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Are you passionate about inspiring young minds?
Do you believe every child deserves the best education and opportunities?
Are you ready to join a supportive, ambitious school community in London?
If so, we would love to hear from you!
We are seeking a passionate, dedicated and enthusiastic Teacher to join our thriving school community in the heart of Lewisham This is an exciting opportunity to make a real difference in the lives of young learners, within a supportive and forward-thinking environment.
Key Responsibilities of this role include:
- Plan and deliver engaging lessons tailored to the Key Stage 2 curriculum
- Create a supportive and stimulating learning environment conducive to student growth and development.
- Assess student progress, provide constructive feedback and implement strategies to support learning
- Collaborate with colleagues to plan and deliver cross-curricular initiatives and enrichment activities
- Build positive relationships with students, parents and staff to foster a cohesive and inclusive school community
What we offer:
- Free training options accessible
- Free or greatly reduced meals
- An unlimited referral bonus that grants you a £300 gift card for each person you recommend to us (terms and conditions apply)
- 1:1 assistance in improving and enhancing your
- Assistance with DBS and school applications for support
- Public transportation is easily accessible
- Possibility of career advancement and a permanent position
What we're looking for:
- Eligibility to work in UK
- Enhanced DBS or willing to get new one
- Qualified Teacher Status (QTS) (or equivalent)
- A strong commitment to delivering outstanding education
- Excellent communication and interpersonal skills
- Ability to inspire and motivate students of all abilities
How to Apply:Please send your CV and a cover letter outlining your experience and passion for education to .
Enhanced DBS checks and satisfactory references are required for all appointments. We are dedicated to protecting and advancing the well-being of children.
