Unqualified SEMH Teacher / Behaviour Lead

Job Title: Unqualified SEMH Teacher / Behaviour Lead Instructor

Location: Blackpool, Lancashire (FY postcodes)

Position Type: Full-Time, Temporary-to-Permanent

Lead the Classroom Through Presence, Relationship, and De-Escalation

Are you an experienced Cover Supervisor, Higher Level Teaching Assistant (HLTA), Youth Mentor, or Behaviour Specialist looking to step up into whole-class delivery without needing QTS?

Our specialist Alternative Provision (AP) and SEMH settings across Blackpool prioritise genuine authority, de-escalation instincts, and trauma-informed rapport over formal teaching credentials. We are recruiting an Unqualified SEMH Teacher / Behaviour Lead to deliver tailored lessons to small groups of Key Stage 3 and Key Stage 4 learners (ages 11-16) who have disengaged from mainstream schooling.

You will teach micro-classes of 4 to 6 students, supported in every lesson by experienced pastoral teaching assistants, focusing on building confidence, core functional skills, and personal development.

Why Choose an Unqualified SEMH Role in Blackpool?

• Micro-Class Ratios: No 30-pupil lecture halls. Teach intimate cohorts of 4 to 6 learners where you can actually make an individual impact.

• Full In-Class Support: Every lesson has dedicated pastoral TAs and co-regulation staff in the room alongside you.

• Balanced School Lifestyle: Monday to Friday, 8:30 AM - 3:30 PM. No evening marking mills, no weekend shifts, and all school holidays off.

• Smooth Route to Permanent: A structured 12-week temp-to-perm transition giving you immediate weekly pay security with a guaranteed permanent school contract upon successful review.

Key Responsibilities

• Small-Group Delivery: Teach adapted, accessible lessons across Entry Level, Functional Skills, or practical vocational subjects tailored to individual learner baselines.

• Behaviour Management & Co-Regulation: Use low-arousal techniques, firm boundaries, and proactive de-escalation to prevent and defuse crisis situations.

• Trauma-Informed Practice: Adapt lesson pacing around pupil triggers, attention spans, and targets outlined in Education, Health and Care Plans (EHCPs).

• Positive Culture: Establish a calm, structured classroom routine that celebrates small academic and personal wins.

• Pastoral Collaboration: Work alongside senior leadership, SENCOs, and family support workers, logging behavioural entries and safeguarding notes (e.g., CPOMS).

Who We Are Looking For

• Experience: Proven track record managing groups of secondary-aged learners with complex SEMH needs, adverse childhood experiences (ACEs), or challenging behaviour.

• Backgrounds That Fit: Experienced Cover Supervisors, HLTAs, Sports Coaches, Youth Workers, Ex-Services Instructors, or FE Tutors.

• Mindset: Grounded presence, emotional resilience, non-defensive communication, and high empathy.

• Qualifications: Qualified Teacher Status (QTS) is not required. A degree, Level 3/4 education qualification, or substantial vocational/mentoring experience is required.

• De-Escalation Training: Team-Teach, MAPA/CPI, or PRICE training is advantageous (accredited refresher courses available).

• Safeguarding: An Enhanced Child Workforce DBS on the DBS Update Service (or willingness to process one immediately).

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