Education jobs

Welcome to Ada

At Ada, the National College for Digital Skills, our mission is to empower the next generation of diverse digital talent. By combining high-quality education with deep industry partnerships, we are expanding the talent pipeline, diversifying the tech sector, and transforming lives.

As a specialist Further Education college, all our 16–19 students study Computing, while our Higher Level and Degree Apprentices work in high-demand disciplines within innovative, blue-chip companies.

Bridging the Skills Gap

The UK’s digital skills gap costs the economy an estimated £63 billion annually in lost GDP. Ada addresses this by equipping young people with the specific skills the industry requires. Since being announced by the Prime Minister in 2014 as England’s first new FE College since 1993, we have consistently excelled, earning "Good with Outstanding features" in our first two Ofsted inspections.

Our Reach and Impact

We operate from state-of-the-art campuses in Victoria, London, and Ancoats, Manchester, fostering a supportive, values-driven environment for students and staff alike. Our current learner demographics reflect our commitment to inclusion: 33% Female 62% Ethnic minority backgrounds 27% Low-income households 48% From low-income areas. Our London Sixth Form currently enrolls 216 students, delivering nation-leading results: The qualification achievement rate (QAR) is 84% with those from disadvantaged backgrounds (measured as eligible for  FSM) at 88%. The BTEC pass rate achieved is 100%, with 65% of learners attaining the highest grades (Distinction* or Distinction). The  programs successfully lead to 91% positive destinations for learners.

Expanding our curriculum

In response to our successful roll out of T Levels from September 2024 we are expecting to expand the offer of the program in Digital Software Development with up to 75 learners across both our campuses with London hosting up to 50 learners. This includes a 315-hour industry placement and a comprehensive skills program designed to launch successful careers in tech.  We are also looking ahead to launching new V Levels in 2027 in response to the DfE launch of distinct programmes of study.

Key aspects of the role and main duties

• Teach Computer Science to Ada students, maintaining outstanding standards of teaching, learning and assessment.

• Support the college in developing an inventive approach to teaching, learning and assessment in computer science so that all students are challenged effectively and enabled not simply to achieve high outcomes but also to gain an excellent understanding of the subject which propels them into successful progression routes.

• Prepare high quality learning resources that reflect the Ada Approach to Collaborative  Professionalism. 

• Provide academic and pastoral support for students in their lessons, as well as support outside lessons (e.g. after college or during part of lunch) to ensure that every student makes continuous and effective progress.

• Support student progress by providing constructive feedback both in lesson and on homework submitted that systematically checks learners’ understanding, identifies misconceptions accurately and provides clear, direct strategies for improvement.

• Provide written feedback on students’ progress to the college, to parents/carers and to students themselves where appropriate and as directed by Senior Leaders.

• Be a Team Lead (Form Tutor) and support, through mentoring and intervention, the personal development and academic progress of the students in your Team in line with Ada’s Social Mission and commitment to diversity and inclusion. 

• Ensure you incorporate relevant industry support into your classroom teaching, e.g., through guest speakers, industry visits, subject competitions and that you take an active part in Ada’s industry projects.

• Participate fully in the learning community of Ada teachers, for example by regularly observing colleagues and welcoming observations in return and by contributing enthusiastically to discussions around teaching and learning.

• Provide or contribute to written assessments, reports and references relating to individual students and groups of students.

• Participate in arrangements for preparing students for public examinations and in assessing students for the purposes of such examinations.

• Attend professional development activities either at Ada or elsewhere to improve and enhance your own practice, including attending meetings which take place outside of normal working hours.

Person Specification

Essential qualifications and experience

• Degree level qualification in a relevant subject

• Qualified teacher status (QTS) / PGCE / Lecturer qualification (QTLS) 

• Delivery of Computer Science/ Computing  at Level 3 with an excellent track record of results

Desirable qualifications and experience

• Enthusiasm for teaching Computer Science to a high standard

• Embodiment of Ada’s values: Curiosity, Creativity, Collaboration, Rigour and Resilience

• An educational vision aligned with the college’s high aspirations.

• Genuine passion and belief in the potential of every student

• Ability to engage and inspire students and support learning 

• A desire to innovate and try new approaches, being reflective and learning from mistakes.

• A commitment to on-going subject and personal development 

• Strong collaborative working skills

• Strong interpersonal, written and oral communication skills

• Excellent organisational and time management skills

• A willingness to work flexibly and where necessary outside of normal working hours

Personal qualities

• Enthusiasm for teaching Computer Science to a high standard

• Embodiment of Ada’s values: Curiosity, Creativity, Collaboration, Rigour and Resilience

• An educational vision aligned with the college’s high aspirations.

• Genuine passion and belief in the potential of every student

• Ability to engage and inspire students and support learning 

• A desire to innovate and try new approaches, being reflective and learning from mistakes.

