SEMH Teacher
1st September start
Full Time
Posted 21 days ago
Expiring 30th April
Liverpool
Job description
We are seeking a passionate, resilient and dedicated SEMH Teacher to join our specialist provision supporting secondary-aged pupils with Social, Emotional and Mental Health (SEMH) needs. This role focuses on delivering a lower curriculum pathway tailored to pupils working below age-related expectations and requiring a highly personalised, therapeutic approach to learning.
You will play a vital role in helping young people re-engage with education, develop confidence, regulate emotions and achieve meaningful academic and personal outcomes.
Key Responsibilities
Deliver engaging and differentiated lessons across a lower curriculum pathway for secondary-aged pupils.
Create a safe, nurturing and structured learning environment.
Support pupils with SEMH needs, trauma-informed behaviours and additional learning needs.
Develop individualised learning plans and monitor progress effectively.
Build positive relationships with pupils, families and external professionals.
Promote emotional regulation, resilience, independence and social development.
Work collaboratively with teaching assistants, therapists and pastoral teams.
Implement behaviour support strategies in line with school policy.
The Ideal Candidate Will Have
Qualified Teacher Status (QTS/QTLS or equivalent).
Experience working with secondary-aged pupils with SEMH needs.
Knowledge of adaptive teaching and personalised learning approaches.
Strong behaviour management and relationship-building skills.
A calm, patient and empathetic approach.
Experience delivering functional skills, nurture-based or alternative curriculum pathways is desirable.
A commitment to safeguarding and promoting the welfare of children and young people.
We Offer
A supportive and experienced leadership team.
Ongoing CPD and specialist SEMH training.
Opportunities for career progression.
A rewarding role where you can make a genuine difference.
A collaborative and inclusive working environment.
Online application
Higher pay
Fast-track interviewing
About the school
WHO ARE WE?
Our School is an all age special school for students with complex learning difficulties, and we have 3 sites.
One site opened September 2015. The accommodation and learning resources there are excellent and maintained to a very high standard. It has purpose-built science, food technology, design technology, vocational, computing, music/performing arts and art areas plus a sixth form facility for 35 students. The sports facilities include a Multi-Use Games Area (MUGA) and gym. Students have their own indoor and outdoor recreational areas including common rooms and outdoor play/relaxation areas.
In September 2017 we expanded our provision to include primary aged students. We now have 5 primary classes, 2 on one of our sites and 3 on a Primary School.
We opened another site in September 2023. Currently this is for learners based in year 7 and 8 and 2 Base classes.
Buildings are wheelchair accessible. 2 of our buildings have a lift for disabled access to the upper floors. They have comprehensive toileting and showering facilities for disabled people.
Students are supported across all sites by the Wellbeing Hub staff. Students access this support when they need pastoral, emotional, therapeutic and academic support. The Wellbeing Hub provides reactive and proactive support delivered by a team of experienced mentors.
We are also offer a wide variety of therapies in school including the opportunity for students to be involved in mindfulness, relaxation techniques, and massage and play therapy sessions.
Students are offered a broad balanced education covering all aspects of the National Curriculum enhanced and supplemented by alternative curriculum experiences, lunchtime and after school clubs as well as other extra-curricular activities such as residential experiences. As a school we place a great emphasis on the performing arts and cultural experiences.
Our new students come from a wide range of primary schools across Liverpool, in the main, because of the demand for places within the LA less pupils now come from outside the borough. We have a comprehensive transition programme which includes at least one visit for parents and students before admission. Staff responsible for transition also visit the students in their primary schools.
From Year 7 onwards most students follow a mainstream secondary model with lessons being taught by a range of subject specialists. However, in partnership with parents our most vulnerable students academically and socially can be placed in one of our base classes (there are 8 base classes – 5 for KS3, 2 for KS4 and 1 for KS5) class. These classes are taught on a primary model with students accessing specialist teachers in only a few areas.
We are extremely fortunate to have fantastic staff who are committed to improving the life chances for all our students. We have high expectations of our students, we want them to enjoy and engage in their learning. We challenge our students but, more than that, we want them to challenge themselves. Our aim is to support them to overcome their barriers to learning so they attain and achieve their potential, educationally, emotionally and socially. All students enjoy equality of opportunity, regardless of sex, race or ability. Our aim is to provide an education which is relevant and worthwhile, preparing our students for the world of work and ensuring that they leave us as caring young adults who have developed positive attitudes and values and are respectful of others.
