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.

About the role

As Spear expands its reach across the North, our Northern Development Coach will focus on two things: equipping young people facing barriers to employment with the confidence, mindset and skills to move into sustainable work, and developing the coaches around you to do the same.

To do this, you will work across Spear Centres throughout the region - delivering coaching sessions directly with 16–24-year-olds as well as supporting and upskilling Spear Centre teams

Key information:

• Salary: from £27,000
• Full-time, 12-14 month Fixed Term Contract, with the possibility of extension
• 28 days annual leave (including Christmas gift days) plus bank holidays (pro rata)
• Closing date: We interview on a rolling basis and will close the role early if we find the right candidate

For more information please read through our Job Specification and Work with Us Pack.

If you require any reasonable adjustments as part of the recruitment process, please let us know.

Person Specifiction

• A practising Christian, passionate about personally representing the values and beliefs of Spear, and our mission to equip and support young people facing barriers to employment
• Demonstrable experience as a coach, or a background in youth work or teaching, and are keen to develop these skills further
• A heart for young people and releasing their potential, no matter what challenging circumstances they are facing
• Effective interpersonal skills and high emotional intelligence with a sense of humour and fun
• Exercises initiative, highly self-motivated, flexible and a forward planner
• Good administrative and organisational skills, and prioritises workload effectively
• Works well under pressure with the ability to exercise initiative

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.

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.

St John's College is an award-winning, Ofsted-rated Good autism-specific college for autistic young people aged 16–25. We are now seeking an experienced and strategic Deputy Head of College to join our College Leadership Team (CLT).

About the Role

As Deputy Head of College, you will play a key role in the strategic and operational leadership of the College. Working closely with the Head of College, you will drive the quality of education, ensuring that all learners receive a high-quality, ambitious and personalised curriculum that prepares them for adulthood.

You will lead on the continuous improvement of teaching, learning and assessment, ensuring strong outcomes for learners, and will contribute to the development and delivery of the College's strategic vision. This is a highly influential role, supporting the alignment of education, health and care provision while ensuring compliance with statutory and regulatory requirements.

Key Responsibilities

• Support the strategic leadership and continuous improvement of the College, contributing to long-term planning and vision
• Lead on the quality of education, ensuring a well-sequenced, ambitious curriculum aligned to learner needs and EHCP outcomes
• Drive high standards in teaching, learning and assessment through effective leadership and performance management
• Oversee curriculum planning, timetabling and delivery, ensuring consistency across provision, including off-site learning
• Lead on external accreditation and RARPA, ensuring robust assessment, tracking and reporting of learner progress
• Monitor learner outcomes and use data to inform decision-making, interventions and improvement planning
• Work collaboratively with internal and external stakeholders including families, local authorities and partner organisations
• Support safeguarding across the College, contributing to DSL responsibilities and a strong culture of safety and wellbeing
• Ensure effective operational management, including staffing structures, resource allocation and day-to-day systems
• Deputise for the Head of College as required

About You

We are looking for a confident and values-driven leader who is passionate about improving outcomes for autistic young people.

You will bring:

• Qualified Teacher Status and a relevant degree (or equivalent)
• Experience of leading teaching, learning and curriculum development within a SEND or specialist setting
• Strong understanding of autism, SEND legislation, EHCPs and the SEND Code of Practice
• Proven ability to lead, motivate and develop teams to deliver high performance
• Excellent communication, organisational and decision-making skills
• A commitment to inclusive practice, equality and learner-centred approaches

You will be resilient, collaborative and driven to deliver continuous improvement, with the ability to balance strategic thinking and operational delivery.

Why Join St John's College?

• Be part of a values-driven, autism-specialist organisation with a strong reputation for quality and innovation
• Join a committed and supportive leadership team with a shared ambition for learner success
• Play a key role in shaping the future of education for autistic young people
• Access high-quality training and professional development opportunities

If you are an experienced leader with a passion for inclusive education and a commitment to excellence, we would love to hear from you. Only applications submitted online will be considered via the recruitment portal.

Informal visit to setting/main college site - Ongoing through May 2026

Candidates informed of application outcome - Monday 18 May 2026

 Interviews - Friday 22 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.

Location: Telford

Mentored by: Teaching, Learning and Assessment Coordinator

Type of Employment: Full-time

Hours of Work: 40 hours per week

Days of work: Monday – Friday

Pay Level: £35,560

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

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

Some of the key responsibilities include:

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

Our Benefits:

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

What to expect from the recruitment process:

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

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

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

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

Location: 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.

Groundwork is the community charity with a green heart. We believe that big global issues – the economy, the environment – have a big local impact. Groundwork operates throughout the UK helping communities find practical solutions to the challenges they face. 

Sessional City & Guilds Assessor

Salary: £20 per hour
Term: 8 week period initially – 3 days (22.5 hours) per week depending on the projects available and your preferences.  
Location: based in Bedfordshire

We are looking to recruit an experienced Level 3 City & Guilds teacher/assessor to support our communities and participants with Horticulture and Employability. The successful candidate will assist our Project Officers to deliver sessions and to then to assess the progress of participants as required by C&G

Work will take place over an 8 week period and it is expected that approximately 2 days per week would be on practical delivery and 1 day per week would be spent in the classroom.

A City and Guilds level 3 qualification is essential for this role.

Groundwork East is an equal opportunities employer and welcomes applications from all members of the community.

Appointment to this role is subject to an enhanced record check through the Disclosure and Barring Service (DBS).

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.
•  

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.

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

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.

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.

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.