Teaching jobs

Refugee Action Kingston (RAK) is seeking an experienced and compassionate ESOL Coordinator to support our Community Hub Project. You will coordinate ESOL volunteers and resources, manage referrals and assessments to place users in classes, and administer registrations using RAK systems. Working closely with the Community Hub Manager, you will help deliver a blended ESOL programme that supports community integration, confidence and language development for refugees and people seeking asylum.

Key responsibilities 

• Coordinate ESOL referrals, assessments, attendance and class allocations. 

• Welcome service users and communicate class information and reminders. 

• Induct, support and coordinate ESOL volunteers. 

• Support lesson planning and learner engagement in ESOL and wider community opportunities. 

• Maintain accurate, confidential records and contribute to monitoring and evaluation. 

• Ensure Health & Safety, Equal Opportunities and safeguarding policies are followed. 

Person specification 

Essential 

• Recognised ESOL/EFL qualification or equivalent. 

• Experience working with refugees, people seeking asylum or vulnerable adults. 

• Strong communication, organisation and digital skills. 

• Understanding of Equality and Diversity. 

• Commitment to RAK’s aims and values. 

Desirable 

• Additional community language skills 

• Lived experience of migration or ESOL systems 

Equality & inclusion 

RAK is an equal opportunities employer and actively welcomes applications from under‑represented groups. We are committed to accessible recruitment and will make reasonable adjustments where required. 

Appointments subject to right‑to‑work checks and Enhanced DBS. 

Closing date:8th May 2026 

Applications will be reviewed on an ongoing basis, and interviews may take place before the closing date. 

Part time Teaching Assistant (TA) – Autism / SEND

Ambitious About Autism is recruiting for a Part Time Teaching Assistant (TA) to support autistic children and young people aged 4–19 at TreeHouse School (Ofsted Outstanding) specialist school in Muswell Hill.

• Part time, permanent (term time only)
• Days: We are open to speaking to those who can work from minimum 2 to 4 days per week (please ensure you disclose on your application how many days you can commit to)
• Working Hours: 8.45am – 4.35pm
• Salary: £27,770 to £28,005 per annum (pro rata)
• Location: Muswell Hill, North London (N10 3JA)
• Start date: After Easter half term 2025 (can be flexible depending on notice periods)

Please note, this role may not meet Skilled Worker visa sponsorship criteria.

You will work 1:1 with autistic pupils, supporting them to access the curriculum while building independence, confidence, and self-esteem through classroom learning and community based activities. This role includes personal care.

This role is ideal for candidates with experience or interest in:

• SEN / SEND
• Autism
• Learning Support Assistant, SEND TA or Teaching Assistant roles
• Care, youth work, education, or psychology backgrounds

What we offer:

• Term time only working (pro rata salary paid across 52 weeks)
• Autism specific training and ongoing CPD
• Supportive leadership and a strong wellbeing culture
• Varied, meaningful work with real impact
• Full benefits package: on our website

The official internal title for this role is Specialist Teaching Assistant, but it is advertised externally as a Part Time Teaching Assistant to reflect the nature of the role and maximise reach.

Ambitious About Autism is committed to fostering equity, diversity, and inclusion at every level of our organisation. We warmly welcome applications from all qualified candidates, valuing the diverse backgrounds, experiences, and perspectives they bring. We encourage applications from individuals regardless of race, colour, nationality, ethnic or national origins, religion or belief, sex, sexual orientation, gender identity or expression, marital or civil partnership status, pregnancy or parental status, disability, or age.

Our recruitment process promotes equal opportunities, and we are committed to providing reasonable adjustments for candidates with disabilities or additional needs throughout the recruitment process. Please contact our Recruitment Team for accommodations. We recognise disability as a physical or mental impairment that significantly and long-term affects a person's ability to perform day-to-day activities, as defined by the UK Equality Act 2010. All applications will be considered solely on merit, aligned with our mission to support autistic children and young people.

Ambitious About Autism is committed to safeguarding and promoting the welfare of children and young people, and successful candidates will be subject to an Enhanced DBS check. As part of our Safer Recruitment checks, an online search may be carried out in line with Keeping Children Safe in Education.

The safeguarding responsibilities of the post are as per the job description and person specification.
Whether the post is exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2021. This means that when applying for certain jobs and activities, certain spent convictions and cautions are ‘protected', so they do not need to be disclosed to employers, and if they are disclosed, employers cannot take them into account. Further information about filtering offences can be found in the DBS Filter Guidance.

Location: Rotherham

Mentored by: Teaching, Learning and Assessment Coordinator

Type of Employment: Full-time

Hours of Work: 40 hours per week

Days of work: Monday – Friday

Pay Level: £35,560

In this role, you won’t just teach Maths and English — you’ll change trajectories by becoming a trusted role model, advocate, and guide, helping young people develop the skills, resilience, and confidence they need to progress into education or training, employment, and independence.

If you are empathetic, resilient, and driven to make a real impact, this is your opportunity to transform lives and shape futures.

