Design and Technology Teacher (Resistant Materials)
Autism and SEMH setting
£28,000 to £45,000 per annum, depending on experience and teaching qualification
Permanent - ASAP or September 2026 Start
Mole Valley, Surrey (commutable from Dorking, Guildford, Horsham, and surrounding areas)
*** Interviews are arranged ASAP ***
This role will not suit everyone, and that is exactly the point.
If you are a DT teacher who is tired of large classes, stretched resources, and never quite having the time to connect properly with the students in front of you, this is worth your attention. And if you are not a qualified teacher but you have serious hands-on DT skills and a genuine interest in working with young people who have Autism or social and emotional needs, I want to hear from you, too.
This is a permanent Design and Technology Teacher opportunity at a specialist school in Surrey, set within an extraordinary natural environment. The school supports children and young people aged 7 to 16, all of whom have Autism, many with co-occurring SEMH needs. It is a small, purposeful school where every aspect of the curriculum and environment has been designed with the pupils' specific needs at the centre.
QTS is welcome but not essential. What matters most is your subject knowledge, your practical ability, and your genuine motivation to work with young people who experience the world differently.
What the school is like
This is not a typical school environment, and intentionally so. The school has been designed around the specific needs of its pupils, with outdoor and nature-based learning meaningfully integrated into the curriculum. Teaching here is therapeutic in its approach. The school embeds therapy into the educational programme, giving pupils the space to self-regulate, engage at their own pace, and build the resilience and confidence they will need for life beyond school. The school embeds therapy into the educational programme, giving pupils the space to self-regulate, engage at their own pace, and build the resilience and confidence they will need for life beyond school.
As a DT teacher here, your workshop is not just a classroom. For many of these pupils, working with their hands is the entry point to engagement. It is where they feel most regulated, most capable, and most themselves.
Class sizes are small. The staff-to-student ratio is strong. You will have the support of therapists and specialist teaching staff working alongside you every day.
What the role involves
You will plan and deliver DT lessons with a primary focus on resistant materials, alongside other DT disciplines, including textiles, food technology, and electronics, depending on the timetable and pupil needs. You will adapt your teaching constantly, not because the curriculum demands it, but because these pupils require an individualised approach. You will work closely with the wider team, contributing to each pupil's personal development alongside their academic progress.
Realistically, some lessons will go brilliantly. Others will require you to stop, reset, and take a completely different approach. Pupils may be dysregulated, anxious, or resistant to engagement on some days. Your role is not to push through. It is to read the room, stay calm, and find another way in.
You will also support pupils with:
- Developing focus, patience, and a sense of achievement through practical tasks
- Building communication and social skills within the structure of a workshop environment
- Working towards accredited outcomes where appropriate, including GCSE and functional skills pathways
- Experiencing the satisfaction of making something with their own hands, which for many of these young people is genuinely life-changing
What I am looking for
You do not need to have worked in a specialist school before. What you do need is the right combination of subject knowledge and personal qualities.
I am looking for someone who:
- Has strong, demonstrable knowledge of resistant materials and broader DT practice
- Is patient, adaptable, and calm under pressure
- Understands, or is genuinely open to learning about, Autism, SEMH, sensory differences, and trauma-informed approaches
- Can build trust with young people who may have had difficult experiences in school
- Values the work for what it is, not just as a job title or career step
If you have QTS, the salary will reflect that. If you do not, your experience, skill, and commitment will still be taken seriously here.
Why this role is worth considering
Specialist independent schools like this one are rare. The school has been designed from the ground up with these pupils in mind, and that shows in the quality of the environment, the resources, and the people working there. You will not be fighting for basic equipment or navigating a management structure that does not understand SEND. The headteacher leads closely with his staff, and training and professional development are built into your journey from day one.
For those coming from a mainstream background, full SEND training and ongoing support will be provided.
For those coming from outside education entirely, your practical knowledge and life experience are genuinely valued here.
If this sounds like the right next step for you, please apply now or contact Heeji Moon at Parker Smith Inclusion.