Resource Base Teacher. Job in Wiltshire Education & Training Jobs

Five Education; England; On-site; GBP 40,000 - 60,000; Part time

Job summary

A reputable educational staffing agency is seeking a part-time Resource Base Teacher in Chippenham to focus on Maths planning for pupils with SEND needs. The role involves collaborating with a supportive team to deliver engaging lessons tailored to individual learners. The ideal candidate will hold QTS, have experience with SEND, and demonstrate strong communication skills. The position offers competitive pay and commitment to safeguarding children in an inclusive environment.

Benefits

Free specialist training

Recommend a friend bonus scheme

Refunded DBS cost after 20 days

Guaranteed work scheme

Specialist support and mentoring

Qualifications

• QTS is essential.
• Experience with pupils having SEND needs.
• Ability to develop inclusive lesson plans.

Responsibilities

• Lead on Maths planning for pupils within the resource base.
• Deliver high-quality, differentiated lessons.
• Work collaboratively with the Resource Base Leader.

Skills

QTS

Experience teaching pupils with SEND

Strong communication skills

Teamwork skills

Nurturing approach

Job description

Resource Base Teacher

Location: Chippenham

Contract: Part‑time (3 days)

Pay: £160 per day (including holiday pay)

The School

We are working with a primary resource base that supports pupils with a range of SEND needs. The provision is well‑staffed, with a friendly and supportive team including an experienced Resource Base Leader. The school is committed to inclusive practice, personalised learning, and helping every child reach their potential through a nurturing, structured approach.

The Role

We are seeking a Qualified Teacher (QTS essential) to join the resource base team, with a focus on planning Maths. You will work closely with the Resource Base Leader to plan engaging, accessible Maths lessons tailored to the needs of individual learners. This is a fantastic role for someone who enjoys small‑group teaching, creative curriculum planning, and working collaboratively within a specialist setting.

Main Responsibilities

• Lead on Maths planning for pupils within the resource base
• Deliver high‑quality, differentiated lessons to meet a range of SEND needs
• Work collaboratively with the Resource Base Leader and support staff
• Assess and track progress, adapting planning to support individual development
• Foster a positive and inclusive learning environment
• Build strong relationships with pupils, families, and colleagues

Essential Criteria

• QTS
• Experience teaching pupils with SEND
• Strong communication and teamwork skills
• A nurturing, patient approach

Desirable Criteria

• Experience working in a resource base or specialist provision
• Additional SEND qualifications or training

What can Five Education offer you?

• Check out our Google reviews for one of the best supply experiences
• Free specialist training (Trauma, Team Teach, Makaton, Autism, Speech and Language, ADHD and more)
• Recommend a friend bonus scheme
• Refunded DBS cost after working 20 days
• Guaranteed work scheme for stability and peace of mind
• Specialist support and mentoring while you are working

Pay

Five Education operates a PAYE payroll – the most transparent way to be paid with no hidden fees such as admin charges or employer’s NI. We are also proud to be an accredited Living Wage employer. Please note, the pay rate is illustrative and includes holiday pay.

Vetting

Five Education is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. Applicants will undergo checks including reference and TRA checks. If you do not have a non‑voluntary enhanced DBS on the updated service, a new DBS will need to be processed at a cost of £62.70, refunded after 20 days of work and once registered to the updated service.

We welcome applicants from all backgrounds and particularly encourage applications from Black, Asian, and Minority Ethnic (BAME) candidates, who are currently under‑represented at this level.