Some of the key responsibilities include:

• Deliver Functional Skills Maths and English teaching (Entry Level 1 to Level 2).
• Plan fun and engaging lessons that consider individual learning needs and abilities.
• Provide in-class support and effective interventions by facilitating lessons that motivate and encourage young people even through difficult experiences.
• Monitor progress, engagement and achievement.
• Use data to identify learning gaps and plan targeted improvements.
• Maintain accurate records, attendance and progress tracking.
• Work closely with the Teaching, Learning and Assessment Lead to set priorities.
• Contribute to initiatives that promote inclusive and differentiated teaching.
• Support a culture of psychological safety, vulnerability-based trust and a clear purpose.

Our Benefits:

• 10 weeks paid holiday per year (during school holidays)
• Vitality Health package (with no employee excess to pay on claims)
• Royal London Pension Scheme
• Job valuations to ensure competitive salaries
• 45p per mile for any work related journeys
• Annual 2 night staff Getaway
• Christmas spending voucher
• Regular social activities
• Annual Employee Wellbeing budget
• Occupational Health Offer
• Enhanced maternity, paternity, adoption and shared parental leave policies
• Foster & Kinship Policy – time off for training
• Time of for fertility/IVF treatments & appointments
• Bespoke CDP Opportunities

What to expect from the recruitment process:

1. Application form submitted and reviewed by the panel
2. Shortlisted candidates invited to a first stage interview
3. Candidates who are successful at the first stage interview will be invited for a second stage assessment which may consist of an in tray task, scenario presentation or microteach along with time with the learners and a tour of the workplace.
4. Candidate selection – the panel will review any applications and a selection decision made
5. Recruitment Manager will make contact with applicants to let them know the outcome of their interviews

All applications must be submitted by 15th May 2026 with interviews being held the following 2 weeks. All candidates should be notified of the outcome of interviews within 3 working days. (subject to change)

For more information on this role and our organization please visit our website

Please note that we are committed to safeguarding and promoting the welfare of our learners and expect all those who work with us to share this commitment. Successful applicants will need to undertake a DBS Enhanced Clearance check (Disclosure and Barring Service) and complete a Self Disclosure.

Location: Telford

Mentored by: Teaching, Learning and Assessment Coordinator

Type of Employment: Full-time

Hours of Work: 40 hours per week

Days of work: Monday – Friday

Pay Level: £35,560

In this role, you won’t just teach Maths and English — you’ll change trajectories by becoming a trusted role model, advocate, and guide, helping young people develop the skills, resilience, and confidence they need to progress into education or training, employment, and independence.

If you are empathetic, resilient, and driven to make a real impact, this is your opportunity to transform lives and shape futures

Some of the key responsibilities include:

• Deliver Functional Skills Maths and English teaching (Entry Level 1 to Level 2).
• Plan fun and engaging lessons that consider individual learning needs and abilities.
• Provide in-class support and effective interventions by facilitating lessons that motivate and encourage young people even through difficult experiences.
• Monitor progress, engagement and achievement.
• Use data to identify learning gaps and plan targeted improvements.
• Maintain accurate records, attendance and progress tracking.
• Work closely with the Teaching, Learning and Assessment Lead to set priorities.
• Contribute to initiatives that promote inclusive and differentiated teaching.
• Support a culture of psychological safety, vulnerability-based trust and a clear purpose.

Our Benefits:

• 10 weeks paid holiday per year (during school holidays)
• Vitality Health package (with no employee excess to pay on claims)
• Royal London Pension Scheme
• Job valuations to ensure competitive salaries
• 45p per mile for any work related journeys
• Annual 2 night staff Getaway
• Christmas spending voucher
• Regular social activities
• Annual Employee Wellbeing budget
• Occupational Health Offer
• Enhanced maternity, paternity, adoption and shared parental leave policies
• Foster & Kinship Policy – time off for training
• Time of for fertility/IVF treatments & appointments
• Bespoke CDP Opportunities

What to expect from the recruitment process:

1. Application form submitted and reviewed by the panel
2. Shortlisted candidates invited to a first stage interview
3. Candidates who are successful at the first stage interview will be invited for a second stage assessment which may consist of an in tray task, scenario presentation or microteach along with time with the learners and a tour of the workplace.
4. Candidate selection – the panel will review any applications and a selection decision made
5. Recruitment Manager will make contact with applicants to let them know the outcome of their interviews

All applications must be submitted by 15th May 2026 with interviews being held the following 2 weeks. All candidates should be notified of the outcome of interviews within 3 working days. (subject to change)

For more information on this role and our organization please visit our website

Please note that we are committed to safeguarding and promoting the welfare of our learners and expect all those who work with us to share this commitment. Successful applicants will need to undertake a DBS Enhanced Clearance check (Disclosure and Barring Service) and complete a Self Disclosure.

Location: Telford

Mentored by: Teaching, Learning and Assessment Coordinator

Type of Employment: Full-time

Hours of Work: 40 hours per week

Days of work: Monday – Friday

Pay Level: £31,080

In this role, you won’t just teach our Change Curriculum— you’ll change trajectories by becoming a trusted role model, advocate, and guide, helping young people develop the skills, resilience, and confidence they need to progress into education or training, employment, and independence.

