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Physical Education Class Teacher - Bournemouth, Christchurch And Poole Sen-school

Physical Education Class Teacher - Bournemouth, Christchurch And Poole Sen-school

16th March start
Full Time
Posted 5 days ago
Expiring 1st January
Bournemouth, Christchurch and Poole
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Job description

## Core Purpose To provide professional leadership and management for Physical Education across the school, ensuring high-quality teaching, effective use of resources, and improved standards of learning and achievement for all students. ## Key Responsibilities 1. Strategic Leadership Curriculum Design: Developing a broad and balanced PE curriculum that includes gymnastics, dance, athletics, and team sports. Action Planning: Creating an annual Subject Improvement Plan (SIP) that aligns with the school’s overall development goals. Budget Management: Overseeing the PE budget, including the effective allocation of the PE and Sport Premium (in primary settings). 2. Teaching and Learning Quality Control: Monitoring the quality of PE teaching through lesson observations, "learning walks," and reviewing teacher planning. Inclusion: Ensuring that PE is accessible to all students, including those with Special Educational Needs and Disabilities (SEND). Assessment: Tracking student progress and using data to identify groups that may be under-performing. 3. Extra-Curricular & Enrichment Clubs & Fixtures: Organizing a robust schedule of before-school, lunch, and after-school sports clubs. Competitions: Coordinating entry into local leagues, tournaments, and School Games events. Special Events: Taking the helm for major school events like Sports Day, health weeks, and charity fun runs. 4. Staff Development Mentorship: Supporting non-specialist teachers (especially in primary schools) to increase their confidence in delivering PE. CPD: Identifying and organizing Continuous Professional Development (CPD) opportunities for staff. ## Person Specification Feature Essential Criteria Desirable Qualifications Qualified Teacher Status (QTS) Specialist coaching badges (FA, RFU, etc.) Experience Proven track record of high-quality PE teaching Experience in a middle-management role Skills Strong organizational and "logistics" mindset Ability to drive a school minibus (D1 license) Qualities High energy, resilience, and a passion for well-being A "can-do" attitude toward rainy-day schedules
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Latest 4 jobs in Bournemouth, Christchurch and Poole

