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Maths Teacher

Michaela Community SchoolLondon

To register your interest, please send a covering letter along with the TES application form 

Please include answers to these questions:

1. Why teach Maths at Michaela?

2. How would you fit in with our unique ethos? 

Suitable candidates will be interviewed promptly upon receipt of application. The closing date will be brought forward in the event that the post is filled. 

Michaela Community School is an exciting and successful free school that opened in September 2014 and is rated Outstanding by Ofsted. The ambition of our vibrant and energetic team is to transform the lives of all children, including those from disadvantaged backgrounds. Many of us are Teach First Ambassadors. Some of us are not. All of us want to change the world by showing that a child’s home circumstances don’t have to be a barrier to success.

We have some of the best GCSE results in the country with over half of our exams graded 7 or above. Last year we opened our highly academic Sixth Form and our intention is for most of our students to go to a Russell Group university.

We are looking for a Maths Teacher with a lot of personality, someone who wants to own their classroom and have vibrant and authentic relationships with their pupils. The candidate must be able to teach Maths at A-Level. We want teachers who are conscientious, enjoy being with teenagers, and love to see kids succeed. Our children work hard in lessons and at home, driven by their teachers’ ambitious expectations of them. Our excellent behaviour systems allow teachers to be themselves, and be as innovative as they like. The Maths department is open-minded and rigorous, always looking for ways to improve. 

You will get the chance to really think about what makes for great teaching and learning. You will also become a better teacher…even if you think you are an ‘old hand’! Our behaviour systems are tightly managed, so instead of worrying about low-level disruption, you are able to try out what works best for the children you are teaching and have fun.  The relationships you can forge with pupils and the learning you can foster in your classroom are exceptional. 

We teach a mastery curriculum, covering fewer topics each year, and doing so in real depth. For example, in year 7 we put a big focus on learning times-tables by heart (through Times Tables Rock Stars and Rolling Numbers) and total fluency with written procedures and choosing appropriate methods. In Year 8, for example, we focus on ensuring a high level of fluency and familiarity with algebraic processes, so that the children can then tackle interesting modelling problems with confidence in the ‘tools’ they are deploying.

There will be a lot of opportunities for promotion, and we invest in the development of our people. If you have heard of Michaela and feel a little intimidated, don’t be! There are a variety of people who teach here, all of them friendly and welcoming. We would love to hear from you.

There will be a lot of opportunities for promotion, and we invest in the development of our people. If you have heard of Michaela and feel a little intimidated, don’t be! There are a variety of people who teach here, all of them friendly and welcoming. We would love to hear from you. You have nothing to lose by sending in your CV.

There is no other school like Michaela in the country. Check out our website and see what we are all about! www.mcsbrent.co.uk

We are 30 seconds from Wembley Park tube, accessible by both the Jubilee and Metropolitan lines. This means we are 20-30 minutes away from Bond Street or Kings Cross! 

At Michaela teachers are paid using the teacher inner London pay scales. 

Michaela Community School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Successful candidates will need to undertake an Enhanced Disclosure via the DBS and/or provide police checks from other countries, where appropriate. Michaela Community School is an equal opportunities employer.


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