• A commitment to on-going subject and personal development 

• Strong collaborative working skills

• Strong interpersonal, written and oral communication skills

• Excellent organisational and time management skills

• A willingness to work flexibly and where necessary outside of normal working hours

  Safeguarding
  The successful candidate will be required to apply for a Disclosure and Barring Service (DBS) check when appointed to the post.

  Equal Opportunities

  Ada, the National College for Digital Skills recognises that equality of opportunity and the recognition and promotion of diversity are integral to its strengths. The following principles apply in respect of the College’s commitment to equality and diversity:

  • To provide and promote equality of opportunity in all areas of its work and activity;

  • To recognise and develop the diversity of skills and talent within its current and potential community;

  • To ensure that all employees and prospective employees of the College are treated solely on the basis of their merits, abilities and potential without receiving any unjustified discrimination or unfavourable treatment on grounds such as age, disability, marital or civil partner status, pregnancy or maternity, race, religion or belief, sex, sexual orientation, gender, gender reassignment, trans status, socio-economic status or any other irrelevant distinction;

  • To provide and promote a positive working, learning, and social environment which is free from prejudice, discrimination and any forms of harassment, bullying or victimisation;

  • To promote good relations between individuals from different groups.

  Applicants with Disabilities

  Ada, the National College for Digital Skills is keen to increase the number of disabled people it employs. We therefore encourage applications from individuals with a disability who are able to carry out the duties of the post. If there is anything in this regard that you would like to discuss in relation to your application please contact the HR department.
  Sponsorship

  Sadly, we are unable to offer sponsorship for this role, so can only accept applications from candidates who have the legal right to work and remain in the United Kingdom.

  Thank you for your interest in Ada, the National College for Digital Skills and Good luck with your application.

We’re looking for an empathetic and skilled Facilitating Trainer to join our Lived Experience Training team, supporting autistic trainers and trainers with learning disabilities to co-deliver the Oliver McGowan Tier 2 Training across Hampshire.

This nationally recognised programme helps professionals in health and social care better understand and meet the needs of autistic people and people with learning disabilities. You’ll play a key role in ensuring that trainers with lived experience are supported, empowered, and able to deliver engaging, high-quality training sessions.

We actively welcome applicants from all backgrounds and identities, particularly those with lived experience of autism, learning disability, or neurodiversity, and from groups currently underrepresented in our workforce.

You will:

• Facilitate Oliver McGowan Tier 2 training sessions across Fareham, Portsmouth and Southampton
• Support co-trainers with lived experience of autism and learning disabilities to prepare for and deliver training sessions
• Provide practical support around travel, accessibility, preparation and wellbeing needs
• Encourage the development and confidence of co-trainers, supporting them to contribute to and lead sessions where possible
• Ensure that training venues, materials and delivery approaches are adjusted to meet trainers’ individual needs
• Work collaboratively with the wider Lived Experience Training team to manage session registers, feedback and administration
• Support trainers to debrief following sessions where needed, promoting wellbeing and continued participation
• Promote inclusion, respect and empowerment in every training interaction

We’re looking for someone who can demonstrate:

• Experience delivering face-to-face training, ideally within health, social care or a related setting
• Experience building rapport and working collaboratively with autistic people and people with learning disabilities
• Strong communication, facilitation and organisational skills, with a collaborative approach
• An understanding of the barriers faced by autistic people and people with learning disabilities, and a commitment to inclusion and empowerment
• Knowledge of current issues and best practice within autism, learning disability and health and social care sectors
• Confidence balancing the needs of co-trainers, learners and training delivery requirements
• The ability to work independently as part of a distance-managed team
• Competence using Microsoft Office, Teams and Zoom
• A full driving licence or the ability to travel regularly across Hampshire

Essential requirements:

• Oliver McGowan Tier 2 Facilitator qualification
• Good standard of education, including GCSE Maths and English (or equivalent)

Desirable:

• Oliver McGowan Tier 1 Facilitator qualification
• A relevant training or teaching qualification

We’re a flexible, supportive employer. We’re happy to discuss any access needs, working pattern requests or adjustments that would help you thrive in this role.

Why join us?

Impact Initiatives is a Brighton-based charity with a strong reputation for supporting people of all ages and abilities across Sussex and beyond. Our Lived Experience Training project empowers autistic trainers and trainers with learning disabilities to influence change and build professional confidence.

You’ll join a welcoming, values-led team dedicated to inclusion, development, and the power of lived experience to make a difference.

Closing date: Open until vacancy is filled – early application is advised
Interviews: Late May – Early June 2026

The successful applicant will be subject to a Basic DBS check. Having a criminal record will not necessarily bar someone from working with us and any disclosures will be considered in relation to the duties of the role.For further details and to apply, please visit our jobs page on our website

The Opportunity

Engagement is becoming central to how school leaders think about improvement. The 2026 White Paper reframed it as a lead indicator of school improvement. Ofsted's new framework gives it weight. MAT CEOs and headteachers increasingly want termly data they can act on, and TEP is built to provide exactly that.

