Teaching jobs

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.

Education Manager 
Salary: £47,000 - £51,000 (dependent on experience)
Location: Home-based or hybrid London-based co-working
Contract: Full-time (flexible working requests welcome)

Online harm is not inevitable. This is our urgent and hopeful mission.

We are Molly Rose Foundation, founded following the death of 14-year-old Molly Russell. We work at the intersect of suicide prevention, online safety, and tech accountability to demand a safer online world and move beyond the preventable harm. We believe a better online world is possible, one where young people are protected, championed and equipped with the skills, confidence and critical algorithmic literacy they need to navigate digital spaces and thrive.

We are looking for an Education Manager to play a key role in shaping and delivering our Education, Training and Support programme at a pivotal early stage, helping to lay the foundations for long term impact.

This role is for someone with experience developing education programmes and training for diverse audiences at a national or locally significant level, and a strong track record of managing end to end projects. You will develop high quality, evidence led education resources and training, work closely with partners and colleagues across the organisation, and help turn strategic ambition into meaningful, measurable impact for young people and the adults who support them.

You will join a small, ambitious organisation with big plans and a strong values led culture. If you are motivated by prevention, improving online safety and helping young people live long and stay strong, we would love to hear from you.

We offer a comprehensive package that includes:

-27 days annual leave plus 1 volunteering day, rising to 30 days holiday after three years’ service;

-annual leave buyback scheme, with the option to purchase up to 5 additional days;

-employee pension scheme;

-£500 employee wellbeing budget;

-we welcome applications from diverse range of applicants in circumstances, and actively welcome flexible working requests.
 

Application Process
To apply, please send a CV (maximum 2 sides of A4) and cover letter (maximum 2 sides of A4) via the Charity Jobs website. In your covering letter we would like to understand how you meet the person specification for this role. You do not need to cover each point separetly but please explicitly draw out your experience working at a national or locally significant level.

Application closing date: Friday 22 May 2026 but please note that this vacancy may close earlier than advertised if we receive a high volume of applications, so we recommend applying as soon as possible.

There will be an initial interview held online between 1st-3rd June and a follow up meet the team stage held in-person in London.

Does every child have the right to "sparkle"? We think so.

At Thriving Through Recreation, we believe that equitable access to hobbies, sports, and the arts is a fundamental part of growing up. We work with children and young people navigating social, emotional, or educational difficulties, helping them find and fund the activities they love in their own communities.

We are looking for a proactive, empathetic, and highly organised Activities Support Co-Ordinator to join our team.

The Role

Working directly with our CEO, you will be the engine room of our Activities Support Programme. This is a primarily remote role, but because our heart is in the community, you must be based in Cambridgeshire to facilitate local connections and occasional travel within the county.

Your day-to-day will involve:

• Connecting: Triage and assess applications, building relationships with families and referring professionals to understand a child’s unique needs.
• Vetting: Conducting risk assessments and due diligence to ensure every activity provider we partner with meets our gold-standard safeguarding requirements.
• Facilitating: Managing the "matchmaking" process—finding the right club, negotiating payments, and tracking the budget.
• Evidencing: Collecting the stories and data that prove our impact, helping us grow and reach more young people.

Who You Are

You are someone who balances a big heart with a sharp eye for detail. You understand that "equity" means doing whatever it takes to level the playing field.

• Experienced: You have a background in social work, youth work, teaching, or a related field. You’ve worked with families facing disadvantage, and you know how to navigate complex family difficulties.
• Qualified: A degree or certification in Social Work, Youth Work, Education or a related field.
• Safeguarding Savvy: A deep understanding of safeguarding principles and child protection procedures.
• Independent: You’re comfortable leading frontline operations autonomously and can manage a budget with precision.
• A Multitasker: Ability to manage a budget, family case load and calendar without breaking a sweat.
• A Great Communicator: Whether you’re on a video call chatting with a parent and child about finger painting or liaising with a local activity provider, you can adjust your style to build rapport instantly.
• Local Knowledge: As a resident of Cambridgeshire, you’ll use your local insight to help expand our reach across the county.

Why Join Us?

