18th May start

Full Time

Posted 1 day ago

Expiring 21st July

Bournemouth, Christchurch and Poole, Southampton

Job description

A Teaching Assistant (TA) providing Planning, Preparation, and Assessment (PPA) cover supports learning by taking responsibility for whole classes, typically delivering pre-planned, high-quality lessons across various subjects (e.g., Music, Art, PE, or Spanish) to release teachers. They manage behavior, assess pupil progress, and maintain continuity in learning while following school policies. Key Responsibilities Whole Class Teaching: Deliver pre-planned, high-quality lessons during teacher PPA time, ensuring continuity in learning. Subject Specialism: Often, PPA cover involves teaching specialist subjects like PE, Art, Music, or Modern Foreign Languages (MFL). Behaviour Management: Maintain high standards of behaviour, participation, and presentation in line with the school's policy. Assessment & Feedback: Mark work, monitor progress during lessons, and provide constructive feedback to class teachers. Preparation: Prepare classroom materials, resources, and equipment, ensuring a safe and engaging learning environment. Flexibility: Adapt to working across different year groups and key stages. Support: Support pupils' social, emotional, and learning needs, including those with Special Educational Needs (SEN). Liaison: Actively communicate with the class teacher to ensure continuity and to report on class progress

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PPA Cover Cover Supervisor - Bournemouth, Christchurch And Poole Sen-school
SEN School school in Bournemouth, Christchurch and Poole • Full Time
18 May - 21 Jul 2026
A Teaching Assistant (TA) providing Planning, Preparation, and Assessment (PPA) cover supports learning by taking responsibility for whole classes, typically delivering pre-planned, high-quality lessons across various subjects (e.g., Music, Art, PE, or Spanish) to release teachers. They manage behavior, assess pupil progress, and maintain continuity in learning while following school policies. Key Responsibilities Whole Class Teaching: Deliver pre-planned, high-quality lessons during teacher PPA time, ensuring continuity in learning. Subject Specialism: Often, PPA cover involves teaching specialist subjects like PE, Art, Music, or Modern Foreign Languages (MFL). Behaviour Management: Maintain high standards of behaviour, participation, and presentation in line with the school's policy. Assessment & Feedback: Mark work, monitor progress during lessons, and provide constructive feedback to class teachers. Preparation: Prepare classroom materials, resources, and equipment, ensuring a safe and engaging learning environment. Flexibility: Adapt to working across different year groups and key stages. Support: Support pupils' social, emotional, and learning needs, including those with Special Educational Needs (SEN). Liaison: Actively communicate with the class teacher to ensure continuity and to report on class progress…A Teaching Assistant (TA) providing Planning, Preparation, and Assessment (PPA) cover supports learning by taking responsibility for whole classes, typically delivering pre-planned, high-quality lessons across various subjects (e.g., Music, Art, PE, or Spanish) to release teachers. They manage behavior, assess pupil progress, and maintain continuity in learning while following school policies. Key Responsibilities Whole Class Teaching: Deliver pre-planned, high-quality lessons during teacher PPA time, ensuring continuity in learning. Subject Specialism: Often, PPA cover involves teaching specialist subjects like PE, Art, Music, or Modern Foreign Languages (MFL). Behaviour Management: Maintain high standards of behaviour, participation, and presentation in line with the school's policy. Assessment & Feedback: Mark work, monitor progress during lessons, and provide constructive feedback to class teachers. Preparation: Prepare classroom materials, resources, and equipment, ensuring a safe and engaging learning environment. Flexibility: Adapt to working across different year groups and key stages. Support: Support pupils' social, emotional, and learning needs, including those with Special Educational Needs (SEN). Liaison: Actively communicate with the class teacher to ensure continuity and to report on class progress
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Posted 1 day ago
SEN Teaching Assistant - Bournemouth, Christchurch And Poole Sen-school
SEN School school in Bournemouth, Christchurch and Poole • Full Time
7 Sep 2026
Teaching assistant for a lovely secondary SEN school starting in September! Core Responsibilities 1. Emotional Regulation & Wellbeing De-escalation: Providing immediate support when a student is in crisis or "overloaded," using specialized techniques (e.g., Team-Teach) to help them return to a calm state. Emotional Literacy: Running 1:1 sessions using tools like ELSA (Emotional Literacy Support Assistant) or Zones of Regulation to help students identify and manage their feelings. Safe Space Management: Overseeing "break-out" rooms or sensory rooms where students can go when the main classroom environment becomes overwhelming. 2. Identifying and Removing Barriers Individual Action Plans: Creating bespoke mentoring plans that address specific hurdles, such as a "school refusal" plan for a student with high anxiety. Social Skills Groups: Facilitating "Circle of Friends" or Lego Therapy groups to help students practice turn-taking, social cues, and conflict resolution. Transition Support: Helping students navigate the "liminal" parts of the day—arriving at school, moving between classrooms, or preparing for the move to post-16 education. 