All Jobs in Liverpool

Since 2016, we’ve helped tens of thousands of Teachers, Teaching Assistants, Cover Supervisors to find a mix of cover, long-term and permanent roles in Liverpool SEN and mainstream schools. While there are plenty of teaching agencies to choose from in Liverpool, Zen Educate is different. Browse jobs near you directly from your smartphone, and ensure you get paid more with fairer daily rates.

Liverpool Teaching Jobs by Borough

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Wirral

Latest 20 Teaching Jobs in Liverpool

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SEN Teaching Assistant - Wirral Primary
Primary school in Wirral • Full Time
1 Sep - 23 Oct 2026
SEN Teaching Assistant – Primary School We are looking for a caring and proactive SEN Teaching Assistant to support pupils with additional needs in a primary school setting. The role will involve providing 1:1 and small group support, helping pupils access learning, implementing strategies outlined in EHCPs, promoting positive behaviour, and working closely with the class teacher and SENCO. Experience supporting children with SEN, particularly ASD, ADHD or speech and language needs, is desirable. Strong communication skills, patience, and a nurturing approach are essential. …SEN Teaching Assistant – Primary School We are looking for a caring and proactive SEN Teaching Assistant to support pupils with additional needs in a primary school setting. The role will involve providing 1:1 and small group support, helping pupils access learning, implementing strategies outlined in EHCPs, promoting positive behaviour, and working closely with the class teacher and SENCO. Experience supporting children with SEN, particularly ASD, ADHD or speech and language needs, is desirable. Strong communication skills, patience, and a nurturing approach are essential.
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Posted 2 days ago
Teaching Assistant with Diabetes training
Primary school in Liverpool • Full Time
1 Sep 2026 - 23 Jul 2027
School in L25 are currently looking for a Teaching Assistant with training or experience in supporting children with Type 1 diabetes (including personal experience through a close family member). The child is in EYFS who is Type 1 diabetic and requires 1:1 support. Hours are currently 10:00 am to 2:00 pm daily, Monday to Friday. …
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Posted 2 days ago
HLTA - Liverpool Primary
Primary school in Liverpool • Full Time
1 Sep 2026 - 23 Jul 2027
Higher Level Teaching Assistant (HLTA) – Catholic Primary School Location: Liverpool, L6 area (Excellent public transport links) Role Type: Full-Time, Long-Term (Term-time only) Start Date: September 2026 Pay: £115 – £130 per day (Depending on experience) Opportunity for ECT to gain more experience About the School & Provision We are partnered with a warm, deeply community-focused Catholic primary school situated right in the heart of the L6 postcode. The school is known for its inclusive ethos, supportive leadership, and close-knit relationships with local families. They are looking to welcome a resilient, adaptable, and passionate Higher Level Teaching Assistant (HLTA) to their team. This is a pivotal role where you will be working across both Key Stage 1 and Key Stage 2, acting as a crucial bridge between teaching staff and student support. Key Responsibilities Class Cover & PPA: Confidently step up to lead and deliver pre-planned lessons to whole classes during teacher PPA time or short-term absences. Targeted Interventions: Plan and deliver targeted core subject interventions (particularly in literacy and numeracy) for small groups or 1:1 sessions to close attainment gaps. Ethos & Well-being: Consistently promote and uphold the caring Catholic ethos of the school, fostering a nurturing environment where every child feels valued. Behavior Management: Use positive, proactive behavior strategies to maintain an engaging and focused classroom environment. Collaboration: Partner closely with class teachers and the SENDCO to give feedback on pupil progress and adapt learning resources where needed. The Ideal Candidate Qualification: Holds a recognised HLTA status (Level 4/5) OR is a primary-trained teacher (QTS) looking for a better work-life balance without full class responsibilities. Experience: Strong, provable track record working across KS1 and KS2 frameworks within a mainstream primary setting. Mindset: Patient, resilient, and ready to imbed themselves into a proud, diverse Liverpool community.… Higher Level Teaching Assistant (HLTA) – Catholic Primary School Location: Liverpool, L6 area (Excellent public transport links) Role Type: Full-Time, Long-Term (Term-time only) Start Date: September 2026 Pay: £115 – £130 per day (Depending on experience) Opportunity for ECT to gain more experience About the School & Provision We are partnered with a warm, deeply community-focused Catholic primary school situated right in the heart of the L6 postcode. The school is known for its inclusive ethos, supportive leadership, and close-knit relationships with local families. They are looking to welcome a resilient, adaptable, and passionate Higher Level Teaching Assistant (HLTA) to their team. This is a pivotal role where you will be working across both Key Stage 1 and Key Stage 2, acting as a crucial bridge between teaching staff and student support. Key Responsibilities Class Cover & PPA: Confidently step up to lead and deliver pre-planned lessons to whole classes during teacher PPA time or short-term absences. Targeted Interventions: Plan and deliver targeted core subject interventions (particularly in literacy and numeracy) for small groups or 1:1 sessions to close attainment gaps. Ethos & Well-being: Consistently promote and uphold the caring Catholic ethos of the school, fostering a nurturing environment where every child feels valued. Behavior Management: Use positive, proactive behavior strategies to maintain an engaging and focused classroom environment. Collaboration: Partner closely with class teachers and the SENDCO to give feedback on pupil progress and adapt learning resources where needed. The Ideal Candidate Qualification: Holds a recognised HLTA status (Level 4/5) OR is a primary-trained teacher (QTS) looking for a better work-life balance without full class responsibilities. Experience: Strong, provable track record working across KS1 and KS2 frameworks within a mainstream primary setting. Mindset: Patient, resilient, and ready to imbed themselves into a proud, diverse Liverpool community.
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Posted 2 days ago
Inclusion Manager & Deputy Designated Safeguarding Lead
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Full Time | 37 hours per week | Term Time + Additional Weeks (where applicable) Make a lasting difference to young people's lives. Our Trust School is looking for an exceptional Inclusion Manager & Deputy Designated Safeguarding Lead to join its dedicated pastoral team. This is a fantastic opportunity for an experienced safeguarding, pastoral or behaviour professional who is passionate about helping young people overcome barriers to learning and achieve their full potential. Working alongside the Director of Inclusion and senior leaders, you'll play a key role in leading the school's pastoral provision, supporting vulnerable students and ensuring safeguarding remains at the heart of everything the school does. The Role No two days are the same. You'll lead and coordinate pastoral support across the school, working closely with Year Leaders, the attendance team, teachers, families and external agencies to improve attendance, behaviour and student wellbeing. As Deputy DSL, you'll help safeguard vulnerable students, manage referrals and work with external professionals to ensure pupils receive the right support at the right time. You'll also oversee intervention programmes, coordinate alternative provision, conduct safeguarding home visits where required and support the school's inclusive ethos through proactive pastoral leadership. We're looking for someone who has: Experience working within a secondary school pastoral, safeguarding or inclusion team. A strong understanding of safeguarding procedures and multi-agency working. Experience supporting students with behaviour, attendance or welfare needs. The confidence to build positive relationships while maintaining high expectations. Excellent communication and report-writing skills. The ability to remain calm, organised and solution-focused in challenging situations. Experience working with parents, carers and external agencies. A genuine passion for improving outcomes for young people. Experience as a Deputy DSL, Safeguarding Officer, Pastoral Manager, Inclusion Manager, Behaviour Lead, Attendance Lead or similar role would be highly desirable. What you'll be doing Leading day-to-day pastoral and inclusion support. Acting as Deputy Designated Safeguarding Lead. Supporting behaviour and attendance strategies across the school. Working with Year Leaders and the attendance team. Coordinating support from external agencies and alternative provision. Completing safeguarding referrals and maintaining accurate records. Building strong relationships with parents and carers. Conducting safeguarding home visits where appropriate. Monitoring student progress and implementing targeted interventions. Promoting a positive, inclusive culture where every student can succeed.…Full Time | 37 hours per week | Term Time + Additional Weeks (where applicable) Make a lasting difference to young people's lives. Our Trust School is looking for an exceptional Inclusion Manager & Deputy Designated Safeguarding Lead to join its dedicated pastoral team. This is a fantastic opportunity for an experienced safeguarding, pastoral or behaviour professional who is passionate about helping young people overcome barriers to learning and achieve their full potential. Working alongside the Director of Inclusion and senior leaders, you'll play a key role in leading the school's pastoral provision, supporting vulnerable students and ensuring safeguarding remains at the heart of everything the school does. The Role No two days are the same. You'll lead and coordinate pastoral support across the school, working closely with Year Leaders, the attendance team, teachers, families and external agencies to improve attendance, behaviour and student wellbeing. As Deputy DSL, you'll help safeguard vulnerable students, manage referrals and work with external professionals to ensure pupils receive the right support at the right time. You'll also oversee intervention programmes, coordinate alternative provision, conduct safeguarding home visits where required and support the school's inclusive ethos through proactive pastoral leadership. We're looking for someone who has: Experience working within a secondary school pastoral, safeguarding or inclusion team. A strong understanding of safeguarding procedures and multi-agency working. Experience supporting students with behaviour, attendance or welfare needs. The confidence to build positive relationships while maintaining high expectations. Excellent communication and report-writing skills. The ability to remain calm, organised and solution-focused in challenging situations. Experience working with parents, carers and external agencies. A genuine passion for improving outcomes for young people. Experience as a Deputy DSL, Safeguarding Officer, Pastoral Manager, Inclusion Manager, Behaviour Lead, Attendance Lead or similar role would be highly desirable. What you'll be doing Leading day-to-day pastoral and inclusion support. Acting as Deputy Designated Safeguarding Lead. Supporting behaviour and attendance strategies across the school. Working with Year Leaders and the attendance team. Coordinating support from external agencies and alternative provision. Completing safeguarding referrals and maintaining accurate records. Building strong relationships with parents and carers. Conducting safeguarding home visits where appropriate. Monitoring student progress and implementing targeted interventions. Promoting a positive, inclusive culture where every student can succeed.
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Posted 4 days ago
Cover Manager/Reprographics Coordinator-Liverpool Secondary School
Secondary school in Liverpool • Full Time
1 Sep 2026 - 23 Jul 2027
We are looking for an exceptionally organised, proactive and detail-focused Cover Manager / Reprographics Coordinator to take ownership of two important operational functions within the school. The successful candidate will be responsible for coordinating daily staffing cover, ensuring that every class is appropriately covered and that accurate information is available to senior leaders ahead of the school day. Working to tight morning deadlines, they will liaise confidently with internal departments and external organisations, maintaining clear communication and ensuring agreed cover procedures are consistently followed. Alongside cover management, the role will coordinate the school's reprographics function, ensuring printing requests are planned, timely and managed in line with school protocols and departmental budgets. This role requires someone who is highly organised, confident working at pace and comfortable appropriately challenging colleagues when agreed processes are not being followed. The successful candidate will take ownership, identify potential issues early and maintain high standards of accuracy and consistency. Cover Management Take ownership of the daily coordination and organisation of staff cover across the school. Respond quickly and effectively to staff absences, ensuring classes are appropriately covered and disruption to pupils and learning is minimised. Liaise with external staffing organisations and other relevant providers to secure appropriate cover where required. Coordinate with relevant departments and Heads of Department to ensure cover arrangements are effective and clearly communicated. Maintain accurate, up-to-date records of staff absence, cover arrangements and daily staffing requirements. Update the school's duty rota each morning, ensuring accurate information is available ahead of the 8.00am Headteacher's briefing. Prepare clear, accurate and consistent briefing information for senior leaders, including relevant staffing data and in/out ratios. Ensure Heads of Department and other relevant colleagues are informed promptly of cover arrangements and any changes affecting their teams. Monitor compliance with the school's cover procedures and confidently challenge where agreed protocols are not being followed. Anticipate potential cover pressures and proactively identify solutions before they impact the effective running of the school. Build effective professional relationships with school staff and external organisations to support the smooth coordination of daily cover. Reprographics Coordination Coordinate the day-to-day operation of the school's reprographics function, ensuring an efficient, consistent and responsive service. Ensure staff follow the school's agreed printing and reprographics protocols. Manage printing and reprographics requests, ensuring they are submitted within agreed timescales and completed in a timely manner. Monitor reprographics usage and expenditure against individual departmental budgets. Maintain accurate records to support effective budget monitoring and cost control. Audit printing activity and departmental usage to identify trends, potential overspend or areas of concern. Proactively flag potential budget issues to the appropriate school leader before overspend occurs. Confidently challenge inappropriate or excessive usage and ensure agreed processes are consistently applied across the school. Support the school in identifying opportunities to improve efficiency and achieve value for money within reprographics. This is a full-time, Monday to Friday role with a 7.15am start. The successful candidate must be reliable and able to work effectively to critical early-morning deadlines.