• Be a Pioneer: You’ll be instrumental in shaping the future of a rapidly growing charity.
• Impact-Focused: You will see the direct results of your work as children gain confidence and thrive through recreational learning.
• Flexible & Inclusive: We offer remote working and value your unique journey. We encourage applications that evidence these requirements through paid or unpaid roles, as well as personal and professional experience.

Thriving Through Recreation is committed to safeguarding and promoting the welfare of children. All short-listed applicants will need to submit a Safeguarding Self-Declaration Form, and all appointments are subject to an enhanced DBS check and satisfactory references.

Specialist Teaching Assistant (STA) – Autism / SEND

Ambitious About Autism is recruiting for a Specialist Teaching Assistant (STA) to support autistic young people aged 16–25 at Ambitious College, our specialist further education college.

• Full time, permanent (term time only)
• Hours: 9am - 4.30pm
• Salary: £25,837 - £27,165 per annum
• Location: Tottenham, North London (N15 4FY)
• Start date: September 2026 (earlier start dates available)

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

You will work 1:1 with autistic learners, supporting them to access learning, build independence, confidence, and life skills — both on campus and in the community. This role involves personal care.

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

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

What we offer:

• Term time only working (paid across 52 weeks)
• Extensive autism specific training and CPD
• Support from leading autism specialists
• Free daily breakfast
• Employee benefits including EAP, cycle-to-work, and season ticket loans
• Full benefits package on our website

(Due to a high number of applications, we reserve the right to close this vacancy earlier than the advertised end date).

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.

PATHS (Promoting Alternative Thinking Strategies) is a well‑established, evidence‑based social and emotional learning (SEL) programme. It supports young children to build core life skills including self‑awareness, self‑management, social awareness, healthy relationships and responsible decision‑making.

About the role

As Programme Co‑ordinator, you will lead the local implementation of PATHS, working collaboratively with preschool teams to embed the programme effectively and confidently into daily practice. Your role will be both hands‑on and strategic, and will include:

• Providing coaching and ongoing support to Early Years settings delivering PATHS
• Modelling high‑quality programme delivery in preschool environments
• Delivering training and guidance to staff to build confidence and consistency
• Developing strong, inclusive relationships with settings to support positive outcomes for children

You'll be part of a supportive UK‑wide Barnardo's PATHS team, with access to full training, resources and peer support to help you succeed and grow in the role.

About you

In addition to meeting the criteria in the generic Programme Co‑ordinator Person Specification, we are looking for candidates who can demonstrate the following service‑specific experience and attributes:

• Essential:

  • A recognised professional teaching qualification
  • Experience of working within Early Years, with an understanding of progression into primary and secondary education
  • Post‑qualification practice experience in social and emotional learning (SEL)
  • A strong working knowledge of the UK Curriculum and its key components
  • Experience in a co‑ordination or leadership role, developing collaborative relationships to achieve shared goals
  • A full driving licence and access to your own vehicle to travel between settings
    (Driving is an intrinsic part of the role. Applicants unable to drive due to a disability should demonstrate alternative ways of meeting the mobility requirements of the post.)

  Desirable:

  • Experience of designing and delivering engaging, high‑quality training for professionals, using a range of approaches to meet different learning needs
  • Experience of delivering social and emotional learning programmes within early years / primary school settings
  • Be a fluent Welsh speaker

Most importantly, this role offers the opportunity to make a real and lasting difference to children, young people and families across Pembrokeshire by strengthening social and emotional wellbeing from a young age.

Although this contract has a permanent status, please be aware that this post is subject to funding currently until end of March 2027 and therefore should this funding not be extended further, you may be subject to a redundancy consultation or a TUPE arrangement. This contract is due to expire on 31st March 2027.teach

Barnardo's is seeking a qualified teacher to lead and support the delivery of evidence‑based social and emotional learning (SEL) programmes across St Helens, working with Early Years settings, primary and secondary schools, and parents.

A key focus of this role will be the implementation of the PATHS Programme (Promoting Alternative Thinking Strategies), alongside wider SEL approaches. PATHS is a well‑established, evidence‑based programme that supports children and young people to develop essential life skills, including self‑awareness, self‑management, social awareness, relationship skills and responsible decision‑making.

About the role

As Programme Co‑ordinator, you will play a central role in embedding high‑quality SEL practice across a range of educational settings. You will work collaboratively with professionals and families to ensure programmes are delivered with confidence, consistency and impact.