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  • Physical Education Class Teacher - Bournemouth, Christchurch And Poole Sen-school
    SEN School school in Bournemouth, Christchurch and Poole • Full Time
    16 Mar 2026
    ## Core Purpose To provide professional leadership and management for Physical Education across the school, ensuring high-quality teaching, effective use of resources, and improved standards of learning and achievement for all students. ## Key Responsibilities 1. Strategic Leadership Curriculum Design: Developing a broad and balanced PE curriculum that includes gymnastics, dance, athletics, and team sports. Action Planning: Creating an annual Subject Improvement Plan (SIP) that aligns with the school’s overall development goals. Budget Management: Overseeing the PE budget, including the effective allocation of the PE and Sport Premium (in primary settings). 2. Teaching and Learning Quality Control: Monitoring the quality of PE teaching through lesson observations, "learning walks," and reviewing teacher planning. Inclusion: Ensuring that PE is accessible to all students, including those with Special Educational Needs and Disabilities (SEND). Assessment: Tracking student progress and using data to identify groups that may be under-performing. 3. Extra-Curricular & Enrichment Clubs & Fixtures: Organizing a robust schedule of before-school, lunch, and after-school sports clubs. Competitions: Coordinating entry into local leagues, tournaments, and School Games events. Special Events: Taking the helm for major school events like Sports Day, health weeks, and charity fun runs. 4. Staff Development Mentorship: Supporting non-specialist teachers (especially in primary schools) to increase their confidence in delivering PE. CPD: Identifying and organizing Continuous Professional Development (CPD) opportunities for staff. ## Person Specification Feature Essential Criteria Desirable Qualifications Qualified Teacher Status (QTS) Specialist coaching badges (FA, RFU, etc.) Experience Proven track record of high-quality PE teaching Experience in a middle-management role Skills Strong organizational and "logistics" mindset Ability to drive a school minibus (D1 license) Qualities High energy, resilience, and a passion for well-being A "can-do" attitude toward rainy-day schedules…
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    Posted 5 days ago
  • Hlta - Bournemouth, Christchurch And Poole Sen-school
    SEN School school in Bournemouth, Christchurch and Poole • Full Time
    9 Mar 2026
    Senior behaviour support mentor 6 SCP 16 - 22 Relationships The post holder is accountable to the Behaviour for Learning Team Leader in all matters relating to this post. All staff are ultimately responsible to the Chief Executive Officer (CEO). The post holder will work closely with team members and support the team when necessary. Purpose The Senior Behaviour Support Mentor is to support the learning process. This includes planning and delivering strategic interventions to support pupils achieving their long-term goals. Main duties & responsibilities  To work with individuals and/or small groups to resolve difficulties causing concern as quickly as possible so as to promote learning at all times.  To plan and delivery enrichment opportunities and support linked to facilitating smooth transition when pupils first start at the academy and when they transition from the school. This includes life skills and preparation for adulthood.  To work with the teachers and the Behaviour for Learning Team Leader to ensure and promote effective behaviour support throughout the academy for all pupils to improve learning outcomes.  To provide support daily to pupils to promote good behaviour for learning.  In conjunction with the Behaviour for Learning Team Leader, monitor and implement development on whole School Behaviour Support policy.  To set targets to improve behaviour for learning for individual pupils.  To attend review meetings when required. Page 2 of 2 Ref: 1.2 Behaviour - Senior Behaviour Support Mentor To support the teacher and pupils through  Organising and supporting pupil rewards and sanctions as requested.  Liaising with parents regarding behavioural issues as required, in consultation with the Behaviour for Learning Team Leader, Vice Principal and Principal.  Promoting the whole academy ethos as encapsulated in the academy vision statement.  Monitoring and analysing data to further improve individual pupil’s behaviour patterns.  Responding to requests from teaching staff for assistance/support with behaviour support issues.  Proactive intervention.  Assisting with supervision during break and lunch times.  Ensuring accurate records are kept and monitored, of all behavioural issues and trends.  Promoting and safeguarding the welfare of pupils in your care or that you come into contact with in accordance with the whole school Child Protection and Safeguarding policies. Behaviour support  To maintain daily records of all incidents in conjunction with the Behaviour for Learning Team Leader.  To meet with teachers to monitor behaviour patterns throughout the academy to ensure a proactive approach to support pupils.  Monitor and review Behaviour Support Policy in conjunction with Behaviour for Learning Team Leader.  To have oversight of monitoring and implementation of rewards and sanctions. General · To promote and support aE’s culture and encourage staff and pupils to follow this example. · To promote and safeguard the welfare of children in your care or that you come into contact with in accordance with the Trust Child Protection and Safeguarding Policy. · To comply with, promote and act in accordance with all Trust and academy policies. · To be responsible for complying with data protection legislation and expectations for confidentiality. Any issues or breaches to be reported to our Trust People Director at the earliest opportunity. · To be responsible for complying with health & safety legislation and guidance. Any issues or breaches to be reported to our Trust Estates Director immediately. · To maintain consistent working relationship with colleagues, supporting them in line with your role and responsibilities. · To keep colleagues informed about aspects of your work and schedule which may affect the support you can give them.…
