1st September start

Full Time

Posted 3 days ago

Expiring 16th July

Liverpool

Job description

Job Title: Teacher of History Hours: Full-time Contract: Permanent About the Role We are seeking a passionate, dedicated, and inspiring Teacher of History to join our successful Humanities department. Based within our vibrant, high-performing Catholic girls’ secondary school and mixed Sixth Form in Liverpool, this role is perfect for an educator who believes in nurturing the unique gifts, dreams, and talents of every young person. Our community is grounded in a distinctive, values-driven ethos where respect, understanding, and a warm, supportive atmosphere are at the heart of everything we do. We combine a deep commitment to pastoral care with state-of-the-art facilities and a celebrated tradition in the arts. As a History teacher, you will bring the past to life, fostering critical thinking, curiosity, and empathy in an environment where students are motivated, respectful, and eager to learn. Key Responsibilities - Planning and delivering high-quality, engaging History lessons across Key Stage 3, Key Stage 4 (GCSE), and Key Stage 5 (A-Level). Fostering a deep curiosity about the past, helping students develop essential analytical, evaluative, and literacy skills. - Contributing to the school’s encouraging learning environment, ensuring lessons are inclusive and accessible to students of all abilities, including those with SEND. - Utilizing our modern, state-of-the-art classroom facilities and digital resources to deliver innovative and creative learning experiences. - Monitoring, assessing, and tracking student progress to provide constructive feedback that empowers every individual to flourish. - Actively supporting the faith, community character, and overarching values of the school. - Participating in extra-curricular enrichment, such as history societies, educational visits, or cross-curricular arts projects. Person Specification Essential: - A degree in History (or a closely related discipline) along with a recognized teaching qualification (e.g., QTS, PGCE). - Proven experience teaching History across secondary age groups, with a track record of supporting students to achieve their academic potential. - A strong commitment to upholding and contributing to the spiritual, moral, and supportive pastoral framework of the school. - Excellent classroom management skills, with the ability to maintain a calm, focused, and respectful learning environment. - Outstanding communication skills and a collaborative approach to working within a close-knit departmental team. Desirable: - Experience teaching History at A-Level or equivalent Key Stage 5 qualifications. - An interest in connecting historical themes with creative mediums to enrich our arts-focused school culture. - Experience mentoring early career teachers or contributing to school-wide professional development initiatives. Additional Information This position offers a wonderful opportunity to join a happy, forward-thinking school community that genuinely cares about the well-being and professional growth of its staff. We have a proud tradition of exceptional teacher development and offer a highly collaborative environment where both staff and students are inspired to excel.

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About the school

A very warm welcome to this school's website. It is an exciting, vibrant, and dynamic Catholic comprehensive school with a distinctive ethos rooted in support, care, and a welcoming, friendly atmosphere. The school takes pride in living out its five core values: Love, Faith, Community, Respect, and Hope. These values underpin the school's mission to inspire students to flourish in faith, hope, and love. This is a special community where everyone is welcomed with cheerfulness across all aspects of school life. The school fosters a strong sense of charism inspired by a well-known educational figure, based on the three pillars of Reason, Religion, and Loving Kindness. At this school, the focus is always on placing young people at the centre of decision-making and policy development. The school's ethos, influenced by Gospel values, helps create a faith community that extends beyond the school day. A whole-school approach ensures that students receive consistent messages that nurture Catholicity, support personal development, and prepare them for service and citizenship, aligning with the vision of guiding young people to be good Christians and honest citizens. The school aims to develop well-rounded individuals prepared for life academically, spiritually, morally, and socially. It seeks to nurture the gifts, dreams, and talents of every student in a supportive environment inspired by the school's founding principles.