If you are empathetic, resilient, and driven to make a real impact, this is your opportunity to transform lives and shape futures

Some of the key responsibilities include:

• Deliver our Change Curriculum
• Plan fun and engaging lessons that consider individual learning needs and abilities.
• Monitor progress, engagement and achievement.
• Use data to identify learning gaps and plan targeted improvements.
• Develop and evaluate course materials and curriculum delivery.
• Report outcomes to the Teaching, Learning and Assessment Lead.
• Work closely with the Teaching, Learning and Assessment Lead to set priorities.
• Contribute to initiatives that promote inclusive and differentiated teaching.
• Support a culture of psychological safety, vulnerability-based trust and a clear purpose.
•  

Our Benefits:

• 10 weeks paid holiday per year (during school holidays)
• Vitality Health package (with no employee excess to pay on claims)
• Royal London Pension Scheme
• Job valuations to ensure competitive salaries
• 45p per mile for any work related journeys
• Annual 2 night staff Getaway
• Christmas spending voucher
• Regular social activities
• Annual Employee Wellbeing budget
• Occupational Health Offer
• Enhanced maternity, paternity, adoption and shared parental leave policies
• Foster & Kinship Policy – time off for training
• Time of for fertility/IVF treatments & appointments
• Bespoke CDP Opportunities

What to expect from the recruitment process:

1. Application form submitted and reviewed by the panel
2. Shortlisted candidates invited to a first stage interview
3. Candidates who are successful at the first stage interview will be invited for a second stage assessment which may consist of an in tray task, scenario presentation or microteach along with time with the learners and a tour of the workplace.
4. Candidate selection – the panel will review any applications and a selection decision made
5. Recruitment Manager will make contact with applicants to let them know the outcome of their interviews

All applications must be submitted by 15th May 2026 with interviews being held the following 2 weeks. All candidates should be notified of the outcome of interviews within 3 working days. (subject to change)

For more information on this role and our organization please visit our website.

Please note that we are committed to safeguarding and promoting the welfare of our learners and expect all those who work with us to share this commitment. Successful applicants will need to undertake a DBS Enhanced Clearance check (Disclosure and Barring Service) and complete a Self Disclosure.

There are two parts to the Primary Science Mentor role. The majority of the role will focus on strengthening primary science teaching and leadership by leading our third Priority Areas initiative in North-West England. Through their knowledge of and passion for primary science education, the successful candidate will inspire transformational change in schools taking part in this project. They will build close working relationships with participating schools and create a vibrant and exciting learning community based on mutual support and the sharing of expertise.

The remaining hours in the role will be as a Primary Science Mentor: joining PSTT’s growing team of primary science experts who provide bespoke support directly to individual schools, multi-academy trusts and other school groupings and organisations. This includes developing and delivering training in a variety of contexts, including online; working individually with Science Leaders; being a leading voice, expert and advocate for primary science (both regionally and nationally); and creating partnerships with other organisations that support science within the region.

A crucial part of the role is to ensure collection of appropriate data for both Priority Areas and Primary Science Mentor activities, so that we can evaluate our work against intended outcomes.

This is not a traditional classroom teaching role, though it does require strong classroom presence and credibility.

The Secondary Equity Practitioner will be embedded full-time within one partner secondary school, working mainly with teachers to support deep reflection on practice, help surface harmful assumptions and routines, and support more equitable ways of teaching, relating and responding. The role sits at the heart of Class 13’s Equity-Driven Practice Cycle and is central to how we support lasting change in schools. The role will involve regular lesson cover across the 11-17 age range and across a broad range of subjects, enabling teachers to participate in reflection, training and development.

This role will suit an experienced secondary teacher who can build trust quickly, hold complexity without rushing to easy answers, and stay in relationship when conversations become uncomfortable. We are looking for someone who can act as a supportive, reflective, critical friend to teachers, not someone who needs to be the most certain person in the room.

Purpose of the role

To support teachers to reflect critically on their practice, acknowledge their potential for harm, and take meaningful steps towards transforming how they teach and relate to young people.

Before you apply

This role is deeply relational and, at times, emotionally demanding. You will be working with teachers in moments where reflection may feel vulnerable, uncertain or uncomfortable. To do this well, you will need to bring patience and care: the ability to build trust, hold space for honest conversation, and support people to think carefully about their practice in ways that are thoughtful, humane and grounded.

We are looking for someone who can do this with curiosity and humility. Someone who does not need to stand above the work, but is willing to be part of it. The role asks for a person who can support reflection in others while continuing to reflect on their own practice too.

You will also need to be comfortable working in a very small team, where flexibility, and collective responsibility matter.

Key responsibilities

Equity-Driven Practice Cycle

• Build trusting, affirming relationships with teachers and school staff.

• Support teachers to reflect on classroom practice, routines, interactions and assumptions.