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    Posted 30 days ago
  • Learning Mentor - Bournemouth, Christchurch And Poole Sen-school
    SEN School school in Bournemouth, Christchurch and Poole • Full Time
    9 Mar 2026
    In a Special Educational Needs (SEN) school, a Learning Mentor acts as the bridge between a student’s emotional state and their ability to access the curriculum. While a Teaching Assistant (TA) focuses primarily on the teacher's lesson delivery, a Learning Mentor focuses on the individual student’s barriers to learning, such as anxiety, trauma, or neurodivergent dysregulation. Core Responsibilities 1. Emotional Regulation & Wellbeing De-escalation: Providing immediate support when a student is in crisis or "overloaded," using specialized techniques (e.g., Team-Teach) to help them return to a calm state. Emotional Literacy: Running 1:1 sessions using tools like ELSA (Emotional Literacy Support Assistant) or Zones of Regulation to help students identify and manage their feelings. Safe Space Management: Overseeing "break-out" rooms or sensory rooms where students can go when the main classroom environment becomes overwhelming. 2. Identifying and Removing Barriers Individual Action Plans: Creating bespoke mentoring plans that address specific hurdles, such as a "school refusal" plan for a student with high anxiety. Social Skills Groups: Facilitating "Circle of Friends" or Lego Therapy groups to help students practice turn-taking, social cues, and conflict resolution. Transition Support: Helping students navigate the "liminal" parts of the day—arriving at school, moving between classrooms, or preparing for the move to post-16 education. 3. Liaison & Advocacy The "Voice" of the Student: Ensuring the student’s perspective is included in their Annual Review or Education, Health, and Care Plan (EHCP) meetings. Family Support: Acting as a consistent point of contact for parents, offering strategies for the home that mirror the support provided in school. Multi-Agency Collaboration: Working with Speech and Language Therapists (SLTs), Educational Psychologists, and Social Workers to ensure a 360-degree support system. Key Skills for the SEN Setting Skill Application Active Listening Picking up on non-verbal cues from students who may have limited communication. Relational Stability Being a "consistent adult" for students who may have attachment issues or trauma. Resilience Maintaining a calm, non-judgmental exterior during physically or verbally challenging behavior. Data Tracking Monitoring "ABC" (Antecedent-Behaviour-Consequence) charts to find patterns in a student's dysregulation. A Typical Day in an SEN School Morning Entry: Meeting a specific student at the school gate who struggles with the transition from the car to the building. 1:1 Session: Using a "Social Story" to help a student with Autism understand why a regular teacher is absent today. Break-time Duty: Monitoring the playground not just for safety, but to "coach" social interactions between students who find unstructured time difficult. In-Class Support: Sitting with a student during a high-trigger lesson (like Science or Music) to provide "emotional scaffolding" so they stay in the room. Reporting: Meeting with the SENCo (Special Educational Needs Coordinator) to review the impact of a 6-week anger management intervention. Qualifications & Requirements Experience: Significant experience working with children with SEND (Autism, ADHD, SEMH, or PMLD). Specific Training: Certifications in ELSA, Nurture Group theory, or Trauma-Informed Practice are highly valued. Safeguarding: A deep understanding of "Keeping Children Safe in Education" (KCSiE), as SEN students are often more vulnerable. Requirements: Essential: SEN School Experience Desirable: Secondary School Experience…
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    Posted about 1 month ago
  • English Class Teacher - Bournemouth, Christchurch And Poole Secondary
    Secondary school in Bournemouth, Christchurch and Poole • Full Time
    23 Feb 2026
    Job Description: Secondary English Teacher Role: English Teacher (Secondary) Job Purpose To inspire a love for language and literature while ensuring all students make excellent academic progress. You will deliver high-quality lessons to students aged 11–18, preparing them for national exams and developing their critical thinking, writing, and communication skills. Key Responsibilities Teaching & Learning: Plan and deliver engaging lessons that cover the National Curriculum (Key Stage 3, GCSE, and A-Level). Adapt teaching methods to support students of all abilities, including those with SEN (Special Educational Needs). Use digital tools and traditional resources to bring texts (Shakespeare, poetry, modern prose) to life. Assessment: Mark student work regularly and provide clear, "next-step" feedback. Prepare students for external exams through mock assessments and revision sessions. Track and report on student progress to parents and senior leadership. Classroom Management: Maintain a positive, safe, and disciplined learning environment. Follow the school’s behavior policy consistently. Professional Duties: Attend departmental meetings and parents' evenings. Act as a Form Tutor, supporting the emotional and social well-being of a specific group of students.…
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    Posted about 1 month ago

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