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Maths Teacher

Job details
Posting date: 24 June 2025
Salary: £160 to £230 per day
Hours: Part time
Closing date: 24 July 2025
Location: Leeds, West Yorkshire
Remote working: On-site only
Company: Academic Appointments Ltd
Job type: Contract
Job reference: Maths Teacher

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Summary

Part-Time Maths Teacher (0.6 FTE) – Secondary School, Leeds

Start Date: September 2025
Contract: Until Easter 2026
Key Stages: Up to KS4

We are currently recruiting a dedicated and passionate Maths Teacher to join a welcoming and well-regarded secondary school in Leeds on a part-time (0.6 FTE) basis. This role is set to begin in September 2025 and will run through to Easter 2026.

About the Role:

Teach Mathematics up to Key Stage 4
Take responsibility for your own exam classes
Deliver engaging and effective lessons to support student progress
About the School:

This is a thriving 11–16 secondary school with approximately 942 students on roll. Rated ‘Good’ in all areas by Ofsted (October 2019), the school is recognised for:

High standards of teaching and learning
A broad and balanced curriculum
A safe and supportive environment fostering personal development
The school prides itself on a strong community ethos and a commitment to student well-being and academic success.
Requirements:

Qualified Teacher Status (QTS) or equivalent teaching qualification
Honours degree in Mathematics or a related subject
Proven experience or strong potential in teaching Maths at KS3 and KS4
Two references from educational settings
Enhanced DBS certificate registered with the Update Service (or willingness to obtain one)
A genuine passion for teaching and a commitment to student achievement
Rate of pay is dependent on current grade, experience and payroll method.

We are committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. All posts are subject to an enhanced DBS check and referencing.

Policies, including our ‘Equal Opportunities and Diversity Policy’, can be found on our website.

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