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SEN Teaching Assistant - Liverpool Primary
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Posted 1 day ago
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Posted 1 day ago
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Secondary school in Liverpool • Full Time
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Person Specification Qualifications & Experience - Essential: Qualified Teacher Status (QTS) and a degree in English or a closely related subject. - Essential: Proven experience teaching English at Key Stage 3 and Key Stage 4, with a track record of driving strong student outcomes. - Desirable: Experience teaching A-Level English Literature or Language. - Desirable: Prior experience working within an all-girls or faith-based educational setting. Skills & Knowledge - Essential: Deep subject knowledge of the National Curriculum and relevant GCSE specifications. - Essential: Excellent classroom management strategies and the ability to inspire students of all backgrounds and abilities. - Desirable: Proficiency in using data to track student progress and implement targeted interventions. Personal Attributes - Essential: Full commitment to the school's Catholic ethos, values, and community life. - Essential: Passion, resilience, excellent communication skills, and a collaborative spirit. - Desirable: A willingness to lead or support whole-school literacy initiatives or extra-curricular clubs. What We Offer - A highly supportive, collaborative, and genuinely friendly working environment.} - Exceptional CPD pathways and tailored career progression opportunities. - State-of-the-art facilities designed to foster academic excellence. - A community of motivated, respectful, and enthusiastic students who love to learn. Our school is strictly committed to safeguarding and promoting the welfare of children and young people. The successful candidate will be required to undergo an enhanced DBS check and satisfactory pre-employment references.…Job Description: Teacher of English Location: Liverpool Area Salary: MPS / UPS (dependent on experience) Contract Type: Full-Time, Permanent Reporting To: Head of English About Our School We are a vibrant, high-achieving 11–18 girls' Catholic comprehensive school. Rooted in a supportive and warm community, our school is a place where faith, academic ambition, and personal development meet. We pride ourselves on fostering an inclusive, nurturing environment where both students and staff are empowered to flourish. The English department is at the heart of our academic mission, inspiring a lifelong love for literature and language while encouraging our young people to find their own voices and achieve their full potential. Our Mission: To provide a community centered on Christian values, where every individual is valued, nurtured, and encouraged to excel academically, spiritually, and personally. Key Responsibilities 1. Teaching and Learning - Deliver high-quality, engaging lessons in English Language and Literature across Key Stages 3 and 4 (with opportunities at Key Stage 5 for the right candidate). - Incorporate innovative teaching methodologies to bring texts and language to life, catering to a wide range of learning styles and abilities. - Plan, prepare, and resource lessons that challenge students, promote critical thinking, and foster a culture of high expectations. - Assess, record, and report on the development, progress, and attainment of students in line with school policies to ensure every student succeeds. 2. Pastoral and School Ethos - Act as a Form Tutor, providing excellent pastoral care and supporting the holistic well-being and personal growth of our students. - Uphold and contribute to the Catholic ethos and values of the school community, promoting mutual respect, kindness, and charity. - Maintain a positive, inclusive, and safe classroom environment that reflects the school’s behavior and rewards policies. 3. Professional Development and Collaboration - Work collaboratively within a dynamic, forward-thinking English department to share best practices, resources, and schemes of work. - Engage in continuous professional development (CPD) provided by the school to continually refine your pedagogical skills. - Participate in parents' evenings, open days, and extra-curricular activities that enrich the wider school community. 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Posted 1 day ago
Premises Officer - St helens
Secondary school in St. Helens • Full Time
1 Sep 2026 - 16 Jul 2027
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Posted 2 days ago
History Class Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Title: Teacher of History Hours: Full-time Contract: Permanent About the Role We are seeking a passionate, dedicated, and inspiring Teacher of History to join our successful Humanities department. Based within our vibrant, high-performing Catholic girls’ secondary school and mixed Sixth Form in Liverpool, this role is perfect for an educator who believes in nurturing the unique gifts, dreams, and talents of every young person. Our community is grounded in a distinctive, values-driven ethos where respect, understanding, and a warm, supportive atmosphere are at the heart of everything we do. We combine a deep commitment to pastoral care with state-of-the-art facilities and a celebrated tradition in the arts. As a History teacher, you will bring the past to life, fostering critical thinking, curiosity, and empathy in an environment where students are motivated, respectful, and eager to learn. Key Responsibilities - Planning and delivering high-quality, engaging History lessons across Key Stage 3, Key Stage 4 (GCSE), and Key Stage 5 (A-Level). Fostering a deep curiosity about the past, helping students develop essential analytical, evaluative, and literacy skills. - Contributing to the school’s encouraging learning environment, ensuring lessons are inclusive and accessible to students of all abilities, including those with SEND. - Utilizing our modern, state-of-the-art classroom facilities and digital resources to deliver innovative and creative learning experiences. - Monitoring, assessing, and tracking student progress to provide constructive feedback that empowers every individual to flourish. - Actively supporting the faith, community character, and overarching values of the school. - Participating in extra-curricular enrichment, such as history societies, educational visits, or cross-curricular arts projects. Person Specification Essential: - A degree in History (or a closely related discipline) along with a recognized teaching qualification (e.g., QTS, PGCE). - Proven experience teaching History across secondary age groups, with a track record of supporting students to achieve their academic potential. - A strong commitment to upholding and contributing to the spiritual, moral, and supportive pastoral framework of the school. - Excellent classroom management skills, with the ability to maintain a calm, focused, and respectful learning environment. - Outstanding communication skills and a collaborative approach to working within a close-knit departmental team. Desirable: - Experience teaching History at A-Level or equivalent Key Stage 5 qualifications. - An interest in connecting historical themes with creative mediums to enrich our arts-focused school culture. - Experience mentoring early career teachers or contributing to school-wide professional development initiatives. Additional Information This position offers a wonderful opportunity to join a happy, forward-thinking school community that genuinely cares about the well-being and professional growth of its staff. We have a proud tradition of exceptional teacher development and offer a highly collaborative environment where both staff and students are inspired to excel.