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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.WWWWW…Posted 1 day ago
- Lead Science Teacher - Liverpool SecondarySecondary school in Liverpool • Full Time1 Sep 2026 - 16 Jul 2027Learn moreJob 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.WWWWW…Posted 1 day ago
- Lead Mathematics Teacher - Liverpool SecondarySecondary school in Liverpool • Full Time1 Sep 2026 - 16 Jul 2027Learn moreJob 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.WWWWW…Posted 1 day ago
- Early Years, PPA Cover Class Teacher - Sefton PrimaryPrimary school in Sefton • Full Time1 Sep 2026 - 16 Jul 2027Learn moreSummary: We are seeking an experienced and enthusiastic Reception Intervention Teacher to join our Early Years team from September 2026. This morning-only role will involve delivering targeted intervention support to Reception pupils, helping to develop early reading, writing, and phonics skills, while also providing weekly PPA cover within our Nursery setting. The successful candidate will have strong EYFS knowledge, experience supporting early literacy development, and a sound understanding of the Read Write Inc. phonics programme. Key Responsibilities: -Deliver targeted intervention sessions to Reception pupils to support progress in early reading, writing, and phonics. -Plan and deliver engaging, age-appropriate learning activities that meet the needs of individual pupils and small groups. -Provide high-quality PPA cover within the Nursery setting for one morning per week. Support the implementation of the EYFS curriculum and contribute to positive learning outcomes. -Use Read Write Inc. strategies and resources effectively to support phonics development. -Monitor pupil progress and provide feedback to class teachers and the wider EYFS team. -Create a nurturing, inclusive, and engaging learning environment that promotes children's confidence and independence. -Work collaboratively with teachers, support staff, and parents to support pupil development. -Uphold safeguarding, behaviour, and school policies at all times. Working Pattern Monday to Friday - 8:30am – 11:45am Start Date: September 2026…Summary: We are seeking an experienced and enthusiastic Reception Intervention Teacher to join our Early Years team from September 2026. This morning-only role will involve delivering targeted intervention support to Reception pupils, helping to develop early reading, writing, and phonics skills, while also providing weekly PPA cover within our Nursery setting. The successful candidate will have strong EYFS knowledge, experience supporting early literacy development, and a sound understanding of the Read Write Inc. phonics programme. Key Responsibilities: -Deliver targeted intervention sessions to Reception pupils to support progress in early reading, writing, and phonics. -Plan and deliver engaging, age-appropriate learning activities that meet the needs of individual pupils and small groups. -Provide high-quality PPA cover within the Nursery setting for one morning per week. Support the implementation of the EYFS curriculum and contribute to positive learning outcomes. -Use Read Write Inc. strategies and resources effectively to support phonics development. -Monitor pupil progress and provide feedback to class teachers and the wider EYFS team. -Create a nurturing, inclusive, and engaging learning environment that promotes children's confidence and independence. -Work collaboratively with teachers, support staff, and parents to support pupil development. -Uphold safeguarding, behaviour, and school policies at all times. Working Pattern Monday to Friday - 8:30am – 11:45am Start Date: September 2026WWWWW…Posted 1 day ago
- Pastoral Lead - Liverpool SecondarySecondary school in Liverpool • Full Time1 Sep 2026 - 30 Jul 2027Learn moreJob Title: Pastoral Lead Responsible To: Director of Culture (KS3) Job Purpose The Pastoral Lead provides outstanding pastoral leadership for a designated year group or student cohort, ensuring high standards of behaviour, attendance, safeguarding, wellbeing, and personal development. The postholder plays a central role in fostering a culture of high expectations, belonging, and inclusion. By implementing targeted interventions, they will remove barriers to learning, promote positive conduct, and build strong partnerships between students, families, and staff. This role is integral to maintaining a safe, respectful, and disruption-free environment where every student can thrive. Working closely with the Return to Learn Manager and Internal Suspension Room staff, the Pastoral Lead ensures that behaviour interventions are consistent, restorative, and effective, while leading the successful, structured reintegration of students returning to mainstream lessons. Key Responsibilities Behaviour and Culture - Lead the pastoral management and oversight of a designated year group or student cohort. - Champion and uphold the academy's behaviour expectations, core values, and daily routines. - Analyse behaviour data proactively to implement timely interventions that improve student conduct and engagement. - Investigate behavioural incidents thoroughly, coordinating appropriate, fair, and supportive responses. - Guide students to reflect on their actions, encouraging accountability and positive behavioural changes. - Embed restorative approaches that repair relationships, build resilience, and improve student outcomes. - Maintain a calm, safe, and purposeful learning environment across the academy. - Drive rewards initiatives rigorously within the year group to celebrate student success and progress. - Behaviour Intervention and Reintegration - Collaborate regularly with the Return to Learn Manager and Internal Suspension Room staff to monitor students utilizing these provisions. - Design and execute structured pastoral intervention plans following a student's placement in internal suspension. - Lead formal reintegration meetings with students and families after periods of internal removal. - Partner with families and teaching staff to establish clear, measurable behaviour improvement targets. - Track the progress of students requiring repeat interventions, adapting support strategies to secure long-term improvement. - Equip students with essential self-regulation, conflict-resolution, and decision-making skills. - Identify trends in internal removal data to recommend and shape proactive whole-school pastoral strategies. Attendance and Engagement - With support from the attendance team, manage pastoral factors impacting engagement: - Monitor attendance and punctuality trends within the designated cohort. - Identify and address root pastoral causes behind persistent absence, lateness, or disengagement. - Develop and execute targeted attendance support plans in partnership with families. - Lead parental engagement meetings and coordinate external agency referrals where necessary. - Promote a positive culture where high attendance is celebrated as a foundation for academic success. Student Welfare and Pastoral Care - Serve as the primary pastoral contact for students within the cohort, building trust and rapport. - Identify vulnerable students or those facing social, emotional, or behavioural challenges, coordinating multi-layered support. - Nurture mental wellbeing, personal responsibility, and emotional resilience