KS2 SEMH Class Teacher - Manchester
justteachers
| Company | justteachers |
| Category | Education |
| Location | Manchester |
| Remote | — |
| Employment | Not stated |
| Level | Not stated |
| Salary | Not stated by the employer |
| First seen | 2 Aug 2026 (the employer did not state a posting date) |
| Last verified | 10 Aug 2026 |
| Source | The employer's own careers page (company_site) |
Description
About the role:
A supportive and inclusive school in Manchester is seeking a dedicated KS2 SEMH Teacher to join their team on a full-time basis from September. The school provides a nurturing environment for pupils with SEMH needs, focusing on helping children develop academically, socially, and emotionally. Through personalised learning approaches, strong pastoral support, and positive relationships, the school empowers pupils to achieve their full potential and build confidence both in and out of the classroom. This role has the potential to be permanent.
Key Responsibilities:
• Plan and deliver engaging, differentiated lessons that meet the individual needs of KS2 pupils with SEMH needs.
• Create a safe, structured, and supportive classroom environment that promotes positive behaviour and emotional wellbeing.
• Build strong, trusting relationships with pupils to support their social, emotional, and academic development.
• Use a range of strategies to support emotional regulation, resilience, and readiness to learn.
• Work collaboratively with teaching assistants, SENCOs, parents, and external professionals to ensure pupils receive consistent support.
• Monitor and assess pupil progress, adapting teaching approaches where necessary to maximise engagement and achievement.
• Promote inclusion, independence, and self-confidence through a nurturing and child-centred approach.
Pre-requisites:
• Qualified Teacher Status (QTS) or equivalent recognised teaching qualification.
• Experience teaching within KS2, with a strong understanding of the primary curriculum.
• Knowledge and understanding of SEMH needs and effective strategies to support pupils with additional social, emotional, and behavioural challenges.
• Strong classroom management skills and the ability to build positive relationships with pupils who may have experienced barriers to learning.
• A patient, resilient, and compassionate approach to teaching.
• Experience working within SEND, SEMH, alternative provision, or specialist educational settings would be advantageous.