…Job Title: Teacher of History Hours: Full-time Contract: Permanent About the Role We are seeking a passionate, dedicated, and inspiring Teacher of History to join our successful Humanities department. Based within our vibrant, high-performing Catholic girls’ secondary school and mixed Sixth Form in Liverpool, this role is perfect for an educator who believes in nurturing the unique gifts, dreams, and talents of every young person. Our community is grounded in a distinctive, values-driven ethos where respect, understanding, and a warm, supportive atmosphere are at the heart of everything we do. We combine a deep commitment to pastoral care with state-of-the-art facilities and a celebrated tradition in the arts. As a History teacher, you will bring the past to life, fostering critical thinking, curiosity, and empathy in an environment where students are motivated, respectful, and eager to learn. Key Responsibilities - Planning and delivering high-quality, engaging History lessons across Key Stage 3, Key Stage 4 (GCSE), and Key Stage 5 (A-Level). Fostering a deep curiosity about the past, helping students develop essential analytical, evaluative, and literacy skills. - Contributing to the school’s encouraging learning environment, ensuring lessons are inclusive and accessible to students of all abilities, including those with SEND. - Utilizing our modern, state-of-the-art classroom facilities and digital resources to deliver innovative and creative learning experiences. - Monitoring, assessing, and tracking student progress to provide constructive feedback that empowers every individual to flourish. - Actively supporting the faith, community character, and overarching values of the school. - Participating in extra-curricular enrichment, such as history societies, educational visits, or cross-curricular arts projects. Person Specification Essential: - A degree in History (or a closely related discipline) along with a recognized teaching qualification (e.g., QTS, PGCE). - Proven experience teaching History across secondary age groups, with a track record of supporting students to achieve their academic potential. - A strong commitment to upholding and contributing to the spiritual, moral, and supportive pastoral framework of the school. - Excellent classroom management skills, with the ability to maintain a calm, focused, and respectful learning environment. - Outstanding communication skills and a collaborative approach to working within a close-knit departmental team. Desirable: - Experience teaching History at A-Level or equivalent Key Stage 5 qualifications. - An interest in connecting historical themes with creative mediums to enrich our arts-focused school culture. - Experience mentoring early career teachers or contributing to school-wide professional development initiatives. Additional Information This position offers a wonderful opportunity to join a happy, forward-thinking school community that genuinely cares about the well-being and professional growth of its staff. We have a proud tradition of exceptional teacher development and offer a highly collaborative environment where both staff and students are inspired to excel.
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Posted 3 days ago
General Cover AP Class Teacher
SEN School school in Liverpool • Full Time
1 Sep 2026 - 29 Jan 2027
Job Overview We are seeking a dedicated and enthusiastic AP Teacher to join our academic team and deliver exceptional instruction in an Advanced Placement program. The successful candidate will be responsible for planning and delivering engaging lessons, fostering critical thinking skills, and preparing students to excel in AP examinations and future academic pursuits. We are looking for an educator with strong subject expertise, excellent communication and classroom management skills, and a passion for helping students achieve their highest potential. The ideal candidate will create a positive and challenging learning environment, monitor student progress effectively, and work collaboratively with colleagues, parents, and school leadership to support student success and uphold high academic standards.…Job Overview We are seeking a dedicated and enthusiastic AP Teacher to join our academic team and deliver exceptional instruction in an Advanced Placement program. The successful candidate will be responsible for planning and delivering engaging lessons, fostering critical thinking skills, and preparing students to excel in AP examinations and future academic pursuits. We are looking for an educator with strong subject expertise, excellent communication and classroom management skills, and a passion for helping students achieve their highest potential. The ideal candidate will create a positive and challenging learning environment, monitor student progress effectively, and work collaboratively with colleagues, parents, and school leadership to support student success and uphold high academic standards.
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Posted 3 days ago
School Business Manager - Liverpool Primary
Primary school in Liverpool • Full Time
1 Sep 2026 - 23 Jul 2027
School Business Manager An inclusive and nurturing mainstream community school is seeking to appoint an exceptional, strategic, and self-motivated School Business Manager (SBM). Working in partnership with the Senior Leadership Team and the Board of Governors, you will build upon a strong record of progress, putting children at the heart of a clear vision for the future. This is a fantastic opportunity to contribute to a positive school culture while managing key operational functions to help every pupil thrive. Key Information - Job Start Date: 1st September 2026 - Contract Type: Full-Time, Permanent - Hours: 37 hours per week, 42 weeks per year - Location: Fazakerley, Liverpool (L9) About the Role The School Business Manager will be responsible for the strategic planning and daily operation of the school’s business functions. You will ensure that all areas managed meet the reporting requirements and standards of Ofsted, the DfE, the Local Authority, and the School Financial Value Standard (SFVS). Key Responsibilities: - Financial Management: Oversee the school budget and actively apply for additional funding through grants and alternative income streams. - Operations: Lead school administration, human resources, facility/property management, and health and safety compliance. - Strategic Planning: Take a lead role in planning school improvements that maximize the financial value of provisions and services. Candidate Profile The ideal candidate will be someone who: - Is an exceptional, highly organized professional ready to embrace school-wide operational challenges. - Is deeply passionate about the wellbeing of the entire school community, championing inclusion and kindness. - Aligns with the school's core values: Resilience, Determination, Kindness, Respect, Excellence, Citizenship, and Teamwork. …School Business Manager An inclusive and nurturing mainstream community school is seeking to appoint an exceptional, strategic, and self-motivated School Business Manager (SBM). Working in partnership with the Senior Leadership Team and the Board of Governors, you will build upon a strong record of progress, putting children at the heart of a clear vision for the future. This is a fantastic opportunity to contribute to a positive school culture while managing key operational functions to help every pupil thrive. Key Information - Job Start Date: 1st September 2026 - Contract Type: Full-Time, Permanent - Hours: 37 