In the last 4 years the number of unqualified teachers in state-funded schools across the UK has risen by 62 per cent. Labour revealed the data from the DfE School workforce which showed in 2016 there were 24,000 unqualified teachers up from 14,800 in 2012, when at the time Michael Gove was Education Secretary removed the requirement for teachers to be qualified in the specific subjects they cover. Assuming an average class size of 25.5 children this means 613,000 children were taught by unqualified teachers. In the same period, the number of qualified teachers rose by just 1.4 per cent, from 427,300 to 433,200. A higher proportion of unqualified staff are in academies and free schools. In local authority secondary schools, 4.9 per cent of teachers are unqualified, but in secondary sponsored academies there are 9.6 per cent, and 11.3 per cent in secondary free schools.  

Labour condemned the findings, highlighting that the Government has missed its teacher training targets for the fifth year in a row. Mike Kane, a former teacher and the shadow schools minister, said the government was relying on unqualified teachers to plug the gaps in schools brought about by chronic underfunding. “Under Labour, all permanently employed teachers had to be qualified. This government changed the rules and scrapped that requirement, allowing schools to employ unqualified teachers, permanently threatening standards. “The Tories’ failure on teacher recruitment is putting school standards at risk, and it’s our children who will pay for their mess,” he said. “The Government have completely failed in their most basic of tasks and are clearly relying on unqualified teachers to plug the gaps,” he said. “Unqualified teachers have no guaranteed training in safeguarding children, controlling a class or adapting teaching to respond to the strengths and needs of all pupils,” Mr Kane said. “But under the Tories, they’re responsible for the education of hundreds of thousands of our children.”   

Plugging the gap
The results coincides with dramatic staff shortages felt across the sector with more teachers leaving the profession than entering for the second year in a row. was unheard of years ago, however this is now common practice in many of England’s schools. Teaching Assistants and staff from other areas were being pulled in to plug gaps for example native language speakers who do not hold a qualification in teaching are increasingly being used to teach MFL subjects. Worryingly, more than a third of Physics teachers do not have a degree in the subject, more than a fifth of Maths and English teachers hold no higher than an A-level qualification in the subject. Earlier this year the Government launched a £300,000 overseas recruitment drive in a bid to address the recruitment crisis facing the UK Education sector.  

The idea behind employing unqualified staff was to make it easier for schools to have lessons from people with particular skills, such as technology experts, sports tutors, musicians or linguists. But it was opposed by teaching unions who claimed it was a form of cost cutting and a lowering of professional standards. Local authority schools still require teachers to have qualified teacher status, but there are exemptions such as specialist instructors, teachers trained overseas and trainee teachers. Another former education secretary, Nicky Morgan, last year put forward plans that would have completely removed qualified teacher status. But these proposals were reversed by the current Education Secretary, Justine Greening, who has said she wants to strengthen QTS rather than end it. "Some people have suggested that QTS might be scrapped or replaced with some vague notion of an 'accreditation'," she said in a speech earlier this year. "Let me be absolutely clear: not on my watch." Ms Greening added: "Keeping and strengthening QTS is vital. This is not about removing school freedoms. But I believe that teachers should have the highest quality qualification and what I want to see is a QTS so well regarded, so strong that school leaders will naturally want all their teaching staff to have it. "QTS should be the foundation stone for the teaching profession to build on."    

A Department for Education spokesperson said: “We trust headteachers to run their schools and make the right decisions for their pupils. The latest figures show that nine in ten secondary lessons are taught by a teacher with a relevant post A-level qualification – a clear indication of the importance headteachers place on ensuring pupils are taught by highly qualified teachers.” “The quality of new entrants to teacher training continues to be high, with 18 per cent of this year’s cohort holding a first-class degree. We are investing £1.3bn up to 2020, along with bursaries of up to £30,000 tax free in subjects including physics, to continue to attract the best and the brightest into the profession, particularly in the core academic subjects.” Unions and Labour claim that not enough trainee teachers began courses in more than three-quarters of subjects, with maths, physics, design and technology, computing and business studies all falling at least 15% short of their targets. About 6,000 trainee teachers began courses after achieving a 2:2 or lower in their degree subject, and less than half of trainees are studying for their qualifications in universities, they claimed. The only subjects to meet the required recruitment levels were PE, history, biology and geography, while English and chemistry narrowly missed them.  

Education Secretary Justine Greening told MPs she recognised there was concern over school funding and has announced schools will receive an extra £1.3bn over two years.