Your role will include:

• Leading and supporting the delivery of SEL programmes across Early Years, primary and secondary school settings
• Providing coaching and ongoing support to staff delivering the programmes
• Modelling effective programme delivery in educational settings
• Designing and delivering training sessions to build staff skills and confidence
• Engaging with parents and carers, supporting them to understand and reinforce social and emotional learning at home
• Building strong, collaborative relationships with schools, settings and partner organisations

You will be part of a UK‑wide Barnardo's team, with access to comprehensive training, resources and peer support to help you excel in the role.

About you

In addition to meeting the criteria outlined in the generic Programme Co‑ordinator Person Specification, applicants must demonstrate the following service‑specific experience and attributes:

Essential:

• A recognised professional teaching qualification
• Experience of working within Early Years, with an understanding of progression into primary and secondary education
• Post‑qualification practice experience in social and emotional learning (SEL)
• A strong working knowledge of the UK Curriculum and its key components
• Experience in a co‑ordination or leadership role, developing collaborative relationships to achieve shared goals
• A full driving licence and access to your own vehicle to travel between settings
  (Driving is an intrinsic part of the role. Applicants unable to drive due to a disability should demonstrate alternative ways of meeting the mobility requirements of the post.)

Desirable:

• Experience of designing and delivering engaging, high‑quality training for professionals, using a range of approaches to meet different learning needs
• Experience of delivering social and emotional learning programmes within primary and/or secondary school settings

Although this contract has a permanent status, please be aware that this post is subject to funding currently to end of July 2027 and therefore should this funding not be extended further, you may be subject to a redundancy consultation or a TUPE arrangement. This contract is due to expire on 31st July 2027.

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.

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. 

Our Workforce Development Team provides specialist learning and development services to help staff working in homelessness to focus on their personal development or unlock change. This includes qualifications, group training and leadership programmes. 

The Qualifications Tutor is a new role to enable in-house teaching and assessment of a suite of level 3 qualifications.

If you have a recognised level 3 Teaching Qualification or 12 months teaching experience, an assessors qualification, a minimum of 2 years work experience in a homelessness or housing related organisation and experience of developing qualifications and assessments or delivering, assessing or quality assuring regulated qualifications, and share our vision of a country free from homelessness we would love to hear from you.  

For full details of the role and how to apply follow the Redirect to recruiter button to visit our website.

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.

Are you passionate about transforming the lives of autistic young people? Do you bring creativity, resilience, and a commitment to helping learners overcome challenges and achieve their goals?

At Ambitious College, we are looking for a dedicated and inspiring Lecturer to join our team—someone who will empower learners, nurture independence, and support them to thrive both in and beyond college.

About the Role

This is more than a teaching role. It's an opportunity to build meaningful relationships, guide personal growth, and create a truly inclusive learning environment where every learner feels valued, understood, and supported.

You will develop strong, trusting relationships with learners, taking the time to understand their individual needs and adapting your approach to help them succeed. A key part of the role involves supporting learners through both everyday challenges and more sensitive conversations, always with empathy, professionalism, and respect

You'll play a central role in shaping a positive and inclusive college community. This includes promoting emotional wellbeing, supporting positive mental health, and creating a safe environment where learners can grow in confidence and independence.

Working closely with each learner, you will help set meaningful personal, social, and educational goals, and provide consistent guidance to support their progress. You'll also contribute to preparing learners for life beyond college—whether that's further education, employment, or greater independence within their communities.

Alongside your work with learners, you will contribute to a strong and collaborative staff team. You'll lead by example, supporting colleagues to deliver high-quality, learner-centred practice and encouraging a culture of reflection, consistency, and continuous development.

About You

We're looking for someone who is adaptable, reflective, and forward-thinking. You'll be confident in adjusting your teaching strategies and support plans to meet changing needs, and creative in finding ways to engage and motivate learners.

Most importantly, you'll be committed to helping every learner achieve their long-term goals and reach their full potential.

Closing Date: Thursday 14th May 2026

Shortlisting Date: Friday 15th May 2026

Interview date: Tuesday 19th May 2026

Start Date: September 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.

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.

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.
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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.

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.