hours per week, 42 weeks per year - Location: Fazakerley, Liverpool (L9) About the Role The School Business Manager will be responsible for the strategic planning and daily operation of the school’s business functions. You will ensure that all areas managed meet the reporting requirements and standards of Ofsted, the DfE, the Local Authority, and the School Financial Value Standard (SFVS). Key Responsibilities: - Financial Management: Oversee the school budget and actively apply for additional funding through grants and alternative income streams. - Operations: Lead school administration, human resources, facility/property management, and health and safety compliance. - Strategic Planning: Take a lead role in planning school improvements that maximize the financial value of provisions and services. Candidate Profile The ideal candidate will be someone who: - Is an exceptional, highly organized professional ready to embrace school-wide operational challenges. - Is deeply passionate about the wellbeing of the entire school community, championing inclusion and kindness. - Aligns with the school's core values: Resilience, Determination, Kindness, Respect, Excellence, Citizenship, and Teamwork.
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Posted 3 days 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 3 days 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 3 days ago
SEN Teacher - Liverpool Primary
Primary school in Liverpool • Full Time
1 Sep 2026 - 23 Jul 2027
SEND Teacher (Nurture Base Provision) An inspiring, dedicated, and exceptional SEND Teacher is required to lead a thriving nurture provision within a mainstream primary school. This unique role offers the opportunity to shape a highly inclusive learning environment, supporting pupils with a range of additional needs to succeed both academically and emotionally. The successful candidate will design a therapeutic, structured environment within the mainstream setting, helping pupils build resilience, confidence, and a readiness to learn. Key Information - Job Start Date: 1st September 2026 - Contract Type: Full-Time, 1-Year Fixed Term - Location: Fazakerley, Liverpool (L9) - Closing Date: Monday 29th June 2026 at 9:00am About the Role In this pivotal role, you will lead and develop the SEND Nurture Base, working closely with the SENDCo and the senior leadership team to deliver targeted, evidence-informed support. You will bring a clear vision for high-quality nurture provision and a deep understanding of how to remove barriers to learning. Key Responsibilities: - Lead, design, and develop a therapeutic, structured Nurture Base environment. - Work with children exhibiting a range of additional needs, particularly social, emotional, and mental health needs. - Collaborate with the Leadership Team, SENDCO, and other external professionals. - Maintain high standards of behavior, attainment, and overall expectations. Candidate Profile We are looking for someone who: - Is passionate about SEND and dedicated to continuous improvement. - Has experience (or a strong interest) in nurture-based and trauma-informed approaches. - Champions inclusion, kindness, and strong relationships. - Believes every child deserves the opportunity to succeed, regardless of their starting point. - Is proactive, inspiring, aspirational, and models positivity to the wider community.…SEND Teacher (Nurture Base Provision) An inspiring, dedicated, and exceptional SEND Teacher is required to lead a thriving nurture provision within a mainstream primary school. This unique role offers the opportunity to shape a highly inclusive learning environment, supporting pupils with a range of additional needs to succeed both academically and emotionally. The successful candidate will design a therapeutic, structured environment within the mainstream setting, helping pupils build resilience, confidence, and a readiness to learn. Key Information - Job Start Date: 1st September 2026 - Contract Type: Full-Time, 1-Year Fixed Term - Location: Fazakerley, Liverpool (L9) - Closing Date: Monday 29th June 2026 at 9:00am About the Role In this pivotal role, you will lead and develop the SEND Nurture Base, working closely with the SENDCo and the senior leadership team to deliver targeted, evidence-informed support. You will bring a clear vision for high-quality nurture provision and a deep understanding of how to remove barriers to learning. Key Responsibilities: - Lead, design, and develop a therapeutic, structured Nurture Base environment. - Work with children exhibiting a range of additional needs, particularly social, emotional, and mental health needs. - Collaborate with the Leadership Team, SENDCO, and other external professionals. - Maintain high standards of behavior, attainment, and overall expectations. Candidate Profile We are looking for someone who: - Is passionate about SEND and dedicated to continuous improvement. - Has experience (or a strong interest) in nurture-based and trauma-informed approaches. - Champions inclusion, kindness, and strong relationships. - Believes every child deserves the opportunity to succeed, regardless of their starting point. - Is proactive, inspiring, aspirational, and models positivity to the wider community.
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Posted 3 days ago
Art & Design Class Teacher - St. Helens Secondary
Secondary school in St. Helens • Full Time
1 Sep 2026 - 1 Jan 2027
We are seeking an enthusiastic and creative Art Teacher to join a welcoming secondary school in the St Helens area from September 2026. This is an exciting opportunity to inspire students across KS3 and KS4, delivering engaging lessons and encouraging creativity within a supportive department. The role is available on an ongoing basis and would suit both experienced teachers and ECTs. The role: • Teaching Art across KS3 and KS4 • Full-time position starting September 2026 • Ongoing opportunity with potential for longer-term placement • Supportive leadership team and well-resourced department Requirements: • QTS or equivalent teaching qualification • Experience teaching Art in UK secondary schools • Strong classroom management skills • Enhanced DBS on the Update Service (or willingness to obtain one)…We are seeking an enthusiastic and creative Art Teacher to join a welcoming secondary school in the St Helens area from September 2026. This is an exciting opportunity to inspire students across KS3 and KS4, delivering engaging lessons and encouraging creativity within a supportive department. The role is available on an ongoing basis and would suit both experienced teachers and ECTs. The role: • Teaching Art across KS3 and KS4 • Full-time position starting September 2026 • Ongoing opportunity with potential for longer-term placement • Supportive leadership team and well-resourced department Requirements: • QTS or equivalent teaching qualification • Experience teaching Art in UK secondary schools • Strong classroom management skills • Enhanced DBS on the Update Service (or willingness to obtain one)
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Posted 6 days ago
Spanish, French Class Teacher - St. Helens Secondary
Secondary school in St. Helens • Full Time
1 Sep - 25 Dec 2026
