UpperKS2 Class Teacher

Year 5/6 Teacher |Start September | Salisbury

We are seeking an experienced and dedicated Year 5/6 Teacher to join our well-established, high-achieving primary school in Salisbury. This is an exciting opportunity to work in a vibrant learning environment, supporting children through key transitional stages and preparing them for their SATs.

About the Role

The successful candidate will:

• Teach and inspire Key Stage 2 pupils, with proven experience in Years 5 and 6.
• Support SATs preparation and help pupils reach their full potential.
• Understand and manage transitional stages effectively, preparing children for their next stage of education.
• Maintain excellent classroom management, balancing a firm yet fair approach.
• Work inclusively, with a good understanding of SEN needs and adaptable teaching strategies.

The Ideal Candidate

We are looking for someone who is:

• Experienced in KS2 teaching, particularly Years 5 and 6.
• Confident in classroom management and fostering positive behaviour.
• Committed to high standards of teaching, learning, and pupil welfare.
• Flexible, creative, and collaborative, contributing to a well-rounded teaching environment.

Salary & Requirements

• Salary: M1–M6, dependent on experience.
• Must have a current DBS check on the update service or be willing to obtain one.
• References will be required.
• Vetted and interviewed via a trusted recruitment consultant.

This is a fantastic opportunity for a passionate KS2 educator to make a real impact on pupils’ lives in a supportive, well-resourced school setting.

Apply today to join our outstanding team and help shape the next generation of learners!

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.
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