1st September start

Full Time

Posted 3 days ago

Expiring 29th January

Liverpool

Job description

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.

Online application

Higher pay

Fast-track interviewing

About the school

At our High School, learners make meaningful progress in a safe, structured and caring environment and are enabled to build positive relationships with adults and peers alike. They are also encouraged to take responsibility for and have ownership of their own personal development and behaviour so that they can become young people with the skills and attitudes required to become valued members of society. In order to achieve these aims, we endeavour to create a learning environment that is positive, friendly and supportive of all learners. We work very closely with Governors , Parents/Carers and our multi-agency partners to ensure that their child’s education is a purposeful, productive and positive experience, which helps to prepare them for their next stage of development. Ofsted commented that “students achieve well” and parents have called us a “fantastic school”.  One parent posted on our Facebook page: “I highly recommend to any parents considering this school. My son is a different child and is thriving academically”.

Real stories

As seen in

Latest 20 jobs in Liverpool

Previous job

Next job

Art & Design Class Teacher - St. Helens Secondary
Secondary school in St. Helens • Full Time
1 Sep 2026 - 1 Jan 2027
We are seeking an enthusiastic and creative Art Teacher to join a welcoming secondary school in the St Helens area from September 2026. This is an exciting opportunity to inspire students across KS3 and KS4, delivering engaging lessons and encouraging creativity within a supportive department. The role is available on an ongoing basis and would suit both experienced teachers and ECTs. The role: • Teaching Art across KS3 and KS4 • Full-time position starting September 2026 • Ongoing opportunity with potential for longer-term placement • Supportive leadership team and well-resourced department Requirements: • QTS or equivalent teaching qualification • Experience teaching Art in UK secondary schools • Strong classroom management skills • Enhanced DBS on the Update Service (or willingness to obtain one)…We are seeking an enthusiastic and creative Art Teacher to join a welcoming secondary school in the St Helens area from September 2026. This is an exciting opportunity to inspire students across KS3 and KS4, delivering engaging lessons and encouraging creativity within a supportive department. The role is available on an ongoing basis and would suit both experienced teachers and ECTs. The role: • Teaching Art across KS3 and KS4 • Full-time position starting September 2026 • Ongoing opportunity with potential for longer-term placement • Supportive leadership team and well-resourced department Requirements: • QTS or equivalent teaching qualification • Experience teaching Art in UK secondary schools • Strong classroom management skills • Enhanced DBS on the Update Service (or willingness to obtain one)
Learn more
Posted about 3 hours ago
Spanish, French Class Teacher - St. Helens Secondary
Secondary school in St. Helens • Full Time
1 Sep - 25 Dec 2026
Job Title: Interim Head of Modern Foreign Languages (MFL) Responsible To: Assistant Principal (Curriculum & Outcomes) Contract Type: Full-time, Temporary (Autumn Term: September 2026 – December 2026) Working Hours: 8:00am – 4:00pm (Term time only) Salary: Competitive, commensurate with Middle Leadership experience Job Purpose The academy is seeking a proven, highly skilled middle leader for a full-time, long-term cover opportunity as the Interim Head of Modern Foreign Languages (MFL) for the upcoming Autumn term (September to December 2026). The successful candidate will take strategic and operational charge of a dynamic MFL department, ensuring high standards of teaching, learning, and academic achievement are maintained. You will be an experienced middle leader capable of hitting the ground running, leading a team of language specialists, and driving high-structure instructional routines. Linguistically, you will specialize in Spanish as your major language, possess the expertise to deliver French across Key Stages 3, 4, and 5 (up to A-Level), and maintain a broad curriculum overview of the German language provision within the department. Key Responsibilities Departmental Leadership & Operations - Provide stable, high-impact leadership for the MFL department during the critical Autumn term, maintaining momentum, consistency, and a culture of high expectations. - Line manage and support the MFL teaching team, ensuring cohesive delivery of the curriculum and efficient day-to-day operations. - Maintain strategic oversight of all language pathways, explicitly supervising the quality of the Spanish and French provisions, alongside an operational overview of the German curriculum. - Lead departmental meetings, collaborative planning sessions, and standardization exercises to ensure consistent assessment across all key stages. Curriculum, Teaching and Learning - Model exemplary classroom practice, delivering sharp, highly structured, and engaging lessons that minimize downtime and maximize student linguistic output. - Teach Spanish as the primary subject specialization, ensuring rigorous exam preparation for GCSE cohorts. - Deliver French instruction across KS3, KS4, and KS5, confidently stretching A-Level students to achieve top-tier academic outcomes. - Foster an environment of high-ratio engagement, utilizing clear, evidence-informed pedagogical techniques to build student confidence in speaking, listening, reading, and writing. Student Progress and Examination Readiness - Monitor and track student progress metrics meticulously across the department during the term, implementing swift, targeted interventions for borderline or underachieving students. - Ensure mock exam preparations and autumn assessments are rigorously designed, standardized, and executed in line with exam board specifications. - Maintain exceptional learning environments and high standards of student conduct across all MFL classrooms. Person Specification Qualifications & Experience - Essential: Qualified Teacher Status (QTS) and a degree in Spanish, French, or a highly related linguistic discipline. - Essential: Proven, successful middle leadership experience (e.g., Head of Department, Second in Department, or Key Stage Coordinator) within a secondary school setting. - Essential: Exceptional track record of teaching Spanish, alongside verified experience teaching French up to Key Stage 5 (A-Level). - Essential: Ability to oversee and strategically manage a multi-language curriculum, including a departmental overview of German. Skills & Personal Qualities - Strong leadership presence: An inspiring professional who can seamlessly step into a middle leadership role, earn the respect of a team, and maintain department continuity. - Excellent organization: Capable of balancing a full-time teaching timetable with the operational demands of running a core department. - Uncompromising standards: A commitment to strict behavioral routines, explicit instruction, and academic excellence for every student. - Superb communication: The ability to collaborate productively with senior leaders, technical staff, parents, and external stakeholders. Application Process Application Deadline: Friday 19th June 2026 by 3:00pm Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings.…Job Title: Interim Head of Modern Foreign Languages (MFL) Responsible To: Assistant Principal (Curriculum & Outcomes) Contract Type: Full-time, Temporary (Autumn Term: September 2026 – December 2026) Working Hours: 8:00am – 4:00pm (Term time only) Salary: Competitive, commensurate with Middle Leadership experience Job Purpose The academy is seeking a proven, highly skilled middle leader for a full-time, long-term cover opportunity as the Interim Head of Modern Foreign Languages (MFL) for the upcoming Autumn term (September to December 2026). The successful candidate will take strategic and operational charge of a dynamic MFL department, ensuring high standards of teaching, learning, and academic achievement are maintained. You will be an experienced middle leader capable of hitting the ground running, leading a team of language specialists, and driving high-structure instructional routines. Linguistically, you will specialize in Spanish as your major language, possess the expertise to deliver French across Key Stages 3, 4, and 5 (up to A-Level), and maintain a broad curriculum overview of the German language provision within the department. Key Responsibilities Departmental Leadership & Operations - Provide stable, high-impact leadership for the MFL department during the critical Autumn term, maintaining momentum, consistency, and a culture of high expectations. - Line manage and support the MFL teaching team, ensuring cohesive delivery of the curriculum and efficient day-to-day operations. - Maintain strategic oversight of all language pathways, explicitly supervising the quality of the Spanish and French provisions, alongside an operational overview of the German curriculum. - Lead departmental meetings, collaborative planning sessions, and standardization exercises to ensure consistent assessment across all key stages. Curriculum, Teaching and Learning - Model exemplary classroom practice, delivering sharp, highly structured, and engaging lessons that minimize downtime and maximize student linguistic output. - Teach Spanish as the primary subject specialization, ensuring rigorous exam preparation for GCSE cohorts. - Deliver French instruction across KS3, KS4, and KS5, confidently stretching A-Level students to achieve top-tier academic outcomes. - Foster an environment of high-ratio engagement, utilizing clear, evidence-informed pedagogical techniques to build student confidence in speaking, listening, reading, and writing. Student Progress and Examination Readiness - Monitor and track student progress metrics meticulously across the department during the term, implementing swift, targeted interventions for borderline or underachieving students. - Ensure mock exam preparations and autumn assessments are rigorously designed, standardized, and executed in line with exam board specifications. - Maintain exceptional learning environments and high standards of student conduct across all MFL classrooms. Person Specification Qualifications & Experience - Essential: Qualified Teacher Status (QTS) and a degree in Spanish, French, or a highly related linguistic discipline. - Essential: Proven, successful middle leadership experience (e.g., Head of Department, Second in Department, or Key Stage Coordinator) within a secondary school setting. - Essential: Exceptional track record of teaching Spanish, alongside verified experience teaching French up to Key Stage 5 (A-Level). - Essential: Ability to oversee and strategically manage a multi-language curriculum, including a departmental overview of German. Skills & Personal Qualities - Strong leadership presence: An inspiring professional who can seamlessly step into a middle leadership role, earn the respect of a team, and maintain department continuity. - Excellent organization: Capable of balancing a full-time teaching timetable with the operational demands of running a core department. - Uncompromising standards: A commitment to strict behavioral routines, explicit instruction, and academic excellence for every student. - Superb communication: The ability to collaborate productively with senior leaders, technical staff, parents, and external stakeholders. Application Process Application Deadline: Friday 19th June 2026 by 3:00pm Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings.
Learn more
Posted about 6 hours ago
General Cover Hlta - Liverpool Sen-school
SEN School school in Liverpool • Full Time
1 Sep 2026 - 26 Feb 2027
HLTA Role Overview: What We Are Looking For We are seeking a highly motivated, skilled, and adaptable Higher Level Teaching Assistant (HLTA) to take a leading role in supporting our students' learning and development. Stepping up beyond the responsibilities of a traditional TA, you will be complementarily deploying your expertise by planning, preparing, and delivering learning activities to individuals, small groups, and whole classes. A key part of this role involves covering classes during teacher PPA time or short-term absences, requiring a confident classroom presence and excellent behavior management skills. The ideal candidate will possess a recognized HLTA status (or equivalent experience), strong literacy and numeracy skills, and the ability to advance pupils' learning across the curriculum. We are looking for a collaborative team player who can work closely with teachers to assess student progress, offer insightful feedback, and foster an inclusive, high-achieving environment where every child can thrive.…HLTA Role Overview: What We Are Looking For We are seeking a highly motivated, skilled, and adaptable Higher Level Teaching Assistant (HLTA) to take a leading role in supporting our students' learning and development. Stepping up beyond the responsibilities of a traditional TA, you will be complementarily deploying your expertise by planning, preparing, and delivering learning activities to individuals, small groups, and whole classes. A key part of this role involves covering classes during teacher PPA time or short-term absences, requiring a confident classroom presence and excellent behavior management skills. The ideal candidate will possess a recognized HLTA status (or equivalent experience), strong literacy and numeracy skills, and the ability to advance pupils' learning across the curriculum. We are looking for a collaborative team player who can work closely with teachers to assess student progress, offer insightful feedback, and foster an inclusive, high-achieving environment where every child can thrive.
Learn more
Posted about 6 hours ago
SENco Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Title: SENDCO Responsible To: Vice Principal (Inclusion & Behaviour) Salary: Leadership Scale / Competitive Outer London/National Spine (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The SENDCO will provide rigorous strategic, operational, and statutory leadership for the academy’s Special Educational Needs and Disabilities (SEND) provision. The successful candidate will ensure that the academy is not just fully compliant with the SEND Code of Practice, but structurally future-proofed against evolving national frameworks. A key dimension of this role is bridging exceptional statutory compliance with our high-structure, 'Teach Like a Champion' (TLAC) instructional model. We do not believe that high expectations and inclusive practice are mutually exclusive. The SENDCO will ensure that the graduated approach is executed with absolute operational precision, ensuring that students with SEND are empowered to meet the academy's uncompromising academic and behavioral standards through expert scaffolding and elite compliance tracking. Furthermore, you will be a forward-thinking leader who deeply understands the shifting regulatory landscape, specifically the implications of the latest SEND White Paper and national Improvement Plans, ensuring the academy proactively adapts its practices and provisions now in readiness for these reforms. Key Responsibilities Statutory Compliance and Operational Excellence - Oversee the day-to-day operation of the SEND policy, ensuring absolute alignment with the statutory