Teacher

🏫 Aurora Poppyfield School
📍 Leatherhead💷 £34,398 – £48,913⏱ Full Time
📅 Posted Today📅 Closes 26 Jun 2026🔗 Via Tes Jobs
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About this role

Location: Effingham, Surrey Contract: Full-time, Permanent Salary: £34,398 - £48,913 per year (M1 – UPS1 Fringe) ** Plus £5,000 Welcome bonus For Qualified Teacher* Hours: 40 hours per week - Start time 8.15am - Finish time Monday/Wednesday/Thursday 4.45pm. Tuesday 5pm and Friday 4pm Start date: As soon as possible Aurora Poppyfield School Join our dedicated team at Poppyfield School, where we support students aged 11–16 with Autism Spectrum Condition (ASC) through a nurturing and inclusive approach. We empower our young people to access the national curriculum in a way that works for them and to achieve meaningful vocational qualifications by the time they leave school. We’re seeking a dedicated Teacher with ASC experience to join our school, to deliver high quality teaching and learning to our students. Why Apply? Make a real difference in students’ lives Contribute to a creative, inclusive curriculum Work with inspiring pupils and a supportive team Be part of an organisation that values and invests in staff Key Duties: Deliver and develop the curriculum to meet students’ educational, physical, and social needs, using effective short-, medium-, and long‑term planning. Work collaboratively within a multi‑disciplinary team and maintain strong communication with staff, parents/carers, and external professionals. Set, monitor, and review personalised targets, assessing and reporting on student progress in line with school policies and statutory requirements. Plan structured, motivating lessons and reflect on outcomes to improve teaching practice. Contribute to reviews such as Statements, EHCPs, PEPs, and LAC meetings. Maintain up‑to‑date knowledge through professional development and awareness of current autism practice. Support curriculum development and model high standards of conduct and professional relationships. Manage delegated budgets responsibly and address challenging behaviour using school policies in a non‑confrontational manner. Please note t

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