Cover Supervisor
Holte School, Birmingham, West Midlands, B19 2EP21 days remaining to apply
Start date details
ASAP
Closing date
3 November 2026 at 10am
Date listed
13 October 2026
Job details
Job role
- Teaching assistant
Visa sponsorship
- Visas cannot be sponsored
Working pattern
- Full time
Contract type
- Permanent
Full time equivalent salary
- £28,598.00 - £34,434.00 Annually (FTE) Grade B SCP 12 - 23 Actual Salary range £21,600 - £25,980
Cover Supervisor job summary
The applicant will provide short-term supervision of classes in the absence of the class teacher and under the guidance of teaching/senior staff, providing curriculum support and administration.
The successful applicant will ideally:
- Have experience of supporting or working with young people 11 to 16
- Have excellent written, verbal and interpersonal communication skills.
- Demonstrate a genuine commitment to working with young people and promoting educational achievement.
- Be confident in supervising whole classes and delivering pre-prepared learning activities in the absence of the class teacher, ensuring continuity of learning and maintaining high expectations for behaviour and achievement.i
- Monitor student engagement and progress during lessons and provide clear feedback to the class teacher on completed work, behaviour and any issues arising.
- Be able to establish and maintain a positive learning environment through the consistent application of the school's behaviour expectations.
- Build positive and professional relationships with students, motivating, encouraging and challenging them to achieve their best.
- Demonstrate confidence, resilience and authority when managing groups of students.
- Be highly organised, with the ability to plan, prioritise and manage their workload effectively.
- Be flexible and adaptable, responding positively to changing priorities and circumstances.
- Be committed to delivering a high-quality service and contributing to the wider life of the school.
- Maintain high standards of professionalism, conduct and personal performance.
H - Have high expectations of themselves and of students, supporting a culture of aspiration, achievement and success.
We offer:
- Appropriate training and support, to enable success in this position
- A supportive community and Governing Board
- A talented staff team who welcome new challenges and are committed to supporting and developing colleagues
- Enthusiastic students who are keen to learn
- Quality continuous professional development
- Opportunities to work in collaboration with partner schools, where available.
H Holte School is an oversubscribed, diverse, multi-racial, 11-18 community school and is currently recognised as a ‘National IQM Inclusion Champion’ school. Visitors and new staff to our school consistently comment on how calm it is, how polite and engaging our students are and of the positive atmosphere one feels when here. The school's ethos is built on strong relationships and values that we all live and breathe and are embedded within our culturally rich school community. Our young people are proud of their school and their community, having high aspirations that we see reflected in their conduct and engagement. Our pastoral offer and the size and experience of the team who deliver it is a real strength of the school, supporting students, families and teachers. We have a strong and growing extracurricular offer and actively support opportunities outside of the classroom that positively develop cultural capital and personal development. We work with a wide range of outside agencies, education providers and companies to further provide our young people with real life experiences and the opportunity to engage with other people from a range of backgrounds. We are an inner-city school in a deprived area, but education is highly valued by our community and the staff who work here genuinely make a difference to the lives of the young people they teach, seeing high numbers of our students progress into our 6th form and subsequently on to respected university courses.
We offer students a traditional broad and balanced curriculum across all key stages and believe that all students are entitled to access this. We strive to deliver high-quality teaching and learning to achieve excellence and enable our students to maximise their potential, breaking down barriers to achievement and increasing social mobility. We have the highest expectations around behaviour and standards, and this is achieved through working alongside passionate and dedicated colleagues who share this vision. The school is on a shared site with both a primary and a special school. Although we are very much separate schools, our students and staff only benefit from all this brings.
We actively promote staff wellbeing, supporting colleagues in what is a challenging yet rewarding profession. Staff feedback continues to tell us that Holte School is a place where people enjoy coming to work, feel they are valued and well-treated, and have a clear sense of belonging.
We hope you will take the time to visit us, as it is only by stepping into our school and meeting our students and staff, that you are able to appreciate the special place all who come here believe this school to be.
Please take the time to look at our developing website and to read our last Ofsted Report (October 2023). Although this only gives a snapshot of who we are as a school, there are key messages within this report that we believe are representative of what you would experience if working here.
To arrange a tour of the school, please contact Cherise Hogan, HR Manager, on 0121 566 4370.
