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Maths Teaching Position in Fulham

Maths Teaching Position in Fulham

  • Location

    Fulham

  • Sector:

    Secondary

  • Job type:

    Teacher

  • Salary:

    £156 - 254 per day

  • Contact:

    Paolo La Rocca

  • Contact email:

    PaoloLR@stepteachers.co.uk

  • Contact phone:

    02089202039

  • Job reference:

    A273288

  • Published:

    6 months ago

  • Expiry date:

    2020-01-31

Step Teachers currently have an opportunity for a Maths Teacher based at an Ofsted rated school of `Good’ in Fulham. This is a long-term, full-time opportunity set to commence as soon as a suitable candidate is found.

The School have asked for a proficient Maths teacher who has the following attributes:

  • You should hold QTS/PGCE and a Maths degree
  • Proven ability to plan and deliver a lesson effectively
  • You should have good decision-making skills
  • Able to effectively manage pupil development projects
  • Experience teaching Maths in a mainstream school

The School is a place where people matter, they believe that individuality is very much an internal quality that they foster and encourage through the widest variety of learning experiences. They aim to get the very best out of every student; while through planning engaging learning, assessment, support and intervention, students know where they are in their learning and how to improve.

Candidates will be subject to a variety of checks including an enhanced DBS check, full references including your most recent employer and eligibility to work in the UK. Step Teachers are fully committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment.

Get special perks for free while working PAYE with Step Teachers such as discounts and offers on high street brands. Recommend a friend and receive up to £150 of Amazon Vouchers – if you know anyone who is looking for temporary, permanent or supply work then get in touch with us today.

Please contact Paolo for more information on how to apply.

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