SEMH Maths Teacher – Full Time (September Start)
Location: SalfordAge Range: 11–16Employer: Teaching Personnel
Are you an enthusiastic Teacher ready to inspire the next generation? Teaching Personnel is excited to offer a fantastic opportunity for a Maths Teacher to join a dynamic and supportive secondary specialist setting this September.
This well-established SEMH Secondary school caters to pupils aged 11–16, many of whom require additional support with their learning and engagement. With smaller class sizes, a strong pastoral focus, and a commitment to individual progress, the school provides an ideal environment for new teachers to develop confidence, creativity, and classroom leadership.
The Role
As a Maths Teacher, you will deliver engaging and accessible lessons that build confidence and numeracy skills in students who may face barriers to learning. This is a fantastic opportunity for a teacher to further develop their skills while making a meaningful impact in a supportive and highly rewarding environment.
Key Responsibilities
- Plan and deliver creative, differentiated Maths lessons across KS3 and KS4
- Adapt teaching strategies to meet a range of needs, including SEMH and learning difficulties
- Monitor and assess pupil progress, providing constructive feedback
- Build positive relationships that support engagement, resilience and behaviour
- Contribute to a collaborative and supportive staff team
- Uphold a safe, inclusive and structured learning environment
Requirements
- Qualified Teacher Status (QTS)
- Experience working with children with SEMH needs
- A degree in Maths or a related subject
- Strong classroom management and communication skills
- A positive, resilient and flexible approach to teaching
- A genuine passion for supporting young people with additional needs
Why This Role?
- Support from a dedicated consultant from application to placement
- Smaller class sizes allowing you to focus on impactful teaching
- Opportunity to make a real difference in students’ academic and personal growth
- Ongoing CPD and potential for long‑term progression
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