across the student body. - Support students through key educational transition points and periods of personal challenge. - Foster an inclusive environment where every student feels safe, valued, and respected. Safeguarding - Work in lockstep with the safeguarding team to ensure all welfare concerns are identified, logged, and addressed immediately. - Maintain meticulous, secure, and compliant records of all welfare interventions. - Contribute actively to multi-agency safeguarding meetings and student support plans. - Model a vigilant culture where safeguarding remains everyone’s top priority. Family and Community Engagement - Build strong, collaborative relationships with parents, carers, and guardians. - Act as an accessible and responsive point of contact for family queries regarding pastoral care. - Liaise professionally with external agencies and local authorities to secure holistic support for families. Monitoring, Evaluation and Reporting - Evaluate the measurable impact of pastoral interventions and support strategies. - Produce concise data reports and trend analyses for the Senior Leadership Team (SLT). - Ensure all student records are accurate, timely, and fully compliant with policies and data-protection regulations. Leadership and Wider Contribution - Deliver engaging assemblies, personal development activities, and cohort-specific events. - Contribute to the continuous improvement of the academy's overarching behaviour and inclusion strategies. - Model the highest standards of professionalism, integrity, and workplace ethics. Person Specification Essential Qualifications - GCSE Grade C/4 or above in English and Mathematics (or equivalent). - Relevant professional qualifications or verified experience within education, youth work, or pastoral care. Essential Experience - Working with young people within a secondary school or educational environment. - Managing, defusing, and resolving challenging student behaviours and conflicts. - Partnering effectively with parents and carers to overcome barriers to learning. - Maintaining highly accurate, confidential student records and documentation. Essential Knowledge - Deep understanding of effective, evidence-based behaviour management and restorative practices. - Up-to-date knowledge of statutory safeguarding guidance (e.g., KCSIE) and child protection procedures. - Understanding of the socioeconomic and emotional barriers impacting student attendance and engagement. Essential Skills - Superb interpersonal skills, with the ability to influence, motivate, and earn the respect of young people. - Emotional intelligence, remaining calm, objective, and professional under high-pressure situations. - Strong data literacy, with the ability to interpret student metrics and translate them into actionable interventions. - Proficiency in ICT and school management information systems. Essential Personal Qualities - An unwavering commitment to high expectations, social mobility, and inclusion. - A resilient, proactive, and solution-focused mindset. The ability to offer warm, empathetic support while maintaining firm professional boundaries. Desirable Criteria - Experience leading a tutor team, year group, or specific pastoral initiative. - Experience working with school management systems (e.g., Arbor, Bromcom, SIMS, Class Charts). - Formal training in restorative justice, mental health first aid, or trauma-informed practice. - An active First Aid qualification. 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: Pastoral Lead Responsible To: Director of Culture (KS3) Job Purpose The Pastoral Lead provides outstanding pastoral leadership for a designated year group or student cohort, ensuring high standards of behaviour, attendance, safeguarding, wellbeing, and personal development. The postholder plays a central role in fostering a culture of high expectations, belonging, and inclusion. By implementing targeted interventions, they will remove barriers to learning, promote positive conduct, and build strong partnerships between students, families, and staff. This role is integral to maintaining a safe, respectful, and disruption-free environment where every student can thrive. Working closely with the Return to Learn Manager and Internal Suspension Room staff, the Pastoral Lead ensures that behaviour interventions are consistent, restorative, and effective, while leading the successful, structured reintegration of students returning to mainstream lessons. Key Responsibilities Behaviour and Culture - Lead the pastoral management and oversight of a designated year group or student cohort. - Champion and uphold the academy's behaviour expectations, core values, and daily routines. - Analyse behaviour data proactively to implement timely interventions that improve student conduct and engagement. - Investigate behavioural incidents thoroughly, coordinating appropriate, fair, and supportive responses. - Guide students to reflect on their actions, encouraging accountability and positive behavioural changes. - Embed restorative approaches that repair relationships, build resilience, and improve student outcomes. - Maintain a calm, safe, and purposeful learning environment across the academy. - Drive rewards initiatives rigorously within the year group to celebrate student success and progress. - Behaviour Intervention and Reintegration - Collaborate regularly with the Return to Learn Manager and Internal Suspension Room staff to monitor students utilizing these provisions. - Design and execute structured pastoral intervention plans following a student's placement in internal suspension. - Lead formal reintegration meetings with students and families after periods of internal removal. - Partner with families and teaching staff to establish clear, measurable behaviour improvement targets. - Track the progress of students requiring repeat interventions, adapting support strategies to secure long-term improvement. - Equip students with essential self-regulation, conflict-resolution, and decision-making skills. - Identify trends in internal removal data to recommend and shape proactive whole-school pastoral strategies. Attendance and Engagement - With support from the attendance team, manage pastoral factors impacting engagement: - Monitor attendance and punctuality trends within the designated cohort. - Identify and address root pastoral causes behind persistent absence, lateness, or disengagement. - Develop and execute targeted attendance support plans in partnership with families. - Lead parental engagement meetings and coordinate external agency referrals where necessary. - Promote a positive culture where high attendance is celebrated as a foundation for academic success. Student Welfare and Pastoral Care - Serve as the primary pastoral contact for students within the cohort, building trust and rapport. - Identify vulnerable students or those facing social, emotional, or behavioural challenges, coordinating multi-layered support. - Nurture mental wellbeing, personal responsibility, and emotional resilience across the student body. - Support students through key educational transition points and periods of personal challenge. - Foster an inclusive environment where every student feels safe, valued, and respected. Safeguarding - Work in lockstep with the safeguarding team to ensure all welfare concerns are identified, logged, and