• Facilitate one-to-one and small-group reflective conversations that support teachers discover for themselves rather than simply being told what to change.

• Observe lessons and identify patterns, tensions and opportunities for change.

• Cover lessons across the secondary age range and across a range of subjects, creating protected space for teachers to engage in professional reflection and development.

• Support teachers to translate reflection into practical changes in the classroom.

• Contribute to the delivery of Class 13’s  wider professional development offer.

• Support teachers move from defensiveness to curiosity, and from intent to impact, in line with Class 13’s approach.

School-based relationship and culture work

• Build strong working relationships with teachers, support staff and, where appropriate, senior leaders.

• Contribute to a school culture where reflection, honesty and shared responsibility are possible.

• Offer thoughtful challenge to harmful patterns and practices while maintaining trust and relational safety.

• Support the development of more equitable routines, responses and ways of working across school life.

• Work with colleagues and school partners to ensure the work remains grounded in the four Class 13 principles.

Organisational contribution

• Contribute to Class 13’s organisational learning by documenting reflections, patterns, tensions and emerging insights from delivery.

• Work closely with the wider Class 13 team to refine practice, resources and delivery.

• Contribute to blogs, case studies, reports and other written outputs where needed.

• Participate fully in supervision, reflection and team development as part of a small organisation.

What will help someone thrive in this role

We are looking for someone who is:

Understanding
You can read complexity without rushing to simplify it. You listen well, notice what is happening beneath the surface, and extend empathy even when you find someone’s practice difficult or frustrating.

Supportive
You know how to create relational safety. You can help people stay with difficult reflections without shaming them.

Reflective

You can examine your own practice honestly. You are open-minded, thoughtful and willing to question your assumptions. You are able to notice contradictions in yourself as well as others.

Essential skills and experience

• Qualified Teacher Status.

• Significant experience teaching in a UK secondary school.

• Strong classroom practice and the ability to quickly build rapport with young people aged 11-17.

• Confidence in teaching and holding lessons across a broad range of subjects through lesson cover.

• Experience supporting, coaching, mentoring or developing other adults in a school setting.

• Ability to facilitate reflective conversations in a way that is supportive, calm and humanising.

• Ability to build trust with teachers, especially when they feel vulnerable, exposed or defensive.

• Strong understanding of how inequity, harm and deficit thinking can show up in schools.

• Willingness and ability to reflect critically on your own practice.

• Strong written communication skills, with the ability to write clearly and thoughtfully.

• Ability to work flexibly and collaboratively as part of a very small team.

Desirable skills and experience

• Experience in middle or senior leadership.

• Experience in inclusion, behaviour, safeguarding or pastoral leadership.

• Experience designing or delivering professional development.

• Experience of working across whole-school culture changes, not just within your own classroom.

• Familiarity with Class 13’s work, values or wider intellectual influences.

• Experience working in mainstream secondary schools serving communities facing structural inequality.

What we are less interested in

Polished equity language without deep reflection. For us, this work is not about saying the right things, relying on representation alone, or locating the problem only in other people. 

We are looking for someone who can move beyond surface-level familiarity with equity work and show a deeper capacity for reflection, relational practice and change. Awareness-raising, allyship language, and individual or unconscious bias training do not on their own reflect the depth of analysis or practice this role requires.

Class 13’s work asks for something slower and more demanding: a willingness to stay with complexity, examine your own practice as well as the systems around you, and support change in ways that are thoughtful, humane and grounded.

Class 13’s commitment

Class 13 is committed to building an equitable and inclusive workplace. We welcome applications from people from a wide range of backgrounds and experiences, particularly those underrepresented in education and the charity sector.

We know that strong candidates do not always meet every line of a person specification. If this role feels like a strong fit and you can see yourself growing in it, we encourage you to apply.

We are happy to discuss reasonable adjustments throughout the recruitment process and in the role itself.

Application process

To apply, please include:

• your CV

• responses to the application questions below:

Application questions

Please answer all five questions. We recommend around 300-500 words per question. applications without these responses will not be considered.

1. Reflective practice
Describe a time when you came to see that an aspect of your own practice may have been causing harm, or limiting a young person’s experience of school. What supported you to recognise it, and what changed afterwards?

2. Supportive challenge
In this role, you would often be working with teachers who feel vulnerable, defensive or unsure. How would you approach a reflective conversation with a teacher after observing a lesson that raised concerns for you?

3. Classroom credibility
This role involves regular lesson cover across the secondary and sixth form age range and across a broad range of subjects. What helps you quickly establish trust, presence and purpose with a class you do not know well?

4. Small team working
What do you see as the strengths and challenges of working in a very small team? How have you contributed well in that kind of environment before?

5. bell hooks reflection
bell hooks wrote:

“When education is the practice of freedom, students are not the only ones who are asked to share, to confess. Engaged pedagogy does not seek simply to empower students. Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process. That empowerment cannot happen if we refuse to be vulnerable while encouraging students to take risks.”

What does this quote mean to you in the context of teaching, adult reflection and power in schools?

