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⚡ Source: ReedRéf: 57061158

Supply Teacher

Tradewind Recruitment·Goole, East Riding of Yorkshire·Publié il y a 3 semaines
💰 CHF140-235/hour
Adapter mon CV à cette offre — Gratuit

Stellenbeschreibung

Texte original importé depuis Reed

Primary Teacher required for teaching roles in Goole

Tradewind Recruitment are a leader in education recruitment and due to continued success we require Primary Teachers in the Goole. We are seeking passionate individuals who can work across all years groups from EYFS to KS2 for daily, short term and longer term roles. We work with a large number of schools in Goole and the local area. Schools vary in size and location so wherever you live we have local schools for you! Pay for this role starts from £130 a day depending on experience.

As a Primary Supply Teacher you will:
* Delivering engaging lessons
* Have a strong subject knowledge of National Curriculum/EYFS Framework
* Support a range of learners needs
* Be adaptable to teach in various schools

Benefits of Tradewind:
* A range of local schools
* Ongoing support from a dedicated and experienced consultant
* Excellent ay via PAYE (No Umbrella agencies)
* Flexible work to suit your schedule
* Free access to the National College for all registered candidates

The essentials for this role and to ensure suitability are:
* Holding QTS or equivalent teaching qualifications
* Enhanced DBS disclosure. Overseas Police Check (if applicable) and professional references
* CV must cover since Secondary education and account any gaps in employment
* Legal right to work in the UK

If you are a qualified primary teacher seeking work and would like to register with Tradewind Recruitment please apply now! Or for more information you can contact Katie Johnson or email

The benefits of Tradewind Recruitment:

  • Your income Matters: we will always seek to get you the highest rates of pay and provide you with the best possible advice
    * Your development matters: we offer our candidates free access to over 2,500 courses, webinars and resources through the incredible National College
    * Your flexibility matters: we tailor the working week to you- daily supply, long term contracts and permanent positions local to you
    * We Pride ourselves on our exceptional service to our candidates and are proudly an Equal Opportunities Employer


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Extrahierte Schlüsselkompetenzen

Unsere KI hat die Stelle analysiert, um die erwarteten Kompetenzen zu identifizieren.

Compétences indispensables
QTS or equivalent teaching qualificationEnhanced DBS disclosureEYFS Framework knowledgeNational Curriculum knowledgeLegal right to work in the UK
Atouts supplémentaires
Overseas Police CheckExperience across multiple year groupsSEND support experience
Soft Skills
AdaptabilityFlexibilityPassion for educationCommunicationReliability
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Unsere Tipps für Ihre Bewerbung

5 recommandations générées par notre IA pour maximiser vos chances.

1

⭐ Place your QTS qualification prominently at the top of your CV under your Professional Qualifications section, as the advert lists it as the primary essential requirement.

2

📊 Quantify your classroom experience: 'Delivered daily supply cover across 8 primary schools, supporting 30+ pupils per session across EYFS to KS2.'

3

🎯 Tailor your CV to explicitly reference both EYFS Framework and National Curriculum experience, as the advert calls these out specifically as required knowledge areas.

4

🌐 Include a clear employment history with no gaps since secondary education — the advert explicitly states your CV must account for all gaps, so add brief explanatory notes for any breaks.

5

🤝 Highlight your experience working across multiple schools or year groups to demonstrate the adaptability Tradewind emphasises for supply roles across varied settings in Goole.

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Bullets CV suggérés

3 bullets générés par notre IA pour cette offre, alignés sur ses mots-clés ATS.

Comment adapter votre CV

Ajoutez ces 3 bullets sous votre expérience la plus récente :

  • Delivered supply cover across 6 primary schools in East Yorkshire, teaching 28-32 pupils per session across EYFS, KS1 and KS2 with lesson plans prepared within 30 minutes of arrival.
  • Supported 5 pupils with identified SEND needs in a Year 3 class over a 6-week long-term supply placement, contributing to a measurable improvement in reading fluency tracked by the class teacher.
  • Planned and delivered a 4-week National Curriculum science unit for a Year 5 class of 30 pupils, achieving 90% task completion rate assessed through end-of-unit written responses.

Copier est gratuit — adapter nécessite un upload CV (30s).

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Votre lettre de motivation est prête

Nous avons rédigé une lettre pour Tradewind Recruitment. Découvrez l'ouverture, puis débloquez la version complète personnalisée.

Aperçu — adapté à Tradewind Recruitment

Dear Hiring Manager,

Tradewind Recruitment's primary supply roles in Goole are a strong match for my skills as a QTS-qualified teacher with experience delivering lessons across EYFS to KS2. My solid grounding in the National Curriculum and EYFS Framework, combined with the adaptability required to step into varied school settings at short notice, makes me well suited to the demands of daily and long-term supply work.

My background in primary education has seen me manage classrooms independently, plan differentiated lessons to support a range of learners' needs, and build productive working relationships quickly within new school communities. I hold a current Enhanced DBS certificate and a full, unbroken employment history since secondary education.

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EXKLUSIV FÜR MITGLIEDER
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Wahrscheinliche Interviewfragen

10 questions générées à partir de cette offre.

Technische

  • How do you plan and deliver an engaging lesson with minimal preparation time when arriving at a new school?
  • How do you adapt your teaching approach when moving between EYFS and KS2 year groups?
  • What strategies do you use to support a range of learners' needs, including SEND pupils, in an unfamiliar classroom?
  • How do you ensure your subject knowledge of the National Curriculum remains current and relevant?
  • Describe how you would manage behaviour in a class you have never taught before.

Verhaltensbezogene

  • Tell me about a time you had to adapt quickly to an unexpected teaching situation.
  • Describe a lesson you delivered that you are particularly proud of and explain why it was successful.
  • Give an example of how you have supported a pupil with additional learning needs.
  • Tell me about a time you worked in an unfamiliar environment and how you got up to speed quickly.
  • Describe a situation where you had to manage challenging behaviour and how you resolved it.
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Exemples de réponses STAR

Réponses modèles avec la méthode Situation-Tâche-Action-Résultat. À adapter à votre vécu.

1Question

Tell me about a time you had to adapt quickly to an unexpected teaching situation.

Situation: I arrived at a Year 4 class for a day's supply cover to find the planned lesson resources were missing and the class had a higher proportion of SEND pupils than I had been briefed on. Task: I needed to deliver a full morning literacy session with no materials and ensure all 29 pupils were engaged and supported. Action: I drew on my knowledge of the KS2 National Curriculum to design an oral storytelling activity from memory, then differentiated tasks verbally for three pupils with reading support plans. Result: The class teacher, who returned at lunch, noted that all pupils had completed the session objectives and two SEND pupils had participated more actively than usual.
2Question

Give an example of how you have supported a pupil with additional learning needs.

Situation: During a 5-week long-term supply placement in a Year 2 class, I identified that one pupil with dyslexia was disengaging from written tasks and falling behind peers. Task: I needed to support this pupil within normal class time without singling them out negatively. Action: I introduced coloured overlays, broke written instructions into single steps on a whiteboard, and paired the pupil with a peer for reading activities. I also flagged my observations to the SENCO with a brief written note. Result: By week four, the pupil was completing 80% of written tasks independently, compared to roughly 30% when I arrived, and the class teacher incorporated my adaptations into the permanent classroom routine.

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