Teacher of Learning Support

Overview

Location Frognal, Hampstead, London, NW3 6XH

Type Full Time

Closing date 04/02/2026

University College School was founded in 1830 to promote principles of liberal scholarship. That remains our first and overriding aim. Intellectual curiosity, breadth of study and independence of mind combine to achieve academic excellence; they are not subordinate to it. UCS remains true to the liberal traditions of its founders and continues to work hard to foster independence of mind among its pupils, to value their individuality and to create a diverse and inclusive community.

Academic results are excellent. Music and drama are very strong at UCS and the school offers an outstanding range of co-curricular activities and enrichment opportunities.

Person Specification

• Qualified teacher with a specialist qualification in Specific Learning Difficulties/SEND.
• Post-graduate qualification in individual specialist assessment at or equivalent to Level 7.
• Excellent working knowledge of JCQ exam board access arrangements regulations, including experience of completing Form 8, Form 8RF and Form 9 and use of Access Arrangements Online (AAO).
• Experience of working as a Specialist Teacher & Assessor.

• To support the SENDCO with the implementation of the SEND and EAL policy across the school.
• To provide support through individual and small group study skills sessions to pupils with identified specific learning difficulties, EAL and other SEND (ADHD, Autistic Spectrum, Physical disabilities).
• To implement and review Learning Support Profiles (LSPs) for pupils with identified SEND and to ensure the Learning Support register is kept up to date with details of SEND.
• To provide guidance to teachers and pastoral staff in meeting the needs of pupils with SEND. This would include contributing to SEND awareness training and Teach Meets etc.
• To keep parents updated with details of support and progress, this will include attendance at parental consultation evenings.

To administer standardised assessments to identify specific learning difficulties and eligibility for exam access arrangements (JCQ & CIE). To support the administration and interpretation of screening assessments for pupils in Year 7, 9 and 12. To support the administration and application process for exam access arrangements.

To liaise with external professionals (Educational and Clinical Psychologists, Speech and Language therapists, Occupational therapists, Psychiatrists) to ensure appropriate support is offered and implemented to pupils in school.

UCS has its own competitive salary scale. The payment for this post will be dependent upon qualifications and experience, but will be above the national scale. While the school does not offer accommodation, schemes are in place to assist members of staff with loans for house purchase. The school is similarly prepared to offer loans to help with daily travel expenses.

In all cases, eligibility for financial assistance is carefully and independently scrutinised and every effort is made to assess the needs of individual applicants. If admitted to the school, the children of UCS staff may be educated at reduced fees. All members of staff are entitled to membership of UCS Active (the private Health & Fitness Club based in the Sir Roger Bannister Sports Centre) at a heavily reduced rate.

Please submit your application via the UCS page on My New Term. The closing date for applications is 12pm on Wednesday 4th February 2026. However, please note that we reserve the right to interview and appoint at any stage during this process; early applications are therefore very welcome.

University College School is fully committed to safeguarding and promoting the welfare of children. The successful applicant will be required to undertake an Enhanced DBS check before commencing employment. This is a requirement as the position is within a school working with children aged under 18. UCS will also undertake its own recruitment checks through contact with previous employers, and others, to confirm applicants' identities and their professional records.