However this is not ‘new’ education money, instead it will be taken from elsewhere in the education budget including £280 million from the free-schools programme. In 2018-2019 the budget will increase from £41bn to £42.4bn and £43.5bn in 2019-20. The plans will protect per pupil funding in ‘real-terms.’ During the General Election school funding became a major issue, the Conservative manifesto pledged that no schools would see their budgets cut as a result of the proposed national funding formula, and to increase the schools budget by £4 billion by 2022. The Conservatives had promised an extra £1bn per year, which on top of planned increases, would have meant the core schools budget rising by about £4bn in 2021-22. Most of this extra funding was going to come from scrapping free meals for all infants, a policy which was then withdrawn. Earlier this month, Ms Greening had demanded that the government publicly commit, before the summer holiday, to give schools an extra £1.2bn. Speaking in the House of Commons yesterday Ms Greening said this "significant investment" would help to "raise standards, promote social mobility and to give every child the best possible education."

• Not new money from the Treasury, but money from savings within education budget
• £280m cut from the free schools budget and £315m from "healthy pupils" projects
• The DFE is promising £416m extra for schools from savings in 2018-19 and a further £884m in 2019-20
• A new minimum per pupil funding limit will be set in secondary schools at £4,800
• The Institute for Fiscal studies says the extra money is more generous than promised in the Conservative manifesto - and will freeze average school budgets at current levels over the next two years
• But in the years between 2015 and 2020, the IFS says school budgets will have declined in real terms by 4.6%

Labour’s Shadow Education Secretary Angela Rayner accused the Conservatives of being in “full retreat from their own manifesto.” “Astoundingly, this has all been funded without a penny of new money from the Treasury – perhaps the Chancellor didn’t want to fund schools and thought that teachers and teaching assistants were just more overpaid public servants,” she said. Leader of the National Union of Teachers (NUT) Kevin Courtney said: "We have told the Government that schools are facing big real terms cuts. The Government has had to recognise that fact. 

This extra money is welcome but it is nowhere near enough.” Layla Moran, the Liberal Democrat education spokeswoman, said that it is a “desperate attempt to pull the wool over people's eyes.” "Instead of providing the £4bn of extra funding promised in their manifesto, the Conservatives are recycling cash from the education budget,” she said. “It is robbing Peter to pay Paul. Schools are still facing cuts to their budgets once inflation and increasing class sizes are taken into account.”  

A protest over school funding cuts was held in London at the weekend[/caption] Ms Greening, who addressed the cash as the biggest increase in schools funding in a decade, is a queue of ministers that have called for more cash for her department – but she has apparently failed to convince the Chancellor to provide extra funding. For many years there have been complaints that schools in different parts of the country were receiving different levels of per pupil funding. She said the new formula would go ahead and would address unfair and inconsistent levels of funding. Under the new arrangements, from 2018-19, the minimum funding per secondary pupil would be set at £4,800 per year. Details of an updated version of the formula, with budgets for individual schools, are being promised for the Autumn.

Applying for a job let alone being offered a job that you were not qualified in would have been unheard of a few years ago. However, this the stark reality facing many schools in England today; teachers teaching subjects they do not have a relevant degree in. Nearly 37.5 per cent of Physics teachers do not have any post-A Level qualification despite the fact thousands of children rely upon them to help them pass exams. This figure has risen by 4 percentage points in just 2 years and there are no signs of it stopping.

The recruitment crisis in Education has seen its biggest teacher shortages. 27.1 per cent of chemistry teachers and 26.3 per cent of maths teachers do not have a degree in the subject, both rising 3.2 and 3.9 percentage points respectively in two years.    

Computer Science/ICT, English, History, Geography, French and other languages are also the top subjects facing shortages. More than half of Spanish teachers did not study the language yet were teaching a class full of optimistic pupils. On a positive note subjects such as Drama, Media Studies and Citizenship have seen a rise in the number of teachers qualifying. John Pugh said: “The Government need to get a grip on this crisis. We need to stop allowing schools to be able to grab virtually anyone off the street and allow them to teach anything from physics to advanced maths.” “We need to support teachers rather than what the Government currently do – finding every opportunity to do the profession down.”

According to a survey by the National Union of Teachers (NUT) 68 per cent of staff said in the past year the number of professionals teaching subjects they were not qualified in had increased. The reason for this is down to a combination of the school funding crisis, lack of support and training particularly for Newly Qualified Teachers, shortage of teachers and growing class sizes. Schools are desperate and going to any lengths just to keep a float. As a result, the quality of teaching drops and the pupils learning begins to suffer. Members of the NUT have threatened to hold a national strike next term over budget cuts, job losses and pay caps.  