…We are looking for an exceptionally organised, proactive and detail-focused Cover Manager / Reprographics Coordinator to take ownership of two important operational functions within the school. The successful candidate will be responsible for coordinating daily staffing cover, ensuring that every class is appropriately covered and that accurate information is available to senior leaders ahead of the school day. Working to tight morning deadlines, they will liaise confidently with internal departments and external organisations, maintaining clear communication and ensuring agreed cover procedures are consistently followed. Alongside cover management, the role will coordinate the school's reprographics function, ensuring printing requests are planned, timely and managed in line with school protocols and departmental budgets. This role requires someone who is highly organised, confident working at pace and comfortable appropriately challenging colleagues when agreed processes are not being followed. The successful candidate will take ownership, identify potential issues early and maintain high standards of accuracy and consistency. Cover Management Take ownership of the daily coordination and organisation of staff cover across the school. Respond quickly and effectively to staff absences, ensuring classes are appropriately covered and disruption to pupils and learning is minimised. Liaise with external staffing organisations and other relevant providers to secure appropriate cover where required. Coordinate with relevant departments and Heads of Department to ensure cover arrangements are effective and clearly communicated. Maintain accurate, up-to-date records of staff absence, cover arrangements and daily staffing requirements. Update the school's duty rota each morning, ensuring accurate information is available ahead of the 8.00am Headteacher's briefing. Prepare clear, accurate and consistent briefing information for senior leaders, including relevant staffing data and in/out ratios. Ensure Heads of Department and other relevant colleagues are informed promptly of cover arrangements and any changes affecting their teams. Monitor compliance with the school's cover procedures and confidently challenge where agreed protocols are not being followed. Anticipate potential cover pressures and proactively identify solutions before they impact the effective running of the school. Build effective professional relationships with school staff and external organisations to support the smooth coordination of daily cover. Reprographics Coordination Coordinate the day-to-day operation of the school's reprographics function, ensuring an efficient, consistent and responsive service. Ensure staff follow the school's agreed printing and reprographics protocols. Manage printing and reprographics requests, ensuring they are submitted within agreed timescales and completed in a timely manner. Monitor reprographics usage and expenditure against individual departmental budgets. Maintain accurate records to support effective budget monitoring and cost control. Audit printing activity and departmental usage to identify trends, potential overspend or areas of concern. Proactively flag potential budget issues to the appropriate school leader before overspend occurs. Confidently challenge inappropriate or excessive usage and ensure agreed processes are consistently applied across the school. Support the school in identifying opportunities to improve efficiency and achieve value for money within reprographics. This is a full-time, Monday to Friday role with a 7.15am start. The successful candidate must be reliable and able to work effectively to critical early-morning deadlines.
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Posted 9 days ago
Attendance Officer-Liverpool Secondary School
Secondary school in Liverpool • Full Time
1 Sep 2026 - 21 Jul 2027
We are looking for a highly organised, detail-focused and proactive Attendance Officer who will take real ownership of pupil attendance and the quality of attendance data across the school. The successful candidate will be relentless in supporting the school's mission to improve pupil attendance and remove barriers that prevent pupils from accessing education. They will combine warmth and approachability with the confidence to challenge where required, working closely with pupils, parents and carers to encourage positive engagement and ensure pupils are in school. This is a role for a forward-thinking individual who is motivated by outcomes, understands the importance of accurate attendance data and will proactively identify concerns, patterns and opportunities for early intervention. Take ownership of the accuracy, quality and consistency of pupil attendance data across the school. Accurately record and code attendance in line with school procedures and statutory attendance requirements. Monitor attendance data closely, identifying patterns, emerging concerns and pupils requiring additional support or intervention. Proactively follow up on pupil absence and maintain clear, accurate records of communication and actions taken. Work closely with pupils, parents and carers to understand and help remove barriers to regular school attendance. Build positive and professional relationships with families, remaining warm and approachable while confidently challenging poor attendance where required. Conduct home visits where appropriate as part of the school's attendance and pupil support processes. Work collaboratively with teaching staff, pastoral teams and school leaders to improve individual and whole-school attendance. Communicate attendance concerns clearly and confidently with parents, carers and internal colleagues. Take a proactive and forward-thinking approach to attendance, identifying opportunities for early intervention rather than waiting for concerns to escalate. Support the implementation of attendance strategies, interventions and action plans. Produce accurate attendance information and reports to support school leaders in understanding performance and measuring impact. Maintain confidentiality and handle sensitive pupil and family information with professionalism and discretion. The role is full-time, Monday to Friday, working approximately 8.00am–4.00pm. The role will include home visits where required.…We are looking for a highly organised, detail-focused and proactive Attendance Officer who will take real ownership of pupil attendance and the quality of attendance data across the school. The successful candidate will be relentless in supporting the school's mission to improve pupil attendance and remove barriers that prevent pupils from accessing education. They will combine warmth and approachability with the confidence to challenge where required, working closely with pupils, parents and carers to encourage positive engagement and ensure pupils are in school. This is a role for a forward-thinking individual who is motivated by outcomes, understands the importance of accurate attendance data and will proactively identify concerns, patterns and opportunities for early intervention. Take ownership of the accuracy, quality and consistency of pupil attendance data across the school. Accurately record and code attendance in line with school procedures and statutory attendance requirements. Monitor attendance data closely, identifying patterns, emerging concerns and pupils requiring additional support or intervention. Proactively follow up on pupil absence and maintain clear, accurate records of communication and actions taken. Work closely with pupils, parents and carers to understand and help remove barriers to regular school attendance. Build positive and professional relationships with families, remaining warm and approachable while confidently challenging poor attendance where required. Conduct home visits where appropriate as part of the school's attendance and pupil support processes. Work collaboratively with teaching staff, pastoral teams and school leaders to improve individual and whole-school attendance. Communicate attendance concerns clearly and confidently with parents, carers and internal colleagues. Take a proactive and forward-thinking approach to attendance, identifying opportunities for early intervention rather than waiting for concerns to escalate. Support the implementation of attendance strategies, interventions and action plans. Produce accurate attendance information and reports to support school leaders in understanding performance and measuring impact. Maintain confidentiality and handle sensitive pupil and family information with professionalism and discretion. The role is full-time, Monday to Friday, working approximately 8.00am–4.00pm. The role will include home visits where required.
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Posted 9 days ago
School Receptionist- Liverpool Secondary School
Secondary school in Liverpool • Full Time
1 Sep 2026 - 21 Jul 2027
We are looking for a professional, calm and confident School Receptionist to provide a consistent and welcoming front-of-house service within a busy high school environment in South Liverpool. This is a highly visible, public-facing role requiring someone who understands the importance of professional boundaries, discretion and consistency. The successful candidate will be approachable and helpful while remaining confident in following school procedures, filtering information appropriately and managing requests from parents, visitors and members of the public. This role would suit someone with experience in a professional reception environment, such as a GP surgery, healthcare setting or busy public-facing office, who is comfortable dealing with challenging conversations and confidently saying no when a request falls outside of agreed procedures. Responsibilities Act as the first point of contact for parents, visitors and members of the public, providing a professional and consistent front-of-house service. Manage face-to-face and telephone enquiries calmly, confidently and in line with school procedures. Maintain clear professional boundaries while remaining polite, approachable and helpful. Filter information and enquiries appropriately, ensuring matters are directed to the correct member of staff. Manage unexpected visitors and requests confidently, following school processes rather than making informal exceptions. Communicate school procedures clearly and consistently, including where requests cannot be accommodated. Handle sensitive and confidential information with discretion and professionalism. Support visitor management, signing-in procedures and general reception administration. Remain calm and professional when dealing with challenging, demanding or frustrated individuals. Work collaboratively with school staff to ensure communication is accurate, appropriate and consistent. Provide general administrative support as required within the school office. Maintain a professional reception environment that reflects the standards and expectations of the school. The role is full-time, Monday to Friday, with working hours approximately 8.00am–4.00pm, operating across agreed shifts.…We are looking for a professional, calm and confident School Receptionist to provide a consistent and welcoming front-of-house service within a busy high school environment in South Liverpool. This is a highly visible, public-facing role requiring someone who understands the importance of professional boundaries, discretion and consistency. The successful candidate will be approachable and helpful while remaining confident in following school procedures, filtering information appropriately and managing requests from parents, visitors and members of the public. This role would suit someone with experience in a professional reception environment, such as a GP surgery, healthcare setting or busy public-facing office, who is comfortable dealing with challenging conversations and confidently saying no when a request falls outside of agreed procedures. Responsibilities Act as the first point of contact for parents, visitors and members of the public, providing a professional and consistent front-of-house service. Manage face-to-face and telephone enquiries calmly, confidently and in line with school procedures. Maintain clear professional boundaries while remaining polite, approachable and helpful. Filter information and enquiries appropriately, ensuring matters are directed to the correct member of staff. Manage unexpected visitors and requests confidently, following school processes rather than making informal exceptions. Communicate school procedures clearly and consistently, including where requests cannot be accommodated. Handle sensitive and confidential information with discretion and professionalism. Support visitor management, signing-in procedures and general reception administration. Remain calm and professional when dealing with challenging, demanding or frustrated individuals. Work collaboratively with school staff to ensure communication is accurate, appropriate and consistent. Provide general administrative support as required within the school office. Maintain a professional reception environment that reflects the standards and expectations of the school. The role is full-time, Monday to Friday, with working hours approximately 8.00am–4.00pm, operating across agreed shifts.
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Posted 9 days ago