Job Title: Interim Head of Modern Foreign Languages (MFL) Responsible To: Assistant Principal (Curriculum & Outcomes) Contract Type: Full-time, Temporary (Autumn Term: September 2026 – December 2026) Working Hours: 8:00am – 4:00pm (Term time only) Salary: Competitive, commensurate with Middle Leadership experience Job Purpose The academy is seeking a proven, highly skilled middle leader for a full-time, long-term cover opportunity as the Interim Head of Modern Foreign Languages (MFL) for the upcoming Autumn term (September to December 2026). The successful candidate will take strategic and operational charge of a dynamic MFL department, ensuring high standards of teaching, learning, and academic achievement are maintained. You will be an experienced middle leader capable of hitting the ground running, leading a team of language specialists, and driving high-structure instructional routines. Linguistically, you will specialize in Spanish as your major language, possess the expertise to deliver French across Key Stages 3, 4, and 5 (up to A-Level), and maintain a broad curriculum overview of the German language provision within the department. Key Responsibilities Departmental Leadership & Operations - Provide stable, high-impact leadership for the MFL department during the critical Autumn term, maintaining momentum, consistency, and a culture of high expectations. - Line manage and support the MFL teaching team, ensuring cohesive delivery of the curriculum and efficient day-to-day operations. - Maintain strategic oversight of all language pathways, explicitly supervising the quality of the Spanish and French provisions, alongside an operational overview of the German curriculum. - Lead departmental meetings, collaborative planning sessions, and standardization exercises to ensure consistent assessment across all key stages. Curriculum, Teaching and Learning - Model exemplary classroom practice, delivering sharp, highly structured, and engaging lessons that minimize downtime and maximize student linguistic output. - Teach Spanish as the primary subject specialization, ensuring rigorous exam preparation for GCSE cohorts. - Deliver French instruction across KS3, KS4, and KS5, confidently stretching A-Level students to achieve top-tier academic outcomes. - Foster an environment of high-ratio engagement, utilizing clear, evidence-informed pedagogical techniques to build student confidence in speaking, listening, reading, and writing. Student Progress and Examination Readiness - Monitor and track student progress metrics meticulously across the department during the term, implementing swift, targeted interventions for borderline or underachieving students. - Ensure mock exam preparations and autumn assessments are rigorously designed, standardized, and executed in line with exam board specifications. - Maintain exceptional learning environments and high standards of student conduct across all MFL classrooms. Person Specification Qualifications & Experience - Essential: Qualified Teacher Status (QTS) and a degree in Spanish, French, or a highly related linguistic discipline. - Essential: Proven, successful middle leadership experience (e.g., Head of Department, Second in Department, or Key Stage Coordinator) within a secondary school setting. - Essential: Exceptional track record of teaching Spanish, alongside verified experience teaching French up to Key Stage 5 (A-Level). - Essential: Ability to oversee and strategically manage a multi-language curriculum, including a departmental overview of German. Skills & Personal Qualities - Strong leadership presence: An inspiring professional who can seamlessly step into a middle leadership role, earn the respect of a team, and maintain department continuity. - Excellent organization: Capable of balancing a full-time teaching timetable with the operational demands of running a core department. - Uncompromising standards: A commitment to strict behavioral routines, explicit instruction, and academic excellence for every student. - Superb communication: The ability to collaborate productively with senior leaders, technical staff, parents, and external stakeholders. Application Process Application Deadline: Friday 19th June 2026 by 3:00pm 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.…Job Title: Interim Head of Modern Foreign Languages (MFL) Responsible To: Assistant Principal (Curriculum & Outcomes) Contract Type: Full-time, Temporary (Autumn Term: September 2026 – December 2026) Working Hours: 8:00am – 4:00pm (Term time only) Salary: Competitive, commensurate with Middle Leadership experience Job Purpose The academy is seeking a proven, highly skilled middle leader for a full-time, long-term cover opportunity as the Interim Head of Modern Foreign Languages (MFL) for the upcoming Autumn term (September to December 2026). The successful candidate will take strategic and operational charge of a dynamic MFL department, ensuring high standards of teaching, learning, and academic achievement are maintained. You will be an experienced middle leader capable of hitting the ground running, leading a team of language specialists, and driving high-structure instructional routines. Linguistically, you will specialize in Spanish as your major language, possess the expertise to deliver French across Key Stages 3, 4, and 5 (up to A-Level), and maintain a broad curriculum overview of the German language provision within the department. Key Responsibilities Departmental Leadership & Operations - Provide stable, high-impact leadership for the MFL department during the critical Autumn term, maintaining momentum, consistency, and a culture of high expectations. - Line manage and support the MFL teaching team, ensuring cohesive delivery of the curriculum and efficient day-to-day operations. - Maintain strategic oversight of all language pathways, explicitly supervising the quality of the Spanish and French provisions, alongside an operational overview of the German curriculum. - Lead departmental meetings, collaborative planning sessions, and standardization exercises to ensure consistent assessment across all key stages. Curriculum, Teaching and Learning - Model exemplary classroom practice, delivering sharp, highly structured, and engaging lessons that minimize downtime and maximize student linguistic output. - Teach Spanish as the primary subject specialization, ensuring rigorous exam preparation for GCSE cohorts. - Deliver French instruction across KS3, KS4, and KS5, confidently stretching A-Level students to achieve top-tier academic outcomes. - Foster an environment of high-ratio engagement, utilizing clear, evidence-informed pedagogical techniques to build student confidence in speaking, listening, reading, and writing. Student Progress and Examination Readiness - Monitor and track student progress metrics meticulously across the department during the term, implementing swift, targeted interventions for borderline or underachieving students. - Ensure mock exam preparations and autumn assessments are rigorously designed, standardized, and executed in line with exam board specifications. - Maintain exceptional learning environments and high standards of student conduct across all MFL classrooms. Person Specification Qualifications & Experience - Essential: Qualified Teacher Status (QTS) and a degree in Spanish, French, or a highly related linguistic discipline. - Essential: Proven, successful middle leadership experience (e.g., Head of Department, Second in Department, or Key Stage Coordinator) within a secondary school setting. - Essential: Exceptional track record of teaching Spanish, alongside verified experience teaching French up to Key Stage 5 (A-Level). - Essential: Ability to oversee and strategically manage a multi-language curriculum, including a departmental overview of German. Skills & Personal Qualities - Strong leadership presence: An inspiring professional who can seamlessly step into a middle leadership role, earn the respect of a team, and maintain department continuity. - Excellent organization: Capable of balancing a full-time teaching timetable with the operational demands of running a core department. - Uncompromising standards: A commitment to strict behavioral routines, explicit instruction, and academic excellence for every student. - Superb communication: The ability to collaborate productively with senior leaders, technical staff, parents, and external stakeholders. Application Process Application Deadline: Friday 19th June 2026 by 3:00pm 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.