3. Liaison & Advocacy The "Voice" of the Student: Ensuring the student’s perspective is included in their Annual Review or Education, Health, and Care Plan (EHCP) meetings. Family Support: Acting as a consistent point of contact for parents, offering strategies for the home that mirror the support provided in school. Multi-Agency Collaboration: Working with Speech and Language Therapists (SLTs), Educational Psychologists, and Social Workers to ensure a 360-degree support system. Key Skills for the SEN Setting Skill Application Active Listening Picking up on non-verbal cues from students who may have limited communication. Relational Stability Being a "consistent adult" for students who may have attachment issues or trauma. Resilience Maintaining a calm, non-judgmental exterior during physically or verbally challenging behavior. Data Tracking Monitoring "ABC" (Antecedent-Behaviour-Consequence) charts to find patterns in a student's dysregulation. A Typical Day in an SEN School Morning Entry: Meeting a specific student at the school gate who struggles with the transition from the car to the building. 1:1 Session: Using a "Social Story" to help a student with Autism understand why a regular teacher is absent today. Break-time Duty: Monitoring the playground not just for safety, but to "coach" social interactions between students who find unstructured time difficult. In-Class Support: Sitting with a student during a high-trigger lesson (like Science or Music) to provide "emotional scaffolding" so they stay in the room. Reporting: Meeting with the SENCo (Special Educational Needs Coordinator) to review the impact of a 6-week anger management intervention. Qualifications & Requirements Experience: Significant experience working with children with SEND (Autism, ADHD, SEMH, or PMLD). Specific Training: Certifications in ELSA, Nurture Group theory, or Trauma-Informed Practice are highly valued. Safeguarding: A deep understanding of "Keeping Children Safe in Education" (KCSiE), as SEN students are often more vulnerable. …Teaching assistant for a lovely secondary SEN school starting in September! Core Responsibilities 1. Emotional Regulation & Wellbeing De-escalation: Providing immediate support when a student is in crisis or "overloaded," using specialized techniques (e.g., Team-Teach) to help them return to a calm state. Emotional Literacy: Running 1:1 sessions using tools like ELSA (Emotional Literacy Support Assistant) or Zones of Regulation to help students identify and manage their feelings. Safe Space Management: Overseeing "break-out" rooms or sensory rooms where students can go when the main classroom environment becomes overwhelming. 2. Identifying and Removing Barriers Individual Action Plans: Creating bespoke mentoring plans that address specific hurdles, such as a "school refusal" plan for a student with high anxiety. Social Skills Groups: Facilitating "Circle of Friends" or Lego Therapy groups to help students practice turn-taking, social cues, and conflict resolution. Transition Support: Helping students navigate the "liminal" parts of the day—arriving at school, moving between classrooms, or preparing for the move to post-16 education. 3. Liaison & Advocacy The "Voice" of the Student: Ensuring the student’s perspective is included in their Annual Review or Education, Health, and Care Plan (EHCP) meetings. Family Support: Acting as a consistent point of contact for parents, offering strategies for the home that mirror the support provided in school. Multi-Agency Collaboration: Working with Speech and Language Therapists (SLTs), Educational Psychologists, and Social Workers to ensure a 360-degree support system. Key Skills for the SEN Setting Skill Application Active Listening Picking up on non-verbal cues from students who may have limited communication. Relational Stability Being a "consistent adult" for students who may have attachment issues or trauma. Resilience Maintaining a calm, non-judgmental exterior during physically or verbally challenging behavior. Data Tracking Monitoring "ABC" (Antecedent-Behaviour-Consequence) charts to find patterns in a student's dysregulation. A Typical Day in an SEN School Morning Entry: Meeting a specific student at the school gate who struggles with the transition from the car to the building. 1:1 Session: Using a "Social Story" to help a student with Autism understand why a regular teacher is absent today. Break-time Duty: Monitoring the playground not just for safety, but to "coach" social interactions between students who find unstructured time difficult. In-Class Support: Sitting with a student during a high-trigger lesson (like Science or Music) to provide "emotional scaffolding" so they stay in the room. Reporting: Meeting with the SENCo (Special Educational Needs Coordinator) to review the impact of a 6-week anger management intervention. Qualifications & Requirements Experience: Significant experience working with children with SEND (Autism, ADHD, SEMH, or PMLD). Specific Training: Certifications in ELSA, Nurture Group theory, or Trauma-Informed Practice are highly valued. Safeguarding: A deep understanding of "Keeping Children Safe in Education" (KCSiE), as SEN students are often more vulnerable.
Learn more
Posted 3 days ago
General Cover Class Teaching Assistant - Bournemouth, Christchurch And Poole Primary
Primary school in Bournemouth, Christchurch and Poole • Full Time
20 Apr 2026
