Special and Additional Needs Education Teaching Professional (SENCo)
| Posting date: | 17 December 2025 |
|---|---|
| Salary: | Not specified |
| Additional salary information: | Negotiable, commensurate with qualifications and experience |
| Hours: | Full time |
| Closing date: | 16 January 2026 |
| Location: | Birmingham, West Midlands |
| Remote working: | On-site only |
| Company: | Fastispeed Ltd |
| Job type: | Contract |
| Job reference: | SENCO |
Summary
JOB TITLE: Special & Additional Needs Education Teaching Professional (SOC 2020: 2316)
LOCATION: British Creative Institute (BCI), Birmingham
SALARY: Competitive (dependent on experience) | CONTRACT: Permanent/Fixed term (as agreed) | HOURS: Full time/Part time (as agreed)
Job Purpose
To deliver high-quality, highly differentiated teaching for post-16 learners with SEND in a specialist setting, enabling progress towards EHCP outcomes, accredited learning aims, independence, wellbeing and preparation for adulthood through a creative/vocational curriculum.
Reporting to
• Principal
• SENCo / Head of SEND (where applicable)
Key Accountabilities
Teaching & Curriculum
• Plan and deliver engaging programmes across BCI pathways (e.g., Photography, TV Production, Web Development, Digital Marketing, Games, Journalism, Graphic Design) and/or Functional Skills / core learning as required.
• Convert EHCP outcomes into individual learning targets (ILPs) and embed them in daily teaching, routines and enrichment.
• Deliver structured 1:1, small group and class-based sessions for learners with ASD, ADHD, SEMH, anxiety, sensory/communication needs and cognition & learning needs.
• Implement reasonable adjustments and inclusive strategies (scaffolding, chunking, visuals, AAC/supportive communication, assistive technology, sensory adaptations).
Assessment, Progress & Records
• Complete baseline and ongoing assessment and capture progress using appropriate evidence (observations, portfolios, work samples, learner voice).
• Support delivery/assessment of accredited learning where applicable, ensuring accessible, compliant and ethical practice.
• Maintain accurate records for attendance, engagement, behaviour/regulation strategies and progress in line with BCI expectations.
Behaviour, Regulation, Safety & Wellbeing
• Create a calm, safe learning environment using positive behaviour support, consistent routines, regulation plans, de-escalation and restorative practice.
• Undertake dynamic risk assessment and maintain health & safety during practical activities (studios/equipment, trips, cooking/life skills).
Working with Others
• Direct and support Learning Support Assistants/TAs: brief before sessions, allocate roles, model strategies and review impact.
• Communicate professionally with parents/carers to support attendance, engagement and wellbeing.
• Liaise with multi-agency professionals (e.g., EP, SALT, OT, CAMHS, social care) to coordinate provision and contribute to joined-up planning.
Reviews, Improvement & Professional Standards
• Contribute to EHCP/annual reviews and reports with clear evidence of progress, barriers and recommended provision.
• Participate in meetings, CPD and quality improvement activity; contribute to schemes of work and reflective practice.
• Uphold safeguarding, confidentiality and data protection; follow BCI policies and safer working practice.
Working Relationships
Internal: Principal/SLT, SENCo, DSL/DDSL, curriculum leads, teachers, LSAs/TAs, pastoral/attendance, quality/admin.
External: parents/carers, Local Authority teams, EHCP coordinators, health and therapy services, social care, awarding bodies/EQAs (where relevant).
Person Specification
Essential
• Teaching qualification OR substantial relevant teaching experience with commitment to achieve an appropriate qualification.
• Experience supporting learners aged 16–25 with SEND in specialist or inclusive settings.
• Strong SEND practice: differentiation, reasonable adjustments, communication support and regulation strategies.
• Ability to evidence progress (small steps/portfolios) and maintain high-quality records.
• Confident behaviour support and de-escalation; commitment to safeguarding and inclusion.
• Strong communication, teamwork and organisation.
Desirable
• QTS/QTLS; post-16 SEND/alternative provision experience; Functional Skills delivery.
• Experience with accredited provision (e.g., Ascentis/Highfields or similar).