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Posted 6 days ago
General Cover Hlta - Liverpool Sen-school
SEN School school in Liverpool • Full Time
1 Sep 2026 - 26 Feb 2027
HLTA Role Overview: What We Are Looking For We are seeking a highly motivated, skilled, and adaptable Higher Level Teaching Assistant (HLTA) to take a leading role in supporting our students' learning and development. Stepping up beyond the responsibilities of a traditional TA, you will be complementarily deploying your expertise by planning, preparing, and delivering learning activities to individuals, small groups, and whole classes. A key part of this role involves covering classes during teacher PPA time or short-term absences, requiring a confident classroom presence and excellent behavior management skills. The ideal candidate will possess a recognized HLTA status (or equivalent experience), strong literacy and numeracy skills, and the ability to advance pupils' learning across the curriculum. We are looking for a collaborative team player who can work closely with teachers to assess student progress, offer insightful feedback, and foster an inclusive, high-achieving environment where every child can thrive.…HLTA Role Overview: What We Are Looking For We are seeking a highly motivated, skilled, and adaptable Higher Level Teaching Assistant (HLTA) to take a leading role in supporting our students' learning and development. Stepping up beyond the responsibilities of a traditional TA, you will be complementarily deploying your expertise by planning, preparing, and delivering learning activities to individuals, small groups, and whole classes. A key part of this role involves covering classes during teacher PPA time or short-term absences, requiring a confident classroom presence and excellent behavior management skills. The ideal candidate will possess a recognized HLTA status (or equivalent experience), strong literacy and numeracy skills, and the ability to advance pupils' learning across the curriculum. We are looking for a collaborative team player who can work closely with teachers to assess student progress, offer insightful feedback, and foster an inclusive, high-achieving environment where every child can thrive.
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Posted 6 days ago
SENco Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Title: SENDCO Responsible To: Vice Principal (Inclusion & Behaviour) Salary: Leadership Scale / Competitive Outer London/National Spine (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The SENDCO will provide rigorous strategic, operational, and statutory leadership for the academy’s Special Educational Needs and Disabilities (SEND) provision. The successful candidate will ensure that the academy is not just fully compliant with the SEND Code of Practice, but structurally future-proofed against evolving national frameworks. A key dimension of this role is bridging exceptional statutory compliance with our high-structure, 'Teach Like a Champion' (TLAC) instructional model. We do not believe that high expectations and inclusive practice are mutually exclusive. The SENDCO will ensure that the graduated approach is executed with absolute operational precision, ensuring that students with SEND are empowered to meet the academy's uncompromising academic and behavioral standards through expert scaffolding and elite compliance tracking. Furthermore, you will be a forward-thinking leader who deeply understands the shifting regulatory landscape, specifically the implications of the latest SEND White Paper and national Improvement Plans, ensuring the academy proactively adapts its practices and provisions now in readiness for these reforms. Key Responsibilities Statutory Compliance and Operational Excellence - Oversee the day-to-day operation of the SEND policy, ensuring absolute alignment with the statutory SEND Code of Practice and the Children and Families Act 2014. - Manage all statutory processes with meticulous precision, including Education, Health and Care Plan (EHCP) consultations, annual reviews, and emergency reviews within legally mandated timeframes. - Coordinate funding streams, including High Needs Top-Up Funding applications, ensuring that all submissions are evidence-rich, clear, and legally compliant. - Maintain flawless, audit-ready documentation and student profiles on school management systems, serving as the definitive point of contact for Local Authority audits and Ofsted inspections. Strategic Reform & Future-Proofing (White Paper Readiness) - Act as the academy's expert advisor on the implications of the SEND White Paper and upcoming statutory shifts (e.g., National Standards, digitized EHCP templates, and changes to Alternative Provision partnerships). - Formulate and execute a proactive action plan detailing what the academy needs to be doing now to prepare for these reforms, ensuring our infrastructure is ahead of the compliance curve. - Lead the strategic development of the SEND policy and accessibility plan, regularly reporting progress, data metrics, and legislative risk assessments to the Senior Leadership Team (SLT) and Governing Body. Teaching, Learning & TLAC Integration - Collaborate with Subject Leads to ensure that the curriculum is masterfully adapted for students with SEND without watering down expectations or cognitive challenge. - Train and support teaching staff to seamlessly execute universal high-quality teaching, demonstrating how TLAC techniques (e.g., Format Matters, Break It Down, Standardize the Format) can be weaponized as powerful accessibility tools. - Ensure the Graduated Approach (Assess, Plan, Do, Review) is deeply embedded in classroom practice, moving away from passive "LSA reliance" toward teacher-led, high-ratio accountability for SEND progress. - Work alongside the Head of the KS2–3 Bridge to ensure seamless transition pathways and immediate, compliant diagnostic screening for incoming vulnerable cohorts. Leadership and People Management - Line manage, deploy, and develop the team of Higher Level Teaching Assistants (HLTAs) and Learning Support Assistants (LSAs), ensuring their interventions are high-impact, data-driven, and explicitly monitored. - Design and deliver a robust CPD calendar for all teaching and support staff, focusing heavily on operational compliance, adaptive teaching, and evidence-informed neurodiversity strategies. Person Specification Qualifications & Professional Development - Essential: Qualified Teacher Status (QTS). - Essential: National Award for Special Educational Needs Coordination (NASENCO) or the new NPQ for Special Educational Needs Coordinators (NPQSENCO). - Desirable: Further post-graduate qualifications in safer recruitment, psychometric testing (CCET), or access arrangements (AQA). Experience - Essential: Proven, successful experience as a SENDCO or Assistant SENDCO in a secondary school setting with a heavily compliant framework. - Essential: A track record of successfully managing complex EHCP processes, local authority panels, and defending provisions through evidence-based compliance. - Essential: Experience working within or leading a high-structure, high-expectation school environment that utilizes centralized routines or TLAC frameworks. - Essential: Direct experience managing or restructuring a team of support staff to maximize measurable student outcomes. Knowledge and Skills - Operational & Statutory Mastery: An encyclopedic and up-to-date working knowledge of the SEND Code of Practice, safeguarding legislation, and funding mechanisms. - Strategic Foresight: A deep conceptual understanding of the SEND White Paper / statutory reforms, including a clear vision of how schools must operationally pivot right now to adapt. - Data Literacy: Exceptional ability to interpret data, identify trends across SEND demographics, and translate metrics into sharp, compliant intervention plans. Personal Qualities - Uncompromisingly high expectations; a firm belief that compliance and structure provide the ultimate safety net for vulnerable children. - Highly organized, detail-oriented, and unflappable under bureaucratic or high-pressure timelines. - An articulate communicator who can maintain firm, supportive, and legally watertight boundaries with staff, parents, and local authorities alike. 