Maths Class Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Title: Teacher of Mathematics Position: Full-Time, Permanent Salary: Commensurate with experience Job Overview We are seeking an enthusiastic, experienced, and dedicated Teacher of Mathematics to join our vibrant faculty at our established secondary school. The successful candidate will possess excellent subject knowledge and a strong classroom presence, with the proven ability to inspire and motivate students across all ability levels. This is a full-time role that, alongside core mathematics teaching, includes a requirement to provide general cover across the school as needed. Key Responsibilities - High-Quality Teaching: Deliver engaging, rigorous, and well-structured mathematics lessons that challenge students and foster a love for the subject. - Classroom Management: Establish a purposeful, disciplined, and positive learning environment using your strong classroom presence and effective behavior management strategies. - General Cover: Form a dependable part of the school’s daily operations by undertaking general cover duties across various subjects when required. - Curriculum Development: Contribute to the design and implementation of an innovative Mathematics curriculum that aligns with national standards. - Assessment & Tracking: Regularly assess, record, and report on student progress, providing targeted feedback to help every student achieve their full potential. - Community Ethos: Support and uphold the distinct ethos, values, and inclusive community spirit of our school. Person Specification - Experience: Essential. A proven track record of teaching mathematics effectively within a secondary school setting. - Subject Knowledge: Outstanding, up-to-date knowledge of the Mathematics curriculum (Key Stage 3 and Key Stage 4 required; Key Stage 5 is an advantage). - Classroom Presence: A commanding yet supportive presence that inspires respect, maintains high expectations, and fully engages learners. - Qualifications: Qualified Teacher Status (QTS) or equivalent, with a degree in Mathematics or a closely related discipline. - Adaptability: A flexible and collaborative team player who handles general cover responsibilities with professionalism and a positive attitude. What We Offer - A welcoming, supportive, and values-driven school community. - A highly collaborative and well-resourced Mathematics department. - Excellent opportunities for continuous professional development (CPD). - A school culture that prioritizes both student achievement and staff well-being.…Job Title: Teacher of Mathematics Position: Full-Time, Permanent Salary: Commensurate with experience Job Overview We are seeking an enthusiastic, experienced, and dedicated Teacher of Mathematics to join our vibrant faculty at our established secondary school. The successful candidate will possess excellent subject knowledge and a strong classroom presence, with the proven ability to inspire and motivate students across all ability levels. This is a full-time role that, alongside core mathematics teaching, includes a requirement to provide general cover across the school as needed. Key Responsibilities - High-Quality Teaching: Deliver engaging, rigorous, and well-structured mathematics lessons that challenge students and foster a love for the subject. - Classroom Management: Establish a purposeful, disciplined, and positive learning environment using your strong classroom presence and effective behavior management strategies. - General Cover: Form a dependable part of the school’s daily operations by undertaking general cover duties across various subjects when required. - Curriculum Development: Contribute to the design and implementation of an innovative Mathematics curriculum that aligns with national standards. - Assessment & Tracking: Regularly assess, record, and report on student progress, providing targeted feedback to help every student achieve their full potential. - Community Ethos: Support and uphold the distinct ethos, values, and inclusive community spirit of our school. Person Specification - Experience: Essential. A proven track record of teaching mathematics effectively within a secondary school setting. - Subject Knowledge: Outstanding, up-to-date knowledge of the Mathematics curriculum (Key Stage 3 and Key Stage 4 required; Key Stage 5 is an advantage). - Classroom Presence: A commanding yet supportive presence that inspires respect, maintains high expectations, and fully engages learners. - Qualifications: Qualified Teacher Status (QTS) or equivalent, with a degree in Mathematics or a closely related discipline. - Adaptability: A flexible and collaborative team player who handles general cover responsibilities with professionalism and a positive attitude. What We Offer - A welcoming, supportive, and values-driven school community. - A highly collaborative and well-resourced Mathematics department. - Excellent opportunities for continuous professional development (CPD). - A school culture that prioritizes both student achievement and staff well-being.
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Posted 11 days ago
Maths Class Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
5 Oct 2026 - 16 Jul 2027
Job Title: Teacher of Mathematics Location: Liverpool area (Secondary) Start Date: September Contract Type: Full-time, Permanent Salary: Main Pay Scale / Upper Pay Scale (MPS/UPS) Job Purpose We are seeking an enthusiastic, innovative, and dedicated Teacher of Mathematics to join our high-performing and supportive Mathematics department. The successful candidate will be passionate about numbers, committed to raising student attainment, and capable of inspiring a love for problem-solving across all key stages. Whether you are an Early Career Teacher (ECT) looking for a nurturing environment to start your career, or an experienced practitioner seeking a new challenge, we want to hear from you. Our Vision: We believe that every student can achieve excellence in Mathematics. We foster a collaborative, inclusive environment where curiosity is encouraged, and resilience is built through every equation. Key Responsibilities Teaching and Learning - Plan and deliver high-quality, engaging, and differentiated Mathematics lessons to students across Key Stage 3 and Key Stage 4 (with opportunities for Key Stage 5 for qualified candidates). - Foster a positive and inclusive classroom environment where all students feel challenged and supported. - Incorporate digital learning and modern pedagogical techniques to make abstract mathematical concepts accessible and relevant. Assessment and Tracking - Monitor and assess student progress regularly, providing constructive feedback that helps students close gaps in their learning. - Utilize data-driven insights to identify underachieving students and implement effective intervention strategies. - Prepare students thoroughly for external examinations (GCSEs), ensuring they are confident in their exam techniques. Professional and Pastoral Duties - Act as a Form Tutor, supporting the pastoral care, wellbeing, and academic progress of a designated group of students. - Collaborate with colleagues within the Mathematics department to share best practices, resources, and scheme-of-work developments. - Engage in continuous professional development (CPD) and actively participate in school-wide initiatives and parents' evenings. Person Specification Qualifications & Training - Essential: A UK recognized teaching qualification (QTS/PGCE) or equivalent. - Essential: A degree in Mathematics, or a highly relevant STEM discipline. Experience & Knowledge - Strong subject knowledge of the current UK National Curriculum for Mathematics at KS3 and KS4. - Proven track record (or potential, for ECTs) of delivering strong academic progress and fostering high student engagement. - Understanding of diverse learning needs, with the ability to support both high-prior-attaining students and those requiring additional learning support. Personal Attributes - Passionate communicator who can make Mathematics exciting and relatable. - Resilient, adaptable, and collaborative team player with excellent organizational skills. - High expectations of student behavior, effort, and achievement. What We Offer - A highly supportive and collaborative department with dedicated resource spaces. - A comprehensive induction program and tailored CPD opportunities, including excellent support for ECTs. - A vibrant school community with well-behaved, motivated students who are eager to learn. …Job Title: Teacher of Mathematics Location: Liverpool area (Secondary) Start Date: September Contract Type: Full-time, Permanent Salary: Main Pay Scale / Upper Pay Scale (MPS/UPS) Job Purpose We are seeking an enthusiastic, innovative, and dedicated Teacher of Mathematics to join our high-performing and supportive Mathematics department. The successful candidate will be passionate about numbers, committed to raising student attainment, and capable of inspiring a love for problem-solving across all key stages. Whether you are an Early Career Teacher (ECT) looking for a nurturing environment to start your career, or an experienced practitioner seeking a new challenge, we want to hear from you. Our Vision: We believe that every student can achieve excellence in Mathematics. We foster a collaborative, inclusive environment where curiosity is encouraged, and resilience is built through every equation. Key Responsibilities Teaching and Learning - Plan and deliver high-quality, engaging, and differentiated Mathematics lessons to students across Key Stage 3 and Key Stage 4 (with opportunities for Key Stage 5 for qualified candidates). - Foster a positive and inclusive classroom environment where all students feel challenged and supported. - Incorporate digital learning and modern pedagogical techniques to make abstract mathematical concepts accessible and relevant. Assessment and Tracking - Monitor and assess student progress regularly, providing constructive feedback that helps students close gaps in their learning. - Utilize data-driven insights to identify underachieving students and implement effective intervention strategies. - Prepare students thoroughly for external examinations (GCSEs), ensuring they are confident in their exam techniques. Professional and Pastoral Duties - Act as a Form Tutor, supporting the pastoral care, wellbeing, and academic progress of a designated group of students. - Collaborate with colleagues within the Mathematics department to share best practices, resources, and scheme-of-work developments. - Engage in continuous professional development (CPD) and actively participate in school-wide initiatives and parents' evenings. Person Specification Qualifications & Training - Essential: A UK recognized teaching qualification (QTS/PGCE) or equivalent. - Essential: A degree in Mathematics, or a highly relevant STEM discipline. Experience & Knowledge - Strong subject knowledge of the current UK National Curriculum for Mathematics at KS3 and KS4. - Proven track record (or potential, for ECTs) of delivering strong academic progress and fostering high student engagement. - Understanding of diverse learning needs, with the ability to support both high-prior-attaining students and those requiring additional learning support. Personal Attributes - Passionate communicator who can make Mathematics exciting and relatable. - Resilient, adaptable, and collaborative team player with excellent organizational skills. - High expectations of student behavior, effort, and achievement. What We Offer - A highly supportive and collaborative department with dedicated resource spaces. - A comprehensive induction program and tailored CPD opportunities, including excellent support for ECTs. - A vibrant school community with well-behaved, motivated students who are eager to learn.
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Posted 15 days ago
Science Class Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
2 Nov 2026
Job Description: Teacher of Science Role Overview A vibrant, popular Catholic comprehensive school situated in Liverpool is seeking to appoint an enthusiastic, innovative, and dedicated Teacher of Science to join a high-performing Science Department. The successful candidate will be passionate about science, committed to raising standards of student attainment, and eager to inspire the next generation of young women in STEM. Job Title: Teacher of Science (Specialism in Biology, Chemistry, or Physics welcome) Location: Liverpool, Merseyside Salary Scale: Main Pay Scale (MPS) / Upper Pay Scale (UPS) Contract Type: Full-time, Permanent Reporting To: Curriculum Leader for Science Our Ethos Rooted in Catholic teachings and traditions, our school community fosters a spirit of love, service, and mutual respect. We empower our students to achieve their full potential within a modern, purpose-built campus featuring state-of-the-art facilities. Main Purpose of the Role - To plan, resource, and deliver high-quality science lessons that challenge and inspire students of all abilities across Key Stage 3 and Key Stage 4 (with the opportunity to teach Key Stage 5 for the right candidate). - To monitor and support the overall progress and development of students as a teacher and Form Tutor. - To contribute actively to the collaborative culture of the Science Department and the wider school community. - To uphold, support, and contribute to the Catholic ethos and values of the school. Core Duties and Responsibilities 1. Teaching, Learning, and Assessment - Deliver the Science curriculum in a manner that fosters curiosity, critical thinking, and a love for scientific inquiry. - Prepare students thoroughly for public examinations, including GCSE and A-Level/vocational pathways where applicable. - Differentiate lessons effectively to meet the diverse needs of all learners, including those with SEND and those eligible for Pupil Premium. - Maintain a safe, organised, and stimulating learning environment within our modern laboratory facilities. - Utilise regular formative and summative assessments to track student progress, providing constructive verbal and written feedback in line with school policy. 2. Pastoral Care and Student Wellbeing - Act as a Form Tutor, taking responsibility for the pastoral care, attendance, and holistic development of a designated tutor group. - Promote the school’s high expectations for behavior, discipline, and uniform. - Liaise with Pastoral Leaders, parents, and external agencies to ensure students receive the support they need to thrive. - Maintain an absolute commitment to safeguarding and promoting the welfare of children and young people. 