Want to find out more before you apply? 

If you're thinking about applying and want to ask questions, meet some of the team or get a sense of what Class 13 is actually like, we'd love to talk to you. We're running an online drop-in on Monday 27 April, 4:30–5:30pm, where you can ask us anything about the role.  Online drop-in link 

If you'd rather come and see us in person, we'll be at the office on Tuesday 28 April and Thursday 30 April, both 4:30–6:00pm. No preparation needed, no pressure. Just come and have a conversation.

Homeless Link is the national membership charity for frontline homelessness agencies and the wider housing with health, care and support sector in England. With more than 750 members, we work to improve services and campaign for policy change that will help end homelessness and ensure that everyone has a place to call home and the support they need to keep it.  

We provide specialist learning and development services to help staff working in homelessness to focus on their personal development or unlock change. This includes group training, qualifications and leadership programmes. Through this, we aim to create a high-performing homelessness workforce with the skills, knowledge and behaviours to provide professional, consistent support to people experiencing homelessness.

This is a new role introducing to Homeless Link an In-house Trainer who will train across a suite of core homelessness-focused training courses, develop new courses and ensure the quality of our product and service to help us support the development of the homelessness workforce.  The successful candidate will have a recognised Level 3 Teaching Qualification or 12 months teaching experience, an understanding of the needs of individuals experiencing homelessness and the organisations providing services to them, a minimum of 2 years work experience in a homelessness or housing related organisation and effective Project Management skills.  For full details of the role and how to apply visit our website.

We are actively seeking to increase diversity within our organisation and would greatly welcome applications from people with lived experience of homelessness, from a black or minority ethnic background and/or with a disability.

The Organisation 

The Royal Parks (TRP) is a charity created in March 2017. We manage over 5,000 acres of diverse parkland, rare habitats, and historic buildings and monuments in eight Royal Parks across London, including Hyde Park, Kensington Gardens, The Green Park, St James’s Park, and more.

We also manage other important public spaces such as Brompton Cemetery and Victoria Tower Gardens, making these iconic green spaces some of the most visited attractions in the UK, with tens of millions of visits annually.

We are now looking for a Public Programmes Coordinator to join our dynamic and passionate team on a full-time, permanent basis, working 36 hours per week.

The Benefits

• £34,743 - £37,500 per annum, depending on experience
• 26 days' annual leave plus public holidays, increasing to 29 days after 3 years’ service
• Pension scheme (3% employee contribution; up to 10% employer contribution)
• Hybrid/agile working options
• Private medical insurance and healthcare cash plan
• Employee assistance programme and access to mental health first aiders
• Learning and development opportunities
• Cycle to work scheme
• Offices in a beautiful location

This is a fantastic opportunity for an enthusiastic events/activities’ coordinator with a strong interest in educational nature and heritage activities to join our Learning team.

You’ll have the chance to organise and run a wide range of programmes for the public, inspiring visitors to engage with the wildlife and heritage of our beautiful parks.

Working as part of an inclusive and supportive organisation, you’ll be able to grow your skills and make a real difference to the way people connect with nature.

So, if you are passionate about engaging families and adults with outdoor learning and want to work in one of the UK's most iconic green spaces, apply today!

The Role

As a Public Programmes Coordinator, you will plan and co-ordinate inspiring outdoor learning experiences for families and adults across the central Royal Parks.

You will work closely with freelancers, volunteers and partners to engage visitors and foster a greater understanding of nature, heritage, and wellbeing.

You will:

• Co-ordinate family activity days, walking tours, and workshops
• Supervise Walking tour volunteers and freelance staff to ensure the successful running of activities
• Ensure safeguarding policies are upheld during activities
• Track participant feedback and update monitoring and evaluation records
• Extend a warm welcome to everyone, including those facing barriers to visiting, and help diversify our audiences.

About You

To be considered as a Public Programmes Coordinator, you will need:

• Experience coordinating and delivering activities for diverse audiences
• Strong organisational skills with the ability to manage multiple tasks
• Excellent communication skills and the ability to deliver engaging activities

We want to put everyone in the best possible position to succeed and use Recite-me accessibility software. At the top of the application page, there is an “Accessibility Tools” button which you can use to complete the application form in a way that works for you. If you think that you may need more support to complete our application process, please do get in touch.

Other organisations may call this role Education Officer, Learning Officer, Public Engagement Officer, or Outdoor Learning Officer.

The Royal Parks is strongly committed to creating a diverse and inclusive workplace and is an equal opportunities employer. We value diversity and encourage applications from candidates from all backgrounds. We believe that the more inclusive we are, the better our work will be.

So, if you are interested in this unique opportunity as a Public Programmes Coordinator, please apply via the button shown. Successful candidates will be appointed on merit.

For more information, view our Corporate Strategy (2022-2027) here: Corporate-Strategy-2022-27.pdf

Find out more about our values here: Our Values, Our Behaviours

Maps: The Map of Hyde Park | The Royal Parks 

The Rise School is seeking a passionate, innovative and dedicated Computing Teacher to join our team on an initial fixed term contract until August 2027. This is an exciting opportunity for an individual who is committed to delivering high-quality teaching and learning experiences that inspire and motivate pupils to achieve their full potential, including success in Computer Science GCSE.

