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Year 5 Classroom Teacher - Inclusive, ASD-Support Focus

Connex Education

Birmingham

On-site

GBP 40,000 - 60,000

Full time

2 days ago
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Job summary

An educational recruitment agency is looking for a Graduate Supply Teacher in Birmingham. The role involves delivering high-quality lessons in a Year 5 classroom, establishing positive relationships with students, and adapting teaching to meet individual needs. Qualified Teacher Status is required, and experience in primary education is preferred. This position offers competitive rates of pay, opportunities for professional development, and a supportive work environment. Interested candidates can apply or send their CV for consideration.

Benefits

Competitive daily rate
Free access to training courses
Wellbeing program
Career progression opportunities
Support with interview and CV guidance

Qualifications

  • Must possess Qualified Teacher Status (QTS) confirming employability as a Teacher in UK.
  • Experience working in a Primary School setting is required.
  • Willingness to obtain DBS check if not already registered.

Responsibilities

  • Take full responsibility for delivering high-quality teaching.
  • Create engaging and inclusive lessons to adapt to individual needs.
  • Establish positive relationships and maintain high expectations for behaviour.

Skills

Strong classroom management skills
Passion for working with children

Education

Qualified Teacher Status (QTS)
Previous Experience in Primary Schools
Job description
An educational recruitment agency is looking for a Graduate Supply Teacher in Birmingham. The role involves delivering high-quality lessons in a Year 5 classroom, establishing positive relationships with students, and adapting teaching to meet individual needs. Qualified Teacher Status is required, and experience in primary education is preferred. This position offers competitive rates of pay, opportunities for professional development, and a supportive work environment. Interested candidates can apply or send their CV for consideration.
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