3. Professional Development and Collaboration - Participate actively in departmental meetings, collaborative planning sessions, and cross-curricular initiatives. - Engage fully in the school’s professional development (CPD) and appraisal processes. - Keep up to date with national curriculum developments, pedagogical research, and health and safety regulations regarding practical science work (CLEAPSS). Person Specification Qualifications and Training - Essential: Degree in a scientific discipline (Biology, Chemistry, Physics, or closely related field). - Essential: Qualified Teacher Status (QTS) or equivalent. - Desirable: Evidence of continuous professional development. Experience and Knowledge - Essential: Experience teaching Science at Key Stage 3 and Key Stage 4 (open to both Early Career Teachers and experienced practitioners). - Essential: A clear understanding of the current UK National Curriculum and GCSE assessment frameworks for Science. - Desirable: Experience teaching post-16 Science (A-Level or Level 3 BTEC). - Desirable: Proven track record of delivering strong academic outcomes for pupils. Skills and Personal Attributes - Inspirational Teacher: Ability to command respect, engage pupils, and create a positive, inclusive classroom climate. - Communication: Exceptional interpersonal and communication skills for working with pupils, staff, parents, and governors. - Resilience and Adaptability: A proactive, solutions-oriented mindset with excellent organizational and time-management skills. - Alignment with Ethos: Fully supportive of the school's Catholic identity, spiritual life, and commitment to the education of young women. How to Apply The school is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. This post is subject to an enhanced Disclosure and Barring Service (DBS) check.…Job Description: Teacher of Science Role Overview A vibrant, popular Catholic comprehensive school situated in Liverpool is seeking to appoint an enthusiastic, innovative, and dedicated Teacher of Science to join a high-performing Science Department. The successful candidate will be passionate about science, committed to raising standards of student attainment, and eager to inspire the next generation of young women in STEM. Job Title: Teacher of Science (Specialism in Biology, Chemistry, or Physics welcome) Location: Liverpool, Merseyside Salary Scale: Main Pay Scale (MPS) / Upper Pay Scale (UPS) Contract Type: Full-time, Permanent Reporting To: Curriculum Leader for Science Our Ethos Rooted in Catholic teachings and traditions, our school community fosters a spirit of love, service, and mutual respect. We empower our students to achieve their full potential within a modern, purpose-built campus featuring state-of-the-art facilities. Main Purpose of the Role - To plan, resource, and deliver high-quality science lessons that challenge and inspire students of all abilities across Key Stage 3 and Key Stage 4 (with the opportunity to teach Key Stage 5 for the right candidate). - To monitor and support the overall progress and development of students as a teacher and Form Tutor. - To contribute actively to the collaborative culture of the Science Department and the wider school community. - To uphold, support, and contribute to the Catholic ethos and values of the school. Core Duties and Responsibilities 1. Teaching, Learning, and Assessment - Deliver the Science curriculum in a manner that fosters curiosity, critical thinking, and a love for scientific inquiry. - Prepare students thoroughly for public examinations, including GCSE and A-Level/vocational pathways where applicable. - Differentiate lessons effectively to meet the diverse needs of all learners, including those with SEND and those eligible for Pupil Premium. - Maintain a safe, organised, and stimulating learning environment within our modern laboratory facilities. - Utilise regular formative and summative assessments to track student progress, providing constructive verbal and written feedback in line with school policy. 2. Pastoral Care and Student Wellbeing - Act as a Form Tutor, taking responsibility for the pastoral care, attendance, and holistic development of a designated tutor group. - Promote the school’s high expectations for behavior, discipline, and uniform. - Liaise with Pastoral Leaders, parents, and external agencies to ensure students receive the support they need to thrive. - Maintain an absolute commitment to safeguarding and promoting the welfare of children and young people. 3. Professional Development and Collaboration - Participate actively in departmental meetings, collaborative planning sessions, and cross-curricular initiatives. - Engage fully in the school’s professional development (CPD) and appraisal processes. - Keep up to date with national curriculum developments, pedagogical research, and health and safety regulations regarding practical science work (CLEAPSS). Person Specification Qualifications and Training - Essential: Degree in a scientific discipline (Biology, Chemistry, Physics, or closely related field). - Essential: Qualified Teacher Status (QTS) or equivalent. - Desirable: Evidence of continuous professional development. Experience and Knowledge - Essential: Experience teaching Science at Key Stage 3 and Key Stage 4 (open to both Early Career Teachers and experienced practitioners). - Essential: A clear understanding of the current UK National Curriculum and GCSE assessment frameworks for Science. - Desirable: Experience teaching post-16 Science (A-Level or Level 3 BTEC). - Desirable: Proven track record of delivering strong academic outcomes for pupils. Skills and Personal Attributes - Inspirational Teacher: Ability to command respect, engage pupils, and create a positive, inclusive classroom climate. - Communication: Exceptional interpersonal and communication skills for working with pupils, staff, parents, and governors. - Resilience and Adaptability: A proactive, solutions-oriented mindset with excellent organizational and time-management skills. - Alignment with Ethos: Fully supportive of the school's Catholic identity, spiritual life, and commitment to the education of young women. How to Apply The school is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. This post is subject to an enhanced Disclosure and Barring Service (DBS) check.
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Posted 15 days ago
General Cover SENco Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep - 27 Nov 2026
Special Educational Needs and Disabilities Coordinator (SENDCO) Location: Liverpool, Merseyside Contract Type: Full-time, Permanent Salary: Competitive (Dependent on experience, Main/Upper Pay Scale + TLR) Reporting to: Headteacher / Member of the Senior Leadership Team (SLT) Job Purpose We are seeking a passionate, dedicated, and visionary SENDCO to lead our high-quality inclusive provision. In this role, you will hold oversight of the strategy, policy, and day-to-day operation of our Special Educational Needs and Disabilities (SEND) provision. As a vital leader within our school community, you will ensure that students with additional needs are supported, empowered, and fully integrated into all aspects of school life, enabling them to achieve their maximum potential. Key Responsibilities 1. Strategic Direction and Development of SEND Provision - Lead the vision: Develop and implement a clear, ambitious SEND strategy aligned with the school's overarching improvement plan and the statutory SEND Code of Practice. - Data & Evaluation: Monitor, analyze, and report on the progress and attainment of students on the SEND register, implementing targeted interventions where gaps are identified. - Policy Management: Regularly review and update the school’s SEND policy, Information Report, and accessibility plans to ensure full compliance with national guidelines. 2. Teaching, Learning, and Provision Support - EHCPs & Profiles: Oversee the statutory assessment process, including writing, reviewing, and managing Education, Health and Care Plans (EHCPs) and individual learning profiles. - Staff CPD: Plan and deliver high-quality professional development for teaching and support staff, equipping them with practical strategies for high-quality first teaching and differentiation. - Resource Allocation: Ensure the effective and equitable deployment of the SEND budget and learning resources to match student needs. 3. Leadership and Management - Team Leadership: Line-manage a dedicated team of Higher Level Teaching Assistants (HLTAs), Teaching Assistants (TAs), and administrative support staff. - Performance & Culture: Foster a collaborative, positive, and high-performing culture within the SEND department through regular meetings, appraisals, and mentorship. 4. Collaboration and External Liaison - Partnerships with Families: Act as the primary point of contact for parents and carers of students with SEND, ensuring transparent communication and co-production of support strategies. - External Agencies: Work collaboratively with the Local Authority (Liverpool), educational psychologists, health professionals, speech and language therapists, and alternative provision providers. - Transition Support: Oversee smooth transition arrangements for SEND students entering the school at Key Stage 3, and those progressing to post-16 destinations. Person Specification Qualifications - Essential: Qualified Teacher Status (QTS) and a relevant degree or equivalent qualification. - Desirable: National Award for SEN Co-ordination (NASENCO) or the mandatory NPQ for SENDCOs. Experience - Essential: Minimum of 3 years of successful classroom teaching experience with a proven track record of raising attainment for students with diverse learning needs. - Desirable: Prior experience working as a SENDCO or Assistant SENDCO in a secondary setting, alongside experience managing a team of support staff. Knowledge and Skills - Essential: Thorough understanding of the SEND Code of Practice, strong data analysis skills to track student progress, and excellent communication and emotional intelligence. - Desirable: Deep knowledge of local authority procedures and referral pathways within Liverpool. Personal Attributes - Essential: Unwavering commitment to inclusivity, excellent organization/time-management skills, resilience, and empathy. - Desirable: A proactive champion for vulnerable learners within the wider community. Why Join Our School? We are a vibrant, diverse, and forward-thinking secondary school in Liverpool that prides itself on creating a warm, community-focused environment. We believe that every child deserves a world-class education, regardless of their starting point. By joining our team, you will benefit from strong supportive leadership, dedicated time out of the classroom to fulfill your leadership duties, and access to robust professional development networks across the city.…Special Educational Needs and Disabilities Coordinator (SENDCO) Location: Liverpool, Merseyside Contract Type: Full-time, Permanent Salary: Competitive (Dependent on experience, Main/Upper Pay Scale + TLR) Reporting to: Headteacher / Member of the Senior Leadership Team (SLT) Job Purpose We are seeking a passionate, dedicated, and visionary SENDCO to lead our high-quality inclusive provision. In this role, you will hold oversight of the strategy, policy, and day-to-day operation of our Special Educational Needs and Disabilities (SEND) provision. As a vital leader within our school community, you will ensure that students with additional needs are supported, empowered, and fully integrated into all aspects of school life, enabling them to achieve their maximum potential. Key Responsibilities 1. Strategic Direction and Development of SEND Provision - Lead the vision: Develop and implement a clear, ambitious SEND strategy aligned with the school's overarching improvement plan and the statutory SEND Code of Practice. - Data & Evaluation: Monitor, analyze, and report on the progress and attainment of students on the SEND register, implementing targeted interventions where gaps are identified. - Policy Management: Regularly review and update the school’s SEND policy, Information Report, and accessibility plans to ensure full compliance with national guidelines. 2. Teaching, Learning, and Provision Support - EHCPs & Profiles: Oversee the statutory assessment process, including writing, reviewing, and managing Education, Health and Care Plans (EHCPs) and individual learning profiles. - Staff CPD: Plan and deliver high-quality professional development for teaching and support staff, equipping them with practical strategies for high-quality first teaching and differentiation. - Resource Allocation: Ensure the effective and equitable deployment of the SEND budget and learning resources to match student needs. 3. Leadership and Management - Team Leadership: Line-manage a dedicated team of Higher Level Teaching Assistants (HLTAs), Teaching Assistants (TAs), and administrative support staff. - Performance & Culture: Foster a collaborative, positive, and high-performing culture within the SEND department through regular meetings, appraisals, and mentorship. 4. Collaboration and External Liaison - Partnerships with Families: Act as the primary point of contact for parents and carers of students with SEND, ensuring transparent communication and co-production of support strategies. - External Agencies: Work collaboratively with the Local Authority (Liverpool), educational psychologists, health professionals, speech and language therapists, and alternative provision providers. - Transition Support: Oversee smooth transition arrangements for SEND students entering the school at Key Stage 3, and those progressing to post-16 destinations. Person Specification Qualifications - Essential: Qualified Teacher Status (QTS) and a relevant degree or equivalent qualification. - Desirable: National Award for SEN Co-ordination (NASENCO) or the mandatory NPQ for SENDCOs. Experience - Essential: Minimum of 3 years of successful classroom teaching experience with a proven track record of raising attainment for students with diverse learning needs. - Desirable: Prior experience working as a SENDCO or Assistant SENDCO in a secondary setting, alongside experience managing a team of support staff. Knowledge and Skills - Essential: Thorough understanding of the SEND Code of Practice, strong data analysis skills to track student progress, and excellent communication and emotional intelligence. - Desirable: Deep knowledge of local authority procedures and referral pathways within Liverpool. Personal Attributes - Essential: Unwavering commitment to inclusivity, excellent organization/time-management skills, resilience, and empathy. - Desirable: A proactive champion for vulnerable learners within the wider community. Why Join Our School? We are a vibrant, diverse, and forward-thinking secondary school in Liverpool that prides itself on creating a warm, community-focused environment. We believe that every child deserves a world-class education, regardless of their starting point. By joining our team, you will benefit from strong supportive leadership, dedicated time out of the classroom to fulfill your leadership duties, and access to robust professional development networks across the city.
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Posted 18 days ago
SEN Teaching Assistant - Liverpool Primary
Primary school in Liverpool • Full Time
1 Sep 2026 - 23 Jul 2027
