HEAD OF MATHS & WHOLE SCHOOL NUMERACY LEAD
Main scale to UPS depending on experience
plus SEN Allowance Permanent Required for Spring Term 2025 Teaching Personnel have an exceptional opportunity to work with an outstanding school based in Hampshire. The school specialises in pupils ages 7-11 who find it difficult to be in mainstream school. The school prides itself on recognising the barriers to education of the young people. Using detailed assessment packages, specific targeted work, coaching and self-reflection, they challenge and teach young people how to manage their emotions whilst maintaining academic progress. Issues can include inadequate social skills, self-awareness, motivation, self-regulation or empathy or any combination of these. This work helps young people develop socially and emotionally to unlock their personal barriers to learning as well as life itself. This is a unique opportunity to take on leadership of the Maths department, to ensure outstanding outcomes for students with SEMH needs and further develop a highly successful department. It is also an opportunity to drive forward numeracy throughout the school and contribute to high quality teaching and learning. You will need to demonstrate a passion for Maths, drive high standards and develop your leadership skills as well as having a successful track record of positive impact on learner outcomes at KS3 and KS4, including Maths GCSE and Functional Skills. You will need to be a Fully Qualified Teacher. With experience of contributing to the design, delivery and evaluation of an area of the school curriculum, you will have the ability to develop, implement and evaluate an effective whole school strategy for Numeracy. Modelling good practice and engaging colleagues by leading with integrity, positivity, creativity, resilience and clarity is essential in this role. If this opportunity is for you, please send your CV to Abigail Simpson. All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.
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plus SEN Allowance Permanent Required for Spring Term 2025 Teaching Personnel have an exceptional opportunity to work with an outstanding school based in Hampshire. The school specialises in pupils ages 7-11 who find it difficult to be in mainstream school. The school prides itself on recognising the barriers to education of the young people. Using detailed assessment packages, specific targeted work, coaching and self-reflection, they challenge and teach young people how to manage their emotions whilst maintaining academic progress. Issues can include inadequate social skills, self-awareness, motivation, self-regulation or empathy or any combination of these. This work helps young people develop socially and emotionally to unlock their personal barriers to learning as well as life itself. This is a unique opportunity to take on leadership of the Maths department, to ensure outstanding outcomes for students with SEMH needs and further develop a highly successful department. It is also an opportunity to drive forward numeracy throughout the school and contribute to high quality teaching and learning. You will need to demonstrate a passion for Maths, drive high standards and develop your leadership skills as well as having a successful track record of positive impact on learner outcomes at KS3 and KS4, including Maths GCSE and Functional Skills. You will need to be a Fully Qualified Teacher. With experience of contributing to the design, delivery and evaluation of an area of the school curriculum, you will have the ability to develop, implement and evaluate an effective whole school strategy for Numeracy. Modelling good practice and engaging colleagues by leading with integrity, positivity, creativity, resilience and clarity is essential in this role. If this opportunity is for you, please send your CV to Abigail Simpson. All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.
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