Teacher - SBEW Local Impact Teams; South Eastern Trust

SEND Support Services – Local Impact Teams

Post: Teacher – SBEW (Local Impact Teams) – Temporary Full Time until 30th June 2026 (subject to extension)

Locations: Ballynahinch, Downpatrick, Lisburn

Reports to: Local Impact Team Manager / Area Manager

Allowances: Special Educational Needs Allowance 1. A second SEN Allowance may be awarded where it is considered that the teacher’s experience and/or qualifications enhance the value of the work he/she undertakes with special educational needs pupils.

From September 2025 the Education Authority’s SEND Pupil Support Services has introduced the new Local IMPACT Teams model. 28 new teams have been established across Northern Ireland to strengthen supports for schools, pupils and their families, particularly in relation to special educational needs and disability (SEND). Each Local IMPACT Team will operate within their community to provide more accessible, effective and earlier interventions.

Each team consists of multidisciplinary staff and brings together expertise in areas such as early years, moderate and severe learning difficulties, autism, speech language and communication, literacy, and social, behavioural, emotional and wellbeing needs. By embedding this range of specialist knowledge at a local level, the IMPACT Teams will be able to respond to and meet whole‑school and pupil needs quickly and effectively.

This approach enhances early intervention, promotes consistency, equity and strengthens community connections within education.

The creation of the Local IMPACT Teams reflects both the growing demand for SEND provision across Northern Ireland and the need to improve how support is delivered. While the Education Authority has increased capacity through new SEND classes and places, it recognises that timely, localised support is critical in helping children and young people reach their full potential.

Local Impact Teams offer a multi‑disciplinary approach to supporting children and young people who have been identified as having social, behavioural, emotional and wellbeing needs (SBEW). We are looking to appoint an enthusiastic, self‑driven, suitably qualified and experienced teacher to deliver an SBEW support programme, provide advice and guidance and deliver training in schools. In addition to these duties you will be responsible for monitoring and assessing pupil progress to ensure the best possible outcomes for individuals.

You will also be required to offer pastoral support to pupils through their learning. A commitment to the core values of the Local Impact Teams and a desire to make a difference to the education and lives of children and young people by building positive, supportive and nurturing relationships is essential.

The successful candidate may also be expected to attend multi‑disciplinary meetings, support interventions, attend in‑service training or any other support role as required within the Local Impact Teams.

• Planning
• Planning and preparing programmes of support for schools, children and young people.
• Teaching, according to educational and SBEW needs of pupils, including setting targets and assessing outcomes.
• Assessing, recording and reporting on the development, progress and attainment of pupils.
• General
• Promoting the progress and well‑being of individual pupils or groups of pupils assigned and in line with Local Impact Teams policy.
• Providing advice and guidance to pupils, educational settings and parents/carers on educational and SBEW matters.
• Designing, evaluating and reporting on the SBEW needs of pupils and their progress.
• Communicating and consulting with the parents/carers of pupils.
• Communicating and cooperating with such persons or services as may be approved by the Education Authority.
• Participating in meetings arranged for any of the purposes described above.
• Making necessary links with educational settings as required by the LIT manager / Area manager / senior management with the Local Impact Teams.
• Assessment/Reporting

  Providing or contributing to assessments, reports relating to individual pupils and groups of pupils except in instances where to do so might be regarded as…