Summary: We are seeking a dedicated and compassionate Primary Teaching Assistant to join our welcoming primary school community in Liverpool. This role is integral to our commitment to providing an inclusive, nurturing environment where every child is valued and supported to reach their full potential. The successful candidate will work closely with a young pupil with Down syndrome, offering personalised 1:1 support to facilitate thier learning and development in line with our school's ethos of respect, collaboration, and holistic education. This is a full-time position, starting September 2026. Key Responsibilities: - Provide dedicated 1:1 support to a pupil with Down syndrome, implementing personalised learning strategies aligned with the child's needs and developmental goals. - Assist the class teacher in planning and delivering tailored activities that promote inclusion, independence, and engagement within the classroom setting. - Foster a positive, respectful environment that encourages the child's social and emotional development, adhering to the school's values of kindness, respect, and community. - Support the pupil during lessons, ensuring they are fully included in all activities while promoting their confidence and participation. - Monitor and record the pupil’s progress, providing feedback to teaching staff and contributing to the development of individualised learning plans. - Support the wider class community by assisting with classroom organisation and behaviour management in a manner consistent with the school's ethos. - Collaborate with colleagues, parents, and external professionals to ensure a consistent, holistic approach to the child's education and well-being. - Uphold the school's safeguarding policies and promote a safe, inclusive space for all pupils. …Summary: We are seeking a dedicated and compassionate Primary Teaching Assistant to join our welcoming primary school community in Liverpool. This role is integral to our commitment to providing an inclusive, nurturing environment where every child is valued and supported to reach their full potential. The successful candidate will work closely with a young pupil with Down syndrome, offering personalised 1:1 support to facilitate thier learning and development in line with our school's ethos of respect, collaboration, and holistic education. This is a full-time position, starting September 2026. Key Responsibilities: - Provide dedicated 1:1 support to a pupil with Down syndrome, implementing personalised learning strategies aligned with the child's needs and developmental goals. - Assist the class teacher in planning and delivering tailored activities that promote inclusion, independence, and engagement within the classroom setting. - Foster a positive, respectful environment that encourages the child's social and emotional development, adhering to the school's values of kindness, respect, and community. - Support the pupil during lessons, ensuring they are fully included in all activities while promoting their confidence and participation. - Monitor and record the pupil’s progress, providing feedback to teaching staff and contributing to the development of individualised learning plans. - Support the wider class community by assisting with classroom organisation and behaviour management in a manner consistent with the school's ethos. - Collaborate with colleagues, parents, and external professionals to ensure a consistent, holistic approach to the child's education and well-being. - Uphold the school's safeguarding policies and promote a safe, inclusive space for all pupils.
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Posted 25 days ago
Liverpool Secondary Mathematics Teacher with Strong Behaviour Management
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Vacancy: Teacher of Mathematics (Post-ECT / Full QTS) Job Title: Teacher of Mathematics Responsible To: Mathematics Lead / Head of Department Salary: Main Pay Scale (MPS3 – MPS6 / Upper Pay Scale, dependent on experience) Contract Type: Full-time, Permanent Job Purpose The academy is seeking to appoint a driven, highly skilled Teacher of Mathematics who has successfully completed their Early Career Teacher (ECT) induction years and holds full QTS. This position is specifically tailored for an established practitioner looking to embed their practice within a highly structured, academically rigorous secondary environment. The successful candidate will be an expert classroom manager capable of delivering high-impact mathematics lessons that build numerical fluency, logical reasoning, and problem-solving skills. A profound understanding and seamless execution of the 'Teach Like a Champion' (TLAC) framework is non-negotiable for this role. You will use these evidence-based techniques to drive flawless behavioral routines, eliminate learning downtime during independent practice, and maintain an environment of absolute academic focus where every student can excel. Key Responsibilities Classroom Management & Culture - Establish and maintain an environment of absolute predictability and high expectations within the mathematics classroom, ensuring standard-setting classroom management. - Create a disruption-free learning space where clear boundaries, mutual respect, and focused academic routines are the norm. - Command the room with confidence and warmth, utilizing proactive behavior management strategies to ensure that independent problem-solving time is spent in deep, silent cognitive focus. - Uphold whole-school behavior policies and routines with unwavering consistency and precision. Instructional Excellence & TLAC Mastery - Incorporate TLAC techniques seamlessly into daily math instruction (e.g., Cold Call, No Opt Out, Board = Paper, Right Is Right, Stretch It) to maximize student engagement and learning ratios. - Utilize aggressive monitoring and live feedback (e.g., Standardize the Format) to check students' working out in real-time, rapidly correcting mathematical misconceptions before they become embedded. - Deploy checking-for-understanding routines effectively (e.g., Show Me via mini-whiteboards) to accurately gauge whole-class mastery before moving on to complex multi-step problems. - Deliver beautifully sequenced, explicit instruction that breaks down abstract algebraic, geometric, and numerical concepts into highly retrievable parts. Curriculum & Student Achievement - Teach a broad and rigorous Mathematics curriculum across Key Stage 3 and Key Stage 4 (Foundation and Higher tiers) that challenges all ability levels and stretches the top end. - Track and evaluate student progress data systematically, using diagnostic assessments to inform targeted classroom interventions and exam preparation. - Foster a culture of error, encouraging students to see mathematical mistakes as vital learning steps rather than failures. - Collaborate productively with departmental colleagues to share best practices, plan high-quality resources, and standardize assessment metrics. Person Specification Qualifications & Professional Standing - Essential: Good honours degree in Mathematics or a highly related quantitative discipline. - Essential: Qualified Teacher Status (QTS). - Essential: Successful completion of the ECT induction period (this role is not suitable for current ECTs). Experience - Essential: Proven track record of securing strong academic outcomes in Mathematics at Key Stages 3 and 4. - Essential: Verified experience running a highly organized classroom with strong, assertive, and effective behavior management. - Essential: Comprehensive experience embedding high-structure routines and TLAC methodologies to manage student workflow during independent and guided practice. Knowledge and Skills - TLAC Fluency: A deep, intuitive understanding of the Teach Like a Champion framework and a clear vision of how it functions to reduce cognitive overload in the math classroom. - Strong Subject Knowledge: Up-to-date knowledge of the National Curriculum, mastery approaches to mathematics, and current GCSE exam board specifications. - Data Literacy: The ability to swiftly analyze student performance data, spot patterns in diagnostic testing, and execute sharp, class-level interventions. Personal Qualities - An unwavering commitment to educational equity, social mobility, and high expectations for all students. - Resilient, emotionally intelligent, and possesses a solution-focused approach to daily teaching challenges. - A passionate subject advocate who takes pride in modeling professional excellence and collaborative team-working. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.…Job Vacancy: Teacher of Mathematics (Post-ECT / Full QTS) Job Title: Teacher of Mathematics Responsible To: Mathematics Lead / Head of Department Salary: Main Pay Scale (MPS3 – MPS6 / Upper Pay Scale, dependent on experience) Contract Type: Full-time, Permanent Job Purpose The academy is seeking to appoint a driven, highly skilled Teacher of Mathematics who has successfully completed their Early Career Teacher (ECT) induction years and holds full QTS. This position is specifically tailored for an established practitioner looking to embed their practice within a highly structured, academically rigorous secondary environment. The successful candidate will be an expert classroom manager capable of delivering high-impact mathematics lessons that build numerical fluency, logical reasoning, and problem-solving skills. A profound understanding and seamless execution of the 'Teach Like a Champion' (TLAC) framework is non-negotiable for this role. You will use these evidence-based techniques to drive flawless behavioral routines, eliminate learning downtime during independent practice, and maintain an environment of absolute academic focus where every student can excel. Key Responsibilities Classroom Management & Culture - Establish and maintain an environment of absolute predictability and high expectations within the mathematics classroom, ensuring standard-setting classroom management. - Create a disruption-free learning space where clear boundaries, mutual respect, and focused academic routines are the norm. - Command the room with confidence and warmth, utilizing proactive behavior management strategies to ensure that independent problem-solving time is spent in deep, silent cognitive focus. - Uphold whole-school behavior policies and routines with unwavering consistency and precision. Instructional Excellence & TLAC Mastery - Incorporate TLAC techniques seamlessly into daily math instruction (e.g., Cold Call, No Opt Out, Board = Paper, Right Is Right, Stretch It) to maximize student engagement and learning ratios. - Utilize aggressive monitoring and live feedback (e.g., Standardize the Format) to check students' working out in real-time, rapidly correcting mathematical misconceptions before they become embedded. - Deploy checking-for-understanding routines effectively (e.g., Show Me via mini-whiteboards) to accurately gauge whole-class mastery before moving on to complex multi-step problems. - Deliver beautifully sequenced, explicit instruction that breaks down abstract algebraic, geometric, and numerical concepts into highly retrievable parts. Curriculum & Student Achievement - Teach a broad and rigorous Mathematics curriculum across Key Stage 3 and Key Stage 4 (Foundation and Higher tiers) that challenges all ability levels and stretches the top end. - Track and evaluate student progress data systematically, using diagnostic assessments to inform targeted classroom interventions and exam preparation. - Foster a culture of error, encouraging students to see mathematical mistakes as vital learning steps rather than failures. - Collaborate productively with departmental colleagues to share best practices, plan high-quality resources, and standardize assessment metrics. Person Specification Qualifications & Professional Standing - Essential: Good honours degree in Mathematics or a highly related quantitative discipline. - Essential: Qualified Teacher Status (QTS). - Essential: Successful completion of the ECT induction period (this role is not suitable for current ECTs). Experience - Essential: Proven track record of securing strong academic outcomes in Mathematics at Key Stages 3 and 4. - Essential: Verified experience running a highly organized classroom with strong, assertive, and effective behavior management. - Essential: Comprehensive experience embedding high-structure routines and TLAC methodologies to manage student workflow during independent and guided practice. Knowledge and Skills - TLAC Fluency: A deep, intuitive understanding of the Teach Like a Champion framework and a clear vision of how it functions to reduce cognitive overload in the math classroom. - Strong Subject Knowledge: Up-to-date knowledge of the National Curriculum, mastery approaches to mathematics, and current GCSE exam board specifications. - Data Literacy: The ability to swiftly analyze student performance data, spot patterns in diagnostic testing, and execute sharp, class-level interventions. Personal Qualities - An unwavering commitment to educational equity, social mobility, and high expectations for all students. - Resilient, emotionally intelligent, and possesses a solution-focused approach to daily teaching challenges. - A passionate subject advocate who takes pride in modeling professional excellence and collaborative team-working. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.
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Posted about 1 month ago
Secondary Science Teacher with strong behaviour management