The National Union of Teachers (NUT) have threatened to hold a national strike next term over budget cuts that have led to job losses, activity cuts, lessons being cancelled and forcing staff to leave the profession altogether. The NAT has repeatedly called for the government to put an end to the 1 per cent pay cap on the public sector and restore the real term pay losses teachers have suffered since 2010.    

The vote to strike arose after Jo Yurky, co-founder of the Fair Funding For All Schools campaign told delegates at its annual conference in Cardiff that one school has been financially squeezed so much so that children wore hats and coats in their classroom for two weeks in January to save money on heating bills. She went on to say "Who would want their child to be in that classroom? Nobody. How does it help the child to learn? It doesn't.” "This is the state of things because there is a significant financial problem with our schools.” "The reason we are angry about it is because the Government does not accept there is a problem."

A secondary school switched of the heating in January to save money forcing pupils to wear their coats and hats during lessons.[/caption]   At another school a Spanish lesson was being taught by a teacher who could not speak a single word of the language. A school in Haringey, North London couldn’t afford to buy textbooks the pupils needed, but they also can’t afford to photocopy them because that budget has also been cut. There are also claims a primary school had to cut a teaching post, a teaching assistant post, its music club and its science club to save money. The NUT's general secretary, Kevin Courtney, said he would consult his union's members before pushing ahead with any strike, national or regional. However, as the union has an active ballot for strike action valid until August 31, before the NUT merges with the Association of Teachers and Lecturers (ATL) this could be used as the legal basis for strike. He said: "There are places where the cuts are so bad and the degree of concern so big that strike action is a real possibility. We will consult with colleagues in the regions about the readiness of members to do this.” "If Justine Greening announces the funding formula is changing to make things even worse in some areas, that would be very likely to raise the level of anger in those areas to a point where action will take place." “Already class sizes are increasing, school staff levels are being cut or jobs not being replaced, subjects are disappearing from the curriculum and materials and resources are scarce. This clearly cannot go on.”  

The NASUWT teachers' union, has warned that schools are relying on donations from parents to for funding with some paying more than £400 per year. One parent told the NASUWT her daughter had been there a term and had received letters every week asking for money. Another parent said: "The school asks for a 'voluntary contribution' but if you forget to pay you are sent texts telling you that you haven't paid." The union's leader Chris Keates said that "access to education must not be based on parents' ability to pay." Speaking in favour of the motion, James Kerr, a delegate from Lewisham in south-east London, said: “It's absolutely correct to say national strike action should not be off the table.” While the vote was for a one-day strike, Mr Kerr said the union should be prepared for further action. “This has to be not the ending but the start,” he said. “We can’t rely on wishful thinking, we cannot rely on an isolated one-day strike, then go back to business as usual.” Cleo Lewis, also from Lewisham, said: “We have been passive for too long. The government knows that we have been passive, the government have taken advantage of that, and I’ve had enough. Nothing gets changed by sitting and discussing… at the end of the day the government are not accepting our nice words we need to show them that we are serious.”  

A spokesperson for the Department of Education (DfE) has defended this, claiming the DfE is aware of schools facing cost pressure but that spending on schools is at the highest levels on record at £40 billion in 2016-17. The DfE claim to have protected the core schools budget in real terms since 2010. Kevin Courtney, the NUT's general secretary, said: "At a time of a crisis in teacher supply and a buoyant graduate recruitment market, the government needs to do much more to make teaching an attractive profession." The NUT has warned the Government several times if it continues its strategy of below-inflation pay awards for teachers, cutting the real value of pay and reducing its competitiveness, teacher supply problems will persist and the quality of education provision will decline." Any ballot would have to require at least 50% of the turnout - and receive support of at least 40% of all those entitled to vote - to trigger industrial action.  

Education Secretary Justine Greening has announced schools across England are to receive a £2.4 billion cash injection to cope with struggling school places and building repairs.

 Since 2010 nearly 735,000 additional school places have been created, however a further 230,000 are needed between 2017 and 2020 to keep pace with a rising school-age population. The new funding will also support the extra classrooms in existing grammar schools, this is separate to the plans of . £1.4bn will be spent on improving 1,500 school buildings at grammars, academies, primaries and secondaries. It will pay to fix roofs, heating and other general repairs to improve the condition of schools. It will not be spent on or resources such as stationary and text books which many local authorities asked for.