addressed immediately. - Maintain meticulous, secure, and compliant records of all welfare interventions. - Contribute actively to multi-agency safeguarding meetings and student support plans. - Model a vigilant culture where safeguarding remains everyone’s top priority. Family and Community Engagement - Build strong, collaborative relationships with parents, carers, and guardians. - Act as an accessible and responsive point of contact for family queries regarding pastoral care. - Liaise professionally with external agencies and local authorities to secure holistic support for families. Monitoring, Evaluation and Reporting - Evaluate the measurable impact of pastoral interventions and support strategies. - Produce concise data reports and trend analyses for the Senior Leadership Team (SLT). - Ensure all student records are accurate, timely, and fully compliant with policies and data-protection regulations. Leadership and Wider Contribution - Deliver engaging assemblies, personal development activities, and cohort-specific events. - Contribute to the continuous improvement of the academy's overarching behaviour and inclusion strategies. - Model the highest standards of professionalism, integrity, and workplace ethics. Person Specification Essential Qualifications - GCSE Grade C/4 or above in English and Mathematics (or equivalent). - Relevant professional qualifications or verified experience within education, youth work, or pastoral care. Essential Experience - Working with young people within a secondary school or educational environment. - Managing, defusing, and resolving challenging student behaviours and conflicts. - Partnering effectively with parents and carers to overcome barriers to learning. - Maintaining highly accurate, confidential student records and documentation. Essential Knowledge - Deep understanding of effective, evidence-based behaviour management and restorative practices. - Up-to-date knowledge of statutory safeguarding guidance (e.g., KCSIE) and child protection procedures. - Understanding of the socioeconomic and emotional barriers impacting student attendance and engagement. Essential Skills - Superb interpersonal skills, with the ability to influence, motivate, and earn the respect of young people. - Emotional intelligence, remaining calm, objective, and professional under high-pressure situations. - Strong data literacy, with the ability to interpret student metrics and translate them into actionable interventions. - Proficiency in ICT and school management information systems. Essential Personal Qualities - An unwavering commitment to high expectations, social mobility, and inclusion. - A resilient, proactive, and solution-focused mindset. The ability to offer warm, empathetic support while maintaining firm professional boundaries. Desirable Criteria - Experience leading a tutor team, year group, or specific pastoral initiative. - Experience working with school management systems (e.g., Arbor, Bromcom, SIMS, Class Charts). - Formal training in restorative justice, mental health first aid, or trauma-informed practice. - An active First Aid qualification. 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.WWWWW…Posted 1 day ago
- SEN Teaching Assistant - Warrington Sen-schoolSEN School school in Warrington • Full Time1 Sep - 18 Dec 2026Learn moreWe are seeking a dedicated and compassionate SEMH Teaching Assistant to join a specialist Alternative Provision in Warrington. This full-time role is integral to supporting the school's mission to provide a nurturing, inclusive, and tailored educational environment for students with Social, Emotional, and Mental Health (SEMH) needs. As a Teaching Assistant within the school, you will use a trauma-informed approach to work closely with pupils to facilitate their learning, behaviour, and emotional development, ensuring they feel safe, valued, and supported. This position offers the opportunity to make a meaningful difference in the lives of young people while working within a team committed to personalised education and holistic wellbeing. Key Responsibilities: - Provide individualised support to pupils with SEMH needs, implementing personalised learning plans to promote engagement and progress. - Assist class teachers in delivering curriculum activities aligned with the school's ethos of nurturing resilience, independence, and emotional growth. - Support pupils in managing their behaviour and emotional challenges, employing de-escalation techniques consistent with the school's values. - Foster a positive, inclusive environment that encourages pupils' social development and self-esteem. - Monitor and record pupil progress and behavioural responses, contributing to regular assessments and care planning. - Support pupils during break times, travel, and other school activities to ensure their safety and well-being. - Work collaboratively with the wider school team, including therapists, SENDCOs, and external agencies, to meet individual needs. - Uphold the school's high standards of safeguarding, behaviour management, and confidentiality at all times. … We are seeking a dedicated and compassionate SEMH Teaching Assistant to join a specialist Alternative Provision in Warrington. This full-time role is integral to supporting the school's mission to provide a nurturing, inclusive, and tailored educational environment for students with Social, Emotional, and Mental Health (SEMH) needs. As a Teaching Assistant within the school, you will use a trauma-informed approach to work closely with pupils to facilitate their learning, behaviour, and emotional development, ensuring they feel safe, valued, and supported. This position offers the opportunity to make a meaningful difference in the lives of young people while working within a team committed to personalised education and holistic wellbeing. Key Responsibilities: - Provide individualised support to pupils with SEMH needs, implementing personalised learning plans to promote engagement and progress. - Assist class teachers in delivering curriculum activities aligned with the school's ethos of nurturing resilience, independence, and emotional growth. - Support pupils in managing their behaviour and emotional challenges, employing de-escalation techniques consistent with the school's values. - Foster a positive, inclusive environment that encourages pupils' social development and self-esteem. - Monitor and record pupil progress and behavioural responses, contributing to regular assessments and care planning. - Support pupils during break times, travel, and other school activities to ensure their safety and well-being. - Work collaboratively with the wider school team, including therapists, SENDCOs, and external agencies, to meet individual needs. - Uphold the school's high standards of safeguarding, behaviour management, and confidentiality at all times. WWWWW…Posted 1 day ago
