Teacher for KS2 SEMH Enhanced Resource Base (ERB)
| Posting date: | 11 December 2025 |
|---|---|
| Hours: | Part time |
| Closing date: | 10 January 2026 |
| Location: | Wisbech, Cambridgeshire, PE14 9NA |
| Company: | Teaching Vacancies |
| Job type: | Permanent |
| Job reference: | aaa51dfe-c0e7-45cb-94c7-d62042986e5b |
Summary
What skills and experience we're looking for
The SEMH Base teacher will be responsible for the learning, progress, standards and safeguarding of the pupils admitted to the ERB.
The teacher will complete focused SEMH screening alongside National Curriculum and SEND assessments, alongside supporting child centred learning that captures the needs and the interests of the pupils.
They will create a sense of safety through routines and emotional support to ensure that all of the special educational needs of the students are met delivering a curriculum, to address SEMH needs and core National Curriculum aims and goals.
Teachers support pupil’s self-esteem, individual literacy and numeracy needs in all aspects across the school day. Teachers will be responsible for teaching with an explicit focus on social and emotional needs to ensure that the statutory requirements of the EHCP are met, where there is one in place, including the working towards identified outcomes.
Close partnerships will be maintained, and they will work collaboratively with others to develop effective professional relationships through participation with senior management teams, schools and external partners.
The teacher will work in collaboration with external agencies, Specialist Partners, Educational Psychologists and any other agencies necessary to ensure appropriate, high-quality provision is in place.
The ERB will work closely and collaboratively with the family and the child to allow for the students on roll to access mainstream classes and integrate as much as possible into the life of the main school. The ERB environment and provision must be an outstanding example of how those Social Emotional and Mental Health needs can be met.
All teachers are required to carry out the duties of a schoolteacher as set out in the current School Teachers Pay and Conditions Document. Teachers should also have due regard to the Teacher Standards (2012). Teachers performance will be assessed against the teacher standards as part of the appraisal process as relevant to their role in the school
Deliver the curriculum in a way which is differentiated and adjusted so that the student is able to access one that is broad and balanced, willingly and without anxiety.
Be responsible for promoting and safeguarding the welfare of children and young people within the school, raising any concerns following school protocol/procedures
What the school offers its staff
Dragonflies is a remarkable class where children cultivate a deep sense of belonging, forge meaningful friendships, and relish being part of a collaborative group. Here, children work together with trust and enthusiasm, developing confidence in themselves and their abilities. They are encouraged to take risks, trust in their capabilities, and effectively regulate their emotions using appropriate strategies.
Our learning environment extends beyond the traditional classroom. We offer opportunities for children to connect with nature through our forest school programme, engage in hands-on activities such as making apple juice, and contribute positively to their community through collaborative actions, including caring for shared spaces and assisting others.
Every day in Dragonflies is viewed as a fresh start, ensuring that each child can trust the adults around them while feeling understood and supported. We empower our students to build independence, develop self-advocacy skills, and confidently seek help when required. This collaborative spirit is not limited to the classroom; it extends to a strong partnership with families who play a vital role in their child's education. Our Enhanced Resource Base fully supports this initiative, helping to rebuild trust between families and the school, ensuring that parents and carers feel safe and valued as partners in their child's journey.
At Fenland Schools Federation, we are committed to fostering a nurturing, inspiring, and inclusive environment where children flourish—academically, socially, and emotionally. Our goal is to ensure that they are well-prepared to embrace their futures with confidence and hope.
Teaching in Fenland Schools Federation offers a uniquely rewarding experience. Our dedicated team is committed to ensuring every child reaches their full potential. We provide the right candidate with flexible working arrangements, ongoing support, supervision, and training opportunities.
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 governors 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.
The SEMH Base teacher will be responsible for the learning, progress, standards and safeguarding of the pupils admitted to the ERB.
The teacher will complete focused SEMH screening alongside National Curriculum and SEND assessments, alongside supporting child centred learning that captures the needs and the interests of the pupils.
They will create a sense of safety through routines and emotional support to ensure that all of the special educational needs of the students are met delivering a curriculum, to address SEMH needs and core National Curriculum aims and goals.
Teachers support pupil’s self-esteem, individual literacy and numeracy needs in all aspects across the school day. Teachers will be responsible for teaching with an explicit focus on social and emotional needs to ensure that the statutory requirements of the EHCP are met, where there is one in place, including the working towards identified outcomes.
Close partnerships will be maintained, and they will work collaboratively with others to develop effective professional relationships through participation with senior management teams, schools and external partners.
The teacher will work in collaboration with external agencies, Specialist Partners, Educational Psychologists and any other agencies necessary to ensure appropriate, high-quality provision is in place.
The ERB will work closely and collaboratively with the family and the child to allow for the students on roll to access mainstream classes and integrate as much as possible into the life of the main school. The ERB environment and provision must be an outstanding example of how those Social Emotional and Mental Health needs can be met.
All teachers are required to carry out the duties of a schoolteacher as set out in the current School Teachers Pay and Conditions Document. Teachers should also have due regard to the Teacher Standards (2012). Teachers performance will be assessed against the teacher standards as part of the appraisal process as relevant to their role in the school
Deliver the curriculum in a way which is differentiated and adjusted so that the student is able to access one that is broad and balanced, willingly and without anxiety.
Be responsible for promoting and safeguarding the welfare of children and young people within the school, raising any concerns following school protocol/procedures
What the school offers its staff
Dragonflies is a remarkable class where children cultivate a deep sense of belonging, forge meaningful friendships, and relish being part of a collaborative group. Here, children work together with trust and enthusiasm, developing confidence in themselves and their abilities. They are encouraged to take risks, trust in their capabilities, and effectively regulate their emotions using appropriate strategies.
Our learning environment extends beyond the traditional classroom. We offer opportunities for children to connect with nature through our forest school programme, engage in hands-on activities such as making apple juice, and contribute positively to their community through collaborative actions, including caring for shared spaces and assisting others.
Every day in Dragonflies is viewed as a fresh start, ensuring that each child can trust the adults around them while feeling understood and supported. We empower our students to build independence, develop self-advocacy skills, and confidently seek help when required. This collaborative spirit is not limited to the classroom; it extends to a strong partnership with families who play a vital role in their child's education. Our Enhanced Resource Base fully supports this initiative, helping to rebuild trust between families and the school, ensuring that parents and carers feel safe and valued as partners in their child's journey.
At Fenland Schools Federation, we are committed to fostering a nurturing, inspiring, and inclusive environment where children flourish—academically, socially, and emotionally. Our goal is to ensure that they are well-prepared to embrace their futures with confidence and hope.
Teaching in Fenland Schools Federation offers a uniquely rewarding experience. Our dedicated team is committed to ensuring every child reaches their full potential. We provide the right candidate with flexible working arrangements, ongoing support, supervision, and training opportunities.
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 governors 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.