As part of our commitment to safeguarding and safer recruitment, an online search, including social media checks, will be undertaken for all shortlisted candidates.
It is anticipated that interviews will take place as soon as possible. Please note that strong applications may be considered upon receipt.
Holte School is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. Successful candidates will be subject to all necessary pre-employment checks in line with the KCSIE guidance, including an enhanced DBS; Prohibition check; Childcare Disqualification (where applicable); qualifications (where applicable); medical fitness; identity and right to work. All applicants will be required to provide two suitable references. It is a requirement for all shortlisted candidates to complete a self-declaration of their criminal record and to undergo a general online search carried out by the school.
This post is exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2020. Which 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 filtering guide.
Further information about the job
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Applying for the job
This school accepts applications through their own website, where you may also find more information about this job.
CVs will not be accepted for this application.
View advert on external website (opens in new tab)About Holte School
- Organisation type
- Local authority maintained school, ages 11 to 18
- Education phase
- Secondary school
- Size
- 1127 pupils enrolled
- Age range
- 11 to 18
- Ofsted report
- View Ofsted report
- Website
- Holte School website
HOLTE SCHOOL
JOB DESCRIPTION
JOB TITLE: Deputy Leader of Maths - Curriculum, Teaching & Learning
SALARY SCALE: MPR/UPR 1-3 + TLR 2b
1. JOB PURPOSE
1.1 To support the Head of Mathematics in securing an ambitious, coherent and consistently well-taught Mathematics curriculum.
1.2 The postholder will provide departmental leadership for the development and provision of curriculum and teaching and learning, while promoting high expectations and effective transition.
1.3 The role includes deputising for the Head of Mathematics when required.
2. MAIN AREAS OF RESPONSIBILITY AND ACCOUNTABILITY
As a Department Lead:
2.1 Act as a visible role model for high expectations, strong professional practice and continuous improvement, leading to a track record of positive outcomes for all groups of pupils under your care.
2.2 Support the Head of Mathematics in strategic planning, self-evaluation and departmental improvement planning, with particular responsibility for curriculum, teaching and learning.
2.3 Lead Key Stage 3 curriculum and teaching provision, ensuring clear priorities, actions and accountability.
2.4 Deputise for the Head of Mathematics when required and represent the department at relevant meetings.
2.5 Communicate priorities effectively, promote teamwork and support staff wellbeing and sustainable workload.
3. CURRICULUM LEADERSHIP
3.1. Work with the Head of Mathematics and departmental leaders to ensure coherent curriculum progression from Key Stage 2 transition through to Key Stage 3 and into Key Stage 4.
3.2. Lead the review, design, implementation and evaluation of an ambitious, coherent and well-sequenced Key Stage 3 Mathematics curriculum.
3.3. Ensure curriculum development is informed by evidence, educational research, subject developments and relevant national priorities.
4. TEACHING, LEARNING, AND QUALITY ASSURANCE
4.1 Work with the Head of Maths to lead the development of teaching and learning across the department,
promoting consistently high-quality, evidence-informed classroom practice.
4.2 Work with the Head of Maths to evaluate the quality and consistency of curriculum implementation and classroom practice through agreed quality-assurance processes, including lesson visits, learning walks and work scrutiny.
4.3 Use quality-assurance findings to identify pedagogical and curriculum priorities, share effective practice and plan appropriate professional development.
4.4 Lead the development of agreed departmental approaches to effective classroom practice, including behaviour for learning and consistent routines.
4.5 Coach and mentor colleagues through constructive professional dialogue and appropriate follow-up support.
4.6 Work with the Deputy Leader responsible for Standards, Outcomes and Intervention to ensure that evidence
about pupil progress and outcomes informs the development of teaching and learning.
5. PROFESSIONAL DEVELOPMENT
5.1 Work with the Head of Maths to lead the departmental programme of curriculum and pedagogical professional development, aligned with departmental and whole-school improvement priorities.
5.2 Work with the Head of Maths to lead collaborative planning, coaching, peer observation and the sharing of effective practice to strengthen curriculum implementation and classroom pedagogy.
5.3 Coordinate appropriate departmental support for ECTs, trainee teachers and newly appointed colleagues.
Promote evidence-informed practice and maintain up-to-date knowledge of developments in Mathematics education and pedagogy.