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: SENDCO Responsible To: Vice Principal (Inclusion & Behaviour) Salary: Leadership Scale / Competitive Outer London/National Spine (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The SENDCO will provide rigorous strategic, operational, and statutory leadership for the academy’s Special Educational Needs and Disabilities (SEND) provision. The successful candidate will ensure that the academy is not just fully compliant with the SEND Code of Practice, but structurally future-proofed against evolving national frameworks. A key dimension of this role is bridging exceptional statutory compliance with our high-structure, 'Teach Like a Champion' (TLAC) instructional model. We do not believe that high expectations and inclusive practice are mutually exclusive. The SENDCO will ensure that the graduated approach is executed with absolute operational precision, ensuring that students with SEND are empowered to meet the academy's uncompromising academic and behavioral standards through expert scaffolding and elite compliance tracking. Furthermore, you will be a forward-thinking leader who deeply understands the shifting regulatory landscape, specifically the implications of the latest SEND White Paper and national Improvement Plans, ensuring the academy proactively adapts its practices and provisions now in readiness for these reforms. Key Responsibilities Statutory Compliance and Operational Excellence - Oversee the day-to-day operation of the SEND policy, ensuring absolute alignment with the statutory SEND Code of Practice and the Children and Families Act 2014. - Manage all statutory processes with meticulous precision, including Education, Health and Care Plan (EHCP) consultations, annual reviews, and emergency reviews within legally mandated timeframes. - Coordinate funding streams, including High Needs Top-Up Funding applications, ensuring that all submissions are evidence-rich, clear, and legally compliant. - Maintain flawless, audit-ready documentation and student profiles on school management systems, serving as the definitive point of contact for Local Authority audits and Ofsted inspections. Strategic Reform & Future-Proofing (White Paper Readiness) - Act as the academy's expert advisor on the implications of the SEND White Paper and upcoming statutory shifts (e.g., National Standards, digitized EHCP templates, and changes to Alternative Provision partnerships). - Formulate and execute a proactive action plan detailing what the academy needs to be doing now to prepare for these reforms, ensuring our infrastructure is ahead of the compliance curve. - Lead the strategic development of the SEND policy and accessibility plan, regularly reporting progress, data metrics, and legislative risk assessments to the Senior Leadership Team (SLT) and Governing Body. Teaching, Learning & TLAC Integration - Collaborate with Subject Leads to ensure that the curriculum is masterfully adapted for students with SEND without watering down expectations or cognitive challenge. - Train and support teaching staff to seamlessly execute universal high-quality teaching, demonstrating how TLAC techniques (e.g., Format Matters, Break It Down, Standardize the Format) can be weaponized as powerful accessibility tools. - Ensure the Graduated Approach (Assess, Plan, Do, Review) is deeply embedded in classroom practice, moving away from passive "LSA reliance" toward teacher-led, high-ratio accountability for SEND progress. - Work alongside the Head of the KS2–3 Bridge to ensure seamless transition pathways and immediate, compliant diagnostic screening for incoming vulnerable cohorts. Leadership and People Management - Line manage, deploy, and develop the team of Higher Level Teaching Assistants (HLTAs) and Learning Support Assistants (LSAs), ensuring their interventions are high-impact, data-driven, and explicitly monitored. - Design and deliver a robust CPD calendar for all teaching and support staff, focusing heavily on operational compliance, adaptive teaching, and evidence-informed neurodiversity strategies. Person Specification Qualifications & Professional Development - Essential: Qualified Teacher Status (QTS). - Essential: National Award for Special Educational Needs Coordination (NASENCO) or the new NPQ for Special Educational Needs Coordinators (NPQSENCO). - Desirable: Further post-graduate qualifications in safer recruitment, psychometric testing (CCET), or access arrangements (AQA). Experience - Essential: Proven, successful experience as a SENDCO or Assistant SENDCO in a secondary school setting with a heavily compliant framework. - Essential: A track record of successfully managing complex EHCP processes, local authority panels, and defending provisions through evidence-based compliance. - Essential: Experience working within or leading a high-structure, high-expectation school environment that utilizes centralized routines or TLAC frameworks. - Essential: Direct experience managing or restructuring a team of support staff to maximize measurable student outcomes. Knowledge and Skills - Operational & Statutory Mastery: An encyclopedic and up-to-date working knowledge of the SEND Code of Practice, safeguarding legislation, and funding mechanisms. - Strategic Foresight: A deep conceptual understanding of the SEND White Paper / statutory reforms, including a clear vision of how schools must operationally pivot right now to adapt. - Data Literacy: Exceptional ability to interpret data, identify trends across SEND demographics, and translate metrics into sharp, compliant intervention plans. Personal Qualities - Uncompromisingly high expectations; a firm belief that compliance and structure provide the ultimate safety net for vulnerable children. - Highly organized, detail-oriented, and unflappable under bureaucratic or high-pressure timelines. - An articulate communicator who can maintain firm, supportive, and legally watertight boundaries with staff, parents, and local authorities alike. 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 7 days 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.
Learn more
Posted 7 days 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.
Learn more
Posted 7 days ago
