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A local education consultancy is seeking a dedicated Year 1 Teacher for a part-time job share from January at a welcoming primary school in Maldon. The ideal candidate will have Qualified Teacher Status and experience in KS1, particularly Year 1. Responsibilities include planning engaging lessons, assessing pupil progress, and creating an inclusive classroom. The role offers competitive pay and support from a dedicated consultant, perfect for those seeking a healthy work-life balance.
GSL Education are delighted to be working with a welcoming primary school in the Maldon area, who are seeking an enthusiastic and committed Year 1 Teacher to join their team on a part-time job share basis from January.
This is a fantastic opportunity for a teacher looking to achieve a healthy work life balance while still being part of a supportive and collaborative school community. The school is known for its positive ethos, strong leadership, and nurturing approach to early learning.
Teaching a Year 1 class as part of a job-share arrangement.
Planning and delivering engaging, creative lessons in line with the KS1 curriculum.
Assessing pupil progress and contributing to planning and handover with the job-share partner.
Creating a warm, inclusive classroom environment that supports both academic and personal development.
Working closely with teaching assistants, colleagues, and parents to ensure continuity for pupils.
Holds Qualified Teacher Status (QTS).
Has experience teaching in KS1, particularly Year 1.
Is organised, collaborative, and confident in working as part of a job-share.
Has strong classroom and behaviour management skills.
Brings enthusiasm, creativity, and a genuine passion for primary education.
Competitive rates of pay.
Support from a dedicated consultant throughout your placement.
Opportunities to work in well-regarded local schools.
Flexible roles to suit your availability and career goals.
If you re a passionate KS1 teacher looking for a rewarding part-time role in Maldon from January, we d love to hear from you.
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