Job title:Pre-Prep Learning Support Teacher
Job Type:Part time (0.4), temporary (one year)
Salary:£37,903 - £63,920
Department:Pre-Prep
Reporting to:SENDCo, Pre-Prep School
Location:Highgate, North London
Start:September 2026
Closing Date:20 May 2026 at 8:00 am

Pre-Prep Learning Support Teacher for September 2026

The successful candidate will be an experienced SEND practitioner with a strong understanding of statutory SEND processes and a commitment to supporting pupils and families within an inclusive school environment. An enthusiastic, patient, fully qualified and dedicated Learning Support teacher is required to join the Learning Support team. The role involves teaching pupils with additional needs, learning difficulties and/or disabilities and special educational needs, supporting class teachers, supporting parents and carers and liaising with external professionals, as part of the assessment and review of pupils’ needs, and contributing to the wider aspect of school life. This is a temporary position to begin in September 2026 until August 2027 in the first instance with potential to extend. There is some flexibility in how the part-time timetable can be allocated. However, the successful applicant will be expected to show a degree of flexibility with their working hours and will need to be available to attend key school events outside of their regular hours.

Highgate Pre-Preparatory School is an academically selective, coeducational school with approximately 180 pupils in 9 classes from Reception to Year 2. The Pre-Preparatory School is housed in its own building in Bishopswood Road, adjacent to the school’s playing fields.

Visitors invariably remark on our high standards of work and behaviour, and warm and friendly atmosphere. Highgate’s modern teaching and outlook ignites our pupils’ learning within a purposeful and exciting curriculum. Our pupils are happy and confident children who are encouraged to take risks.

In Reception, our curriculum is based on the seven areas of learning in the EYFS. In Year 1, our curriculum is designed to extend pupils academically whilst ensuring breadth and balance in the activities on offer. In Year 2, pupils consolidate all that has been taught before, as well as being introduced to new and challenging experiences to foster independent learning. Recorder lessons are added to the Year 2 curriculum and during the summer term, Year 2 pupils take part in a week of special visits and outings. Throughout their time in our Pre-Prep, pupils are taught sports and exercise, Forest School, and music and drama by specialist teachers. Swimming is introduced from Year 1.

At Highgate we aim to enable pupils with special educational needs or learning difficulties and/or disabilities (LDD) to achieve their full potential. We do this by supporting children to enhance their learning skills and abilities; by liaising and working with their teachers and parents; and also, by liaising with outside agencies.

It is the aim of the Learning Support Department to provide appropriate material resources, dedicated support and suitable interventions to support pupils with LDDs who are on the learning support register and to develop a partnership with all members of the teaching staff to ensure that there is a positive and consistent approach to the learning of those pupils, and to ensure that support is provided where needed.

The emphasis at Highgate is very much upon nurturing pupils through the curriculum. This includes mostly small group teaching outside of lessons; however, much of the work of the Learning Support teacher involves working collaboratively with colleagues in their support of children inside the classroom with their peers.

Highgate is strongly committed to inclusion and is an equal opportunities employer. We aim to create a welcoming, respectful and safe environment for all members of our community, from every ethnicity, gender, sexual orientation, age, ability/disability, religion and background. We know that more diverse teams are stronger teams, and that the more inclusive we are, the more our staff and pupils will feel a sense of belonging and will thrive. To enable us to make any reasonable adjustments, please let us know when you submit your application whether you have any special requirements.

Highgate is committed to the safeguarding and welfare of children and applicants must be willing to undergo child protection screening appropriate to this post, including checks with past employers, the Disclosure and Barring Service and overseas police check if necessary. Candidates from overseas must provide information about their past conduct, for example, by providing documents issued by overseas teaching authorities.

Person Specification

The Role

The successful applicant will provide support for children in Reception and Key Stage 1. The role will include running small group sessions, supporting within lessons where necessary, tracking and monitoring the progress of interventions and keeping SEND records updated. The successful applicant will need to be confident with liaising with colleagues, parents and external professionals. They will also be expected to contribute to the wider aspect of school life including carrying out duties, attending parent events, and participating in open days and inset.

SEND Expertise

The successful candidate will have significant experience of working with children with Special Educational Needs and Disabilities (SEND) in an early years and/or Key Stage 1 context. They will demonstrate a secure understanding of the SEND Code of Practice (2015), including statutory duties placed on schools, and have experience of supporting the referral and assessment process for pupils with SEND. Knowledge and understanding of the Children and Families Act (2014), as well as the SEND White Paper and its implications for pupils and families, is essential.

Essential Professional criteria

Criteria
How will these be tested or verified?
An honours degree or equivalent and a teaching qualification
- Original degree certificate(s)
- Questions about subject specialisation (and course content for more recent graduates)
Experience of working with Reception and Key Stage One pupils delivering English, phonics and mathematics learning sessions. The ability to produce and maintain Pupil Profiles, registers, liaising and when necessary, providing staff training.
- A 25-minute session to be spent with a suitable group of pupils
- Questions at interview about formulating Pupil Profiles etc
Substantial experience of teaching and supporting pupils with a range of Special Educational Needs and Disabilities (SEND), with demonstrated knowledge of statutory frameworks including the SEND Code of Practice (2015) and the Children and Families Act (2014)
- Tested through interview questions and professional discussion.
An understanding of SpLDs and associated barriers to learning and experience of supporting pupils through assessment, referral and review processes
- Questions at interview to assess knowledge in this area
Experience of delivering evidence-based interventions and a knowledge of their impact
- Questions at interview to assess knowledge in this area
The ability to use creative, multi-sensory teaching methods appropriate to the learning needs of the individual child
- A 25-minute session to be spent with a suitable group of pupils
- Questions at interview about methods and teaching style etc
Excellent communication skills
- Panel interview; group session observation (as above)
The ability to establish good relations with colleagues, pupils and parents
- Opportunities at interview to recount experiences where these skills have been demonstrated
Knowledge of, and sympathy with, traditional British values
- Questions at interview
Awareness and understanding of safeguarding and welfare of children
- Questions at interview to test attitudes towards and knowledge of children’s safeguarding and welfare