Do you have experience of working with young people and want to use your talents to make a difference to the lives of vulnerable children? We are looking for a committed and professional Teaching Assistant to provide support and guidance to the pupils they work with, leading on aspects of their provision and provide occasional class cover. Through the opportunities offered in this role, it would be an ideal step for those looking to further advance their career or to gain further skills within the sector. Nigel Bowes Academy is an Outstanding primary school for children with Social, Emotional and Mental Health needs. By providing a calm and learning-focused environment, our pupils flourish and achieve, leading to accelerated outcomes in all areas of their development. Our school has a community feel and we take the time to ensure we are always striving to achieve the best. The role is primarily class-based, working alongside a teacher with a group of up to 8 pupils. The focus of the role is to support the pupils’ learning, wellbeing and ensuring positive behaviour for learning, along with maintaining the classroom environment to a high standard. We recognise the value of effective teamwork and our Teaching Assistants are very much part of both our Class Teams and the wider Whole School team. Their input forms an integral part of our provision and is valued by all staff, including the Senior Leadership Team. The successful candidate will have a flexible approach, be willing to gain knowledge and experience of working with children in KS1-2 who have social, emotional and mental health difficulties through CPD training. The post requires someone who is highly resilient, able to work well as a member of a successful team and someone who has highly developed interpersonal skills and a good sense of humour.…Do you have experience of working with young people and want to use your talents to make a difference to the lives of vulnerable children? We are looking for a committed and professional Teaching Assistant to provide support and guidance to the pupils they work with, leading on aspects of their provision and provide occasional class cover. Through the opportunities offered in this role, it would be an ideal step for those looking to further advance their career or to gain further skills within the sector. Nigel Bowes Academy is an Outstanding primary school for children with Social, Emotional and Mental Health needs. By providing a calm and learning-focused environment, our pupils flourish and achieve, leading to accelerated outcomes in all areas of their development. Our school has a community feel and we take the time to ensure we are always striving to achieve the best. The role is primarily class-based, working alongside a teacher with a group of up to 8 pupils. The focus of the role is to support the pupils’ learning, wellbeing and ensuring positive behaviour for learning, along with maintaining the classroom environment to a high standard. We recognise the value of effective teamwork and our Teaching Assistants are very much part of both our Class Teams and the wider Whole School team. Their input forms an integral part of our provision and is valued by all staff, including the Senior Leadership Team. The successful candidate will have a flexible approach, be willing to gain knowledge and experience of working with children in KS1-2 who have social, emotional and mental health difficulties through CPD training. The post requires someone who is highly resilient, able to work well as a member of a successful team and someone who has highly developed interpersonal skills and a good sense of humour.
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Posted 23 days ago
General Cover Class Teaching Assistant - Bournemouth, Christchurch And Poole Primary
Primary school in Bournemouth, Christchurch and Poole • Full Time
20 Apr 2026
## Job Profile: Primary Teaching Assistant Reporting to: Class Teacher / SENCO ### Job Purpose To support the class teacher in the delivery of a high-quality curriculum, ensuring that all pupils—particularly those with additional needs—can access learning and make progress. You will act as a bridge between the teacher’s planning and the pupils’ understanding. ### Key Responsibilities Targeted Interventions: Lead small-group sessions in Literacy (Phonics) and Numeracy to close attainment gaps. 1-to-1 Support: Provide dedicated assistance to pupils with EHCPs, adapting tasks to their specific learning or sensory needs. Classroom Environment: Prepare resources, set up EdTech tools, and create inspiring wall displays that celebrate pupil work. Social & Emotional Support: Act as a "trusted adult" for pupils, helping them navigate playground conflicts and build resilience through positive behavior strategies. Assessment & Reporting: Observe and record pupil progress during activities, providing daily verbal or written feedback to the teacher to inform future planning. Safeguarding: Maintain an up-to-date knowledge of Keeping Children Safe in Education (KCSIE) and report any concerns immediately to the DSL.… ## Job Profile: Primary Teaching Assistant Reporting to: Class Teacher / SENCO ### Job Purpose To support the class teacher in the delivery of a high-quality curriculum, ensuring that all pupils—particularly those with additional needs—can access learning and make progress. You will act as a bridge between the teacher’s planning and the pupils’ understanding. ### Key Responsibilities Targeted Interventions: Lead small-group sessions in Literacy (Phonics) and Numeracy to close attainment gaps. 1-to-1 Support: Provide dedicated assistance to pupils with EHCPs, adapting tasks to their specific learning or sensory needs. Classroom Environment: Prepare resources, set up EdTech tools, and create inspiring wall displays that celebrate pupil work. Social & Emotional Support: Act as a "trusted adult" for pupils, helping them navigate playground conflicts and build resilience through positive behavior strategies. Assessment & Reporting: Observe and record pupil progress during activities, providing daily verbal or written feedback to the teacher to inform future planning. Safeguarding: Maintain an up-to-date knowledge of Keeping Children Safe in Education (KCSIE) and report any concerns immediately to the DSL.
Learn more
