Teacher- Year 3/4 Bolton
Job description
Year 3/4 Teacher- Bolton
Are you a passionate and thoughtful Primary Teacher eager to make a meaningful impact in a supportive and inclusive school community? A thriving primary school in Bolton is seeking a dedicated Year 3/4 Class Teacher to join their team from September 2025.
Location: Bolton
Start date: September 2025
Role: KS2 Class Teacher (mixed year group)
Contract: Full time (temp- perm)
Salary: £110-£200 (depending on experience)
What You'll Need to Succeed
ü Hold Qualified Teacher Status (QTS) with experience teaching in Key Stage 2.
ü Demonstrate a strong understanding of the National Curriculum and proven effective classroom practice.
ü Approach teaching with reflection, resilience, and a strong focus on the needs of each child.
ü Possess excellent communication skills and the ability to work collaboratively within a team.
ü Show a strong commitment to inclusion, equity, and maintaining high expectations for every learner.
ü Enhanced DBS (or willing to obtain)
How to Apply:
To apply, please attach your CV.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with DfE statutory guidance ‘Keeping Children Safe in Education’ this may also include an online search as part of our due diligence on shortlisted applicants.
We offer all our registered candidates FREE child protection and prevent duty training. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
For details of our privacy policy, please visit the Teaching Personnel website.
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