SEND Code of Practice and the Children and Families Act 2014. - Manage all statutory processes with meticulous precision, including Education, Health and Care Plan (EHCP) consultations, annual reviews, and emergency reviews within legally mandated timeframes. - Coordinate funding streams, including High Needs Top-Up Funding applications, ensuring that all submissions are evidence-rich, clear, and legally compliant. - Maintain flawless, audit-ready documentation and student profiles on school management systems, serving as the definitive point of contact for Local Authority audits and Ofsted inspections. Strategic Reform & Future-Proofing (White Paper Readiness) - Act as the academy's expert advisor on the implications of the SEND White Paper and upcoming statutory shifts (e.g., National Standards, digitized EHCP templates, and changes to Alternative Provision partnerships). - Formulate and execute a proactive action plan detailing what the academy needs to be doing now to prepare for these reforms, ensuring our infrastructure is ahead of the compliance curve. - Lead the strategic development of the SEND policy and accessibility plan, regularly reporting progress, data metrics, and legislative risk assessments to the Senior Leadership Team (SLT) and Governing Body. Teaching, Learning & TLAC Integration - Collaborate with Subject Leads to ensure that the curriculum is masterfully adapted for students with SEND without watering down expectations or cognitive challenge. - Train and support teaching staff to seamlessly execute universal high-quality teaching, demonstrating how TLAC techniques (e.g., Format Matters, Break It Down, Standardize the Format) can be weaponized as powerful accessibility tools. - Ensure the Graduated Approach (Assess, Plan, Do, Review) is deeply embedded in classroom practice, moving away from passive "LSA reliance" toward teacher-led, high-ratio accountability for SEND progress. - Work alongside the Head of the KS2–3 Bridge to ensure seamless transition pathways and immediate, compliant diagnostic screening for incoming vulnerable cohorts. Leadership and People Management - Line manage, deploy, and develop the team of Higher Level Teaching Assistants (HLTAs) and Learning Support Assistants (LSAs), ensuring their interventions are high-impact, data-driven, and explicitly monitored. - Design and deliver a robust CPD calendar for all teaching and support staff, focusing heavily on operational compliance, adaptive teaching, and evidence-informed neurodiversity strategies. Person Specification Qualifications & Professional Development - Essential: Qualified Teacher Status (QTS). - Essential: National Award for Special Educational Needs Coordination (NASENCO) or the new NPQ for Special Educational Needs Coordinators (NPQSENCO). - Desirable: Further post-graduate qualifications in safer recruitment, psychometric testing (CCET), or access arrangements (AQA). Experience - Essential: Proven, successful experience as a SENDCO or Assistant SENDCO in a secondary school setting with a heavily compliant framework. - Essential: A track record of successfully managing complex EHCP processes, local authority panels, and defending provisions through evidence-based compliance. - Essential: Experience working within or leading a high-structure, high-expectation school environment that utilizes centralized routines or TLAC frameworks. - Essential: Direct experience managing or restructuring a team of support staff to maximize measurable student outcomes. Knowledge and Skills - Operational & Statutory Mastery: An encyclopedic and up-to-date working knowledge of the SEND Code of Practice, safeguarding legislation, and funding mechanisms. - Strategic Foresight: A deep conceptual understanding of the SEND White Paper / statutory reforms, including a clear vision of how schools must operationally pivot right now to adapt. - Data Literacy: Exceptional ability to interpret data, identify trends across SEND demographics, and translate metrics into sharp, compliant intervention plans. Personal Qualities - Uncompromisingly high expectations; a firm belief that compliance and structure provide the ultimate safety net for vulnerable children. - Highly organized, detail-oriented, and unflappable under bureaucratic or high-pressure timelines. - An articulate communicator who can maintain firm, supportive, and legally watertight boundaries with staff, parents, and local authorities alike. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.…Job Title: SENDCO Responsible To: Vice Principal (Inclusion & Behaviour) Salary: Leadership Scale / Competitive Outer London/National Spine (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The SENDCO will provide rigorous strategic, operational, and statutory leadership for the academy’s Special Educational Needs and Disabilities (SEND) provision. The successful candidate will ensure that the academy is not just fully compliant with the SEND Code of Practice, but structurally future-proofed against evolving national frameworks. A key dimension of this role is bridging exceptional statutory compliance with our high-structure, 'Teach Like a Champion' (TLAC) instructional model. We do not believe that high expectations and inclusive practice are mutually exclusive. The SENDCO will ensure that the graduated approach is executed with absolute operational precision, ensuring that students with SEND are empowered to meet the academy's uncompromising academic and behavioral standards through expert scaffolding and elite compliance tracking. Furthermore, you will be a forward-thinking leader who deeply understands the shifting regulatory landscape, specifically the implications of the latest SEND White Paper and national Improvement Plans, ensuring the academy proactively adapts its practices and provisions now in readiness for these reforms. Key Responsibilities Statutory Compliance and Operational Excellence - Oversee the day-to-day operation of the SEND policy, ensuring absolute alignment with the statutory SEND Code of Practice and the Children and Families Act 2014. - Manage all statutory processes with meticulous precision, including Education, Health and Care Plan (EHCP) consultations, annual reviews, and emergency reviews within legally mandated timeframes. - Coordinate funding streams, including High Needs Top-Up Funding applications, ensuring that all submissions are evidence-rich, clear, and legally compliant. - Maintain flawless, audit-ready documentation and student profiles on school management systems, serving as the definitive point of contact for Local Authority audits and Ofsted inspections. Strategic Reform & Future-Proofing (White Paper Readiness) - Act as the academy's expert advisor on the implications of the SEND White Paper and upcoming statutory shifts (e.g., National Standards, digitized EHCP templates, and changes to Alternative Provision partnerships). - Formulate and execute a proactive action plan detailing what the academy needs to be doing now to prepare for these reforms, ensuring our infrastructure is ahead of the compliance curve. - Lead the strategic development of the SEND policy and accessibility plan, regularly reporting progress, data metrics, and legislative risk assessments to the Senior Leadership Team (SLT) and Governing Body. Teaching, Learning & TLAC Integration - Collaborate with Subject Leads to ensure that the curriculum is masterfully adapted for students with SEND without watering down expectations or cognitive challenge. - Train and support teaching staff to seamlessly execute universal high-quality teaching, demonstrating how TLAC techniques (e.g., Format Matters, Break It Down, Standardize the Format) can be weaponized as powerful accessibility tools. - Ensure the Graduated Approach (Assess, Plan, Do, Review) is deeply