- SEN Teacher - Liverpool SEND SchoolSEN School school in Liverpool • Full Time1 Sep 2026 - 29 Jan 2027Learn moreWe are seeking a visionary, nurturing, and highly resilient SEND PMLD Teacher to lead a vibrant, specialized classroom environment. In this role, you will design and deliver a creative, highly personalized, and sensory-led curriculum tailored to the complex learning, physical, and medical needs of students with Profound and Multiple Learning Difficulties. We are looking for an inspiring educator who can expertly utilize alternative communication methods (such as Makaton, PECS, and eye-gaze technology) while leading a dedicated team of support staff and collaborating closely with therapists and families. Above all, you must possess a deep passion for advocating for your students, ensuring every individual’s dignity is respected and their unique potential is celebrated.…We are seeking a visionary, nurturing, and highly resilient SEND PMLD Teacher to lead a vibrant, specialized classroom environment. In this role, you will design and deliver a creative, highly personalized, and sensory-led curriculum tailored to the complex learning, physical, and medical needs of students with Profound and Multiple Learning Difficulties. We are looking for an inspiring educator who can expertly utilize alternative communication methods (such as Makaton, PECS, and eye-gaze technology) while leading a dedicated team of support staff and collaborating closely with therapists and families. Above all, you must possess a deep passion for advocating for your students, ensuring every individual’s dignity is respected and their unique potential is celebrated.WWWWW…Posted 1 day ago
- Engineering Teacher - Liverpool SecondarySecondary school in Liverpool • Full Time1 Sep 2026 - 30 Jul 2027Learn moreAbout the Role We are seeking an innovative, technically skilled, and inspiring Teacher of Engineering to join our specialist team. Based within our modern, career-focused secondary school in Liverpool, this role is perfect for an educator who wants to move away from traditional schooling and teach in an environment that replicates the professional world. Our academy bridges the gap between education and industry, treating students as young professionals and preparing them for future careers in advanced manufacturing, design, and technology. You will deliver high-quality technical education, utilising our industry-standard facilities to inspire the next generation of engineers, designers, and innovators. Key Responsibilities - Planning and delivering an engaging Engineering curriculum across Key Stages 4 and 5, covering technical qualifications (such as BTECs, Cambridge Technicals, or A-Levels). - Teaching both theoretical concepts and practical applications, including CAD/CAM design, mechanical/electrical principles, and workshop manufacturing. - Integrating employer-led projects into classroom learning, collaborating with our industry partners to give students real-world context. - Maintaining the highest standards of health and safety within the engineering workshops, ensuring all equipment is safely operated and maintained. - Preparing students for their next steps, whether that means securing high-quality degree apprenticeships, entering the workforce, or progressing to university. - Fostering a professional workplace culture within the department, enforcing high standards of conduct, teamwork, and problem-solving. Person Specification Essential: - A degree in Engineering, Product Design, or a closely related technical field. - Recognized teaching qualification (e.g., QTS, QTLS, PGCE) OR a strong engineering industry background with a genuine commitment to training and qualifying as a teacher. - Proficiency in using modern engineering software and hardware (e.g., CAD software like SolidWorks/AutoCAD, 3D printing, or traditional workshop tools). - Passion for vocational and technical education, with the ability to engage young people with diverse learning styles. Strong organizational skills and an unwavering commitment to workshop health and safety. Desirable: - Direct experience working within the engineering, aerospace, automotive, or manufacturing sectors. - Experience delivering employer-tied or project-based learning. - Experience operating CNC machinery or advanced manufacturing technology. Additional Information This position offers a rare opportunity to teach in a state-of-the-art facility equipped with industry-standard machinery and software. If you are passionate about engineering and want to work in a culture that values professional respect, innovation, and direct pathways into industry, we encourage you to apply.…About the Role We are seeking an innovative, technically skilled, and inspiring Teacher of Engineering to join our specialist team. Based within our modern, career-focused secondary school in Liverpool, this role is perfect for an educator who wants to move away from traditional schooling and teach in an environment that replicates the professional world. Our academy bridges the gap between education and industry, treating students as young professionals and preparing them for future careers in advanced manufacturing, design, and technology. You will deliver high-quality technical education, utilising our industry-standard facilities to inspire the next generation of engineers, designers, and innovators. Key Responsibilities - Planning and delivering an engaging Engineering curriculum across Key Stages 4 and 5, covering technical qualifications (such as BTECs, Cambridge Technicals, or A-Levels). - Teaching both theoretical concepts and practical applications, including CAD/CAM design, mechanical/electrical principles, and workshop manufacturing. - Integrating employer-led projects into classroom learning, collaborating with our industry partners to give students real-world context. - Maintaining the highest standards of health and safety within the engineering workshops, ensuring all equipment is safely operated and maintained. - Preparing students for their next steps, whether that means securing high-quality degree apprenticeships, entering the workforce, or progressing to university. - Fostering a professional workplace culture within the department, enforcing high standards of conduct, teamwork, and problem-solving. Person Specification Essential: - A degree in Engineering, Product Design, or a closely related technical field. - Recognized teaching qualification (e.g., QTS, QTLS, PGCE) OR a strong engineering industry background with a genuine commitment to training and qualifying as a teacher. - Proficiency in using modern engineering software and hardware (e.g., CAD software like SolidWorks/AutoCAD, 3D printing, or traditional workshop tools). - Passion for vocational and technical education, with the ability to engage young people with diverse learning styles. Strong organizational skills and an unwavering commitment to workshop health and safety. Desirable: - Direct experience working within the engineering, aerospace, automotive, or manufacturing sectors. - Experience delivering employer-tied or project-based learning. - Experience operating CNC machinery or advanced manufacturing technology. Additional Information This position offers a rare opportunity to teach in a state-of-the-art facility equipped with industry-standard machinery and software. If you are passionate about engineering and want to work in a culture that values professional respect, innovation, and direct pathways into industry, we encourage you to apply.WWWWW…Posted 2 days ago