We have a strong foundation in the North of England, as a region with some of our founding partners, including Outwood Grange Academies Trust, The Education Alliance, BDAT and Pathfinder were among our Research in the Commission for Engagement and a Lead Indicator and we are proud to still have in our community. However, there is still substantial appetite across the North for TEP to give trust and school leaders precision they can act on. There is a pipeline of interested trusts. And there is real opportunity to shape a regional story (events, flagship partnerships, local authority engagement) that compounds as partnerships grow.

The Regional Director will own that opportunity and lead business development in the region. You'll be building on a proven product and a credible research base, and joining at the point where regional presence matters most. Early work will focus on opening new partnerships at trust level, stewarding a small number of strategic relationships with sector bodies and Teaching School Hubs, and establishing TEP as a trusted voice in the region.

What you'll inherit

• A proven platform and service offer. Validated by 600+ UK schools, designed around the rhythms of the school year, supporting school leaders across the country.

• Support from our Partnerships Director. Working closely with Jess Easton, Director of Partnerships and Insights, who is actively involved in regional strategy, as well as support from our Regional Director (Agnes Fitzpatrick) who works in the South of England.

• Partnerships team support. A Marketing function, a Community team handling delivery, and colleagues across ImpactEd Group opening doors.

• Early pipeline to build on. Warm conversations with trusts in the region, and a growing profile in the sector to build on.

• Real commercial ambition. Clear termly targets, a performance-related pay structure, and the opportunity of employee shares through EMI.

• A base in Leeds. A vibrant, accessible city-centre office two minutes from Leeds station, in the heart of the tech hub of the north.

The role

You'll lead TEP's growth and business development across the North of England: opening new partnerships with schools and trusts, stewarding strategic relationships with sector bodies, and shaping how TEP shows up in the region. You'll have real autonomy, backed by a Director who's hands-on with strategy, a growing marketing function, and the research weight of ImpactEd Group behind you.

There are three main areas of responsibility:

• Winning new partnerships: Lead new business across the North of England, opening conversations with schools and trusts, converting them into partnerships, and delivering against termly targets.

• Growing strategic partnerships: Steward the region's highest-value partnerships (typically Teaching School Hubs, sector bodies, or place-based local authority partnerships), leading the relationship and evidencing TEP's impact.

• Contributing to TEP more broadly: Feed regional intelligence into TEP's business planning: where the growth is, where the risks are, and help embed scalable ways of working.

About you

We are open to a range of backgrounds, though it is likely the successful candidate will have significant experience working in or closely with schools and education, and experience in selling products or developing partnerships with school leaders. This role offers hybrid working, with 3 days per week in the office or on the road. You should be willing to travel across the North of England for partner meetings, conferences and events (approximately 50% of your time), with occasional UK-wide travel.

What you'll need

• Experience working within or closely with UK schools, Local Authorities and multi-academy trusts, ideally with an existing network across Northern England

• A demonstrable track record in partnership development, account management, or educational sales

• Experience presenting to a senior education leaders (Headteachers, CEOs, Directors)

• A strong understanding of school budgeting cycles and decision-making processes

• Experience delivering presentations or public speaking.

What will set you apart

• Excellent verbal and written communication skills, with the ability to develop compelling value propositions

• Entrepreneurial, pragmatic and solution-focused: you can think on your feet and adapt to change

• Comfortable with targets while maintaining a relationship-focused approach

• Self-motivated, with a consultative rather than transactional sales approach

• A clear passion for improving school engagement and supporting school leaders

• Excited to join a young organisation and help shape its growth in the coming years

We are an ambitious team incubated and supported by ImpactEd Group. The role would be employed by TEP Services Limited.

Job Title – Senior Fundraising / Corporate Partnerships Manager

Reports to – Chief Executive

Location – London - Clapham / Hybrid working (minimum 40% of working time in the office)

About Us

For over 30 years, The Money Charity has been the UK’s Financial Capability charity. We proactively provide education, information, advice and guidance to people of all ages, helping them to manage their money well and increase their Financial Wellbeing.

We believe that being on top of your money as a part of everyday life reduces stress and hardship, helps you achieve your goals and live a happier life as a result, so we empower people from all backgrounds across the UK to build the skills, knowledge, attitudes and behaviours to make the most of their money throughout their lives.

We also work to promote Financial Wellbeing in the UK by working with the financial services industry to improve practices and outcomes for their consumers, and influencing policy-makers, media, industry and public attitudes.

We are a small, passionate team with a big reach and an open mind, committed to quality accessibility and inclusiveness. We offer a flexible work environment that values creativity, personal growth and collaboration. For more information about us, please visit our website.

About The Role 

We’re looking for a dynamic and relationship-driven Senior Fundraising / Corporate Partnerships Manager to lead on, develop, grow and relationship manage our portfolio of corporate partners through business development, and relationship management. You will also support the Senior Management Team with their existing corporate partners, and their relationships. This is a key role in strengthening our income generation, expanding our reach, and creating partnerships that support financial wellbeing across the UK.