embedded in classroom practice, moving away from passive "LSA reliance" toward teacher-led, high-ratio accountability for SEND progress. - Work alongside the Head of the KS2–3 Bridge to ensure seamless transition pathways and immediate, compliant diagnostic screening for incoming vulnerable cohorts. Leadership and People Management - Line manage, deploy, and develop the team of Higher Level Teaching Assistants (HLTAs) and Learning Support Assistants (LSAs), ensuring their interventions are high-impact, data-driven, and explicitly monitored. - Design and deliver a robust CPD calendar for all teaching and support staff, focusing heavily on operational compliance, adaptive teaching, and evidence-informed neurodiversity strategies. Person Specification Qualifications & Professional Development - Essential: Qualified Teacher Status (QTS). - Essential: National Award for Special Educational Needs Coordination (NASENCO) or the new NPQ for Special Educational Needs Coordinators (NPQSENCO). - Desirable: Further post-graduate qualifications in safer recruitment, psychometric testing (CCET), or access arrangements (AQA). Experience - Essential: Proven, successful experience as a SENDCO or Assistant SENDCO in a secondary school setting with a heavily compliant framework. - Essential: A track record of successfully managing complex EHCP processes, local authority panels, and defending provisions through evidence-based compliance. - Essential: Experience working within or leading a high-structure, high-expectation school environment that utilizes centralized routines or TLAC frameworks. - Essential: Direct experience managing or restructuring a team of support staff to maximize measurable student outcomes. Knowledge and Skills - Operational & Statutory Mastery: An encyclopedic and up-to-date working knowledge of the SEND Code of Practice, safeguarding legislation, and funding mechanisms. - Strategic Foresight: A deep conceptual understanding of the SEND White Paper / statutory reforms, including a clear vision of how schools must operationally pivot right now to adapt. - Data Literacy: Exceptional ability to interpret data, identify trends across SEND demographics, and translate metrics into sharp, compliant intervention plans. Personal Qualities - Uncompromisingly high expectations; a firm belief that compliance and structure provide the ultimate safety net for vulnerable children. - Highly organized, detail-oriented, and unflappable under bureaucratic or high-pressure timelines. - An articulate communicator who can maintain firm, supportive, and legally watertight boundaries with staff, parents, and local authorities alike. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.
Learn more
Posted 1 day ago
Head of KS2-3 Bridge - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Title: Head of KS2–3 Bridge Responsible To: Assistant Principal (Inclusion / SENDCo) Salary: Main / Upper Pay Scale + TLR 2 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Head of KS2–3 Bridge will lead a specialist, highly structured Bridging Group designed for vulnerable or lower-attaining students transitioning into secondary education. The postholder will ensure that students who require additional academic, language, or social support can successfully bridge the gap between primary and secondary expectations. As a specialist primary-trained practitioner operating within a secondary environment, you will deliver an adapted, high-impact curriculum that builds essential literacy, numeracy, and cognitive skills. A seamless fit with the academy’s core pedagogy is essential. You will be responsible for establishing an environment of absolute clarity and predictability, embedding 'Teach Like a Champion' (TLAC) techniques to cultivate exemplary learning behaviours, maximize academic stretch, and prepare students for seamless, confident integration into mainstream KS3 lessons. Key Responsibilities Strategic Leadership of the Bridge - Lead the vision, design, and implementation of the KS2–3 Bridge curriculum, ensuring it aligns with secondary KS3 expectations while honoring primary mastery principles. - Coordinate the phased integration of students into mainstream classes, developing highly personalized, data-driven transition plans. - Collaborate closely with KS3 subject leaders, pastoral teams, and the SENDCo to ensure a unified, consistent approach to student progress and behaviour management across the academy. - Evaluate the measurable impact of the Bridge provision, producing regular progress reports and trend analyses for the Senior Leadership Team (SLT). Curriculum, Teaching and Learning (TLAC Focus) - Model and execute exemplary classroom practice by embedding high-structure TLAC techniques (e.g., Engineered Efficiency, Tight Transitions, What to Do, Radar) to eliminate learning downtime and build absolute focus. - Deliver a broad, rigorous, and appropriately adapted curriculum that specifically diagnoses and targets individual gaps in literacy, language acquisition, and communication. - Foster foundational learning behaviours by explicitly teaching students how to track speakers, participate via Cold Call, and execute No Opt Out loops to build academic confidence. - Implement evidence-informed interventions that accelerate reading ages, vocabulary acquisition, and functional mathematical fluency. Transition, Progress and Attainment - Assess students’ baseline strengths and barriers to learning accurately, tailoring day-to-day provision to meet neurodiverse and complex learning needs. - Track, analyse, and interpret student performance data systematically, implementing swift course corrections when a student's progress plateaus. - Nurture students’ social, emotional, and academic resilience during the critical secondary transition phase, systematically fading out scaffolds to build authentic learner independence. Family and Community Engagement - Build exceptionally strong, trusting relationships with the families and carers of Bridge students, keeping them actively informed of academic and social milestones. - Liaise professionally with primary feeder schools, local authority transition teams, and external professionals to capture vital historical data and secure holistic student outcomes. Person Specification Qualifications & Professional Development - Essential: Qualified Teacher Status (QTS). - Essential: Primary-trained (Key Stage 2 specialist) with a proven track record of accelerating progress in upper primary. - Desirable: Evidence of further professional study or leadership training relating to transition, SEND, or literacy development. Experience - Essential: Extensive experience teaching or leading within a Key Stage 2 environment, with a deep understanding of primary curriculum delivery. - Essential: Proven experience supporting pupils with complex barriers to learning, including EAL, SEND, or socioeconomic disadvantages. - Essential: Practical experience implementing high-structure, high-expectation classroom routines and TLAC methodologies. - Desirable: Experience working within, or closely collaborating with, a secondary school setting to facilitate primary-secondary transition. Knowledge and Skills - Deep pedagogical alignment: A profound understanding of, and commitment to, the Teach Like a Champion (TLAC) framework, specifically regarding behavioral routines and high-ratio engagement. - Expertise in literacy: Exceptional knowledge of systematic synthetic phonics, reading interventions, and early language acquisition strategies. - Relationship building: Superb interpersonal skills, with a proven ability to build psychological safety for anxious or disengaged learners. - Strong organizational and data skills: Highly capable of managing multiple student transition profiles and interpreting progress metrics. Personal Qualities - An unwavering belief that every child can achieve academic excellence regardless of their starting point. - A proactive, solution-focused, and highly resilient approach to overcoming historical barriers to learning. - The ability to offer warm, empathetic care while maintaining uncompromisingly high standards of discipline and effort. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.…Job Title: Head of KS2–3 Bridge Responsible To: Assistant Principal (Inclusion / SENDCo) Salary: Main / Upper Pay Scale + TLR 2 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Head of KS2–3 Bridge will lead a specialist, highly structured Bridging Group designed for vulnerable or lower-attaining students transitioning into secondary education. The postholder will ensure that students who require additional academic, language, or social support can successfully bridge the gap between primary and secondary expectations. As a specialist primary-trained practitioner operating within a secondary environment, you will deliver an adapted, high-impact curriculum that builds essential literacy, numeracy, and cognitive skills. A seamless fit with the academy’s core pedagogy is essential. You will be responsible for establishing an environment of absolute clarity and predictability, embedding 'Teach Like a Champion' (TLAC) techniques to cultivate exemplary learning behaviours, maximize academic stretch, and prepare students for seamless, confident integration into mainstream KS3 lessons. Key Responsibilities Strategic Leadership of the Bridge - Lead the vision, design, and implementation of the KS2–3 Bridge curriculum, ensuring it aligns with secondary KS3 expectations while honoring primary mastery principles. - Coordinate the phased integration of students into mainstream classes, developing highly personalized, data-driven transition plans. - Collaborate closely with KS3 subject leaders, pastoral teams, and the SENDCo to ensure a unified, consistent approach to student progress and behaviour management across the academy. - Evaluate the measurable impact of the Bridge provision, producing regular progress reports and trend analyses for the Senior Leadership Team (SLT). Curriculum, Teaching and Learning (TLAC Focus) - Model and execute exemplary classroom practice by embedding high-structure TLAC techniques (e.g., Engineered Efficiency, Tight Transitions, What to Do, Radar) to eliminate learning downtime and build absolute focus. - Deliver a broad, rigorous, and appropriately adapted curriculum that specifically diagnoses and targets individual gaps in literacy, language acquisition, and communication. - Foster foundational learning behaviours by explicitly teaching students how to track speakers, participate via Cold Call, and execute No Opt Out loops to build academic confidence. - Implement evidence-informed interventions that accelerate reading ages, vocabulary acquisition, and functional mathematical fluency. Transition, Progress and Attainment - Assess students’ baseline strengths and barriers to learning accurately, tailoring day-to-day provision to meet neurodiverse and complex learning needs. - Track, analyse, and interpret student performance data systematically, implementing swift course corrections when a student's progress plateaus. - Nurture students’ social, emotional, and academic resilience during the critical secondary transition phase, systematically fading out scaffolds to build authentic learner independence. Family and Community Engagement - Build exceptionally strong, trusting relationships with the families and carers of Bridge students, keeping them actively informed of academic and social milestones. - Liaise professionally with primary feeder schools, local authority transition teams, and external professionals to capture vital historical data and secure holistic student outcomes. Person Specification Qualifications & Professional Development - Essential: Qualified Teacher Status (QTS). - Essential: Primary-trained (Key Stage 2 specialist) with a proven track record of accelerating progress in upper primary. - Desirable: Evidence of further professional study or leadership training relating to transition, SEND, or literacy development. Experience - Essential: Extensive experience teaching or leading within a Key Stage 2 environment, with a deep understanding of primary curriculum delivery. - Essential: Proven experience supporting pupils with complex barriers to learning, including EAL, SEND, or socioeconomic disadvantages. - Essential: Practical experience implementing high-structure, high-expectation classroom routines and TLAC methodologies. - Desirable: Experience working within, or closely collaborating with, a secondary school setting to facilitate primary-secondary transition. Knowledge and Skills - Deep pedagogical alignment: A profound understanding of, and commitment to, the Teach Like a Champion (TLAC) framework, specifically regarding behavioral routines and high-ratio engagement. - Expertise in literacy: Exceptional knowledge of systematic synthetic phonics, reading interventions, and early language acquisition strategies. - Relationship building: Superb interpersonal skills, with a proven ability to build psychological safety for anxious or disengaged learners. - Strong organizational and data skills: Highly capable of managing multiple student transition profiles and interpreting progress metrics. Personal Qualities - An unwavering belief that every child can achieve academic excellence regardless of their starting point. - A proactive, solution-focused, and highly resilient approach to overcoming historical barriers to learning. - The ability to offer warm, empathetic care while maintaining uncompromisingly high standards of discipline and effort. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.
Learn more
Posted 1 day ago
Lead Science Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Vacancy: Science Lead (Head of Department) Job Title: Science Lead Responsible To: Assistant Principal (Curriculum & Outcomes) Salary: Main / Upper Pay Scale + TLR 1 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Science Lead will provide high-quality strategic leadership and management for the Science Department. The postholder will be responsible for securing outstanding teaching, robust health and safety compliance, effective resource use, and high standards of achievement and progress for all students across Biology, Chemistry, and Physics. As a middle leader, you will foster scientific curiosity and academic excellence across the academy, designing an innovative, rigorous, and logically sequenced curriculum. A seamless fit with the academy’s core pedagogy is essential; you will be responsible for driving a highly structured instructional model, embedding 'Teach Like a Champion' (TLAC) techniques to maximize learning ratios, eliminate downtime during transitions (particularly between theory and practical lab work), and maintain an environment of impeccable academic rigor. Key Responsibilities Strategic Direction and Leadership - Lead the vision for the Science Department, aligning departmental goals with the overarching strategic development plan of the academy. - Evaluate departmental performance rigorously, using data and quality assurance measures to identify areas for growth and implement effective improvement strategies. - Line manage, support, and develop the science team—including teaching staff and science technicians—fostering a collaborative, professional working environment. - Mentor and coach early career teachers (ECTs), trainees, and non-specialist teachers within the department to build capacity, pedagogical expertise, and confidence in delivering practical work. Curriculum, Teaching and Learning - Design and oversee a high-quality, sequenced