Posted about 1 month ago
Physical Education Class Teacher - Bournemouth, Christchurch And Poole Sen-school
SEN School school in Bournemouth, Christchurch and Poole • Full Time
30 Mar 2026
## Core Purpose To provide professional leadership and management for Physical Education across the school, ensuring high-quality teaching, effective use of resources, and improved standards of learning and achievement for all students. ## Key Responsibilities 1. Strategic Leadership Curriculum Design: Developing a broad and balanced PE curriculum that includes gymnastics, dance, athletics, and team sports. Action Planning: Creating an annual Subject Improvement Plan (SIP) that aligns with the school’s overall development goals. Budget Management: Overseeing the PE budget, including the effective allocation of the PE and Sport Premium (in primary settings). 2. Teaching and Learning Quality Control: Monitoring the quality of PE teaching through lesson observations, "learning walks," and reviewing teacher planning. Inclusion: Ensuring that PE is accessible to all students, including those with Special Educational Needs and Disabilities (SEND). Assessment: Tracking student progress and using data to identify groups that may be under-performing. 3. Extra-Curricular & Enrichment Clubs & Fixtures: Organizing a robust schedule of before-school, lunch, and after-school sports clubs. Competitions: Coordinating entry into local leagues, tournaments, and School Games events. Special Events: Taking the helm for major school events like Sports Day, health weeks, and charity fun runs. 4. Staff Development Mentorship: Supporting non-specialist teachers (especially in primary schools) to increase their confidence in delivering PE. CPD: Identifying and organizing Continuous Professional Development (CPD) opportunities for staff. ## Person Specification Feature Essential Criteria Desirable Qualifications Qualified Teacher Status (QTS) Specialist coaching badges (FA, RFU, etc.) Experience Proven track record of high-quality PE teaching Experience in a middle-management role Skills Strong organizational and "logistics" mindset Ability to drive a school minibus (D1 license) Qualities High energy, resilience, and a passion for well-being A "can-do" attitude toward rainy-day schedules…## Core Purpose To provide professional leadership and management for Physical Education across the school, ensuring high-quality teaching, effective use of resources, and improved standards of learning and achievement for all students. ## Key Responsibilities 1. Strategic Leadership Curriculum Design: Developing a broad and balanced PE curriculum that includes gymnastics, dance, athletics, and team sports. Action Planning: Creating an annual Subject Improvement Plan (SIP) that aligns with the school’s overall development goals. Budget Management: Overseeing the PE budget, including the effective allocation of the PE and Sport Premium (in primary settings). 2. Teaching and Learning Quality Control: Monitoring the quality of PE teaching through lesson observations, "learning walks," and reviewing teacher planning. Inclusion: Ensuring that PE is accessible to all students, including those with Special Educational Needs and Disabilities (SEND). Assessment: Tracking student progress and using data to identify groups that may be under-performing. 3. Extra-Curricular & Enrichment Clubs & Fixtures: Organizing a robust schedule of before-school, lunch, and after-school sports clubs. Competitions: Coordinating entry into local leagues, tournaments, and School Games events. Special Events: Taking the helm for major school events like Sports Day, health weeks, and charity fun runs. 4. Staff Development Mentorship: Supporting non-specialist teachers (especially in primary schools) to increase their confidence in delivering PE. CPD: Identifying and organizing Continuous Professional Development (CPD) opportunities for staff. ## Person Specification Feature Essential Criteria Desirable Qualifications Qualified Teacher Status (QTS) Specialist coaching badges (FA, RFU, etc.) Experience Proven track record of high-quality PE teaching Experience in a middle-management role Skills Strong organizational and "logistics" mindset Ability to drive a school minibus (D1 license) Qualities High energy, resilience, and a passion for well-being A "can-do" attitude toward rainy-day schedules
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Posted about 2 months ago
SEN TA- Bournemouth, Christchurch And Poole Secondary
Secondary school in Bournemouth, Christchurch and Poole • Full Time
30 Mar - 31 Aug 2026