You’ll lead on securing new partnerships and managing existing ones - from banks and building societies to insurers, fintechs and professional services. You’ll develop creative propositions, deliver exceptional account management, and drive income that supports our mission.

Closing Date – 11:30pm, Monday 25 May 2026

Interviews – 1st round early June (virtually)

Please visit our website for the full job description including the key responsibilities, person specification and application details. Note that we are currently recruiting for two Senior Manager roles, and further information on the other role can be found on our website as well.

ROLE SUMMARY  

The Programme Manager will lead the delivery of the Belonging in School Project in Redcar and Cleveland, a 2‑year partnership (with ambitions to extend) between The Diana Award (TDA) and the Henry Smith Foundation. The role will oversee programme implementation across three schools, ensuring high-quality training, youth leadership development, and whole‑school culture change that improves belonging, safety, inclusion, and student wellbeing. 

JOB DESCRIPTION  

Key Responsibilities

1. Programme Design 

• Working with the Programmes team and using existing 1-Day Diana Award Anti-Bullying Ambassador content and programme materials, reshape and build an intensive intervention, designed to be delivered initially in 3 schools across one year.
• Consult with local schools, young people and parents to ensure programme content is in line with what is needed from the community.
• With support from The Diana Award, design and roll-out specialist sessions (anti-racist, anti-HBT, anti-misogynistic bullying, online safety) depending on student feedback and school need. 
• Ensure programme design is iterated and improved throughout the year based on learning from data and feedback 

2. Programme Delivery 

• Deliver the Anti‑Bullying Ambassador Programme in schools over the course of a school year 
• Attend schools on a weekly basis, providing 1-2-1 and group support for Anti-Bullying Ambassadors.
• Support staff, governors, and parents/carers to adopt a whole-school approach to anti bullying, inclusion, and community cohesion. 
• Ensure all delivery aligns with project outcomes: boosting belonging, attendance, confidence, leadership. 

3. Youth Voice & Panel Development 

• Establish and facilitate Youth Panels/Anti Bullying Ambassador groups in each school to bridge communication between students and decision-makers. 
• Equip young people with the skills to lead campaigns, design interventions, and shape school culture. 
• Ensure youth voice is central to programme decisions, reporting, and learning cycles

4. Stakeholder Management 

• Build strong relationships with school leaders, teachers, pastoral teams, governors, and community partners across Redcar & Cleveland.
• Act as TDA’s primary representative in Redcar & Cleveland. 
• Collaborate with external learning partners. 
• Facilitate cross-school collaboration and knowledge-sharing in Redcar & Cleveland.

5. Monitoring, Evaluation & Reporting 

• Use the Monitoring, Evaluation and Learning framework to ensure we are consistently reviewing quality and impact of the programme and in line with KPIs. 
• Use baseline and end-line surveys/methods with students, staff, parents and other stakeholders to measure impact. 
• Track progress against KPIs (e.g.,boosting belonging, attendance, confidence, leadership.) 
• Produce high-quality reports for funders, internal leadership, and school stakeholders. 
• Evaluate long-term culture change across the 2-year programme. 

6. Compliance, Safeguarding & Quality Assurance 

• Ensure delivery meets TDA and each partner school’s safeguarding, GDPR, data ethics, and quality standards. 
• Maintain detailed documentation for audit and grant compliance. 
• Identify risks and implement mitigation strategies, escalating where necessary to the Head of Programme Delivery. 
• Run regular programme review meetings to understand quality and success of programme 

 7. Programme Development & Organisational Contribution 

• Contribute insights from delivery into broader TDA programme development. 
• Capture case studies and success stories from pupils, staff, and schools. 
• Support organisational learning from place-based projects delivered in other regions.

SKILLS, EXPERIENCE & COMPETENCIES 

Essential  

• Significant experience delivering school, youth, or community-based programmes. 
• Experience in designing school, youth or community-based programmes, preferably with a focus on attendance. 
• Strong facilitation and training skills, especially with young people. 
• Experience managing multi-stakeholder projects and building trusted relationships. 
• Strong understanding of bullying behaviour, inclusion, safeguarding, and wellbeing. 
• Competence in monitoring and evaluation (M&E) including survey tools and data reporting. 
• Excellent communication skills (verbal, written, presentations). 
• Confident in managing competing priorities and working independently in the field. 
• Ability to model empathy, fairness, youth-led practice, and inclusive leadership. 
• Lived experience/strong working knowlegde of the Redcar & Cleveland area, particularly in regard to challenges faced by young people and schools.
• Strong IT skills, including CRM systems and data management tools. 
• Full UK driving licence and access to a vehicle.

Desirable 

• Experience with whole-school or behaviour change programmes. 
• Knowledge of anti-racist, anti-HBT, and anti-misogynistic education. 
• Experience in place-based initiatives or community cohesion programmes. 
• Familiarity with TDA’s Anti-Bullying Ambassador Programme or equivalent framework. 

PERSONAL ATTRIBUTES 

• Commitment to The Diana Award’s mission, vision and values. 
• Passion for youth leadership and social impact. 
• High level of integrity and accountability. 
• Commitment to continuous learning and self-development. 

