Job Description
Are you ready to break into education?
Looking for a role that’s rewarding, fast-paced, and a real stepping stone into teaching? Whether you’re a recent graduate, a gap-year explorer, or just someone with bags of transferable skills – we want to hear from you!
We’re working with an inclusive and vibrant secondary school in Chester that’s on the lookout for passionate individuals to join their team immediately. You don’t need to be a qualified teacher – if you’re enthusiastic, resilient, and eager to make a difference, this could be the perfect opportunity.
The Role:
You could be supporting students as a:
* Behaviour Support Mentor – helping students navigate school life, providing encouragement and structure
* Cover Supervisor – leading classes in the absence of a teacher, keeping learning on track
* SEND Teaching Assistant – working 1:1 with pupils with additional needs, building strong, supportive relationships
* Academic Coach / Intervention Mentor – delivering targeted support in key subjects
This is hands-on experience that can excellerate your learning and help you build real classroom confidence. Many people go on to teacher training, educational psychology, or pastoral support roles after!
Do you have:
* Experience working with young people? (E.g., sports coaching, youth work, mentoring, tutoring, summer camps, volunteering…)
* Patience, empathy and good vibes?
* A strong work ethic and the ability to think on your feet?
* A genuine interest in supporting students, especially those with SEND or behavioural needs?
Then you’re exactly who we’re looking for.
What’s in it for you?
* An immediate start in a welcoming school community
* Valuable classroom experience and CPD opportunities
* Ongoing support and training
* A brilliant way to test the waters before diving into a teaching career
* Weekly pay, flexible roles, and potential long-term positions available
Are you ready to take the leap and excellerate your learning?Apply today and take the first step into a rewarding journey in education.
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