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English Teacher/Mentor

This vacancy has now expired.

Job description

English and Literacy Teacher

Teaching Personnel are working in partnership with a Special Educational Needs School in Guildford that caters for children aged 10-16 year old with Social Emotional and Mental Health needs with additional special needs such as Autism and Complex Learning Needs. They have asked Teaching Personnel to assist in searching for an English Teacher to teach key stages 3, 4 and 5.

As a Teacher of English you will be an outstanding classroom practitioner who consistently demonstrates the highest standards of delivery, is fully committed to raising attainment across all key stages and acutely aware of the strategies required to achieve the highest standards within their subject area.

Successful candidates

  • Experience teaching in either a SEN school and/or Mainstream school
  • In-depth knowledge and understanding of the secondary curriculum
  • Able to monitor, assess and report pupil progress daily
  • Enthusiastic, career driven and a passion to work in Education
  • Keen to be involved in extra curriculum activities - art, drama, music, sport
  • MAPPA/Team Teach Trained (desirable but not essential)
  • Understanding/experience of Special Needs, namely Autism and associated learning disabilities

Candidates are required to work full time 8.30am-15:30/16.30pm (although part time may be considered)

If you fit the criteria for this role then please get in contact to find out more

All applicants will require the appropriate qualification and training for this role. For teacher roles, we require a formally recognised teaching qualification. For Support staff our minimum requirement is GCSE English & Maths (A-C) or equivalent.

All pay rates quoted will be inclusive of 12.07% statutory holiday pay.

Teaching Personnel is committed to safeguarding and promoting the welfare of children. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.



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