ADDITIONAL INFORMATION 

• While this role is advertised as full time, we welcome applications from candidates seeking alternative working arrangements. This includes full‑time, part‑time (50%) job‑share, or term‑time‑only positions. Candidates interested in a job‑share arrangement should outline in their application which aspects of the role they feel best suited to and the skills and experience they would bring. Applicants seeking term‑time‑only arrangements are also encouraged to apply. 
• Some evening or occasional weekend delivery may be required. 
• Travel to The Diana Award Office in London will be required on an ad-hoc basis; this will be paid for in expenses and TOIL given for time spent travelling.

OUR ORGANISATION

• The Diana Award is committed to anti-racism, social justice and building and developing a workforce which reflects the diversity of the young people we support. We are proud to be an equal opportunities employer that values and respects the people who work for us. We seek to ensure all job applications are treated fairly, with respect and without bias.
• We positively encourage applications from suitably experienced candidates regardless of sex, race, disability, age, sexual orientation, gender identity, religion or belief, marital status, or pregnancy and maternity.
• Every staff member has their own personal training and development budget, ability to work flexibly around core hours, access to our employee assistance programme 24/7, wellbeing initiatives, opportunities to connect, collaborate and celebrate with colleagues both in person and online, and much more.
• We are committed to safeguarding and promoting the welfare of all. This is a responsibility that is shared by all members of staff the successful candidate will be subject to an enhanced DBS or equivalent police check.

APPLICATION DETAILS

Please submit your CV along with a supporting statement of no more than two (2) A4 pages outlining how you meet the skills, experience and compentencies outlined for the role.

Application deadline: Thursday 04 June 2026 11:30pm

Interviews to be held 15 & 16 June, online

Please reach out if you require any support with the application process or have questions about the role or the process.

Good luck with your application! 

Hybrid - within commuting distance of our Redcar Campus

The National Institute of Teaching (NIoT) has an unswerving commitment to high-quality, evidence-informed teacher education, and is on a mission to improve teacher and leader development across the education system.

A key part of that mission is our Teacher Education Dataset (TED), an ambitious data and research initiative focused on building better evidence about teacher development and what makes teaching impactful. By bringing together education, research and digital infrastructure, TED will support new insight into how teachers develop, improve and thrive across their careers.

About the role

We are seeking a motivated and enthusiastic Senior Software Engineer to join our TED team and play an important role in building and maintaining the technical infrastructure that supports TED. Working at the intersection of software engineering, data and research, the postholder will help develop secure, reliable and scalable systems that enable robust analysis and contribute to high-quality, evidence-informed improvement across the sector.

Corporate responsibilities

• To ensure that the responsibilities of the role are carried out in a way which reflects the mission and the values of the NIoT. 

• To be aware of and observe all policies, procedures, working practices and regulations, and in particular to comply with policies relating to Equal Opportunities, Health and Safety, Confidentiality, Data Protection and Financial Regulations, reporting any concerns to an appropriate person. 

• To comply with all reasonable management requests.

Key responsibilities

• Design, develop, maintain and improve software and technical infrastructure that supports TED and related education research activity.

• Build secure, scalable and reliable systems that enable robust analysis of education and teacher development data.

• Apply software engineering and DevOps best practice to deliver high-quality, well-tested and maintainable technical solutions.

• Contribute to reproducible, transparent and efficient research workflows, pipelines and supporting tools.

• Work closely with developers, researchers and other colleagues to understand requirements and translate them into effective technical delivery.

• Contribute to architectural decisions and the ongoing improvement of platform design, developer experience, monitoring and software quality.

• Support the operation and maintenance of production systems and help troubleshoot issues where required.

• Produce and maintain clear technical documentation and contribute to wider project communication where appropriate.

• Contribute to a collaborative team environment, including supporting and mentoring colleagues where appropriate.

Essential criteria

• Proven experience in software engineering, including building and maintaining production systems.

• Strong coding skills in relevant programming languages and experience of modern software development practices.

• Experience with version control, code review, testing and continuous integration.

• Ability to take ownership of complex technical systems, including feature development, maintenance and support.

• Strong technical judgement and problem-solving ability, including awareness of architectural trade-offs.

• Ability to work effectively in a multidisciplinary environment and communicate clearly with technical and non-technical audiences.

• Commitment to quality, security, maintainability and continuous improvement.

• Interest in applying software engineering to education, data and evidence-informed improvement.

Desirable criteria

• Experience with Python, JavaScript or similar languages.

• Experience of Linux, Docker, CI/CD and DevOps tooling.

• Experience of database design, optimisation or data pipeline development.

• Experience working with sensitive data or secure analytical environments.

• Experience of research platforms, reproducible analytics or trusted research infrastructure.

• Experience in education, public sector or data-rich research settings.

• Experience mentoring others and contributing to team-wide engineering practice.