However the National Audit Office recently said that it would cost £6.7bn to get all schools in England into an acceptable state of repair. Headteachers have argued this will do nothing to improve the ‘black-hole’ in the day-to-day running costs. They have been warning for some time now of having to cut staff, clubs and subjects because of . Something that is inevitable after Chancellor Philip Hammond failed to give more cash per pupil to existing schools in his budget. Russell Hobby leader of the National Association of Head Teachers (NAHT) said “This is money that was already allocated to building new places and so it does nothing to help fill the £3bn black hole in day-to-day school spending.”

Justine Greening said the £2.4bn allocated is part of more than £24bn the government has committed to investing in schools between 2015 to 2021.

Education Secretary Justine Greening said: “Our Plan for Britain is to build a fairer society, with a good school place available for every child. This £2.4 billion investment, together with our proposals to create more good school places, will help ensure every young person has the opportunity to fulfil their potential. The £2.4 billion allocated today is part of more than £24 billion the government has committed to investing in the school estate between 2015 to 2021.”    

Education Secretary has announced sex and relationships education will be made compulsory in all of England’s schools. Up until now, this has only been compulsory in council-run secondary schools.

The current statutory guidance for sex and relationships education was introduced in 2000, however times have changed and seventeen years later it is out of date; failing to address cyber bullying and ‘sexting’. With the emergence of new technology that is easily accessed staying safe online is a key priority for both schools and parents.   

As part of the new move children as young as four in primary schools will be taught about safe and healthy relationships. While children in secondary schools will be taught in both sex and relationships. "Schools will have flexibility over how they deliver these subjects, so they can develop an integrated approach that is sensitive to the needs of the local community; and, as now, faith schools will continue to be able to teach in accordance with the tenets of their faith."

Ms Greening said: "Parents will continue to have a right to withdraw their children from sex education.       

The change makes the subject mandatory in all schools, including academies, independent schools and religious free schools and extends the subject to include relationships and modern phenomena such as internet porn and sexting.

One in four teenagers are ‘almost constantly’ online
Politicians, school leaders, parents, unions and campaigners have all welcomed the move which has been subject to years of campaigning. Former education secretary Prime Minister Theresa May’s cabinet reshuffle. Russell Hobby, general secretary of the National Association of Head Teachers (NAHT), said: "We welcome the announcements made today.” "We have long advocated age-appropriate sex education and PSHE, for all pupils in all schools, to help prepare young people for the challenges they will encounter in their adult lives and the current challenges they face beyond the school gates."

Sandra Horley, Chief Executive of the charity Refuge said the landmark decision could help reduce domestic violence for future generations. She said: "SRE provides young people with the knowledge they need to develop relationships based on equality and respect, how to recognise domestic violence, and how to seek support when needed.” "We believe domestic violence incidences will fall if the next generation is equipped with this knowledge from a young age. Today is a great first step towards a better and safer future for young people." 

MPs have argued the government has failed to provide sufficient evidence to show opening new grammar schools would improve social mobility and the quality of education for all pupils.

The Department for Education (DfE) has argued that removing the ban on opening new grammars will be a way of making "more good school places available, to more parents, in more parts of the country". The cross-party committee of MPs, responding to the evidence gathered about plans to increase selective education, said ministers still needed to demonstrate how this would improve social mobility and close the gap between rich and poor pupils. Since Theresa May announced her plans to lift the ban on new grammars brought in under Tony Blair’s government there has not been any details on how this might be implemented.    

Last week the Grammar School Heads’ Association published details of a private meeting with education ministers. The document suggests that new grammar schools could open from 2020 and in the meantime there would £150m allocated to expand existing grammars or to introduce grammar steams through academy trusts. There was also a suggestion that these new grammars would be much more selective than traditional grammars, with places for the top 10% of the ability range. Another idea was that there would be a single national entry test for grammars, rather than a range of local tests, with the aim of designing an exam that would be more resistant to coaching by private tutors. 

A DfE spokeswoman said that grammar schools have a "track record of closing the attainment gap to almost zero between children on free school meals and their better off classmates." The spokeswoman said that "99% of grammar schools are rated good or outstanding; and even when you take higher ability intakes into account pupils still perform better in selective schools than in non-selective schools." Labour's shadow education secretary, Angela Rayner, said: "When even the Conservative-dominated education select committee calls Theresa May's new grammar schools an 'unnecessary distraction', it's time that ministers finally sat up and took notice.” "There is a crisis in teacher recruitment, schools budgets are being cut for the first time in decades and hundreds of thousands of pupils are in super-sized classes.