6. INDEPENDENT LEARNING AND NUMERACY
6.1 Lead the departmental approach to homework and independent learning, ensuring consistency, appropriate challenge and alignment with the curriculum.
6.2 Oversee the effective implementation of agreed learning platforms.
6.3 Monitor engagement with, and the impact of, homework and independent learning, using findings alongside relevant assessment and outcomes information to inform improvement.
6.4 Promote effective retrieval practice and approaches that develop pupils’ independence and mathematical fluency.
6.5 Lead the department’s contribution to agreed whole-school numeracy priorities.
7. BEHAVIOUR FOR LEARNING AND TRANSITION
7.1 Work with the Head of Maths to lead and evaluate departmental approaches to behaviour for learning and
promote consistent expectations and effective classroom routines.
7.2 Support colleagues in developing effective classroom and behaviour-management strategies.
7.3 Lead Mathematics transition from Key Stage 2 to Key Stage 3, including liaison with feeder primary schools where appropriate.
7.4 Use transition information effectively to support appropriate curriculum planning and continuity of learning.
8. CURRICULUM IMPACT AND PUPIL OUTCOMES
8.1 Use assessment, attainment and progress information across Key Stage 3 to evaluate the effectiveness of
curriculum design, implementation and teaching.
8.2 Work with the Deputy Leader responsible for Standards, Outcomes and Intervention to identify patterns,
gaps and priorities requiring curriculum or pedagogical response.
8.3 Ensure that identified gaps in knowledge and learning inform appropriate curriculum adaptation, teaching
approaches and departmental planning.
8.4 Contribute to targeted intervention by ensuring provision is appropriately aligned with the taught
curriculum, while the Deputy Leader for Standards, Outcomes and Intervention retains overall responsibility
for the coordination and evaluation of the departmental intervention framework.
8.5 Ensure curriculum and teaching approaches provide appropriate support and challenge for all pupils,
including disadvantaged pupils, pupils with SEND, pupils with EAL and higher-attaining pupils.
9. ORGANISATION AND RESOURCES
9.1 Ensure departmental teaching and curriculum resources are well organised, current and support high-quality teaching and learning.
9.2 Support the effective deployment of curriculum resources, digital tools and ICT within Mathematics.
9.3 Contribute to the development and implementation of school policy and uphold the ethos and values of the school.
9.4 Undertake other duties commensurate with the grade and nature of the post, as reasonably directed by the Headteacher.
10. PROFESSIONAL EXPECTATIONS
10.1 Meet the relevant Teachers’ Standards and exercise professional skills and judgement in carrying out the
role.
10.2 Work within school policies, agreed systems of accountability and the school’s strategic priorities.
10.3 Contribute to the development and implementation of whole-school policy and uphold the ethos and
values of the school.
10.4 Maintain a commitment to personal professional development and to safeguarding and promoting the
welfare of pupils.
11. CONDITIONS OF EMPLOYMENT
11.1 The above responsibilities are in accordance with the requirements of the Education Act 2002 and statutory orders in terms of duties and working time (including those special provisions relating to the proportion of teaching time within working time for guaranteed time specifically for assessment, planning and preparation), also any local agreements, local authority circulars and guidelines giving interpretations of teachers’ conditions of employment.
12 REVIEW AND AMENDMENT
This job description is normally subject to annual review. It may be amended at the request of the Headteacher or the postholder but only after full consultation with the postholder.
Job Description issued, after consultation by the Headteacher:
Dated:
Copy received by Postholder:
Dated:
This job description summarises the principal responsibilities of the post. It may be reviewed and amended
following consultation with the postholder to reflect the changing needs of the school, provided that duties
remain commensurate with the grade and nature of the role.
Holte School is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. Successful candidates will be subject to all necessary pre-employment checks in line with the KCSIE guidance, including an enhanced DBS; Prohibition check; Childcare Disqualification (where applicable); qualifications (where applicable); medical fitness; identity and right to work. All applicants will be required to provide two suitable references. It is a requirement for all shortlisted candidates to complete a self-declaration of their criminal record and to undergo a general online search carried out by the school.
This post is exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2020. Which 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 filtering guide.
All staff are expected to understand and be committed to Equal Opportunities in employment and service delivery.
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