SEND/SEMH Classroom Roles New

I recruit across a range of specialist SEND and SEMH schools throughout East Sussex, and one of the advantages of working across several settings is that I don't necessarily need to start with a vacancy and work backwards.

Sometimes it makes more sense to start with the person.

Where are you based? What experience do you have? Which age groups do you enjoy working with? What sort of environment brings out the best in you? Are you looking for something long-term, or would you rather have some flexibility?

From there, I can look at where you might actually fit.

I'm currently looking to expand the network of educators I work with across Hastings, Battle, Eastbourne, Hailsham, Seaford, Newhaven, Lewes and surrounding areas for the 2026/27 academic year.

Depending on your experience and what you're looking for, I regularly recruit:

• SEND & SEMH Teachers
• Teaching Assistants
• Learning Support Assistants
• Behaviour & Engagement Mentors
• 1:1 Support Staff
• Pastoral & Intervention Staff
• Day-to-day educators
• Long-term and ongoing staff

These opportunities span both primary and secondary specialist education.

There isn't really a useful one-size-fits-all description of a SEND school.

Some of the settings I work with support pupils with significant communication and interaction needs. Others work predominantly with young people with SEMH needs and barriers to mainstream education.

The working environments, expectations and pupils can be very different.

That's why the conversation before I put you forward matters.

Having spent several years working directly within SEND myself before moving into recruitment, I know that enjoying specialist education doesn't automatically mean you'll enjoy every specialist setting.

I'd much rather work out where your strengths are likely to be useful.

Not necessarily.

There are vacancies where relevant experience or qualifications are important, and I'll always be clear when that's the case.

For other positions, schools can consider people with strong transferable experience from areas including:

• Mainstream education
• Care and support work
• Youth work
• Sports and activity coaching
• Mentoring
• Tutoring
• Other work supporting children and young people

More than anything, schools need adults who are dependable, adaptable and comfortable building professional relationships with pupils who may need a different approach to education.