Key benefits

• Generous Annual Leave – 27 days’ holiday a year (plus 8 bank holidays).

• Flexible Working – we offer flexible start and end working times, with hybrid working in place for all roles.

• Pension - Entry to the Local Government Pension Scheme.

• Salary Sacrifice Schemes – we offer salary sacrifice schemes for bikes, cars and tech!

• Lifestyle Benefits – We offer discounts on gyms, cinema, retail and much more!

• Parenthood Leave – We offer above the statutory minimum for maternity, adoption and paternity leave.

• Working Environment – We have a stimulating, supportive and rewarding working environment with a dedicated team of likeminded professionals.

• Support: Our Employee Assistance Programme (EAP) provides confidential support for employees on personal or work-related matters.

• Development: We fully support the development of our staff and ensure that you have high level of continuous professional development.

We think a wide range of different work and educational experiences could support you to be successful in this role. We encourage applications from all backgrounds, communities and industries, and are committed to employing a team that has diverse skills, experiences and abilities.

If you have any queries about this role, please contact our recruitment team.

For more information and to apply, please visit our vacancies page.

Closing date: 10.00am on Monday, 1 June 2026.

We reserve the right to close this vacancy early if we receive a high volume of applications.

This post requires a satisfactory enhanced disclosure from the Disclosure and Barring Service (DBS) with a Children’s Barred List Check and Occupational Health Check is required as a condition of employment.

At KCLSU, our vision is to create a future where every student has the opportunity to thrive. Together with our members, we are a union of students where individuals love their university experience, are involved in shaping the future, and have the power to make change and connect to each other. We work to achieve this in a way that is aligned to our values - Inclusive, Collaborative, Open and Brave. These values guide how we behave, and how we go about our work.

We are currently looking for a Student Voice Department Manager. You will lead the team and shape the strategic development and delivery of KCLSU’s student voice work, and your responsibilities will include:

• Working with Associate Director of Community Engagement, supporting the strategic development and lead the operational implementation of the KCLSU and KCL Student Voice Partnership Agreement.

• Leading the Student Voice team to deliver proactive and responsive student voice engagement, ensuring an effective annual cycle of activity and the agility to respond to emerging issues across KCLSU, King’s College London and the wider student movement. 

• Overseeing day-to-day engagement with Student Officers and Representatives, ensuring they can identify, prioritise and engage with both long-standing and emerging issues affecting student communities throughout the year.

• Providing day-to-day operational management for 4 direct reports.

To apply for this role, please complete an application form, including a personal statement detailing how your skills and experience meet the person specification. 

To be eligible for this role, you must:

• Be eligible to work in the UK, and provide proof of this (i.e. a passport or visa) when asked by KCLSU. Please note that KCLSU is unable to offer visa sponsorship. 
• Have a National Insurance number, or be in the process of applying for one. 
• Not be a trustee of King's College London Students' Union.

Hybrid - within commuting distance of one of our campuses in London, Birmingham, Blackburn, Doncaster, Bradford, Redcar or Bristol

We are seeking a motivated and enthusiastic Senior Data Engineer to join our TED team and play an important role in building and maintaining the technical infrastructure that supports the NIoT and TED.

The National Institute of Teaching (NIoT) has an unswerving commitment to high-quality, evidence-informed teacher education, and is on a mission to improve teacher and leader development across the education system.

A key part of that mission is our Teacher Education Dataset (TED), an ambitious data and research initiative focused on building better evidence about teacher development and what makes teaching impactful. By bringing together education, research and digital infrastructure, TED will support new insight into how teachers develop, improve and thrive across their careers.

About the role

We are seeking a motivated and enthusiastic Senior Data Engineer to join our TED team and play an important role in building and maintaining the technical infrastructure that supports the NIoT and TED. Working at the intersection of data engineering, data and research, the postholder will help develop secure, reliable and scalable systems that enable robust analysis and contribute to high-quality, evidence-informed improvement across the sector.

Corporate responsibilities

• To ensure that the responsibilities of the role are carried out in a way which reflects the mission and the values of the NIoT.

• To be aware of and observe all policies, procedures, working practices and regulations, and in particular to comply with policies relating to Equal Opportunities, Health and Safety, Confidentiality, Data Protection and Financial Regulations, reporting any concerns to an appropriate person.

• To comply with all reasonable management requests.

Key Responsibilities

• Design, build and maintain Azure-based data pipelines to support the ingestion, transformation and curation of TED datasets.

• Develop and maintain Azure SQL databases and research-facing schemas across raw, transformed and curated data layers.

• Write efficient, secure and well-structured T-SQL to support ingestion, validation, transformation and optimisation.

• Contribute to the development and ongoing refinement of a Common Data Model across multiple education data providers.

• Integrate and harmonise data from school MIS and EdTech platforms, including Bromcom, Arbor and Wonde.

• Build and maintain robust validation, logging, auditing and reconciliation processes to improve data quality and trust.

• Support secure data handling, including pseudonymisation, access control and compliance with data-sharing agreements and security requirements.