Desirable professional criteria

Criteria
How will these be tested or verified?
A postgraduate qualification in special education, SpLDs or Educational Psychology
- Original certificate
Experience of evidence-based assessments for special educational needs.
- Opportunities at interview to recount professional experience and examples of applying one’s knowledge
To demonstrate the academic knowledge and research underpinning personal and more general current practice
- Opportunities at interview to recount professional experience and examples of applying one’s knowledge
A willingness to be involved in the wider life of the school eg clubs and activities, staff INSET
- Opportunities at interview to recount experience of running or participating in such activities or to give ideas for these

Support | Teachers at Highgate enjoy a welcoming, comfortable and exceptionally well-resourced environment and are provided with significant assistance from a range of support staff.

Pension | The School pays the employer’s contribution to the Teachers’ Pension Scheme.

Professional development | Comprehensive induction. Focus on continued learning and development for all employees.

Holidays | Terms are shorter than in the maintained sector.

Location | Highgate Village, adjacent to Hampstead Heath, with quaint shops and easy connections across London.

Facilities | Free access, at stipulated times, to our sports facilities, including a fitness suite and new swimming pool. Staff can borrow from 1,700 books held in the Sir Martin Gilbert Library.

Lunch | Free tea and coffee A complimentary lunch including hot meals, sandwiches, salads, fresh fruit and dessert.

Sustainable travel | Access to the Cycle to Work Scheme and a Season Ticket Loan scheme for public transport.

Flexible working | Flexibility for parents, enhanced maternity pay and paid dependant leave.

Highgate is a caring, open-minded community, where we promote kindness, empathy and friendship. Everyone who works and studies with us deserves to feel they are part of a welcoming environment that enables them to be themselves and to thrive as individuals.

Our community extends beyond the school, through partnerships, charity work and our commitment to equality, inclusion and sustainability. All members of our school community are encouraged to look outwards and play an active role.

In a recent ISI inspection (Dec 2021), it was noted that “Pupils show exceptional respect for, and appreciate diversity within the school and wider community, and their own and other cultures, demonstrating sensitivity and tolerance to those from different backgrounds and traditions.”

Highgate is committed to staff wellbeing, which we promote by encouraging a strong work-life balance; trying our best to support flexible working requests; providing a nutritious complimentary lunch in the dining hall; and offering access to sporting facilities including our recently renovated swimming pool.

The Staff Wellbeing Committee, with representatives across the School, meets regularly to drive forward initiatives, and a selection of staff have been trained as Mental-Health First Aiders.

We encourage an open culture throughout our school, with regular staff surveys, action committees and opportunities to feedback. We strive for continual learning and improvement, and staff training and development is paramount. There are opportunities to participate in the wider life of our school, such as taking part in trips or societies and getting involved in partnership projects.

More details about working at Highgate can be found here:

As an independent school, we want to use our position as a charity effectively: to make high-quality education accessible to as many children as possible – through our bursary programme at Highgate and through our work with local state schools. We have partnerships with over 60 state schools across 7 London boroughs, and we are the principal educational sponsor for London Academy of Excellence, Tottenham – an academically-selective state sixth form in a community where such opportunities are lacking.

Alongside this, our staff and pupils undertake charitable activities throughout the year. These range from staff giving up their time to neighbourhood schools and charitable organisations, focused fundraising campaigns, to pupils undertaking community work in the local area or further afield.

As a school, we have a central role to play in educating our pupils, staff and parents about the importance of environmental sustainability. We are taking positive action to adapt our operational performance to tackle the negative effects of climate change. We encourage all our staff to reflect upon their personal and professional practices, to support our environmental agenda and to make positive changes wherever possible.

Closing Date:20th May 2026
Video Interviews:after 20 May
In person interview:Week commencing 25 May

Early Application: Applications will be considered ‘as and when’ received and we may close the vacancy if we appoint before the closing date.

Visits: We welcome visits from interested candidates, please contact the office to arrange a visit, or if you have any questions on: pre-prep@highgateschool.org.uk

We know that more diverse teams are stronger teams, and that the more inclusive we are, the more our staff and pupils will feel a sense of belonging and will thrive. To enable us to make reasonable adjustments, please let us know of any disabilities (including neuro-divergence) when you submit your application.

As this role will have regular unsupervised contact with children you must, if appointed, comply with Highgate’s Safeguarding Policy and Staff Code of Conduct. If in the course of carrying out the duties of the post the post holder becomes aware of any actual or potential risks to the safety and welfare of our pupils, these concerns must be reported immediately in accordance with the Safeguarding Policy. If whilst in the post, Highgate becomes aware of any safeguarding concerns to staff, pupils or the community; these will need to be followed up in line with the safeguarding policy and code of conduct which is underpinned by KCSE and other legislation. These concerns may need to be shared with other agencies. A copy of these policies will accompany all offers of employment. Training will also be provided to all staff to support Safeguarding practice.

Please note that this role is ‘exempt’ from the Rehabilitation of Offenders Act 1974 and therefore, you are required to declare any convictions, cautions, reprimands and final warnings that are not ‘protected’ (i.e. filtered out) as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2013). Shortlisted candidates will be asked to provide details of all unspent convictions and those that would not be filtered, prior to the date of the interview. DBS Code of Practice

In accordance with the latest guidance from KCSIE, we shall be conducting online searches on any candidates who are shortlisted.

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Pre-Prep Learning Support Teacher