Maths Intervention Lead: Transform GCSE Mastery & Growth

Ashton-on-Mersey School; West Timperley; On-site; GBP 28,000 - 45,000; Full time

Job summary

Ashton-on-Mersey School invites applications for a Mathematics Intervention Teacher. You will join the Mathematics Team to support pupils across Key Stages 3-5, delivering high-quality lessons and targeted interventions.

The role requires an Honours Degree and QTS, with a commitment to professional development and a track record of enthusiastic classroom practice. A collaborative, organised approach is essential to support pupils’ potential and improvement.

Qualifications

• Honours Degree in a relevant subject.
• Qualified Teacher Status (QTS) required.
• Demonstrates excellent and enthusiastic classroom practice.
• Able to teach Mathematics up to GCSE level.
• Knowledge of Mathematics curriculum requirements.
• Team working and collaborative approach.
• Committed to enabling every pupil to reach their potential.
• Keeps up to date with subject and teaching methodology developments.
• Shows knowledge of latest innovations in Mathematics.
• Excellent communication with pupils, staff, parents and community.
• Highly organised and efficient.
• Works well individually and as part of a team.

Responsibilities

• Teach Mathematics up to GCSE to ensure strong progress.
• Work with Mathematics Team to deliver interventions.
• Contribute to high quality pastoral and curriculum support.
• Support whole-school maths improvement initiatives.

Skills

Mathematics instruction up to GCSE

Team working

Excellent communication

Organised and efficient

Professional development

Curriculum knowledge for Mathematics

Innovations in Mathematics

Student engagement

Education

Honours Degree

Qualified Teacher Status

Job description

Ashton-on-Mersey School invites applications for a Mathematics Intervention Teacher. You will join the Mathematics Team to support pupils across Key Stages 3-5, delivering high-quality lessons and targeted interventions.

The role requires an Honours Degree and QTS, with a commitment to professional development and a track record of enthusiastic classroom practice. A collaborative, organised approach is essential to support pupils’ potential and improvement.