EXPIRED

This job expired on 8 February 2021 – see similar jobs

  • Job start date

    19 April 2021

  • Closing date

    8 February 2021 at 9am

  • Date listed

    21 January 2021

Job details

Visa sponsorship

Visas cannot be sponsored

Subjects

English, Mathematics, Science

Working pattern

Full time

Contract type

Fixed term - 12 months

Full-time equivalent salary

MPR/UPR

KS3 Intervention Teacher (fixed term) job summary

We are looking to appoint an enthusiastic and inspirational KS3 Intervention Teacher to deliver intervention and additional support in Maths, English and Science. We are looking for candidates with the determination to secure the best outcome for each student. To be successful, you will need to demonstrate the following characteristics: • evidence of good quality teaching and subject knowledge specifically a good knowledge of science and being comfortable delivering science interventions; • a commitment to high standards and outcomes; • an understanding of how to use assessment to inform planning for excellent teaching and learning; • the ability to differentiate materials to meet the needs of the learners; • evidence of good classroom management skills; • the ability to work with the needs of the students and parents in our culturally diverse community; • a willingness to contribute to enrichment activities; • the ability to organise and prioritise your own workload whilst working alone, and as part of a team; • a confident and competent approach to the use of ICT to engage students in their learning.

Further information about the job

The candidate will be required to undergo a full enhanced DBS check and must be eligible to work in the UK.
Visas cannot be sponsored.
If you're interested in teaching or training to teach in England as an international citizen, we can help you understand your next steps.

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.

This job post has expired.

About Stretford High School

School type
Local authority maintained school, ages 11 to 16
Education phase
Secondary
School size
979 pupils enrolled
Age range
11 to 16
Ofsted report
View Ofsted report

Stretford High School is a non-selective 11-16 School based in the selective Local Authority of Trafford. The School serves a richly diverse local community and is recognised for its excellent practice supporting vulnerable students. The delivery of a broad and rich Curriculum ensures that students access learning which is relevant and in the best interests for all. An array of extra-curricular activities enrich and supplement classroom learning. Student outcomes have improved steadily and securely in recent years and are now significantly above National Average.
The School is proud to be the Growth Company Lead School for Careers in the North West, having been awarded School of the Year in recognition of the quality of careers and enterprise opportunities made available to students.
Stretford High School enjoys strong working relationships with close neighbours Manchester United Foundation and Lancashire County Cricket Club.
Staff are valued highly and wellbeing is a priority. Colleagues benefit from the provision of bespoke CPD and access to external training opportunities. There are a range of financial benefits through the Perkbox scheme, access to gym membership, access to professional counselling and numerous day to day provisions in place.

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