Science curriculum at Key Stage 3 and Key Stage 4 (Combined and Triple Science pathways) that builds deep conceptual understanding and mastery of working scientifically. - Model exemplary classroom practice, delivering engaging, high-impact science lessons that reflect the school’s high-expectation pedagogical values. - Drive pedagogical excellence within the department by ensuring TLAC techniques (e.g., Cold Call, No Opt Out, Threshold, Radar, Standardize the Format) are consistently embedded across all labs and classrooms to secure high-ratio engagement. - Establish tight, highly structured routines for practical lessons, ensuring that safety instructions and laboratory transitions are executed with absolute clarity and efficiency. Student Progress and Attainment - Track and analyse student progress data systematically across all science disciplines, identifying underachieving cohorts or individuals. - Implement targeted interventions (e.g., small-group tutoring, required practical intervention sessions) to close attainment gaps, particularly for disadvantaged or high-needs students. - Liaise with the SENDCo and Intervention Team to ensure the curriculum and practical experiments are fully accessible to students with additional learning needs. Oversee external exam entries (GCSE Combined and Separate Sciences) and maintain rigorous standards of internal tracking to accurately predict final outcomes. Resource and Operational Management - Act as the departmental lead on Health and Safety, ensuring absolute compliance with CLEAPSS guidelines, risk assessments, and statutory regulations for chemical storage and lab safety. - Manage the departmental budget efficiently, prioritizing resources, equipment, and consumables that directly impact student outcomes and practical learning. - Oversee the allocation of labs and classes, maximizing the utilization of specialist spaces and teaching expertise. Person Specification Qualifications & Professional Development - Essential: Good honours degree in a Science discipline (Biology, Chemistry, Physics, or related field). - Essential: Qualified Teacher Status (QTS). - Desirable: Evidence of further professional development or leadership training (e.g., NPQLT, NPQBC, or NPQML). Experience - Essential: An outstanding track record of teaching Science at a secondary school level with proven exam success across Key Stages 3 and 4. - Essential: Experience implementing high-structure, high-expectation routines and TLAC methodologies within a science classroom or department. - Essential: Experience managing lab safety protocols and supervising practical, inquiry-based learning effectively. - Desirable: Experience of managing a small team, a specific key stage, a scientific discipline, or holding a second-in-department position. Knowledge and Skills - Deep pedagogical alignment: A strong understanding of, and commitment to, the Teach Like a Champion (TLAC) framework and techniques. - Comprehensive knowledge of the National Curriculum, CLEAPSS health and safety guidelines, and current GCSE examination board specifications. - Strong data literacy, with the ability to interpret complex student performance metrics and translate them into actionable interventions. - Excellent communication and organizational skills, with the ability to command a room and lead a team through explicit, structured routines. Personal Qualities - An unwavering commitment to educational equity, social mobility, and high expectations for all students. - Resilience, emotional intelligence, and a proactive, solution-focused approach to leadership and classroom management challenges. - The ability to build strong, collaborative relationships with teaching staff, technical support staff, parents, and external stakeholders. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.…Job Vacancy: Science Lead (Head of Department) Job Title: Science Lead Responsible To: Assistant Principal (Curriculum & Outcomes) Salary: Main / Upper Pay Scale + TLR 1 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Science Lead will provide high-quality strategic leadership and management for the Science Department. The postholder will be responsible for securing outstanding teaching, robust health and safety compliance, effective resource use, and high standards of achievement and progress for all students across Biology, Chemistry, and Physics. As a middle leader, you will foster scientific curiosity and academic excellence across the academy, designing an innovative, rigorous, and logically sequenced curriculum. A seamless fit with the academy’s core pedagogy is essential; you will be responsible for driving a highly structured instructional model, embedding 'Teach Like a Champion' (TLAC) techniques to maximize learning ratios, eliminate downtime during transitions (particularly between theory and practical lab work), and maintain an environment of impeccable academic rigor. Key Responsibilities Strategic Direction and Leadership - Lead the vision for the Science Department, aligning departmental goals with the overarching strategic development plan of the academy. - Evaluate departmental performance rigorously, using data and quality assurance measures to identify areas for growth and implement effective improvement strategies. - Line manage, support, and develop the science team—including teaching staff and science technicians—fostering a collaborative, professional working environment. - Mentor and coach early career teachers (ECTs), trainees, and non-specialist teachers within the department to build capacity, pedagogical expertise, and confidence in delivering practical work. Curriculum, Teaching and Learning - Design and oversee a high-quality, sequenced Science curriculum at Key Stage 3 and Key Stage 4 (Combined and Triple Science pathways) that builds deep conceptual understanding and mastery of working scientifically. - Model exemplary classroom practice, delivering engaging, high-impact science lessons that reflect the school’s high-expectation pedagogical values. - Drive pedagogical excellence within the department by ensuring TLAC techniques (e.g., Cold Call, No Opt Out, Threshold, Radar, Standardize the Format) are consistently embedded across all labs and classrooms to secure high-ratio engagement. - Establish tight, highly structured routines for practical lessons, ensuring that safety instructions and laboratory transitions are executed with absolute clarity and efficiency. Student Progress and Attainment - Track and analyse student progress data systematically across all science disciplines, identifying underachieving cohorts or individuals. - Implement targeted interventions (e.g., small-group tutoring, required practical intervention sessions) to close attainment gaps, particularly for disadvantaged or high-needs students. - Liaise with the SENDCo and Intervention Team to ensure the curriculum and practical experiments are fully accessible to students with additional learning needs. Oversee external exam entries (GCSE Combined and Separate Sciences) and maintain rigorous standards of internal tracking to accurately predict final outcomes. Resource and Operational Management - Act as the departmental lead on Health and Safety, ensuring absolute compliance with CLEAPSS guidelines, risk assessments, and statutory regulations for chemical storage and lab safety. - Manage the departmental budget efficiently, prioritizing resources, equipment, and consumables that directly impact student outcomes and practical learning. - Oversee the allocation of labs and classes, maximizing the utilization of specialist spaces and teaching expertise. Person Specification Qualifications & Professional Development - Essential: Good honours degree in a Science discipline (Biology, Chemistry, Physics, or related