• Work closely with analysts, researchers, architects and partners to deliver scalable, analytics-ready data solutions.

• Contribute to agile planning, technical design, documentation and operational handover.

Essential criteria

• Proven experience in data engineering, including building and maintaining production-grade data pipelines.

• Strong experience with Azure Data Factory and Azure SQL Server.

• Strong T-SQL skills, including schema design, stored procedures and query optimisation.

• Experience implementing validation, monitoring, logging and reconciliation controls within data pipelines.

• Strong understanding of secure data architecture and the handling of sensitive personal data.

• Experience with Azure DevOps, version control and CI/CD practices.

• Strong analytical and problem-solving skills, with excellent attention to detail.

• Ability to communicate effectively and work successfully in a multidisciplinary team.

Desirable criteria

• Experience with education datasets, school MIS systems or EdTech platforms.

• Experience with common data models, longitudinal datasets or research-oriented data infrastructure.

• Experience with Power BI, Fabric or related analytics technologies.

• Experience in a public sector, education or high-governance data environment.

• Interest in applying data engineering to improve education and teacher development.

Key benefits

• Generous Annual Leave – 27 days’ holiday a year (plus 8 bank holidays).

• Flexible Working – we offer flexible start and end working times, with hybrid working in place for all roles.

• Pension - Entry to the Local Government Pension Scheme.

• Salary Sacrifice Schemes – we offer salary sacrifice schemes for bikes, cars and tech!

• Lifestyle Benefits – We offer discounts on gyms, cinema, retail and much more!

• Parenthood Leave – We offer above the statutory minimum for maternity, adoption and paternity leave.

• Working Environment – We have a stimulating, supportive and rewarding working environment with a dedicated team of likeminded professionals.

• Support: Our Employee Assistance Programme (EAP) provides confidential support for employees on personal or work-related matters.

• Development: We fully support the development of our staff and ensure that you have high level of continuous professional development.

We think a wide range of different work and educational experiences could support you to be successful in this role. We encourage applications from all backgrounds, communities and industries, and are committed to employing a team that has diverse skills, experiences and abilities.

If you have any queries about this role, please contact our recruitment team.

For more information and to apply, please visit our vacancies page.

Closing date: 10.00am on Monday, 1 June 2026.

We reserve the right to close this vacancy early if we receive a high volume of applications.

This post requires a satisfactory enhanced disclosure from the Disclosure and Barring Service (DBS) with a Children’s Barred List Check and Occupational Health Check is required as a condition of employment.

Established in 1999 SeeSaw Grief Support is an award-winning charity supporting children and young people in Oxfordshire who are bereaved or about to be bereaved. The work supporting children, young people and their families is delivered by a team of clinical staff and volunteers, who work with families in their own homes. Because of this regular travel is involved, often at the end of the school day. We regularly provide support for between 400-500 children and young people each year. 

Our clinical team of 5 practitioners, and 12 volunteers, is supported by our Clinical Data and Volunteer Manager. Due to increasing demand for our service, we are expanding our team and looking for a 6th practitioner to join us, focusing on direct work with bereaved children and young people, and those facing the death of a close family member. We are looking for candidates who have gained experience of working with children and young people in a range of settings. You are a good communicator and skilled at making and sustaining supportive relationships with children and young people to effect change.Our practitioners have a caseload of individual children and their families, and liaise with professionals from schools, health, social care and children and young people’s mental health services, as well as with our team of Volunteer Support Workers. You will be able to work collaboratively and on your own initiative, ideally have a qualification in health care, social work, counselling, psychological services or education; knowledge of therapeutic interventions in grief work would be helpful but not essential as training will be given. 

Men, younger people, and individuals from minoritised communities are underrepresented in our workforce and we are particularly keen to encourage applications from these groups.

If you feel you have the qualities to join our small friendly team doing vital work for children and young people in Oxfordshire, please read the job description and person specification below.

Interviews will be held on 9th June

We are seeking a talented and creative Communications Officer to join our dynamic team to cover a period of maternity leave. The Communications Officer will play a crucial role in enhancing the ASE’s external and internal communication efforts. The ideal candidate will be a talented multitasker with excellent communication skills, a strong grasp of social media platforms, maintaining website content using a CMS, graphic design expertise, and a keen eye for detail. This individual will be responsible for enhancing our brand presence, engaging our audience, and maintaining consistent and effective communication across various channels. Understanding that this is a broad role, if you are experienced in one area but would need a bit more guidance in another then we are still interested to hear from you.

Deadline is 9am on 18th May. 

Our EYFS compliant Early Years Provision is an essential part of our English for Speakers of Other Languages (ESOL) service, providing Early Years education & development for children who have English as an Additional Language (EAL). The parent(s) of our Early Years children attend onsite English Language classes for the duration of the Early Years session with the majority of our families having been resettled to the UK as those with refugee status.

Our ESOL provision currently runs at two locations, in Shefford and Bedford. This role is based predominantly in Shefford and is a term-time only role (39 weeks per year paid in equal instalments over a 12 month period) with regular team training and development opportunities at our central office in Bedford.

