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Date Added: Fri 08/01/2021

English Intervention Teacher

Penwortham, UK
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Job Type: Temporary

Salary: £100 - £135 / daily

English Intervention Teacher

Are you a qualified Teacher with a specialism in English?

Are you seeking part-time work to fit around your family and/or home life?

Would you describe yourself as committed, creative and inspiring to children?

If so, please click 'Apply Now'!

The Head Teacher of a large school in Preston would like to appoint a part-time Intervention Teacher to support children across Years 5 and 6 with their Writing skills. The role will be to start 22nd February 2021 (or when schools re-open fully) and you will be required to work 2 full days per week. The days in which you work are flexible and can be negotiated.

You will be expected to work with small groups across the classes throughout each day to boost their attainment in Writing. The learning objectives to be focused upon will be identified by the Class Teachers and will be provided to you in advance for planning purposes. The school currently use the Lancashire KLIPs as a starting point for learning; however, strategies for delivering teaching and learning are flexible. It is important that assessments are undertaken regularly and that communication between the successful candidate and the Class Teachers is consistent.

In order to be considered for this role, you must be a qualified Teacher with recent experience in lower Key Stage 2. Having specialised in English would be beneficial but is not essential - to be successful you must be able to demonstrate excellent subject knowledge in English in line with the upper Key Stage 2 curriculum.

The school is graded 'GOOD' in all areas by Ofsted. Staff and pupils are proud of their school, and they get on very well together. Staff believe that all pupils should have 'high aspirations' so that they can have the best futures. The Head Teacher is keen to secure a professional who will promote this within their practice. A high proportion of pupils in the school are identified as disadvantaged and the proportion of pupils with SEND is much higher than the national average. Accordingly, an inclusive and nurturing approach is essential.

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