field). - Essential: Qualified Teacher Status (QTS). - Desirable: Evidence of further professional development or leadership training (e.g., NPQLT, NPQBC, or NPQML). Experience - Essential: An outstanding track record of teaching Science at a secondary school level with proven exam success across Key Stages 3 and 4. - Essential: Experience implementing high-structure, high-expectation routines and TLAC methodologies within a science classroom or department. - Essential: Experience managing lab safety protocols and supervising practical, inquiry-based learning effectively. - Desirable: Experience of managing a small team, a specific key stage, a scientific discipline, or holding a second-in-department position. Knowledge and Skills - Deep pedagogical alignment: A strong understanding of, and commitment to, the Teach Like a Champion (TLAC) framework and techniques. - Comprehensive knowledge of the National Curriculum, CLEAPSS health and safety guidelines, and current GCSE examination board specifications. - Strong data literacy, with the ability to interpret complex student performance metrics and translate them into actionable interventions. - Excellent communication and organizational skills, with the ability to command a room and lead a team through explicit, structured routines. Personal Qualities - An unwavering commitment to educational equity, social mobility, and high expectations for all students. - Resilience, emotional intelligence, and a proactive, solution-focused approach to leadership and classroom management challenges. - The ability to build strong, collaborative relationships with teaching staff, technical support staff, parents, and external stakeholders. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.
Learn more
Posted 1 day ago
Lead Mathematics Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 16 Jul 2027
Job Title: Mathematics Lead Responsible To: Assistant Principal (Curriculum & Outcomes) Salary: Main / Upper Pay Scale + TLR 1 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Mathematics Lead will provide high-quality strategic leadership and management for the Mathematics Department. The postholder will be responsible for securing outstanding teaching, effective resource use, and high standards of achievement and progress for all students across the curriculum. As a middle leader, you will foster a passion for mathematics across the academy, designing an innovative, rigorous, and inclusive curriculum. A seamless fit with the academy’s core pedagogy is essential; you will be responsible for driving a highly structured instructional model, embedding 'Teach Like a Champion' (TLAC) techniques to maximize learning ratios, eliminate downtime, and maintain an environment of impeccable academic rigor. Key Responsibilities Strategic Direction and Leadership - Lead the vision for the Mathematics Department, aligning departmental goals with the overarching strategic development plan of the academy. - Evaluate departmental performance rigorously, using data and quality assurance measures to identify areas for growth and implement effective improvement strategies. - Line manage, support, and develop the mathematics team, conducting regular performance management reviews and fostering a collaborative, professional working environment. - Mentor and coach early career teachers (ECTs), trainees, and non-specialist teachers within the department to build capacity and expertise. Curriculum, Teaching and Learning - Design and oversee a high-quality, sequenced Mathematics curriculum at Key Stage 3 and Key Stage 4 that meets national standards and caters to all abilities. - Model exemplary classroom practice, delivering engaging, high-impact mathematics lessons that reflect the school’s pedagogical values. - Drive pedagogical excellence within the department by ensuring TLAC techniques (e.g., Cold Call, No Opt Out, Threshold, Radar) are consistently embedded across all classrooms to secure high-ratio engagement. - Standardise and monitor internal assessments, homework protocols, and feedback practices across the department to ensure consistency and fairness. Student Progress and Attainment - Track and analyse student progress data systematically, identifying underachieving cohorts or individuals. - Implement targeted interventions (e.g., small-group tutoring, revision sessions) to close attainment gaps, particularly for disadvantaged or high-needs students. - Liaise with the SENDCo and Intervention Team to ensure the curriculum is fully accessible to students with additional learning needs. - Oversee external exam entries (GCSE) and maintain rigorous standards of internal tracking to accurately predict final outcomes. Resource and Operational Management - Manage the departmental budget efficiently, ensuring value for money and prioritizing resources that directly impact student outcomes. - Oversee the allocation of classes and timetabling considerations within the department to maximize staff expertise. - Maintain a safe, stimulating, and organized learning environment across all mathematics classrooms. Person Specification Qualifications & Professional Development - Essential: Good honours degree in Mathematics or a highly related discipline. - Essential: Qualified Teacher Status (QTS). - Desirable: Evidence of further professional development or leadership training (e.g., NPQLT, NPQBC, or NPQML). Experience - Essential: An outstanding track record of teaching Mathematics at a secondary school level with proven exam success. - Essential: Experience implementing high-structure, high-expectation routines within a classroom or department. - Essential: Experience of leading initiatives, tracking student data, or mentoring other staff members. - Desirable: Experience of managing a small team, a key stage, or holding a second-in-department position. Knowledge and Skills - Deep pedagogical alignment: A strong understanding of, and commitment to, the Teach Like a Champion (TLAC) framework and techniques. - Comprehensive knowledge of the National Curriculum and current GCSE examination board specifications. - Strong data literacy, with the ability to interpret complex student performance metrics and translate them into actionable interventions. - Excellent communication and organizational skills, with the ability to inspire both staff and students through clear, structured routines. Personal Qualities - An unwavering commitment to educational equity, social mobility, and high expectations for all students. - Resilience, emotional intelligence, and a proactive, solution-focused approach to leadership challenges. - The ability to build strong, collaborative relationships with colleagues, parents, and external stakeholders. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.