About the role

The Early Years Session Lead holds responsibility for leading sessions in our trauma-informed Early Years setting. They supervise a small team of L2 practitioners during the sessions, with the possibility of career progression to a Room Lead role with line management responsibilities following successful completion of probation period. As an OFSTED registered Early Years setting we work to support children to learn, grow and develop in line with the EYFS framework & Development Matters guidance.

The Early Years Session Lead is part of the EY Leadership Team, which meet together online on a weekly basis (currently Weds 15:00-16:00, with flexibility to amend meeting time to accommodate flexible working requests where possible)

In addition the EY Session Lead works in our EY setting in Bedford on a Friday alongside the Early Years Room Lead (Bedford) and the Senior Early Years Practitioner. We are open to discussing flexible working requests for the right candidate should working in Bedford on a Friday not be possible.

You can download a full job description from our website

Next Step

If this sounds like you, please complete our application form and Equal Opportunities form.

Location: Shefford, and Bedford Town Centre

Closing Date: 21st May 2026 at 6pm

Interview Date: 1st June 2026 in Shefford

Deputy Head of Assessment - Governance and Policy

London

£50,956 

Working hours – full time (35 hours a week) - you’ll agree your working pattern with your manager (core working hours are 10:00 - 16:00).

Location – London, hybrid homeworking (minimum 6 days a month in office)

Are you a strategic thinker with a passion for medical education? Do you have experience of managing a team and working with external stakeholders? If so, this could be the role for you!

The postholder will work closely with a team of data analysts, policy officers and committee administrators, along with volunteer clinicians, to ensure that MRCP(UK) examinations adhere to regulatory requirements and meet academic objectives.

Key Responsibilities within this role include:

• Managing a multi-disciplinary team to ensure that the high standards of MRCP(UK) examinations are maintained
• Supporting and deputising for the Head of Assessment Governance and Policy
• Responsibility for overseeing key regulatory processes, including appeals, misconduct and reasonable adjustments
• Writing reports, policy documents, and regulations
• Attending meetings examining board and committee meetings
• Working closely with volunteer clinicians.

Their ideal Candidate will have:

• Proven experience in team management and development
• Strong ability to organise workloads effectively and meet deadlines
• A track record of successfully managing change
• Outstanding verbal and written communication skills
• Experience in a similar role (e.g., in an education or e-learning environment) would be advantageous

Closing date: 18 May 2026

Interviewing date: TBC

Our client positively encourages applications from suitably qualified and eligible candidates regardless of sex, race, disability, age, sexual orientation, transgender status, religion or belief, marital status or pregnancy and maternity. 

Our client is all about their people – their members, staff, volunteers and leaders. They educate, influence and collaborate to improve health and healthcare for everyone and know they can only do this by being inclusive, encouraging and celebrating diverse perspectives. Welcoming into their community people who represent the 21st-century medical workforce and the diverse population of patients they serve is a priority for them.

Location: Rotherham

Mentored by: Regional Head

Type of Employment:  Full-time

Hours of Work: 40 hours per week

Days of work: Monday-Friday

Pay Level: £48,000

The Really NEET Project is seeking a highly skilled and passionate Special Educational Needs Coordinator to lead & strengthen the quality of our SEND provision across the region.

The SENCo will drive excellence in SEND practice, support staff development, and ensure that statutory responsibilities are fulfilled with professionalism and care.

Working collaboratively with staff, external agencies, families and local authorities, the SENCo will help shape an inclusive environment where every young person can thrive.

Some of the key areas include:

• Champion and embed high standards, values and inclusive practices in SEND across the centre.
• Provide effective line management to the Pastoral Caseworker, including regular supervision and developmental coaching.
• Lead and contribute to self-improvement audits in SEND and education, ensuring recommendations are fully implemented.
• Advocate confidently for yourself, staff, young people, and their families within an inclusive practice.
• Act as a key point of accountability to Local Authorities and Ofsted.
• Present clear and accurate reports on SEND performance and provision to internal and external stakeholders.
• Work closely with Teaching, Learning and Assessment Coordinators (TLAs) to deliver EHCP outcomes effectively.
• Support the embedding of adaptive teaching strategies across the provision.

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 31st 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.

An exciting opportunity to help deliver a new national programme as it moves from planning into delivery. Over the next year, we will launch a new Foundation Degree for professionals working with children, designed to support a more connected, multi-disciplinary workforce across education, care, health and youth provision. This role will focus on delivering high-quality teaching to a local cohort of adult learners, supporting their transition into higher education and helping them engage successfully with the programme alongside work. As delivery develops, the role will contribute to a wider national network of lecturers, supporting consistent delivery across locations and helping to build a distinctive, practice-focused learning experience that connects theory to the realities of working with children and families. The locations we are hiring into are: Hounslow, Hillingdon, Bromley, East Leeds, Highbridge (Somerset), and Barnsley.