- SEMH Teaching AssistantSEN School school in Liverpool • Part Time22 - 26 Jun 2026Learn moreIn a SEMH school, a Teaching Assistant supports pupils with Social, Emotional and Mental Health needs by helping them manage behaviour, emotions and engagement in learning. They work closely with teachers to provide consistent support in lessons and around the school, using calm and structured approaches to de-escalate situations and encourage positive behaviour. The role involves building trusting relationships with pupils, supporting emotional regulation, and helping them access learning at an appropriate level. SEMH TAs also contribute to behaviour plans and promote a safe, stable environment where pupils can develop confidence, resilience and social skills.…In a SEMH school, a Teaching Assistant supports pupils with Social, Emotional and Mental Health needs by helping them manage behaviour, emotions and engagement in learning. They work closely with teachers to provide consistent support in lessons and around the school, using calm and structured approaches to de-escalate situations and encourage positive behaviour. The role involves building trusting relationships with pupils, supporting emotional regulation, and helping them access learning at an appropriate level. SEMH TAs also contribute to behaviour plans and promote a safe, stable environment where pupils can develop confidence, resilience and social skills.WWWWW…Posted 2 days ago
- Year 3 Class Teacher - Sefton PrimaryPrimary school in Sefton • Full Time1 Sep - 30 Oct 2026Learn moreSummary: We are seeking an experienced and enthusiastic Year 3 Supply Teacher to join a welcoming primary school from September. The successful candidate will be responsible for delivering engaging lessons, maintaining a positive classroom environment, and supporting pupils' academic and personal development. This is an excellent opportunity for a confident teacher who can quickly build positive relationships and provide consistency within the classroom. Key Responsibilities: Plan and deliver high-quality lessons in line with the Year 3 curriculum. Create a positive, inclusive, and engaging learning environment. Manage classroom behaviour effectively in accordance with school policies. Differentiate learning to meet the needs of all pupils. Assess, monitor, and record pupil progress where required. Build positive relationships with pupils, staff, and parents. Work collaboratively with teaching staff and school leadership. Ensure the safeguarding and wellbeing of all pupils at all times. Maintain high expectations of behaviour, attendance, and achievement. Contribute positively to the wider school community. …Summary: We are seeking an experienced and enthusiastic Year 3 Supply Teacher to join a welcoming primary school from September. The successful candidate will be responsible for delivering engaging lessons, maintaining a positive classroom environment, and supporting pupils' academic and personal development. This is an excellent opportunity for a confident teacher who can quickly build positive relationships and provide consistency within the classroom. Key Responsibilities: Plan and deliver high-quality lessons in line with the Year 3 curriculum. Create a positive, inclusive, and engaging learning environment. Manage classroom behaviour effectively in accordance with school policies. Differentiate learning to meet the needs of all pupils. Assess, monitor, and record pupil progress where required. Build positive relationships with pupils, staff, and parents. Work collaboratively with teaching staff and school leadership. Ensure the safeguarding and wellbeing of all pupils at all times. Maintain high expectations of behaviour, attendance, and achievement. Contribute positively to the wider school community. WWWWW…Posted 2 days ago
- General Cover Cover Supervisor - St. Helens SecondarySecondary school in St. Helens • Full Time22 Jun 2026 - 29 Jan 2027Learn moreAbout the Role We are looking for two confident, dynamic Cover Supervisors to join a highly supportive secondary academy in St Helens. This is a long-term position with a clear pathway to a permanent contract for the right candidates. You don’t need to be a subject expert, and there is no planning or marking required. Your main focus is leadership, engagement, and maintaining a positive learning environment while delivering pre-set work when regular teachers are absent. Key Responsibilities Lead classrooms across KS3/KS4, keeping students focused and on-task. Deliver pre-planned lessons left by subject teachers. Manage classroom behaviour with calm, positive authority. Provide feedback on student progress and engagement to the department. Who We Are Looking For An engaging, confident presence capable of managing groups of teenagers. Adaptable individuals who thrive in a fast-paced environment. Experience in schools, sports coaching, youth work, or leadership roles is highly advantageous. A desire to secure a stable, permanent role within a school community.…About the Role We are looking for two confident, dynamic Cover Supervisors to join a highly supportive secondary academy in St Helens. This is a long-term position with a clear pathway to a permanent contract for the right candidates. You don’t need to be a subject expert, and there is no planning or marking required. Your main focus is leadership, engagement, and maintaining a positive learning environment while delivering pre-set work when regular teachers are absent. Key Responsibilities Lead classrooms across KS3/KS4, keeping students focused and on-task. Deliver pre-planned lessons left by subject teachers. Manage classroom behaviour with calm, positive authority. Provide feedback on student progress and engagement to the department. Who We Are Looking For An engaging, confident presence capable of managing groups of teenagers. Adaptable individuals who thrive in a fast-paced environment. Experience in schools, sports coaching, youth work, or leadership roles is highly advantageous. A desire to secure a stable, permanent role within a school community.WWWWW…Posted 2 days ago
- Learning Support Assistant- Central Liverpool High SchoolSecondary school in Liverpool • Full Time1 Sep 2026 - 30 Jul 2027Learn moreJob Title: Learning Support Assistant (LSA) Hours: Full-time (Term time only) Contract: Permanent About the Role We are seeking a resilient, highly skilled, and proactive Learning Support Assistant (LSA) to join our dedicated academic support team. Based within a forward-thinking, technically focused secondary academy in the heart of Liverpool, this role is designed for a practitioner who thrives in a dynamic environment that bridges academic study with real-world, industry-led learning. Our learning environment reflects the professional world, where students are treated as young professionals and encouraged to innovate. You will work closely with students who have diverse learning profiles, helping them bridge the gap between their unique potential and the demanding technical and academic challenges of our curriculum. Key Responsibilities - Providing targeted, high-quality support for students with High-Functional Autism (ASD), ensuring they can access and excel within a rigorous curriculum. - Developing and implementing tailored strategies to support students with complex social, emotional, and communication needs. - Confidently managing and de-escalating moments of high emotional challenge, maintaining a calm, objective, and supportive environment. - Encouraging student independence, helping young people develop the self-regulation and professional communication skills required for both the classroom and