…Job Title: Mathematics Lead Responsible To: Assistant Principal (Curriculum & Outcomes) Salary: Main / Upper Pay Scale + TLR 1 (dependent on experience) Contract Type: Full-time, Permanent Job Purpose The Mathematics Lead will provide high-quality strategic leadership and management for the Mathematics Department. The postholder will be responsible for securing outstanding teaching, effective resource use, and high standards of achievement and progress for all students across the curriculum. As a middle leader, you will foster a passion for mathematics across the academy, designing an innovative, rigorous, and inclusive curriculum. A seamless fit with the academy’s core pedagogy is essential; you will be responsible for driving a highly structured instructional model, embedding 'Teach Like a Champion' (TLAC) techniques to maximize learning ratios, eliminate downtime, and maintain an environment of impeccable academic rigor. Key Responsibilities Strategic Direction and Leadership - Lead the vision for the Mathematics Department, aligning departmental goals with the overarching strategic development plan of the academy. - Evaluate departmental performance rigorously, using data and quality assurance measures to identify areas for growth and implement effective improvement strategies. - Line manage, support, and develop the mathematics team, conducting regular performance management reviews and fostering a collaborative, professional working environment. - Mentor and coach early career teachers (ECTs), trainees, and non-specialist teachers within the department to build capacity and expertise. Curriculum, Teaching and Learning - Design and oversee a high-quality, sequenced Mathematics curriculum at Key Stage 3 and Key Stage 4 that meets national standards and caters to all abilities. - Model exemplary classroom practice, delivering engaging, high-impact mathematics lessons that reflect the school’s pedagogical values. - Drive pedagogical excellence within the department by ensuring TLAC techniques (e.g., Cold Call, No Opt Out, Threshold, Radar) are consistently embedded across all classrooms to secure high-ratio engagement. - Standardise and monitor internal assessments, homework protocols, and feedback practices across the department to ensure consistency and fairness. Student Progress and Attainment - Track and analyse student progress data systematically, identifying underachieving cohorts or individuals. - Implement targeted interventions (e.g., small-group tutoring, revision sessions) to close attainment gaps, particularly for disadvantaged or high-needs students. - Liaise with the SENDCo and Intervention Team to ensure the curriculum is fully accessible to students with additional learning needs. - Oversee external exam entries (GCSE) and maintain rigorous standards of internal tracking to accurately predict final outcomes. Resource and Operational Management - Manage the departmental budget efficiently, ensuring value for money and prioritizing resources that directly impact student outcomes. - Oversee the allocation of classes and timetabling considerations within the department to maximize staff expertise. - Maintain a safe, stimulating, and organized learning environment across all mathematics classrooms. Person Specification Qualifications & Professional Development - Essential: Good honours degree in Mathematics or a highly related discipline. - Essential: Qualified Teacher Status (QTS). - Desirable: Evidence of further professional development or leadership training (e.g., NPQLT, NPQBC, or NPQML). Experience - Essential: An outstanding track record of teaching Mathematics at a secondary school level with proven exam success. - Essential: Experience implementing high-structure, high-expectation routines within a classroom or department. - Essential: Experience of leading initiatives, tracking student data, or mentoring other staff members. - Desirable: Experience of managing a small team, a key stage, or holding a second-in-department position. Knowledge and Skills - Deep pedagogical alignment: A strong understanding of, and commitment to, the Teach Like a Champion (TLAC) framework and techniques. - Comprehensive knowledge of the National Curriculum and current GCSE examination board specifications. - Strong data literacy, with the ability to interpret complex student performance metrics and translate them into actionable interventions. - Excellent communication and organizational skills, with the ability to inspire both staff and students through clear, structured routines. Personal Qualities - An unwavering commitment to educational equity, social mobility, and high expectations for all students. - Resilience, emotional intelligence, and a proactive, solution-focused approach to leadership challenges. - The ability to build strong, collaborative relationships with colleagues, parents, and external stakeholders. Safeguarding Statement The organisation is strictly committed to safeguarding and promoting the welfare of children and young people, expecting all staff and volunteers to share this unwavering commitment. The successful candidate will be required to undergo an Enhanced DBS check, secure satisfactory professional references, and clear all statutory pre-employment screenings. This job description outlines the main duties of the post at the time of writing. It may be amended in consultation with the postholder to reflect changing educational or operational requirements.
Learn more
Posted 1 day ago
Early Years, PPA Cover Class Teacher - Sefton Primary
Primary school in Sefton • Full Time
1 Sep 2026 - 16 Jul 2027
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 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 2026
Learn more
Posted 1 day ago
Pastoral Lead - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 30 Jul 2027
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.…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.
Learn more
Posted 1 day ago
SEN Teaching Assistant - Warrington Sen-school
SEN School school in Warrington • Full Time
1 Sep - 18 Dec 2026
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. … 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.
Learn more
Posted 1 day ago
SEN Teacher - Liverpool SEND School
SEN School school in Liverpool • Full Time
1 Sep 2026 - 29 Jan 2027
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.…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.
Learn more
Posted 1 day ago
Engineering Teacher - Liverpool Secondary
Secondary school in Liverpool • Full Time
1 Sep 2026 - 30 Jul 2027
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.…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.
Learn more
Posted 2 days ago
SEMH Teaching Assistant
SEN School school in Liverpool • Part Time
22 - 26 Jun 2026
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.…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.
Learn more
Posted 2 days ago
Year 3 Class Teacher - Sefton Primary
Primary school in Sefton • Full Time
1 Sep - 30 Oct 2026
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. …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.
Learn more
Posted 2 days ago
General Cover Cover Supervisor - St. Helens Secondary
Secondary school in St. Helens • Full Time
22 Jun 2026 - 29 Jan 2027
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.…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.
Learn more
Posted 2 days ago
Learning Support Assistant- Central Liverpool High School
Secondary school in Liverpool • Full Time
1 Sep 2026 - 30 Jul 2027
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.…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.
Learn more
Posted 3 days ago
Year 1 Class Teacher - Liverpool Primary
Primary school in Liverpool • Full Time
15 Jun - 17 Jul 2026
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. …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.
Learn more
Posted 3 days ago
Maths Class Teacher - Liverpool SEMH School
SEN School school in Liverpool • Full Time
1 Sep 2026 - 31 Mar 2027
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.…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.
Learn more
Posted 3 days ago
SEMH Teaching Assistant
SEN School school in Liverpool • Full Time
1 Sep 2026 - 29 Jan 2027
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.…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.
Learn more
Posted 3 days ago
SEND Admin - Wallasey
Secondary school in Wirral • Full Time
10 Jun - 3 Jul 2026
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.…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.
Learn more
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.

SEMH Teaching Assistant

Job description

About the school

Start finding work today

Real stories

Latest 20 jobs in Liverpool

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?