Teaching assistant for a lovely secondary SEN school Core Responsibilities 1. Emotional Regulation & Wellbeing De-escalation: Providing immediate support when a student is in crisis or "overloaded," using specialized techniques (e.g., Team-Teach) to help them return to a calm state. Emotional Literacy: Running 1:1 sessions using tools like ELSA (Emotional Literacy Support Assistant) or Zones of Regulation to help students identify and manage their feelings. Safe Space Management: Overseeing "break-out" rooms or sensory rooms where students can go when the main classroom environment becomes overwhelming. 2. Identifying and Removing Barriers Individual Action Plans: Creating bespoke mentoring plans that address specific hurdles, such as a "school refusal" plan for a student with high anxiety. Social Skills Groups: Facilitating "Circle of Friends" or Lego Therapy groups to help students practice turn-taking, social cues, and conflict resolution. Transition Support: Helping students navigate the "liminal" parts of the day—arriving at school, moving between classrooms, or preparing for the move to post-16 education. 3. Liaison & Advocacy The "Voice" of the Student: Ensuring the student’s perspective is included in their Annual Review or Education, Health, and Care Plan (EHCP) meetings. Family Support: Acting as a consistent point of contact for parents, offering strategies for the home that mirror the support provided in school. Multi-Agency Collaboration: Working with Speech and Language Therapists (SLTs), Educational Psychologists, and Social Workers to ensure a 360-degree support system. Key Skills for the SEN Setting Skill Application Active Listening Picking up on non-verbal cues from students who may have limited communication. Relational Stability Being a "consistent adult" for students who may have attachment issues or trauma. Resilience Maintaining a calm, non-judgmental exterior during physically or verbally challenging behavior. Data Tracking Monitoring "ABC" (Antecedent-Behaviour-Consequence) charts to find patterns in a student's dysregulation. A Typical Day in an SEN School Morning Entry: Meeting a specific student at the school gate who struggles with the transition from the car to the building. 1:1 Session: Using a "Social Story" to help a student with Autism understand why a regular teacher is absent today. Break-time Duty: Monitoring the playground not just for safety, but to "coach" social interactions between students who find unstructured time difficult. In-Class Support: Sitting with a student during a high-trigger lesson (like Science or Music) to provide "emotional scaffolding" so they stay in the room. Reporting: Meeting with the SENCo (Special Educational Needs Coordinator) to review the impact of a 6-week anger management intervention. Qualifications & Requirements Experience: Significant experience working with children with SEND (Autism, ADHD, SEMH, or PMLD). Specific Training: Certifications in ELSA, Nurture Group theory, or Trauma-Informed Practice are highly valued. Safeguarding: A deep understanding of "Keeping Children Safe in Education" (KCSiE), as SEN students are often more vulnerable.…Teaching assistant for a lovely secondary SEN school Core Responsibilities 1. Emotional Regulation & Wellbeing De-escalation: Providing immediate support when a student is in crisis or "overloaded," using specialized techniques (e.g., Team-Teach) to help them return to a calm state. Emotional Literacy: Running 1:1 sessions using tools like ELSA (Emotional Literacy Support Assistant) or Zones of Regulation to help students identify and manage their feelings. Safe Space Management: Overseeing "break-out" rooms or sensory rooms where students can go when the main classroom environment becomes overwhelming. 2. Identifying and Removing Barriers Individual Action Plans: Creating bespoke mentoring plans that address specific hurdles, such as a "school refusal" plan for a student with high anxiety. Social Skills Groups: Facilitating "Circle of Friends" or Lego Therapy groups to help students practice turn-taking, social cues, and conflict resolution. Transition Support: Helping students navigate the "liminal" parts of the day—arriving at school, moving between classrooms, or preparing for the move to post-16 education. 3. Liaison & Advocacy The "Voice" of the Student: Ensuring the student’s perspective is included in their Annual Review or Education, Health, and Care Plan (EHCP) meetings. Family Support: Acting as a consistent point of contact for parents, offering strategies for the home that mirror the support provided in school. Multi-Agency Collaboration: Working with Speech and Language Therapists (SLTs), Educational Psychologists, and Social Workers to ensure a 360-degree support system. Key Skills for the SEN Setting Skill Application Active Listening Picking up on non-verbal cues from students who may have limited communication. Relational Stability Being a "consistent adult" for students who may have attachment issues or trauma. Resilience Maintaining a calm, non-judgmental exterior during physically or verbally challenging behavior. Data Tracking Monitoring "ABC" (Antecedent-Behaviour-Consequence) charts to find patterns in a student's dysregulation. A Typical Day in an SEN School Morning Entry: Meeting a specific student at the school gate who struggles with the transition from the car to the building. 1:1 Session: Using a "Social Story" to help a student with Autism understand why a regular teacher is absent today. Break-time Duty: Monitoring the playground not just for safety, but to "coach" social interactions between students who find unstructured time difficult. In-Class Support: Sitting with a student during a high-trigger lesson (like Science or Music) to provide "emotional scaffolding" so they stay in the room. Reporting: Meeting with the SENCo (Special Educational Needs Coordinator) to review the impact of a 6-week anger management intervention. Qualifications & Requirements Experience: Significant experience working with children with SEND (Autism, ADHD, SEMH, or PMLD). Specific Training: Certifications in ELSA, Nurture Group theory, or Trauma-Informed Practice are highly valued. Safeguarding: A deep understanding of "Keeping Children Safe in Education" (KCSiE), as SEN students are often more vulnerable.
Learn more
Posted 3 months ago