The Tories should be keeping their pledge to protect school funding rather than pressing ahead with this policy," she said. John Pugh, the Liberal Democrats' education spokesman, said: "Instead of ploughing ahead with these divisive plans, Theresa May should address the £3bn funding black hole facing our schools over the next five years." Sir Peter Lampl, founder of the Sutton Trust, backed the calls for the government to show evidence that new grammars could close the attainment gap - when less than 3% of grammar school entrants are eligible for free school meals. "Until existing grammar schools demonstrate they can be vehicles for social mobility, the number of grammar schools should not be increased," said Sir Peter. Russell Hobby, the general secretary of the National Association of Head Teachers, said the report showed the government had lost the argument on grammar schools and called for a rethink of the policy. “To focus on schools that ignore 90% of the population is a massive distraction. To pour millions of pounds into this system when state school budgets are at breaking point is a terrible use of public funds. No other high-performing education system in the world uses selection at 11. It is too late to counter disadvantage. The government would do better to invest more in early years education, where the evidence shows you can make more of an impact on a child’s future prospects.” “There is strong evidence that selection at 11 damages outcomes overall. There is no support for this from school leaders; the plans to expand selection should be rethought entirely.”  

The lack of positive role models in primary schools is becoming a worry as one in four still have no male teacher, the equivalent to nearly a million primary school children not having a male teacher. Statistics from the Department of Education show 26% of teachers in England are men - accounting for 38% of secondary and 15% of primary school teachers. Despite Government efforts to get male teachers into the workforce, women still dominate the force. There were 31,600 male primary teachers at the last count, compared to 151,200 females – one man for every six women in the role. That rises to one man for every four women in headteacher roles. And there were 3,727 primary schools in England without any male teachers at all, up from 3,680 in 2014.  

At such a young age boys often fall behind and find it hard to catch up and the imbalance of male staff could be to blame. Dr Martin Robb, senior lecturer with The Open University, said: “It’s important to have a gender balanced workforce for all kinds of reasons, but the gender of the worker isn’t actually the most important thing for boys.” “And other factors - such as personal qualities of consistency, care, respect, etc - are deemed to be much more significant by boys themselves. “A range of commentators has argued that the absence of fathers and the allied absence of male role models from the lives of many young men are key factors in their involvement in crime and in educational under-achievement.” “But consistent carers are more important than male models for boys.”  

Top 10 areas with no male teachers

1. North Yorkshire
2. Derbyshire
3. Hampshire
4. Lancashire
5.  Essex
6.  Hertfordshire
7. Cumbria
8. Norfolk
9. Surrey
10. Staffordshire

The Department for Education said: “Our priority is getting the brightest and best teachers into classrooms, including male staff of all levels.” “That is why we are spending millions of pounds on recruiting high-quality teachers.” "We can be proud of the fact that teaching is an increasingly popular profession, with more young men and women embracing the opportunity to inspire and shape the lives of the next generation."  

Are you a teacher looking for a job? We are recruiting, register with us today. 

UK based charity World Wide Education Project (WWEP) is encouraging all teachers to try ‘Naked Teaching’ on Friday 30^th September to raise awareness of children around the world who go tomakeshift schools in slums, in refugee camps, under trees and under bridges.

Naked Teaching is nothing dodgy! Honest!

It is an opportunity for teachers to experience what it is like to teach without any resources. It’s a chance for teachers to stick the supplies back in the store cupboard, unleash their inner inventiveness and undress their lessons. You could even take the kids outside and lose the walls and the chairs too.

To help you get started, try one of these 5-minute resource free teaching strategies that can be adapted to teach just about anything: (But beware – as Naked Teaching goes, the following ideas are hard-core because they don’t even involve paper or pens.)

Nina Jackson, a teacher who helped to come up with the campaign, advises: "Connecting and developing purposeful learning relationships with the children is key. Good eye contact and a great smile always works. It exudes safety, support and confidence. Even if you’re feeling nervous yourself!"

The charity hopes to raise awareness and funds for many impoverished children around the world. To donate go to justgiving.com/ww-ep

Will you be brave enough to strip down, boldly join in with #NakedTeaching and #NakedTeachingDay and share your pics and ideas with us. 

If you are not working on the day you can still take part in other ways such as no TV or radio, not using any forms of transport, or even going as bold as not using your mobile phone!

Go on....give it go!