• Training in autism practice, trauma-informed approaches, Team Teach (or similar), Makaton/AAC, sensory-informed practice.
• Creative media/industry skills and ability to embed creativity into SEND delivery.
Safer Recruitment
Enhanced DBS (including barred list), right to work checks and references required.
LOCATION: British Creative Institute (BCI), Birmingham
SALARY: Competitive (dependent on experience) | CONTRACT: Permanent/Fixed term (as agreed) | HOURS: Full time/Part time (as agreed)
Job Purpose
To deliver high-quality, highly differentiated teaching for post-16 learners with SEND in a specialist setting, enabling progress towards EHCP outcomes, accredited learning aims, independence, wellbeing and preparation for adulthood through a creative/vocational curriculum.
Reporting to
• Principal
• SENCo / Head of SEND (where applicable)
Key Accountabilities
Teaching & Curriculum
• Plan and deliver engaging programmes across BCI pathways (e.g., Photography, TV Production, Web Development, Digital Marketing, Games, Journalism, Graphic Design) and/or Functional Skills / core learning as required.
• Convert EHCP outcomes into individual learning targets (ILPs) and embed them in daily teaching, routines and enrichment.
• Deliver structured 1:1, small group and class-based sessions for learners with ASD, ADHD, SEMH, anxiety, sensory/communication needs and cognition & learning needs.
• Implement reasonable adjustments and inclusive strategies (scaffolding, chunking, visuals, AAC/supportive communication, assistive technology, sensory adaptations).
Assessment, Progress & Records
• Complete baseline and ongoing assessment and capture progress using appropriate evidence (observations, portfolios, work samples, learner voice).
• Support delivery/assessment of accredited learning where applicable, ensuring accessible, compliant and ethical practice.
• Maintain accurate records for attendance, engagement, behaviour/regulation strategies and progress in line with BCI expectations.
Behaviour, Regulation, Safety & Wellbeing
• Create a calm, safe learning environment using positive behaviour support, consistent routines, regulation plans, de-escalation and restorative practice.
• Undertake dynamic risk assessment and maintain health & safety during practical activities (studios/equipment, trips, cooking/life skills).
Working with Others
• Direct and support Learning Support Assistants/TAs: brief before sessions, allocate roles, model strategies and review impact.
• Communicate professionally with parents/carers to support attendance, engagement and wellbeing.
• Liaise with multi-agency professionals (e.g., EP, SALT, OT, CAMHS, social care) to coordinate provision and contribute to joined-up planning.
Reviews, Improvement & Professional Standards
• Contribute to EHCP/annual reviews and reports with clear evidence of progress, barriers and recommended provision.
• Participate in meetings, CPD and quality improvement activity; contribute to schemes of work and reflective practice.
• Uphold safeguarding, confidentiality and data protection; follow BCI policies and safer working practice.
Working Relationships
Internal: Principal/SLT, SENCo, DSL/DDSL, curriculum leads, teachers, LSAs/TAs, pastoral/attendance, quality/admin.
External: parents/carers, Local Authority teams, EHCP coordinators, health and therapy services, social care, awarding bodies/EQAs (where relevant).
Person Specification
Essential
• Teaching qualification OR substantial relevant teaching experience with commitment to achieve an appropriate qualification.
• Experience supporting learners aged 16–25 with SEND in specialist or inclusive settings.
• Strong SEND practice: differentiation, reasonable adjustments, communication support and regulation strategies.
• Ability to evidence progress (small steps/portfolios) and maintain high-quality records.
• Confident behaviour support and de-escalation; commitment to safeguarding and inclusion.
• Strong communication, teamwork and organisation.
Desirable
• QTS/QTLS; post-16 SEND/alternative provision experience; Functional Skills delivery.
• Experience with accredited provision (e.g., Ascentis/Highfields or similar).
• Training in autism practice, trauma-informed approaches, Team Teach (or similar), Makaton/AAC, sensory-informed practice.
• Creative media/industry skills and ability to embed creativity into SEND delivery.
Safer Recruitment
Enhanced DBS (including barred list), right to work checks and references required.