Maths Teacher
The Thomas Aveling School
Medway
- Expired
- Salary:
- Main/Upper Pay Scale
- Job type:
- Full Time, Permanent
- Start date:
- September 2020 with the opportunity for a 1st July start
- Apply by:
- 20 January 2020
Job overview
The Thomas Aveling School is a popular and over-subscribed school and you will join a motivated, supportive and friendly team who make a valuable contribution to the success of the academy. In addition, the highly successful Mathematics Department is both fully resourced and enjoys excellent facilities.
This is a full-time position and full support and induction will be provided, with the opportunity for a 1st July start date. The successful candidate will:
• Be an excellent practitioner
• Have the knowledge and experience, or ambition to teach across the whole range of age and abilities
• Be enthusiastic, resourceful and keen to ensure that the highest possible standards of pupil achievement, personal development and wellbeing are achieved
This post would suit either a newly qualified teacher, for whom full support and induction will be provided, or a more experienced teacher looking for an opportunity to develop their career in a forward thinking and ambitious academy.
We offer:
• A comprehensive induction programme to teachers at all stages of their career
• Private health care cover
• Happy, motivated children to teach
Closing date for applications: 9am on Monday 20th January 2020
Early applications are encouraged and we reserve the right to close the vacancy early if a suitable candidate is found
Letters of application, together with completed application form (available on the school website) giving full details of qualifications and experience to date should be sent to:
Mr P Jackson, Headteacher, Thomas Aveling School, Arethusa Road, Rochester, Kent, ME1 2UW or emailed to jshelbourne@thomasaveling.co.uk
OFSTED – June 2016 said that “Staff morale and relationships within the school are very positive.” And “ Pupils enjoy school, have a positive attitude to learning and behave well”
97% of staff in a recent Staff Survey 2019 said that they are made to feel welcome at Thomas Aveling and that behaviour in the school is good.
The Thomas Aveling School is an Equal Opportunities Employer - committed to safeguarding and promoting the welfare of all students. Any offer of appointment will be subject to satisfactory references and an enhanced DBS check will be required for all successful applicants.
Attached documents
About The Thomas Aveling School
The Thomas Aveling School is a mixed, non-selective, non-denominational secondary school with sixth form situated in Rochester, Kent. It is an academy converter supported by a multi-academy trust called Fort Pitt Thomas Aveling Academies Trust, which supports four other schools around the country. The school will provide 1,080 places for secondary and sixth-form students between the ages of 11 and 18 when fully subscribed.
Previously a Technology College and Training School, Thomas Aveling converted to an academy in September 2011.
Headteacher
Paul Jackson
Values and vision
The Thomas Aveling School has the highest expectations of its students, helping them fulfil their maximum potential while developing them into responsible young adults. Aspirations are raised to ensure that students can go on to be successful in higher education and the outside world.
With its playing fields, astroturf courts and multi-play facilities, alongside specialist areas for science, DT and the arts, the secondary school is well equipped to give its pupils a diverse learning experience. A performing arts centre also has dedicated areas for dance and drama.
Ofsted report
“Strong relationships between staff and pupils help to keep pupils safe, promote personal development and raise their achievement. The promotion of pupils’ spiritual, moral, social and cultural development is a successful feature of the school. Pupils enter the school with below-average levels of achievement and by the end of Year 11, pupils’ outcomes are above national averages. Teachers’ secure subject knowledge contributes to high levels of engagement by pupils.”
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