Maths Teacher
SEN School for children with Autism, ADHD, and SEMH
Mole Valley, Surrey
September Start, Full-time (term time only)
£30,000 - £45,000 per annum
What would it mean to teach a subject you love to students who genuinely need you to find a new way of teaching it? And what would it feel like to work in a school that is actually built around that challenge?
Most Maths teachers will tell you the same thing. The subject itself is not the hard part. The hard part is the thirty things competing for your attention before you even open the lesson. The noise, the pace, the weight of a timetable that leaves no room to think. You get through the day. You do good work. But somewhere along the way, the reason you started teaching quietly shrinks.
This role asks a different question of you. Not how much content can you cover, but how well can you know the young person in front of you, and how creatively can you find a way in?
The School
This is a specialist independent school in Surrey, supporting pupils aged 7 to 16 with Autism and Social, Emotional and Mental Health needs. Most pupils hold an EHCP. Many have experienced anxiety, emotional dysregulation, and a complicated relationship with formal learning long before they arrive here.
The school opened in September 2025 and is built on a genuinely therapeutic model. Therapy sits inside the curriculum, not alongside it. The environment itself, including substantial outdoor and nature-based learning spaces, is part of how pupils here begin to regulate, build confidence, and find their way back into learning.
Class sizes are small. You will know your students by name, by need, and by what works for them on any given day. You will teach Maths from the National Curriculum, including Functional Skills pathways where appropriate, and you will have the freedom and the expectation to adapt your approach to the individual rather than the other way around.
What This Work Actually Involves
A pupil with Autism and high anxiety does not always show you what they know. Sometimes the lesson is about getting them to the table. Sometimes it is about finding the angle, the context, the moment of genuine curiosity that unlocks something. Number confidence among these young people is often bound up with trust. With feeling safe enough to get something wrong.
You will be working alongside therapists and specialist support staff who are embedded in the school day. Leadership here is close to the ground. Teachers are not left to figure things out on their own.
You do not need a SEND background to apply. You do need to be someone who stays curious about the young people in front of you, who can hold a calm presence when a session does not go to plan, and who finds the relational side of teaching as important as the academic. If you have worked with young people in contexts outside of school, whether in youth work, mentoring, residential care, or community roles, that experience is genuinely valued here.
Who Tends to Thrive Here
Teachers moving from mainstream who want more room to teach well, not just fast. Those with experience of trauma-informed practice or supporting young people with anxiety and dysregulation. People who have worked with non-verbal or minimally verbal young people and understand that communication is not always spoken. Those who are drawn to a school where the therapeutic and the academic are not treated as separate things.
If you do not yet hold QTS but you have solid, relevant experience working with young people, this school is open to supporting you through the Assessment Only route to gain your qualification while you work. It is a practical pathway, and the right school makes a significant difference to how well it works. This could be that school.
Sponsorship may be available for the right candidate, subject to eligibility and school confirmation.
If you are interested, apply now or contact Heeji Moon at Parker Smith Inclusion.