the future workplace. - Collaborating closely with teaching staff and the SENDCo to adapt learning materials, ensuring classroom delivery aligns with individual student profiles. - Building strong, trust-based professional relationships with students who may find traditional educational structures challenging. Person Specification Essential: - Proven experience directly supporting young people with High-Functional Autism and associated communication needs at the secondary level. - Strong understanding of social-emotional development and effective strategies to facilitate positive peer-to-peer and staff interaction. - Exceptional emotional resilience and the confidence to handle high-level behavioral and emotional challenges calmly and professionally. - Excellent communication skills, with the ability to set clear, firm boundaries while maintaining a highly supportive approach. - Adaptability and a collaborative mindset, working effectively as part of a wider pastoral and academic team. Desirable: - Experience working within a fast-paced, technologically driven, or career-focused educational setting. - Specific training in autism support, speech and language interventions, or positive behavior management strategies. - A strong understanding of how neurodiversity impacts a student's transition from education into industry or higher education. Additional Information This position offers a unique opportunity to work within a modern, professional learning culture that moves away from traditional school stereotypes. If you are passionate about empowering neurodivergent young people to succeed in a high-challenge, high-reward environment, we would love to hear from you.…Job Title: Learning Support Assistant (LSA) Hours: Full-time (Term time only) Contract: Permanent About the Role We are seeking a resilient, highly skilled, and proactive Learning Support Assistant (LSA) to join our dedicated academic support team. Based within a forward-thinking, technically focused secondary academy in the heart of Liverpool, this role is designed for a practitioner who thrives in a dynamic environment that bridges academic study with real-world, industry-led learning. Our learning environment reflects the professional world, where students are treated as young professionals and encouraged to innovate. You will work closely with students who have diverse learning profiles, helping them bridge the gap between their unique potential and the demanding technical and academic challenges of our curriculum. Key Responsibilities - Providing targeted, high-quality support for students with High-Functional Autism (ASD), ensuring they can access and excel within a rigorous curriculum. - Developing and implementing tailored strategies to support students with complex social, emotional, and communication needs. - Confidently managing and de-escalating moments of high emotional challenge, maintaining a calm, objective, and supportive environment. - Encouraging student independence, helping young people develop the self-regulation and professional communication skills required for both the classroom and the future workplace. - Collaborating closely with teaching staff and the SENDCo to adapt learning materials, ensuring classroom delivery aligns with individual student profiles. - Building strong, trust-based professional relationships with students who may find traditional educational structures challenging. Person Specification Essential: - Proven experience directly supporting young people with High-Functional Autism and associated communication needs at the secondary level. - Strong understanding of social-emotional development and effective strategies to facilitate positive peer-to-peer and staff interaction. - Exceptional emotional resilience and the confidence to handle high-level behavioral and emotional challenges calmly and professionally. - Excellent communication skills, with the ability to set clear, firm boundaries while maintaining a highly supportive approach. - Adaptability and a collaborative mindset, working effectively as part of a wider pastoral and academic team. Desirable: - Experience working within a fast-paced, technologically driven, or career-focused educational setting. - Specific training in autism support, speech and language interventions, or positive behavior management strategies. - A strong understanding of how neurodiversity impacts a student's transition from education into industry or higher education. Additional Information This position offers a unique opportunity to work within a modern, professional learning culture that moves away from traditional school stereotypes. If you are passionate about empowering neurodivergent young people to succeed in a high-challenge, high-reward environment, we would love to hear from you.WWWWW…Posted 3 days ago
- Year 1 Class Teacher - Liverpool PrimaryPrimary school in Liverpool • Full Time15 Jun - 17 Jul 2026Learn moreSummary: We are seeking an enthusiastic and experienced Year 1 Teacher to deliver engaging, inclusive lessons that support pupils' academic, social, and emotional development. The successful candidate will be a confident classroom practitioner with strong behaviour management skills, a thorough understanding of the Key Stage 1 curriculum, and the ability to create a positive and supportive learning environment where all pupils can thrive. Key Responsibilities: Deliver engaging and effective lessons in line with the Key Stage 1 curriculum. Establish clear expectations, routines, and boundaries to promote positive behaviour. Build positive relationships with pupils to create a stable and supportive classroom environment. Manage behaviour confidently and consistently, ensuring learning time is maximised. Adapt teaching to meet the needs of all learners, including pupils with SEND and additional learning needs. Work collaboratively with teaching assistants and school staff to support pupil progress and wellbeing. Assess pupil understanding and adapt teaching accordingly. Maintain high standards of classroom organisation, safeguarding, and professionalism. Provide continuity and stability for a class that has experienced recent staffing changes. …Summary: We are seeking an enthusiastic and experienced Year 1 Teacher to deliver engaging, inclusive lessons that support pupils' academic, social, and emotional development. The successful candidate will be a confident classroom practitioner with strong behaviour management skills, a thorough understanding of the Key Stage 1 curriculum, and the ability to create a positive and supportive learning environment where all pupils can thrive. Key Responsibilities: Deliver engaging and effective lessons in line with the Key Stage 1 curriculum. Establish clear expectations, routines, and boundaries to promote positive behaviour. Build positive relationships with pupils to create a stable and supportive classroom environment. Manage behaviour confidently and consistently, ensuring learning time is maximised. Adapt teaching to meet the needs of all learners, including pupils with SEND and additional learning needs. Work collaboratively with teaching assistants and school staff to support pupil progress and wellbeing. Assess pupil understanding and adapt teaching accordingly. Maintain high standards of classroom organisation, safeguarding, and professionalism. Provide continuity and stability for a class that has experienced recent staffing changes. WWWWW…Posted 3 days ago
