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Maths Teacher

United Kingdom, Cambridge Employment contract 140.00 - 233.00 GBP / Day · Job Posted June 28, 2026
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Job Description

Maths Teacher | KS3 & KS4 | Top-Tier CPD & Support Position: Temporary (Fixed-Term) Salary: £140 - £233 per day (Paid to Scale) Start Date: Immediate / Next Term Elevate Your Teaching Career in a Collaborative Environment Are you an ambitious Maths Teacher looking for a school that actually invests in your professional development? We are seeking a dedicated practitioner to join a high-performing Mathematics Department where collaboration is the standard, not the exception. Whether you are looking to refine your pedagogy through our bespoke CPD program or seeking a school that values streamlined planning to reduce burnout, this role offers the perfect platform. Why Join Our Mathematics Department? Scale-Matched Pay: We strictly adhere to MPS/UPS scales (£140 - £233 per day), ensuring your daily rate reflects your experience and expertise. Structured Progression: Access to leadership pathways and data-driven teaching workshops within our 2026 faculty framework. Work-Life Balance: Join a team that utilises shared Schemes of Work and centralised resources to keep your planning manageable and focused on high-impact delivery. Weekly Pay: Reliable, hassle-free weekly remuneration processed via Randstad. Key Responsibilities & Search Criteria We are looking for a Secondary Maths Teacher who is ready to deliver measurable results across Key Stage 3 and Key Stage 4. Curriculum Delivery: Plan and execute engaging lessons aligned with the National Curriculum and GCSE Mathematics specifications (Higher and Foundation). Data-Driven Progress: Use formative assessment data to bridge attainment gaps and ensure no student falls behind their projected 'Flight Path.' Classroom Leadership: Maintain a focused, logical, and inclusive learning environment using effective behaviour management strategies. Pastoral Care: Act as a Form Tutor, supporting the holistic well being and academic mindset of your assigned cohort.

Job Responsibility

  • Plan and execute engaging lessons aligned with the National Curriculum and GCSE Mathematics specifications (Higher and Foundation)
  • Use formative assessment data to bridge attainment gaps and ensure no student falls behind their projected 'Flight Path'
  • Maintain a focused, logical, and inclusive learning environment using effective behaviour management strategies
  • Act as a Form Tutor, supporting the holistic well being and academic mindset of your assigned cohort

Requirements

  • Qualified Teacher Status (QTS): Mandatory for this role
  • Degree: A BSc/MSc in Mathematics, Statistics, or a closely related STEM field (Physics/Engineering)
  • Experience: A proven history of teaching Mathematics within a UK secondary school setting
  • Compliance: A valid enhanced DBS on the Update Service (or willingness to apply for one) and a 100% commitment to safeguarding

Nice to have

  • 121 teaching experience
  • ability to communicate with parents
  • ability to work well under pressure
  • able to inspire
  • be a role model
  • building rapport with children
  • career driven
  • communication
  • effective discipline
  • empathy
  • engaging
  • excellent time management
  • FMS experience
  • good behaviour management skills
  • good classroom management
  • good communication skills
  • good sense of humour
  • high expectations
  • keen to contribute to the life of the school
  • key stage 3 experience
  • key stage 4 experience
  • key stage 5 experience
  • knowledge of A-level specification
  • knowledge of curriculum
  • knowledge of GCSE specification
  • knowledge of subject
  • motivated
  • partake in extra curricular activities
  • passion for education
  • SEN experience
  • set clear objectives
  • SIMS experience
  • sixth form experience
  • teaching assistant experience
  • team player
  • work well autonomously
  • years 7-11 experience

What we offer

  • Scale-Matched Pay
  • Structured Progression
  • Work-Life Balance
  • Weekly Pay
  • Referral Bonus

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