At The Rise School, we pride ourselves on providing a supportive, inclusive and ambitious learning environment where every pupil is encouraged to thrive. The successful candidate will play a key role in shaping and delivering an engaging and rigorous Computing curriculum from Key Stage 2 through to Key Stage 4, working collaboratively with colleagues to ensure a cohesive and forward-thinking approach to teaching and learning. Within this role, you will also teach Maths to Year 7.

You will be responsible for planning and delivering well-structured, differentiated lessons that meet the diverse needs of our pupils, ensuring strong progress against curriculum and Individual Support Plan (ISP) targets. You will contribute to the ongoing development of the Computing curriculum and assessment strategies across both primary and secondary phases, keeping up to date with educational developments within the subject.

Working closely with the wider school team, you will support pupils in overcoming barriers to learning through evidence-based strategies and targeted interventions. You will ensure that support staff within lessons are effectively deployed to maximise engagement and provide timely, focused support tailored to individual needs. A strong emphasis is placed on promoting pupils' spiritual, moral, social and cultural development, enabling them to succeed both within school and beyond.

The role also includes responsibilities as a Class Tutor, where you will take an active role in the academic, pastoral and personal development of a group of pupils. You will act as a key point of contact for parents, contribute to pupil reviews, and ensure that registration periods are purposeful and supportive.

The successful candidate will demonstrate strong leadership within the classroom, effectively managing and supporting additional staff, including trainees and teaching assistants. You will be responsible for maintaining a well-organised, safe and engaging learning environment, ensuring high standards of health and safety at all times.

A commitment to continuous professional development is essential, alongside a proactive approach to collaboration, communication and school improvement. You will uphold the highest standards of confidentiality, safeguarding and data protection, and actively promote equality, diversity and inclusion in line with the school's values.

If you are an enthusiastic educator with a passion for Computing and a commitment to making a meaningful difference in the lives of young people, we would love to hear from you.

We are open on experience and are keen to hear from both Maths and Computing teachers. 

Only applications submitted online will be considered via the recruitment portal

Closing date: Sunday 19th April 2026

Start Date: September 2026

interview Date: Friday 24th April 2026

 Ambitious about Autism is committed to fostering equity, diversity, and inclusion at every level of our organisation. We warmly welcome applications from all qualified candidates, valuing the diverse backgrounds, experiences, and perspectives they bring. We encourage applications from individuals regardless of race, colour, nationality, ethnic or national origins, religion or belief, sex, sexual orientation, gender identity or expression, marital or civil partnership status, pregnancy or parental status, disability, or age.

Our recruitment process promotes equal opportunities, and we are committed to providing reasonable adjustments for candidates with disabilities or additional needs throughout the recruitment process. Please contact our Recruitment Team for accommodations. We recognise disability as a physical or mental impairment that significantly and long-term affects a person's ability to perform day-to-day activities, as defined by the UK Equality Act 2010. All applications will be considered solely on merit, aligned with our mission to support autistic children and young people.

Ambitious about Autism is committed to safeguarding and promoting the welfare of children and young people and successful candidates will be subject to an Enhanced DBS check. As part of our Safer Recruitment checks, an online search maybe carried out in line with Keeping Children Safe in Education.

The Safeguarding responsibilities of the post as per the job description and personal specification.
Whether the post is exempt from the rehabilitation of Offenders Act 1974 and the amendment to the Exceptions Order 1975, 2013 and 2021. This means that when applying for certain jobs and activities certain spent convictions and cautions are ‘protected', so they do not need to be disclosed to employers, and if they are disclosed, employers cannot take them into account. Further information about filtering offences can be found in the DBS Filter Guidance.

TreeHouse School is an Ofsted “Outstanding” SEN School for children and young adults aged 4 -19 with a primary diagnosis of autism (most of whom have additional learning, social, emotional, communication, health and care needs).

Our Ambitious approach ensures that, through our curriculum and delivery, we focus on delivering quality of life outcomes for our children and young people.

Please note, this is a maternity cover starting from September 2026 for a minimum of 8 months.

We have an exciting opportunity for a passionate, qualified SEND Teacher to join us on our ambitious journey. Your day to day role will include delivering creative and person-centred lessons to up to 8 learners in a pre-formal class.

We welcome both Primary and Secondary teachers to apply.

Why join us?