- Maths Class Teacher - Liverpool SEMH SchoolSEN School school in Liverpool • Full Time1 Sep 2026 - 31 Mar 2027Learn moreWe are looking for a resilient, empathetic, and innovative SEMH Maths Teacher who can look past challenging behavior to see the child and their potential. You are someone who understands that emotional regulation must come before academic learning, and you possess the unique ability to break down complex mathematical concepts into manageable, engaging, and real-world practical lessons. Key Attributes & Expectations Trauma-Informed Approach Creative Differentiation De-escalation Expertise Collaborative Mindset The Goal: We want a teacher who doesn't just teach equations, but uses the structure of Mathematics to help students build critical problem-solving skills, resilience, and self-confidence that they can carry with them for life.…We are looking for a resilient, empathetic, and innovative SEMH Maths Teacher who can look past challenging behavior to see the child and their potential. You are someone who understands that emotional regulation must come before academic learning, and you possess the unique ability to break down complex mathematical concepts into manageable, engaging, and real-world practical lessons. Key Attributes & Expectations Trauma-Informed Approach Creative Differentiation De-escalation Expertise Collaborative Mindset The Goal: We want a teacher who doesn't just teach equations, but uses the structure of Mathematics to help students build critical problem-solving skills, resilience, and self-confidence that they can carry with them for life.WWWWW…Posted 3 days ago
- SEMH Teaching AssistantSEN School school in Liverpool • Full Time1 Sep 2026 - 29 Jan 2027Learn morewe are looking for a SEMH Teaching Assistant to provide targeted social, emotional, and mental health (SEMH) support, helping to de-escalate challenging behavior and build strong, trusting rapport with our young people. In this role, you will act as a consistent, positive male role model, helping students navigate their emotional barriers to learning and develop vital self-regulation skills. Working closely with the wider support team, you will implement tailored behavior plans, foster a safe and inclusive environment, and empower students to build resilience and unlock their full potential.…we are looking for a SEMH Teaching Assistant to provide targeted social, emotional, and mental health (SEMH) support, helping to de-escalate challenging behavior and build strong, trusting rapport with our young people. In this role, you will act as a consistent, positive male role model, helping students navigate their emotional barriers to learning and develop vital self-regulation skills. Working closely with the wider support team, you will implement tailored behavior plans, foster a safe and inclusive environment, and empower students to build resilience and unlock their full potential.WWWWW…Posted 3 days ago
- SEND Admin - WallaseySecondary school in Wirral • Full Time10 Jun - 3 Jul 2026Learn moreAbout the Role: We are looking for a reliable SEND Administrator for a school partner in Wallasey. This is an immediate-start role covering full-time hours for an initial two weeks, with a strong view to extend. What the School Needs: Strong general school admin experience is a must. A background in SEND admin/processes is a major bonus, but not essential—the school will accept a great general admin who can hit the ground running. High organizational skills and a professional approach. Must have an Enhanced DBS on the Update Service for an immediate turnaround.…About the Role: We are looking for a reliable SEND Administrator for a school partner in Wallasey. This is an immediate-start role covering full-time hours for an initial two weeks, with a strong view to extend. What the School Needs: Strong general school admin experience is a must. A background in SEND admin/processes is a major bonus, but not essential—the school will accept a great general admin who can hit the ground running. High organizational skills and a professional approach. Must have an Enhanced DBS on the Update Service for an immediate turnaround.WWWWW…Posted 3 days ago
FAQ
Signing up
I'm having trouble registering
If the online sign up isn't working as it should for you then you can email your CV and a short description of what you're looking for to our team at teachwithus@zeneducate.com and we'll be in touch.
How do I interview? Do I have to come to your office?
To make sure you're getting bookings perfect for you, we will invite you to a 30-minute online interview with our team to learn about your experience, preferences and why you're passionate about working in education. You can do this through any smartphone or computer. If you'd prefer to interview in person at our office, just let us know. Recent regulation changes require us to see your documents for your right to work in the UK in person. This takes no more than 5 minutes, dropping by our offices in London or Manchester.
I'm still in a full-time job/ not looking to work straight away and just looking
If you're not ready to find another role, or, you're definitely still welcome to sign up. Registering with us and letting us know what you're looking for will help us to get in touch with you about roles you may be interested in!
I only have overseas experience. Is that OK?
Generally schools prefer teachers and TAs who are familiar with the UK Curriculum, but this can vary. We'd be happy to speak to you about your experience, and find out if we'd be able to help you find a role.
Vetting
What documents will I need to provide?
We'll need evidence of your identity, right to work and teaching qualifaction. In addition, we'll need an enhanced DBS certificate and references from two recent previous employers.
Can you apply for a DBS for me?
Yes. If you need a DBS or your DBS needs updating we can apply for one fore you. The cost of a DBS is £47.20 which we will reimburse once you have worked 10 days through Zen.
I don't have my documents right now. Can I still sign up?
Yes! You can sign up now and let us know what work you're looking for. You can return at any time to finish your profile and start getting bookings.
I don't have recent references, can I still sign up?
You can definitely still sign up! Once you've uploaded your CV, we'll be able to look at your experience, and help you figure out who would be best placed to act as your referees.
Roles
What roles do you cover?
We help Teachers, Teaching Assistants, and Cover Supervisors find work. We work with all types of schools and help with short-term, long-term and permanent roles. Many of our long-term roles convert to permanent roles. We make it far easier than a traditional agency for teachers to convert temporary positions into permanent ones.
What areas do you cover?
We work with over 400 schools in London, Manchester, Birmingham, Bristol and Leeds.
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.
What subjects do you cover?
We cover all subjects taught in primary and secondary schools - if you're not sure if we can help you with what you're looking for, please register and arrange to speak to a member of our Teacher Success team.
Do you do school admin jobs?
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.