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Vacancy: Teacher of Science (Post-ECT / Full QTS) Job Title: Teacher of Science Responsible To: Science Lead / Head of Department Salary: Main Pay Scale (MPS3 – MPS6 / Upper Pay Scale, dependent on experience) Contract Type: Full-time, Permanent Job Purpose The academy is seeking to appoint a driven, highly skilled Teacher of Science who has successfully completed their Early Career Teacher (ECT) induction years and holds full QTS. This position is specifically tailored for an established practitioner looking to embed their practice within a highly structured, academically rigorous secondary environment. The successful candidate will be an expert classroom manager capable of delivering high-impact Biology, Chemistry, and Physics lessons. A profound understanding and seamless execution of the 'Teach Like a Champion' (TLAC) framework is non-negotiable for this role. You will use these evidence-based techniques to drive flawless behavioral routines, eliminate learning downtime, and maintain an environment of impeccable academic focus where every student can excel. Key Responsibilities Classroom Management & Culture - Establish and maintain an environment of absolute predictability and high expectations within the laboratory, ensuring standard-setting classroom management. - Create a disruption-free learning space where clear boundaries, mutual respect, and focused academic routines are the norm. - Command the room with confidence and warmth, utilizing proactive behavior management strategies to de-escalate challenges and maintain absolute safety during practical experiments. - Uphold whole-school behavior policies and routines with unwavering consistency and precision. Instructional Excellence & TLAC Mastery - Incorporate TLAC techniques seamlessly into daily teaching practice (e.g., Cold Call, No Opt Out, Right Is Right, Stretch It, Radar) to maximize student engagement and learning ratios. - Execute tight, highly structured transitions between theoretical instruction and practical laboratory work, eliminating wasted time and maintaining cognitive momentum. - Deliver beautifully sequenced lessons that break down complex scientific concepts into digestible, highly retrievable components. - Utilize aggressive monitoring and live feedback (e.g., Standardize the Format) to check for understanding in real-time, rapidly correcting misconceptions. Curriculum & Student Achievement - Teach a broad and rigorous Science curriculum across Key Stage 3 and Key Stage 4 (Combined and Separate pathways) that challenges all ability levels. - Track and evaluate student progress data systematically, using diagnostic assessments to inform targeted classroom interventions. - Ensure practical work is deeply integrated with theoretical knowledge, building students' mastery of working scientifically. - Collaborate productively with departmental colleagues and the science technician team to share best practices and resources. Person Specification Qualifications & Professional Standing - Essential: Good honours degree in a Science discipline (Biology, Chemistry, Physics, or related field). - Essential: Qualified Teacher Status (QTS). - Essential: Successful completion of the ECT induction period (this role is not suitable for current ECTs). Experience - Essential: Proven track record of securing strong academic outcomes in Science at Key Stages 3 and 4. - Essential: Verified experience running a highly organized classroom with strong, assertive, and effective behavior management. - Essential: Comprehensive experience embedding high-structure routines and TLAC methodologies to manage large groups, particularly during practical lab work. Knowledge and Skills - TLAC Fluency: A deep, intuitive understanding of the Teach Like a Champion framework and a clear vision of how it functions as a tool for equity and accessibility. - Strong Subject Knowledge: Up-to-date knowledge of the National Curriculum, current GCSE exam board specifications, and CLEAPSS health and safety guidelines. - Data Literacy: The ability to swiftly analyze student performance data and execute sharp, class-level adjustments. Personal Qualities - Uncompromisingly high expectations; a firm belief that firm structure and clear routines provide the ultimate safety net for student success. - Resilient, emotionally intelligent, and possesses a solution-focused approach to daily teaching challenges. - A passionate subject advocate who takes pride in modeling professional excellence and collaborative team-working. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.…Job Vacancy: Teacher of Science (Post-ECT / Full QTS) Job Title: Teacher of Science Responsible To: Science Lead / Head of Department Salary: Main Pay Scale (MPS3 – MPS6 / Upper Pay Scale, dependent on experience) Contract Type: Full-time, Permanent Job Purpose The academy is seeking to appoint a driven, highly skilled Teacher of Science who has successfully completed their Early Career Teacher (ECT) induction years and holds full QTS. This position is specifically tailored for an established practitioner looking to embed their practice within a highly structured, academically rigorous secondary environment. The successful candidate will be an expert classroom manager capable of delivering high-impact Biology, Chemistry, and Physics lessons. A profound understanding and seamless execution of the 'Teach Like a Champion' (TLAC) framework is non-negotiable for this role. You will use these evidence-based techniques to drive flawless behavioral routines, eliminate learning downtime, and maintain an environment of impeccable academic focus where every student can excel. Key Responsibilities Classroom Management & Culture - Establish and maintain an environment of absolute predictability and high expectations within the laboratory, ensuring standard-setting classroom management. - Create a disruption-free learning space where clear boundaries, mutual respect, and focused academic routines are the norm. - Command the room with confidence and warmth, utilizing proactive behavior management strategies to de-escalate challenges and maintain absolute safety during practical experiments. - Uphold whole-school behavior policies and routines with unwavering consistency and precision. Instructional Excellence & TLAC Mastery - Incorporate TLAC techniques seamlessly into daily teaching practice (e.g., Cold Call, No Opt Out, Right Is Right, Stretch It, Radar) to maximize student engagement and learning ratios. - Execute tight, highly structured transitions between theoretical instruction and practical laboratory work, eliminating wasted time and maintaining cognitive momentum. - Deliver beautifully sequenced lessons that break down complex scientific concepts into digestible, highly retrievable components. - Utilize aggressive monitoring and live feedback (e.g., Standardize the Format) to check for understanding in real-time, rapidly correcting misconceptions. Curriculum & Student Achievement - Teach a broad and rigorous Science curriculum across Key Stage 3 and Key Stage 4 (Combined and Separate pathways) that challenges all ability levels. - Track and evaluate student progress data systematically, using diagnostic assessments to inform targeted classroom interventions. - Ensure practical work is deeply integrated with theoretical knowledge, building students' mastery of working scientifically. - Collaborate productively with departmental colleagues and the science technician team to share best practices and resources. Person Specification Qualifications & Professional Standing - Essential: Good honours degree in a Science discipline (Biology, Chemistry, Physics, or related field). - Essential: Qualified Teacher Status (QTS). - Essential: Successful completion of the ECT induction period (this role is not suitable for current ECTs). Experience - Essential: Proven track record of securing strong academic outcomes in Science at Key Stages 3 and 4. - Essential: Verified experience running a highly organized classroom with strong, assertive, and effective behavior management. - Essential: Comprehensive experience embedding high-structure routines and TLAC methodologies to manage large groups, particularly during practical lab work. Knowledge and Skills - TLAC Fluency: A deep, intuitive understanding of the Teach Like a Champion framework and a clear vision of how it functions as a tool for equity and accessibility. - Strong Subject Knowledge: Up-to-date knowledge of the National Curriculum, current GCSE exam board specifications, and CLEAPSS health and safety guidelines. - Data Literacy: The ability to swiftly analyze student performance data and execute sharp, class-level adjustments. Personal Qualities - Uncompromisingly high expectations; a firm belief that firm structure and clear routines provide the ultimate safety net for student success. - Resilient, emotionally intelligent, and possesses a solution-focused approach to daily teaching challenges. - A passionate subject advocate who takes pride in modeling professional excellence and collaborative team-working. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.
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Posted about 1 month ago
SEN Teaching Assistant
SEN School school in Liverpool • Full Time
1 Sep 2026 - 26 Feb 2027
SEMH Teaching Assistant We are looking for a compassionate and resilient SEMH Teaching Assistant to support pupils with Social, Emotional and Mental Health needs. You will work closely with teachers and support staff to help students engage in learning, manage their emotions, and achieve their full potential in a safe and supportive environment. What We're Looking For: Experience working with children or young people. A patient, caring, and positive approach. Strong communication and behaviour management skills. Ability to build positive relationships and support emotional wellbeing. Flexible, reliable, and able to work as part of a team. Commitment to safeguarding and promoting the welfare of children. Previous experience supporting SEMH, SEND, or challenging behaviour is desirable but not essential.…SEMH Teaching Assistant We are looking for a compassionate and resilient SEMH Teaching Assistant to support pupils with Social, Emotional and Mental Health needs. You will work closely with teachers and support staff to help students engage in learning, manage their emotions, and achieve their full potential in a safe and supportive environment. What We're Looking For: Experience working with children or young people. A patient, caring, and positive approach. Strong communication and behaviour management skills. Ability to build positive relationships and support emotional wellbeing. Flexible, reliable, and able to work as part of a team. Commitment to safeguarding and promoting the welfare of children. Previous experience supporting SEMH, SEND, or challenging behaviour is desirable but not essential.
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Posted about 1 month ago
KS2, Year 4 SEN Teaching Assistant - Liverpool Primary
Primary school in Liverpool • Full Time
1 Sep 2026 - 23 Jul 2027
About the Role: Zen Educate is currently recruiting for a dedicated and resilient 1:1 Teaching Assistant to support a young boy in Key Stage 2 (KS2). This is a rewarding opportunity to make a tangible difference in a child’s educational journey, helping him navigate the school day, unlock his potential, and build vital social skills. The ideal candidate will have experience working with SEN and a sporty background. The successful candidate will work closely with the class teacher and the school’s SENCO to implement tailored strategies that keep the pupil engaged and thriving. Key Responsibilities: Engagement: Provide targeted support to help the pupil stay focused, motivated, and on-task during lessons. Boundary Setting: Gently but firmly reinforce positive behavior boundaries, helping the pupil understand and respect school and classroom rules. Emotional Support: Act as a calming presence, helping the pupil manage frustration or distractions. Collaboration: Work alongside the class teacher to adapt learning materials to the pupil's needs and track his daily progress. What We Are Looking For: Experience: Previous experience working with children in a school setting (KS2 experience is highly desirable) or working with social, emotional, and mental health (SEMH) needs. Traits: High levels of patience, empathy, and excellent communication skills. You should be someone who can build rapport quickly while maintaining professional boundaries. Availability: You must be available to attend a trial day before the end of the current academic year (July), with the commitment to start full-time in September. ⚠️ Important Note: The school is looking to move quickly. They wish to hold trial days over the next few weeks to ensure the right fit for the student before the summer break.…About the Role: Zen Educate is currently recruiting for a dedicated and resilient 1:1 Teaching Assistant to support a young boy in Key Stage 2 (KS2). This is a rewarding opportunity to make a tangible difference in a child’s educational journey, helping him navigate the school day, unlock his potential, and build vital social skills. The ideal candidate will have experience working with SEN and a sporty background. The successful candidate will work closely with the class teacher and the school’s SENCO to implement tailored strategies that keep the pupil engaged and thriving. Key Responsibilities: Engagement: Provide targeted support to help the pupil stay focused, motivated, and on-task during lessons. Boundary Setting: Gently but firmly reinforce positive behavior boundaries, helping the pupil understand and respect school and classroom rules. Emotional Support: Act as a calming presence, helping the pupil manage frustration or distractions. Collaboration: Work alongside the class teacher to adapt learning materials to the pupil's needs and track his daily progress. What We Are Looking For: Experience: Previous experience working with children in a school setting (KS2 experience is highly desirable) or working with social, emotional, and mental health (SEMH) needs. Traits: High levels of patience, empathy, and excellent communication skills. You should be someone who can build rapport quickly while maintaining professional boundaries. Availability: You must be available to attend a trial day before the end of the current academic year (July), with the commitment to start full-time in September. ⚠️ Important Note: The school is looking to move quickly. They wish to hold trial days over the next few weeks to ensure the right fit for the student before the summer break.
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Posted about 1 month ago
KS1, KS2 Class Teaching Assistant - Liverpool Primary
Primary school in Liverpool • Full Time
1 Sep 2026 - 25 Jun 2027