• Term time only role
• Free healthy breakfast available every day
• Working with Autism/learning disability industry experts across our school and our charity
• Autonomy in your role – You have the freedom to be creativity and get to see first hand our learners progress and achieve their goals and aspirations (as well as your ideas coming to life in the classroom).
• Mental health and wellbeing are at the core of everything we do; The SLT practise “compassionate leadership”.
• Continued professional development and training including a wide range of in house and external training courses.
• Annual staff recognition awards.
• Eye test vouchers, season ticket loans and a cycle to work scheme (plus a bike shed outside the school).
• Employee Assistance Programme: to help you balance your work, family, and personal life.
• Access to physiotherapy.
• On-site parking is available

Your role:

• Provide excellent delivery, teaching and course leadership to learners across TreeHouse School.
• Safeguard and promote the welfare of the children and young people we support.
• Work with pupils to ensure they receive a service that delivers the outcomes specified in their individualised learning, person-centred plans.
• Prepare and deliver schemes of work, lesson plans, assignments and assessments in line with departmental and awarding body requirements.
• Work collaboratively with allied health professionals as part of a trans-disciplinary team.

Our learners are mostly pre-verbal or use assistive communication systems to make their needs understood and follow different pathways depending on their needs and strengths, these are pre, semi and formal and you can read more here on our website.

(Please refer to our JD and FAQ document attached to our website for more details).

Closing date: 26th of April

Shortlisting date: W/C 27th of April

Interviews date: 7th and 8th of May

Start date: September 2026 (Maternity cover)

Assessment: You will be asked to attend a formal interview (45 minutes - 1 hour) and you will conduct a Micro Teach (20-30 minutes) with a group of pupils. 

Ambitious About Autism is committed to fostering equity, diversity, and inclusion at every level of our organisation. We warmly welcome applications from all qualified candidates, valuing the diverse backgrounds, experiences, and perspectives they bring. We encourage applications from individuals regardless of race, colour, nationality, ethnic or national origins, religion or belief, sex, sexual orientation, gender identity or expression, marital or civil partnership status, pregnancy or parental status, disability, or age.

Our recruitment process promotes equal opportunities, and we are committed to providing reasonable adjustments for candidates with disabilities or additional needs throughout the recruitment process. Please contact our Recruitment Team for accommodations. We recognise disability as a physical or mental impairment that significantly and long-term affects a person's ability to perform day-to-day activities, as defined by the UK Equality Act 2010. All applications will be considered solely on merit, aligned with our mission to support autistic children and young people.

Ambitious About Autism is committed to safeguarding and promoting the welfare of children and young people, and successful candidates will be subject to an Enhanced DBS check. As part of our Safer Recruitment checks, an online search may be carried out in line with Keeping Children Safe in Education.

The safeguarding responsibilities of the post are as per the job description and person specification.
Whether the post is exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2021. This means that when applying for certain jobs and activities, certain spent convictions and cautions are ‘protected', so they do not need to be disclosed to employers, and if they are disclosed, employers cannot take them into account. Further information about filtering offences can be found in the DBS Filter Guidance.

An exciting role has arisen to join Westway Trust as a Teacher working part-time at an after-school club on a Traveller site in North Kensington. You will be an energetic and enthusiastic qualified teacher with experience of working with children from Early Years Foundation Stage through to Key Stage 2. You will play a key role in raising the children’s attainment and achievement at school, and will be committed to enhancing the lives of children in the local Traveller community.

Key responsibilities of the role include but are not limited to:

• To contribute to the raising of attainment and achievement of children from the Traveller community. With particular focus on reading, writing & spelling.
• To provide out of hours teaching at the mini-club across the Early Years Foundation Stage, Key Stage 1 and Key Stage 2, up to age 8.
• Help children access learning activities through a range of support strategies including ICT.
• Mostly one to one teaching but occasional teaching in groups
• To liaise closely with the Traveller Teacher/mentor at Oxford Gardens to share information about the children’s attainment levels, planning and the support that is needed for individual children.
• Provide objective and accurate feedback and reports if necessary on the children’s achievements and progress.
• To work in partnership with the Travellers’ families encouraging them to be involved in their children’s learning.
• Help set-up the classroom and clear down once lesson has finished.

Experience, knowledge and skills:

• Experience of teaching in one or more of the following key stages: Early Years Foundation Stage, Key Stage 1 and Key Stage 2 is desirable, but not essential.
• Experience working with children and their families from the Traveller community is desirable but not essential.
• Experience of working in partnership with schools, other support services and statutory agencies.
• Successful direct experience of teaching children with additional needs.
• Full working knowledge of relevant policies/codes of practice and awareness of relevant legislation relating to Traveller communities.
• Ability to self-evaluate learning needs of children and be able to actively seek additional learning opportunities.
• Possess good interpersonal/communication skills and be able to work effectively as part of a team.
• Ability to communicate effectively orally and in writing in a range of situations.
• A good understanding of the local area would be highly desirable.

Qualification

• Qualified teacher status (QTS) or equivalent.

Benefits of working with us:

• Great location in the heart of Portobello, North Kensington
• Investor in People (IiP) employer
• Free gym membership at health club one minute walk from the office
• Pension scheme
• Life Assurance
• Sick pay scheme
• Season ticket / bicycle loan
• Free eye test voucher

The application deadline is Monday 4 May 2026 when applications will be reviewed and shortlisted for interview.  However, we reserve the right to close the application early.  An early application is strongly recommended.

