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Maths Teaching Assistant

Date posted : 10/11/16

Job description

This vacancy has now expired. Please see similar roles below...

Maths Specialist Needed - Tutor

  • Use your degree within a school setting
  • Transfer your passion for maths to future generations
  • DBS needed (assistance provided)

Maths tutor Newport

Flexible working schedule - part time hours initially

Use your expertise in Mathematics to support students

Earn up to £70 per day

Maths tutor required at Newport secondary

Required on a flexible part time basis at our client, a Maths tutor to deliver targeted booster and revisions sessions across 11-16 year olds in Mathematics.

- Delivering small group and 1:1 workshops in Mathematics

- Flexible approach to working around your current schedule

- Earn up to £70 per day working as a Maths tutor

- Gain an introduction to a secondary school in your local area

Our client school is a large modern secondary. The school was built to ensure the local community and the students had excellent provisions for learning, and the incoming Maths tutor will be supported by the Maths department and their resources to assist with the delivery and planning of targeted booster sessions.

“We are looking for an enthusiastic Maths tutor with previous experience working across Key Stage 3 and GCSE to provide additional support to a number of students who are behind their target grades this academic year so far. We want to give every student the best possible chance to succeed in Maths and a Maths tutor who can ensure progress will be highly beneficial”

To be considered to work at our client school as a Maths tutor, you will need a strong standing in Maths such as a degree or A Levels and comfortable working with students aged 11-16. Those Maths tutors with previous experience working in a secondary school setting will be more desirable, but all applicants will be considered.

To apply to work as a Maths tutor, please send your CV to lewis.ellis@teachingpersonnel.com or call 02920 660276 for more information.
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