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EYFS Teacher

Axcis Education Recruitment

London

On-site

GBP 25,000 - 35,000

Full time

25 days ago

Job summary

A primary school in Westminster is looking for an Early Years Teacher starting in September 2025 for the full academic year. The role requires QTS and experience in EYFS settings, with responsibilities including lesson planning and child safeguarding. This temporary position offers competitive pay based on experience, with an incentive for successful referrals.

Qualifications

  • Must hold Qualified Teacher Status (QTS).
  • Experience in an EYFS setting is required.
  • Positive attitude towards teaching essential.

Responsibilities

  • Teach Early Years students in Westminster primary school.
  • Ensure safeguarding and welfare of children.
  • Plan and deliver engaging lessons for the EYFS curriculum.

Skills

Experience in EYFS setting
Great attitude

Education

Qualified Teacher Status (QTS)

Job description

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Early Years Teacher Position in Westminster

A primary school based in Westminster is looking to appoint an Early Years teacher to start in September 2025 and continue through the entire 2025/26 academic year. They are seeking someone with previous experience in an EYFS setting and a great attitude.

Requirements:

  • Qualified Teacher Status (QTS)

Details:

  • Start Date: September 2025
  • Location: Westminster (closest station: Edgware Road)
  • Working Hours: 08:30 – 16:00 (subject to variation)

If interested, please send your CV to [contact email]. To apply, click on the apply button or contact Weronika Strugarek at 0207 580 2956 | Ext: 1048.

If you know someone suitable, we offer £50 shopping vouchers for referrals that lead to successful placement.

This is a temporary position unless stated otherwise.

Axcis is an equal opportunities employer and promotes safeguarding and welfare of children and young people. All staff must provide an up-to-date DBS or consent to processing one on their behalf, in line with DfE guidelines.

Salary/pay rate depends on skills and experience.

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