The Really NEET Project is seeking an exceptional, driven Regional Head to lead and inspire our work across Telford and the Midlands.

This is a unique opportunity for a passionate leader to help develop our future of alternative education, champion young people, and empower dedicated teams to deliver life-changing outcomes.

As Regional Head, you will provide strategic leadership, operational excellence, and inspirational direction, ensuring our centres consistently deliver outstanding support to young people who need it most.

Some of the key areas include:

• Provide strong and supportive line management to the Teaching, Learning and Assessment Coordinator, SENDCo and Change Leader.
• Lead the ongoing development and delivery of high standards across SEND, education, youth work and risk management, including safeguarding and health and safety.
• Advocate confidently for yourself, staff, young people, and their families within an inclusive practice.
• Foster a culture of psychological safety, vulnerability-based trust, and shared purpose within teams.
• Fulfil the Designated Safeguarding Lead (DSL) role and make effective safeguarding decisions at local, regional and national levels.

Our Benefits:

• 10 weeks paid holiday per year (during school holidays)
• Vitality Health package (with no employee excess to pay on claims)
• Royal London Pension Scheme
• Job valuations to ensure competitive salaries
• 45p per mile for any work related journeys
• Annual 2 night staff Getaway
• Christmas spending voucher
• Regular social activities
• Annual Employee Wellbeing budget
• Occupational Health Offer
• Enhanced maternity, paternity, adoption and shared parental leave policies
• Foster & Kinship Policy – time off for training
• Time of for fertility/IVF treatments & appointments
• Bespoke CDP Opportunities

What to expect from the recruitment process:

1. Application form submitted and reviewed by the panel
2. Shortlisted candidates invited to a first stage interview
3. Candidates who are successful at the first stage interview will be invited for a second stage assessment which may consist of an in tray task, scenario presentation or microteach along with time with the learners and a tour of the workplace.
4. Candidate selection – the panel will review any applications and a selection decision made
5. Recruitment Manager will make contact with applicants to let them know the outcome of their interviews

All applications must be submitted by 20th April 2026 with interviews being held the following 2 weeks. All candidates should be notified of the outcome of interviews within 3 working days. (subject to change)

For more information on this role and our organization please visit our website

Please note that we are committed to safeguarding and promoting the welfare of our learners and expect all those who work with us to share this commitment. Successful applicants will need to undertake a DBS Enhanced Clearance check (Disclosure and Barring Service) and complete a Self Disclosure.

Location: Rotherham

Mentored by: Chief Operations Officer

Type of Employment:  Full-time

Hours of Work: 40 hours per week

Days of work: Monday-Friday

Pay Level: £58,000-£65,000

The Really NEET Project is seeking an exceptional, driven Regional Head to lead and inspire our work across Barnsley, Rotherham and the North.

This is a unique opportunity for a passionate leader to help develop our future of alternative education, champion young people, and empower dedicated teams to deliver life-changing outcomes.

As Regional Head, you will provide strategic leadership, operational excellence, and inspirational direction, ensuring our centres consistently deliver outstanding support to young people who need it most.

Some of the key areas include:

• Provide strong and supportive line management to the Teaching, Learning and Assessment Coordinator, SENDCo and Change Leader.
• Lead the ongoing development and delivery of high standards across SEND, education, youth work and risk management, including safeguarding and health and safety.
• Advocate confidently for yourself, staff, young people, and their families within an inclusive practice.
• Foster a culture of psychological safety, vulnerability-based trust, and shared purpose within teams.
• Fulfil the Designated Safeguarding Lead (DSL) role and make effective safeguarding decisions at local, regional and national levels.

Our Benefits:

• 10 weeks paid holiday per year (during school holidays)
• Vitality Health package (with no employee excess to pay on claims)
• Royal London Pension Scheme
• Job valuations to ensure competitive salaries
• 45p per mile for any work related journeys
• Annual 2 night staff Getaway
• Christmas spending voucher
• Regular social activities
• Annual Employee Wellbeing budget
• Occupational Health Offer
• Enhanced maternity, paternity, adoption and shared parental leave policies
• Foster & Kinship Policy – time off for training
• Time of for fertility/IVF treatments & appointments
• Bespoke CDP Opportunities

What to expect from the recruitment process:

1. Application form submitted and reviewed by the panel
2. Shortlisted candidates invited to a first stage interview
3. Candidates who are successful at the first stage interview will be invited for a second stage assessment which may consist of an in tray task, scenario presentation or microteach along with time with the learners and a tour of the workplace.
4. Candidate selection – the panel will review any applications and a selection decision made
5. Recruitment Manager will make contact with applicants to let them know the outcome of their interviews

All applications must be submitted by 20th April 2026 with interviews being held the following 2 weeks. All candidates should be notified of the outcome of interviews within 3 working days. (subject to change)

For more information on this role and our organization please visit our website

Please note that we are committed to safeguarding and promoting the welfare of our learners and expect all those who work with us to share this commitment. Successful applicants will need to undertake a DBS Enhanced Clearance check (Disclosure and Barring Service) and complete a Self Disclosure.