Primary Teacher (QTS)

Job Title: Primary Teacher (QTS)

Location: Chelsea, London confirm vs Imperial Wharf before posting

Salary: £44,238 - £52,300, dependent on experience

Job Type: Permanent, Full Time

Start Date: September 2026 or January 2027

Description:

First Bridge School is a DfE-registered specialist SEND school in Chelsea, London, for pupils aged 2 to 11 with autism and complex developmental needs. We're hiring a qualified Primary Teacher (QTS) to lead a class at KS1/KS2 level in a fully integrated therapeutic model, working daily alongside Speech and Language Therapists, Occupational Therapists and Behaviour Specialists.

As Primary Teacher, you will:

• Plan and deliver SEND-aligned lessons tailored to EHCP targets
• Use autism-specific strategies including structured routines, visual supports and communication systems
• Differentiate for pupils with ASC, speech and language needs, and developmental delays
• Work collaboratively with SaLT, OT and behaviour teams for a consistent approach
• Monitor progress through continuous assessment and observation
• Maintain strong communication with parents, carers and professionals

We're looking for:

• Qualified Teacher Status (QTS)
• Experience teaching at KS1/KS2 level
• Strong understanding of EHCPs, differentiation and personalised learning
• Confident classroom management using structured, consistent approaches
• Ability to work effectively within a multidisciplinary team
• SEND, autism, or diverse learning needs experience desirable (TEACCH, PECS, or ABA-informed approaches a plus)

You’ll get a manageable workload, daily collaboration with therapists, funded SEND-specific CPD, 34 days' holiday, and a laptop for work and home use. This Primary Teacher role suits educators who want structured, purposeful teaching and long-term pupil development over short-term attainment metrics.

First Bridge School is committed to safeguarding. Enhanced DBS and other pre-employment checks apply. This vacancy is exempt from the Rehabilitation of Offenders Act 1974.

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