Learning Support Assistant - Level 1 An inclusive and nurturing mainstream primary school is seeking to appoint an exceptional, talented, and self-motivated Grade 1 Learning Support Assistant. Working within either Key Stage 1 or Key Stage 2, you will join a dedicated team focused on putting children at the heart of everything they do. This role offers a fantastic opportunity to contribute to and continue to enhance a positive culture, championing inclusion and kindness while helping pupils break down barriers to learning. Key Information - Job Start Date: 1st September 2026 - Contract Type: 1 Year Fixed Term - Hours: 36 hours per week, 39 weeks per year (includes INSET days) - Working Schedule: Hours will be set between 7:30am and 4:30pm - Location: Fazakerley, Liverpool (L9) - Closing Date: Monday 22nd June 2026 at 9:00am About the Role The school is looking for a professional who will embrace challenges and prioritize the wellbeing of the entire school community. In this role, you will help support children to succeed to the best of their abilities, fostering both academic and emotional intelligence. Key Responsibilities: - Work within Key Stage 1 (KS1) or Key Stage 2 (KS2) classrooms to assist with learning and development. - Deliver support that aligns with the school's commitment to providing an inclusive, therapeutic, and nurturing environment. - Collaborate with staff to model core values including resilience, determination, kindness, respect, excellence, citizenship, and teamwork. Candidate Profile - The ideal candidate will be someone who: - Is deeply passionate about the wellbeing of the school community. - Believes that every child deserves the opportunity to thrive and reach their full potential. - Is a dedicated, collaborative team player eager to contribute to a nurturing learning culture.…Learning Support Assistant - Level 1 An inclusive and nurturing mainstream primary school is seeking to appoint an exceptional, talented, and self-motivated Grade 1 Learning Support Assistant. Working within either Key Stage 1 or Key Stage 2, you will join a dedicated team focused on putting children at the heart of everything they do. This role offers a fantastic opportunity to contribute to and continue to enhance a positive culture, championing inclusion and kindness while helping pupils break down barriers to learning. Key Information - Job Start Date: 1st September 2026 - Contract Type: 1 Year Fixed Term - Hours: 36 hours per week, 39 weeks per year (includes INSET days) - Working Schedule: Hours will be set between 7:30am and 4:30pm - Location: Fazakerley, Liverpool (L9) - Closing Date: Monday 22nd June 2026 at 9:00am About the Role The school is looking for a professional who will embrace challenges and prioritize the wellbeing of the entire school community. In this role, you will help support children to succeed to the best of their abilities, fostering both academic and emotional intelligence. Key Responsibilities: - Work within Key Stage 1 (KS1) or Key Stage 2 (KS2) classrooms to assist with learning and development. - Deliver support that aligns with the school's commitment to providing an inclusive, therapeutic, and nurturing environment. - Collaborate with staff to model core values including resilience, determination, kindness, respect, excellence, citizenship, and teamwork. Candidate Profile - The ideal candidate will be someone who: - Is deeply passionate about the wellbeing of the school community. - Believes that every child deserves the opportunity to thrive and reach their full potential. - Is a dedicated, collaborative team player eager to contribute to a nurturing learning culture.
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Posted about 1 month ago
Early Years, KS1 Early Years Practitioner - Liverpool Primary
Primary school in Liverpool • Full Time
1 Sep 2026 - 23 Jul 2027
Level 2 Learning Support Assistant (Early Years) An inclusive and nurturing mainstream primary school is seeking to appoint an exceptional, highly motivated, and positive Level 2 Learning Support Assistant. Initially working within the Early Years department (Nursery / Reception), you will join a dedicated team focused on putting children at the heart of everything they do. This is a fantastic opportunity to play a vital role in removing barriers to learning and enhancing a culture where every pupil is given the support to thrive academically and emotionally. Key Information - Job Start Date: 1st September 2026 (or earlier where possible) - Contract Type: Permanent, 36 hours per week, 39 weeks per year (includes INSET days) - Location: Fazakerley, Liverpool (L9 9EH) About the Role The school is looking for a talented individual who embraces challenges and champions kindness and inclusion in daily practice. You will support early childhood development, ensuring a safe, nurturing environment that fosters lifelong learning beyond the classroom. Key Responsibilities: - Work initially within the Early Years framework (Nursery and Reception classes) to support early education. - Help create a positive and inclusive classroom environment tailored to the wellbeing of the entire school community. - Work alongside staff to implement learning strategies that support children to succeed to the best of their abilities. Candidate Profile The ideal candidate will be someone who: - Is a passionate, positive, and dedicated practitioner looking to make a lasting difference. - Believes in promoting both academic and emotional intelligence in young learners. - Is committed to fostering strong relationships built on core values such as resilience, kindness, teamwork, and respect. …Level 2 Learning Support Assistant (Early Years) An inclusive and nurturing mainstream primary school is seeking to appoint an exceptional, highly motivated, and positive Level 2 Learning Support Assistant. Initially working within the Early Years department (Nursery / Reception), you will join a dedicated team focused on putting children at the heart of everything they do. This is a fantastic opportunity to play a vital role in removing barriers to learning and enhancing a culture where every pupil is given the support to thrive academically and emotionally. Key Information - Job Start Date: 1st September 2026 (or earlier where possible) - Contract Type: Permanent, 36 hours per week, 39 weeks per year (includes INSET days) - Location: Fazakerley, Liverpool (L9 9EH) About the Role The school is looking for a talented individual who embraces challenges and champions kindness and inclusion in daily practice. You will support early childhood development, ensuring a safe, nurturing environment that fosters lifelong learning beyond the classroom. Key Responsibilities: - Work initially within the Early Years framework (Nursery and Reception classes) to support early education. - Help create a positive and inclusive classroom environment tailored to the wellbeing of the entire school community. - Work alongside staff to implement learning strategies that support children to succeed to the best of their abilities. Candidate Profile The ideal candidate will be someone who: - Is a passionate, positive, and dedicated practitioner looking to make a lasting difference. - Believes in promoting both academic and emotional intelligence in young learners. - Is committed to fostering strong relationships built on core values such as resilience, kindness, teamwork, and respect.
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Posted about 1 month ago
Head of KS2-3 Bridge - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Title: Head of KS2–3 Bridge Responsible To: Assistant Principal (Inclusion / SENDCo) Salary: Main / Upper Pay Scale + TLR 2 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Head of KS2–3 Bridge will lead a specialist, highly structured Bridging Group designed for vulnerable or lower-attaining students transitioning into secondary education. The postholder will ensure that students who require additional academic, language, or social support can successfully bridge the gap between primary and secondary expectations. As a specialist primary-trained practitioner operating within a secondary environment, you will deliver an adapted, high-impact curriculum that builds essential literacy, numeracy, and cognitive skills. A seamless fit with the academy’s core pedagogy is essential. You will be responsible for establishing an environment of absolute clarity and predictability, embedding 'Teach Like a Champion' (TLAC) techniques to cultivate exemplary learning behaviours, maximize academic stretch, and prepare students for seamless, confident integration into mainstream KS3 lessons. Key Responsibilities Strategic Leadership of the Bridge - Lead the vision, design, and implementation of the KS2–3 Bridge curriculum, ensuring it aligns with secondary KS3 expectations while honoring primary mastery principles. - Coordinate the phased integration of students into mainstream classes, developing highly personalized, data-driven transition plans. - Collaborate closely with KS3 subject leaders, pastoral teams, and the SENDCo to ensure a unified, consistent approach to student progress and behaviour management across the academy. - Evaluate the measurable impact of the Bridge provision, producing regular progress reports and trend analyses for the Senior Leadership Team (SLT). Curriculum, Teaching and Learning (TLAC Focus) - Model and execute exemplary classroom practice by embedding high-structure TLAC techniques (e.g., Engineered Efficiency, Tight Transitions, What to Do, Radar) to eliminate learning downtime and build absolute focus. - Deliver a broad, rigorous, and appropriately adapted curriculum that specifically diagnoses and targets individual gaps in literacy, language acquisition, and communication. - Foster foundational learning behaviours by explicitly teaching students how to track speakers, participate via Cold Call, and execute No Opt Out loops to build academic confidence. - Implement evidence-informed interventions that accelerate reading ages, vocabulary acquisition, and functional mathematical fluency. Transition, Progress and Attainment - Assess students’ baseline strengths and barriers to learning accurately, tailoring day-to-day provision to meet neurodiverse and complex learning needs. - Track, analyse, and interpret student performance data systematically, implementing swift course corrections when a student's progress plateaus. - Nurture students’ social, emotional, and academic resilience during the critical secondary transition phase, systematically fading out scaffolds to build authentic learner independence. Family and Community Engagement - Build exceptionally strong, trusting relationships with the families and carers of Bridge students, keeping them actively informed of academic and social milestones. - Liaise professionally with primary feeder schools, local authority transition teams, and external professionals to capture vital historical data and secure holistic student outcomes. Person Specification Qualifications & Professional Development - Essential: Qualified Teacher Status (QTS). - Essential: Primary-trained (Key Stage 2 specialist) with a proven track record of accelerating progress in upper primary. - Desirable: Evidence of further professional study or leadership training relating to transition, SEND, or literacy development. Experience - Essential: Extensive experience teaching or leading within a Key Stage 2 environment, with a deep understanding of primary curriculum delivery. - Essential: Proven experience supporting pupils with complex barriers to learning, including EAL, SEND, or socioeconomic disadvantages. - Essential: Practical experience implementing high-structure, high-expectation classroom routines and TLAC methodologies. - Desirable: Experience working within, or closely collaborating with, a secondary school setting to facilitate primary-secondary transition. Knowledge and Skills - Deep pedagogical alignment: A profound understanding of, and commitment to, the Teach Like a Champion (TLAC) framework, specifically regarding behavioral routines and high-ratio engagement. - Expertise in literacy: Exceptional knowledge of systematic synthetic phonics, reading interventions, and early language acquisition strategies. - Relationship building: Superb interpersonal skills, with a proven ability to build psychological safety for anxious or disengaged learners. - Strong organizational and data skills: Highly capable of managing multiple student transition profiles and interpreting progress metrics. Personal Qualities - An unwavering belief that every child can achieve academic excellence regardless of their starting point. - A proactive, solution-focused, and highly resilient approach to overcoming historical barriers to learning. - The ability to offer warm, empathetic care while maintaining uncompromisingly high standards of discipline and effort. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.…Job Title: Head of KS2–3 Bridge Responsible To: Assistant Principal (Inclusion / SENDCo) Salary: Main / Upper Pay Scale + TLR 2 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Head of KS2–3 Bridge will lead a specialist, highly structured Bridging Group designed for vulnerable or lower-attaining students transitioning into secondary education. The postholder will ensure that students who require additional academic, language, or social support can successfully bridge the gap between primary and secondary expectations. As a specialist primary-trained practitioner operating within a secondary environment, you will deliver an adapted, high-impact curriculum that builds essential literacy, numeracy, and cognitive skills. A seamless fit with the academy’s core pedagogy is essential. You will be responsible for establishing an environment of absolute clarity and predictability, embedding 'Teach Like a Champion' (TLAC) techniques to cultivate exemplary learning behaviours, maximize academic stretch, and prepare students for seamless, confident integration into mainstream KS3 lessons. Key Responsibilities Strategic Leadership of the Bridge - Lead the vision, design, and implementation of the KS2–3 Bridge curriculum, ensuring it aligns with secondary KS3 expectations while honoring primary mastery principles. - Coordinate the phased integration of students into mainstream classes, developing highly personalized, data-driven transition plans. - Collaborate closely with KS3 subject leaders, pastoral teams, and the SENDCo to ensure a unified, consistent approach to student progress and behaviour management across the academy. - Evaluate the measurable impact of the Bridge provision, producing regular progress reports and trend analyses for the Senior Leadership Team (SLT). Curriculum, Teaching and Learning (TLAC Focus) - Model and execute exemplary classroom practice by embedding high-structure TLAC techniques (e.g., Engineered Efficiency, Tight Transitions, What to Do, Radar) to eliminate learning downtime and build absolute focus. - Deliver a broad, rigorous, and appropriately adapted curriculum that specifically diagnoses and targets individual gaps in literacy, language acquisition, and communication. - Foster foundational learning behaviours by explicitly teaching students how to track speakers, participate via Cold Call, and execute No Opt Out loops to build academic confidence. - Implement evidence-informed interventions that accelerate reading ages, vocabulary acquisition, and functional mathematical fluency. Transition, Progress and Attainment - Assess students’ baseline strengths and barriers to learning accurately, tailoring day-to-day provision to meet neurodiverse and complex learning needs. - Track, analyse, and interpret student performance data systematically, implementing swift course corrections when a student's progress plateaus. - Nurture students’ social, emotional, and academic resilience during the critical secondary transition phase, systematically fading out scaffolds to build authentic learner independence. Family and Community Engagement - Build exceptionally strong, trusting relationships with the families and carers of Bridge students, keeping them actively informed of academic and social milestones. - Liaise professionally with primary feeder schools, local authority transition teams, and external professionals to capture vital historical data and secure holistic student outcomes. Person Specification Qualifications & Professional Development - Essential: Qualified Teacher Status (QTS). - Essential: Primary-trained (Key Stage 2 specialist) with a proven track record of accelerating progress in upper primary. - Desirable: Evidence of further professional study or leadership training relating to transition, SEND, or literacy development. Experience - Essential: Extensive experience teaching or leading within a Key Stage 2 environment, with a deep understanding of primary curriculum delivery. - Essential: Proven experience supporting pupils with complex barriers to learning, including EAL, SEND, or socioeconomic disadvantages. - Essential: Practical experience implementing high-structure, high-expectation classroom routines and TLAC methodologies. - Desirable: Experience working within, or closely collaborating with, a secondary school setting to facilitate primary-secondary transition. Knowledge and Skills - Deep pedagogical alignment: A profound understanding of, and commitment to, the Teach Like a Champion (TLAC) framework, specifically regarding behavioral routines and high-ratio engagement. - Expertise in literacy: Exceptional knowledge of systematic synthetic phonics, reading interventions, and early language acquisition strategies. - Relationship building: Superb interpersonal skills, with a proven ability to build psychological safety for anxious or disengaged learners. - Strong organizational and data skills: Highly capable of managing multiple student transition profiles and interpreting progress metrics. Personal Qualities - An unwavering belief that every child can achieve academic excellence regardless of their starting point. - A proactive, solution-focused, and highly resilient approach to overcoming historical barriers to learning. - The ability to offer warm, empathetic care while maintaining uncompromisingly high standards of discipline and effort. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.