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

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I only have overseas experience. Is that OK?

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Roles

What roles do you cover?

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

How much work is there?

Generally speaking, we have consistently high demand for daily supply teachers in Greater London, Manchester Birmingham, Bristol and Leeds. Teaching assistant work is generally higher for long-term roles rather than daily supply cover.

Do you have primary, secondary or nursery jobs?

Yes. We can help with daily supply and long-term jobs in nurseries, primary schools and secondary schools. We don't typically have jobs in further education or college.

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

While the majority of our work is for teachers and teaching assistants, we do also have work for cover supervisors and invigilators. Explain what you are looking for when you sign up and our team will help you.

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If you're looking for teaching or teaching assistant roles, and would also be interested in admin roles, it's worth letting us know. If you're only looking for admin roles, we might not be the place for you, as this isn't what we specialise in.

General

How is Zen different from a recruitment agency?

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

What roles do you cover?

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

PPA Cover Cover Supervisor - Bournemouth, Christchurch And Poole Sen-school

Job description

Start finding work today

Real stories

Latest 6 jobs in Southampton

FAQ

Signing up

I'm having trouble registering

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?

Vetting

What documents will I need to provide?

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?

Roles

What roles do you cover?

What areas do you cover?

How much work is there?

Do you have primary, secondary or nursery jobs?

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

What subjects do you cover?

Do you do school admin jobs?

General

How is Zen different from a recruitment agency?

What roles do you cover?