quality of teaching and learning.
Set high expectations for all pupils, to deepen their knowledge and understanding and to maximise their achievement.
To support the aims of the School Development Plan.
To support the ethos, aims and vision of the school.
To carry out duties as assigned by the Headteacher.
Work collaboratively with others to develop effective professional relationships.
Deploy support staff effectively as appropriate.
Communicate effectively with parents/carers with regard to pupils’ achievements and well-being using school systems/processes as appropriate.
Communicate and co-operate with relevant external bodies.
Make a positive contribution to the wider life and ethos of the school.
To keep high quality records to promote tracking and monitoring of pupil progress using data and teacher assessment records.
Experience and Job Knowledge
Essential
Understanding that behaviour is a form of communication.
Commitment to relational learning using playfulness, acceptance, curiosity, and empathy alongside natural and logical consequences rather than punitive approaches.
Proven experience of teaching primary age pupils with additional needs either in a mainstream or special school setting
Understanding of the national curriculum, and how to adapt it for pupils working significantly below age-related expectations
Knowledge or experience of successfully supporting children with moderate learning difficulties and social, emotional, and mental health needs and/or communication and interaction needs
Evidence of recent and relevant professional development
Experience of child protection procedures and commitment to safeguarding pupils
Proven ability to plan and teach outstanding lessons, ensuring high standards, continuity and progression
Ability to adapt to different learning styles
Ability and motivation to constantly improve own practice and knowledge through self-evaluation and learning from others
A good understanding of child development and learning processes within SEND and how to overcome barriers to learning
Have a thorough and up-to-date knowledge and understanding of the SEND Code of Practice, Proposed reforms and changes, National Curriculum programmes of study, assessment framework descriptors and specifications for examination courses.
Experience of EHCPs annual reviews, writing and reviewing IEPs, developing personalised interventions for pupils and reviewing progress
High level of professionalism for contributing to statutory documentation and meetings.
Proven expertise in working with children who communicate through challenging behaviour and meeting their wider needs through pupil centred planning approaches
Ability to set and maintain high standards of behaviour and expectations whilst meeting individual needs
Proven ability to ensure continuous assessment, recording and reporting on the development, progress and attainment of pupils
Ability to support and maintain effective teamwork
Ability to create and maintain inclusive links with other agencies and mainstream schools/colleges
Ability to deal positively with staff, children, and parents in sometimes difficult circumstances
Desirable
Experience in a variety of educational settings including mainstream schools
Experience of TA appraisal
Willingness to contribute to, and support professional development across the whole staff
Ability to lead a curriculum area
Qualifications
Essential
Qualified Teacher Status
Relevant degree
Desirable
SEND related qualifications or training, e.g. SENCO qualification or specific training in Mental Health or specific special educational needs and disabilities.
Previous experience in a leadership/TLR role.
Personal Qualities and Attributes
Commitment, passion, and drive for high standards in supporting children with additional needs to succeed.
Resilience to challenging behaviour from pupils and a forgiving ‘every day is a new start’ attitude.
Understanding that physical intervention is a last resort to keep children safe, and a willingness to undertake it (with training) when all else fails.
Ability to work successfully within a team, supporting colleagues.
Confidence to engage in a robust line management structure including line management of a team.
Flexible and a positive attitude to change.
Openness to self-reflection, highly developed self-awareness skills and a commitment to personal and professional growth and development.
Take responsibility for personal professional development, keeping up-to date with research and developments in teaching pedagogy and changes in the national curriculum.
Undertake any necessary professional development as identified in the School Improvement Plan or in Appraisal, taking full advantage of any relevant training and development available, e.g., including appropriate national training schemes.
Maintain a professional portfolio of evidence to support the appraisal process.
Effectively manage own time when dealing with the wide range of day-today and long term demands of the post.
Consider the expectations and needs of other members of staff, and in particular ensure that student teachers are appropriately encouraged, monitored, supported.
Professional Standard and Development.
Be an excellent role model to pupil through personal presentation and professional conduct.
Arrive in class, before the start of the lesson, and begin and end lessons on time.
Support all the School’s policies, e.g. Health and Safety and Safeguarding.
Establish excellent and effective working relationships with professional colleagues and associate staff.
Maintain a working knowledge and understanding of teachers’ professional duties as set out in the current School Teachers’ Pay and Conditions document, and teachers’ legal liabilities and responsibilities relating to all current legislation, including the role of safeguarding.
Liaise effectively with parent/carers and with other agencies with responsibility for pupils’ education and welfare.
Be aware of the role of the Board of Trustees and local governance arrangements for the school and support it in performing its duties.
Participate in meetings which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements.
Supervise and as far as practicable teaching any students whose teacher is not available to teach them.
Health and Safety
Understand and comply with Health and Safety Regulations and Requirements.
Be aware of the responsibility for personal Health, Safety and Welfare and that of others who may be affected by your actions or inactions.
Undertake risk assessments relating to subject and activities as well as to undertake and review regularly pupil risk assessments.
Transforming Futures Trust Values
Professional excellence in all we do
Valuing the individual and our service to them
Valuing growth and releasing potential
Celebrating Success
Compassion and caring for everyone
This is a description of the main duties and responsibilities of the post at the date of production. The duties may change over time as requirements and circumstances change and the above list is not exhaustive. The person in the post may also be asked to carry out other duties commensurate with the grade as may be necessary from time to time.
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 Courtlands School
- School type
- Academy, ages 4 to 11
- School size
- 108 pupils enrolled
- Age range
- 4 to 11
- Ofsted report
- View Ofsted report
- School website
- Courtlands School website
Courtlands Special School Academy is a friendly and ambitious academy in Plymouth which caters for primary aged children (4-11) with Moderate Learning Difficulties and Social, Emotional and Mental Health needs. Our innovative curriculum is based on meeting individual’s needs rather than schemes of work, and provides a wide range of curriculum and therapeutic input.
We are leaders in our field, having won numerous national awards for our work, and work in a Trauma Informed way to support our children to overcome their difficulties and make great progress in all areas of their development. We constantly strive for the best ways to support our children, and welcome innovation and new, evidence based ways of working.
You will need high levels of emotional resilience, and good coping strategies born out of successful experience of teaching and supporting children with complex needs including Social, Emotional and Mental Health Difficulties such as ADHD and attachment disorders; Communication and Interaction needs such as ASC and Speech and Language Difficulties. This could be in either a special school or mainstream school, with mainstream experience being an advantage.
We can offer you a motivated and skilled staff team and a real opportunity to make a difference to the future of our wonderful children and school. We look after our staff with award winning care for their wellbeing (National Wellbeing in Schools Award 2019). You won’t be taking marking home to do in the evening, and you will be given the freedom to meet the needs of the pupils in your class, along with the resources to do it. You will receive training in a wide range of SEND and real time support and mentoring form a Leadership Team whose door is literally open all the time.
School location
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