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Posted about 1 month ago
Lead Science Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Vacancy: Science Lead (Head of Department) Job Title: Science Lead Responsible To: Assistant Principal (Curriculum & Outcomes) Salary: Main / Upper Pay Scale + TLR 1 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Science Lead will provide high-quality strategic leadership and management for the Science Department. The postholder will be responsible for securing outstanding teaching, robust health and safety compliance, effective resource use, and high standards of achievement and progress for all students across Biology, Chemistry, and Physics. As a middle leader, you will foster scientific curiosity and academic excellence across the academy, designing an innovative, rigorous, and logically sequenced curriculum. A seamless fit with the academy’s core pedagogy is essential; you will be responsible for driving a highly structured instructional model, embedding 'Teach Like a Champion' (TLAC) techniques to maximize learning ratios, eliminate downtime during transitions (particularly between theory and practical lab work), and maintain an environment of impeccable academic rigor. Key Responsibilities Strategic Direction and Leadership - Lead the vision for the Science Department, aligning departmental goals with the overarching strategic development plan of the academy. - Evaluate departmental performance rigorously, using data and quality assurance measures to identify areas for growth and implement effective improvement strategies. - Line manage, support, and develop the science team—including teaching staff and science technicians—fostering a collaborative, professional working environment. - Mentor and coach early career teachers (ECTs), trainees, and non-specialist teachers within the department to build capacity, pedagogical expertise, and confidence in delivering practical work. Curriculum, Teaching and Learning - Design and oversee a high-quality, sequenced Science curriculum at Key Stage 3 and Key Stage 4 (Combined and Triple Science pathways) that builds deep conceptual understanding and mastery of working scientifically. - Model exemplary classroom practice, delivering engaging, high-impact science lessons that reflect the school’s high-expectation pedagogical values. - Drive pedagogical excellence within the department by ensuring TLAC techniques (e.g., Cold Call, No Opt Out, Threshold, Radar, Standardize the Format) are consistently embedded across all labs and classrooms to secure high-ratio engagement. - Establish tight, highly structured routines for practical lessons, ensuring that safety instructions and laboratory transitions are executed with absolute clarity and efficiency. Student Progress and Attainment - Track and analyse student progress data systematically across all science disciplines, identifying underachieving cohorts or individuals. - Implement targeted interventions (e.g., small-group tutoring, required practical intervention sessions) to close attainment gaps, particularly for disadvantaged or high-needs students. - Liaise with the SENDCo and Intervention Team to ensure the curriculum and practical experiments are fully accessible to students with additional learning needs. Oversee external exam entries (GCSE Combined and Separate Sciences) and maintain rigorous standards of internal tracking to accurately predict final outcomes. Resource and Operational Management - Act as the departmental lead on Health and Safety, ensuring absolute compliance with CLEAPSS guidelines, risk assessments, and statutory regulations for chemical storage and lab safety. - Manage the departmental budget efficiently, prioritizing resources, equipment, and consumables that directly impact student outcomes and practical learning. - Oversee the allocation of labs and classes, maximizing the utilization of specialist spaces and teaching expertise. Person Specification Qualifications & Professional Development - Essential: Good honours degree in a Science discipline (Biology, Chemistry, Physics, or related field). - Essential: Qualified Teacher Status (QTS). - Desirable: Evidence of further professional development or leadership training (e.g., NPQLT, NPQBC, or NPQML). Experience - Essential: An outstanding track record of teaching Science at a secondary school level with proven exam success across Key Stages 3 and 4. - Essential: Experience implementing high-structure, high-expectation routines and TLAC methodologies within a science classroom or department. - Essential: Experience managing lab safety protocols and supervising practical, inquiry-based learning effectively. - Desirable: Experience of managing a small team, a specific key stage, a scientific discipline, or holding a second-in-department position. Knowledge and Skills - Deep pedagogical alignment: A strong understanding of, and commitment to, the Teach Like a Champion (TLAC) framework and techniques. - Comprehensive knowledge of the National Curriculum, CLEAPSS health and safety guidelines, and current GCSE examination board specifications. - Strong data literacy, with the ability to interpret complex student performance metrics and translate them into actionable interventions. - Excellent communication and organizational skills, with the ability to command a room and lead a team through explicit, structured routines. Personal Qualities - An unwavering commitment to educational equity, social mobility, and high expectations for all students. - Resilience, emotional intelligence, and a proactive, solution-focused approach to leadership and classroom management challenges. - The ability to build strong, collaborative relationships with teaching staff, technical support staff, parents, and external stakeholders. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.…Job Vacancy: Science Lead (Head of Department) Job Title: Science Lead Responsible To: Assistant Principal (Curriculum & Outcomes) Salary: Main / Upper Pay Scale + TLR 1 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Science Lead will provide high-quality strategic leadership and management for the Science Department. The postholder will be responsible for securing outstanding teaching, robust health and safety compliance, effective resource use, and high standards of achievement and progress for all students across Biology, Chemistry, and Physics. As a middle leader, you will foster scientific curiosity and academic excellence across the academy, designing an innovative, rigorous, and logically sequenced curriculum. A seamless fit with the academy’s core pedagogy is essential; you will be responsible for driving a highly structured instructional model, embedding 'Teach Like a Champion' (TLAC) techniques to maximize learning ratios, eliminate downtime during transitions (particularly between theory and practical lab work), and maintain an environment of impeccable academic rigor. Key Responsibilities Strategic Direction and Leadership - Lead the vision for the Science Department, aligning departmental goals with the overarching strategic development plan of the academy. - Evaluate departmental performance rigorously, using data and quality assurance measures to identify areas for growth and implement effective improvement strategies. - Line manage, support, and develop the science team—including teaching staff and science technicians—fostering a collaborative, professional working environment. - Mentor and coach early career teachers (ECTs), trainees, and non-specialist teachers within the department to build capacity, pedagogical expertise, and confidence in delivering practical work. Curriculum, Teaching and Learning - Design and oversee a high-quality, sequenced Science curriculum at Key Stage 3 and Key Stage 4 (Combined and Triple Science pathways) that builds deep conceptual understanding and mastery of working scientifically. - Model exemplary classroom practice, delivering engaging, high-impact science lessons that reflect the school’s high-expectation pedagogical values. - Drive pedagogical excellence within the department by ensuring TLAC techniques (e.g., Cold Call, No Opt Out, Threshold, Radar, Standardize the Format) are consistently embedded across all labs and classrooms to secure high-ratio engagement. - Establish tight, highly structured routines for practical lessons, ensuring that safety instructions and laboratory transitions are executed with absolute clarity and efficiency. Student Progress and Attainment - Track and analyse student progress data systematically across all science disciplines, identifying underachieving cohorts or individuals. - Implement targeted interventions (e.g., small-group tutoring, required practical intervention sessions) to close attainment gaps, particularly for disadvantaged or high-needs students. - Liaise with the SENDCo and Intervention Team to ensure the curriculum and practical experiments are fully accessible to students with additional learning needs. Oversee external exam entries (GCSE Combined and Separate Sciences) and maintain rigorous standards of internal tracking to accurately predict final outcomes. Resource and Operational Management - Act as the departmental lead on Health and Safety, ensuring absolute compliance with CLEAPSS guidelines, risk assessments, and statutory regulations for chemical storage and lab safety. - Manage the departmental budget efficiently, prioritizing resources, equipment, and consumables that directly impact student outcomes and practical learning. - Oversee the allocation of labs and classes, maximizing the utilization of specialist spaces and teaching expertise. Person Specification Qualifications & Professional Development - Essential: Good honours degree in a Science discipline (Biology, Chemistry, Physics, or related field). - Essential: Qualified Teacher Status (QTS). - Desirable: Evidence of further professional development or leadership training (e.g., NPQLT, NPQBC, or NPQML). Experience - Essential: An outstanding track record of teaching Science at a secondary school level with proven exam success across Key Stages 3 and 4. - Essential: Experience implementing high-structure, high-expectation routines and TLAC methodologies within a science classroom or department. - Essential: Experience managing lab safety protocols and supervising practical, inquiry-based learning effectively. - Desirable: Experience of managing a small team, a specific key stage, a scientific discipline, or holding a second-in-department position. Knowledge and Skills - Deep pedagogical alignment: A strong understanding of, and commitment to, the Teach Like a Champion (TLAC) framework and techniques. - Comprehensive knowledge of the National Curriculum, CLEAPSS health and safety guidelines, and current GCSE examination board specifications. - Strong data literacy, with the ability to interpret complex student performance metrics and translate them into actionable interventions. - Excellent communication and organizational skills, with the ability to command a room and lead a team through explicit, structured routines. Personal Qualities - An unwavering commitment to educational equity, social mobility, and high expectations for all students. - Resilience, emotional intelligence, and a proactive, solution-focused approach to leadership and classroom management challenges. - The ability to build strong, collaborative relationships with teaching staff, technical support staff, parents, and external stakeholders. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.
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Posted about 1 month ago

FAQ

How is Zen different from a recruitment agency?

Zen Educate is a technology platform to connect teachers with schools directly. Agencies are an expensive middleman between schools and teachers. They have to charge high commissions because their booking procedures are largely manual and run on outdated systems. Because we run more of the process online or on your phone, we create an experience that delights schools and teachers at a fraction of the cost.

What roles do you cover?

We help Teachers, Teaching Assistants, and Cover Supervisors find work. We work with all types of schools and help with short-term, long-term and permanent roles. Many of our long-term roles convert to permanent roles. We make it far easier than a traditional agency for teachers to convert temporary positions into permanent ones.

What areas do you cover?

We work with over 400 schools in London, Manchester, Birmingham, Bristol and Leeds.

I don't have my documents right now. Can I still sign up?

Yes! You can sign up now and let us know what work you're looking for. You can return at any time to finish your profile and start getting bookings.

I don't have recent references, can I still sign up?

You can definitely still sign up! Once you've uploaded your CV, we'll be able to look at your experience, and help you figure out who would be best placed to act as your referees.

Who can help me with my journey?

Meet the EYFS team. Our EYFS experts are here to help harness and develop your career.