Lead Mathematics Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Title: Mathematics 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 Mathematics Lead will provide high-quality strategic leadership and management for the Mathematics Department. The postholder will be responsible for securing outstanding teaching, effective resource use, and high standards of achievement and progress for all students across the curriculum. As a middle leader, you will foster a passion for mathematics across the academy, designing an innovative, rigorous, and inclusive 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, and maintain an environment of impeccable academic rigor. Key Responsibilities Strategic Direction and Leadership - Lead the vision for the Mathematics 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 mathematics team, conducting regular performance management reviews and fostering a collaborative, professional working environment. - Mentor and coach early career teachers (ECTs), trainees, and non-specialist teachers within the department to build capacity and expertise. Curriculum, Teaching and Learning - Design and oversee a high-quality, sequenced Mathematics curriculum at Key Stage 3 and Key Stage 4 that meets national standards and caters to all abilities. - Model exemplary classroom practice, delivering engaging, high-impact mathematics lessons that reflect the school’s pedagogical values. - Drive pedagogical excellence within the department by ensuring TLAC techniques (e.g., Cold Call, No Opt Out, Threshold, Radar) are consistently embedded across all classrooms to secure high-ratio engagement. - Standardise and monitor internal assessments, homework protocols, and feedback practices across the department to ensure consistency and fairness. Student Progress and Attainment - Track and analyse student progress data systematically, identifying underachieving cohorts or individuals. - Implement targeted interventions (e.g., small-group tutoring, revision sessions) to close attainment gaps, particularly for disadvantaged or high-needs students. - Liaise with the SENDCo and Intervention Team to ensure the curriculum is fully accessible to students with additional learning needs. - Oversee external exam entries (GCSE) and maintain rigorous standards of internal tracking to accurately predict final outcomes. Resource and Operational Management - Manage the departmental budget efficiently, ensuring value for money and prioritizing resources that directly impact student outcomes. - Oversee the allocation of classes and timetabling considerations within the department to maximize staff expertise. - Maintain a safe, stimulating, and organized learning environment across all mathematics classrooms. Person Specification Qualifications & Professional Development - Essential: Good honours degree in Mathematics or a highly related discipline. - 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 Mathematics at a secondary school level with proven exam success. - Essential: Experience implementing high-structure, high-expectation routines within a classroom or department. - Essential: Experience of leading initiatives, tracking student data, or mentoring other staff members. - Desirable: Experience of managing a small team, a key stage, 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 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 inspire both staff and students through clear, 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 challenges. - The ability to build strong, collaborative relationships with colleagues, 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 Title: Mathematics 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 Mathematics Lead will provide high-quality strategic leadership and management for the Mathematics Department. The postholder will be responsible for securing outstanding teaching, effective resource use, and high standards of achievement and progress for all students across the curriculum. As a middle leader, you will foster a passion for mathematics across the academy, designing an innovative, rigorous, and inclusive 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, and maintain an environment of impeccable academic rigor. Key Responsibilities Strategic Direction and Leadership - Lead the vision for the Mathematics 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 mathematics team, conducting regular performance management reviews and fostering a collaborative, professional working environment. - Mentor and coach early career teachers (ECTs), trainees, and non-specialist teachers within the department to build capacity and expertise. Curriculum, Teaching and Learning - Design and oversee a high-quality, sequenced Mathematics curriculum at Key Stage 3 and Key Stage 4 that meets national standards and caters to all abilities. - Model exemplary classroom practice, delivering engaging, high-impact mathematics lessons that reflect the school’s pedagogical values. - Drive pedagogical excellence within the department by ensuring TLAC techniques (e.g., Cold Call, No Opt Out, Threshold, Radar) are consistently embedded across all classrooms to secure high-ratio engagement. - Standardise and monitor internal assessments, homework protocols, and feedback practices across the department to ensure consistency and fairness. Student Progress and Attainment - Track and analyse student progress data systematically, identifying underachieving cohorts or individuals. - Implement targeted interventions (e.g., small-group tutoring, revision sessions) to close attainment gaps, particularly for disadvantaged or high-needs students. - Liaise with the SENDCo and Intervention Team to ensure the curriculum is fully accessible to students with additional learning needs. - Oversee external exam entries (GCSE) and maintain rigorous standards of internal tracking to accurately predict final outcomes. Resource and Operational Management - Manage the departmental budget efficiently, ensuring value for money and prioritizing resources that directly impact student outcomes. - Oversee the allocation of classes and timetabling considerations within the department to maximize staff expertise. - Maintain a safe, stimulating, and organized learning environment across all mathematics classrooms. Person Specification Qualifications & Professional Development - Essential: Good honours degree in Mathematics or a highly related discipline. - 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 Mathematics at a secondary school level with proven exam success. - Essential: Experience implementing high-structure, high-expectation routines within a classroom or department. - Essential: Experience of leading initiatives, tracking student data, or mentoring other staff members. - Desirable: Experience of managing a small team, a key stage, 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 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 inspire both staff and students through clear, 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 challenges. - The ability to build strong, collaborative relationships with colleagues, 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.
Learn more
Posted 7 days ago

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Start a conversation on chat or email support@zeneducate.com and our friendly team will get back to you shortly.

History Class Teacher - Liverpool Secondary

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How do I interview? Do I have to come to your office?

I'm still in a full-time job/ not looking to work straight away and just looking

I only have overseas experience. Is that OK?

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Can you apply for a DBS for me?

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

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

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What roles do you cover?

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Do you have primary, secondary or nursery jobs?

Do you have work for cover supervisors, invigilators, or school administrators?

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Do you do school admin jobs?

General

How is Zen different from a recruitment agency?

What roles do you cover?