A job as a primary teacher is unquestionably one of the most rewarding careers you can have. You have the ability to inspire young children during some of the most important years of their development. You day to day role is exciting, varied and far from boring. The most satisfying aspect of being a primary school teacher is knowledge that what you are teaching these children are concepts and nurturing their naturally inquisitive minds. You are setting the foundations needed to develop the skills that they will continue to build on for the rest of their lives.      

What does primary teaching involve?

The impact you can have as a primary teacher is immense. You can set children up to succeed from the start, making sure they all have access to a brilliant education.

Primary teachers work with children between the ages of 3 and 11 and are required to teach all of the subjects which are in the national curriculum. This means that anybody looking for a primary teaching role needs to have good, basic knowledge of all these subjects for key stages 1 and 2. You will also be responsible for their educational, social and emotional development while in your care.

As a primary school teacher you will need to be creative, well organised, good at planning and have a lot of patience as working with young children can be very challenging. As well as this you need to be reasonably fit and be able to communicate effectively in written and spoken English. Responsibilities of a primary school teacher include (but not limited to):

• Plan lessons, prepare teaching materials and then teaching what you have organised
• Marking and assessing work which you have assigned
• Working and liaising with other industry professionals • Attending staff meetings and any training courses which may be required
• Manage class behaviour
• Discuss children's progress and other relevant matters with parents and carers
• Work with other professionals like education psychologists and social workers • Attend meetings and do training organise outings, social activities and sports events
• You will need to be motivated, committed and a good sense of humour

Each day is varied as you will be carrying our activities from developing young pupils’ literacy, to teaching them about maths, science, arts, PE, music, and basic computing skills.

Your teacher training will help you build and use all the skills and creativity you need to succeed in the classroom. Remember to always talk to experienced teachers and practitioners as you discover how to create and deliver inventive and engaging lessons. After all sharing best practise is the key to great success.

Teaching the same class over the course of a year means you can gain an in-depth understanding of your pupils’ characters and different skills. This gives you a big responsibility to ensure every child gets the most out of their education – offering unbeatable job satisfaction as you see how they change and grow as individuals.

The opportunity to move between year groups and different stages of learning just adds to the variety of the job – and as your teaching skills flourish, so can your career. As a great primary school teacher, you could progress to key stage head, a position in a senior leadership team, or even become a head teacher. In doing so, you could use your vision and experience to make a difference to the entire school.  

What Qualification are needed for primary teaching?

The teaching profession looks for the highest calibre of candidates. To become a primary teacher you will need to have completed the Initial Teacher Education or Training (ITET) and gain Qualified Teacher Status (QTS). In addition to this you will also need:

• A-C GCSE grades in Maths, English & Science

• Enhanced background checks by the Disclosure and Barring Service (DBS) which must be clear of any convictions You can study for a university degree and gain QTS at the same time by doing one of the following courses:

• BA (Hons) degree or BSc (Hons) degree with QTS

• Bachelor of Education (BEd) degree course In addition to being a qualified teacher, having classroom experience is extremely powerful. Whether it be day supply or temporary work placements all the experience you gain will help to become a higher quality candidate.

Working hours and conditions

A typical working week for a full-time teacher is an average 37 hours a week, with typical class times starting between 8.30am and 9.15am and finishing around 3.15pm to 4pm. Outside of classroom hours, teachers normally will be planning lessons, marking work and also taking part in activities, like as parents' evenings and outings. Teachers normally work 39 weeks a year split over three school term.  

How TLTP can help you find a Primary Teaching job

Whether you are an NQT, or interested in becoming a primary teacher or looking for your next role in teaching, London Teaching Pool Ltd (TLTP) can help you. See our latest primary teacher jobs. Simply register your details or if you prefer a request a call back and one of our experienced recruitment consultants will phone you.

Every school varies when it comes to what they’re looking for in a primary school teacher. The best way to prepare yourself for this is to make sure that you have a strong and up to date CV that is tailored to teaching. See our CV tips which will help you in creating a winning CV. Once you’re through the selection stage we’ve put together some useful interview advice to help you prepare and get through the next hurdle.

Register and sign up to job alerts so that you can keep up to date with the latest TLTP job postings. This means that you’ll be the first to know when vacancies you are interested in arise. This saves you time because instead of you looking for jobs, jobs find you.

Download the FREE TLTP Education App where you can search for jobs and apply whilst on the go. You’ll be able to save your preferences, receive notifications when new jobs are added and access lots of useful information.