Maths Teacher
Job description
Original text imported from Reed
Salary: M1 – UPS1 (in line with the teaching scale)
Contract: Full-time, long-term
Age Range: 11–16 (Key Stage 3 & GCSE)
We are working with a large, high-performing secondary school in Salford seeking a committed Maths Teacher to join their department from September 2026. This is a fantastic opportunity for both newly qualified and experienced teachers to become part of a supportive team focused on driving pupil progress.
The RoleThe successful candidate will:
- Teach Maths across Key Stage 3 and GCSE.
- Take on a full teaching timetable, including planning, delivery, and marking.
- Differentiate learning to meet the needs of pupils at varied ability levels.
- Monitor, assess and report on pupil progress, working collaboratively within the Maths department.
- Contribute to maintaining high standards of teaching and learning within the school.
The school is located in Salford and offers excellent transport options:
- Easily reached via the M61 and M60, ideal for candidates commuting from Bolton, South Manchester, and wider Greater Manchester.
- Well connected through public transport from local areas including Worsley, Pendlebury, and Manchester City Centre.
Applicants must have:
- Qualified Teacher Status (QTS)
- Experience teaching Maths up to GCSE level
- A strong commitment to high-quality teaching and learning
Both ECTs and experienced teachers are encouraged to apply, with full induction and ongoing support available.
Apply NowTo be considered for this role, please submit your full CV below.
For more information, contact our Manchester West Secondary Office.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with DfE statutory guidance ‘Keeping Children Safe in Education’ this may also include an online search as part of our due diligence on shortlisted applicants.
We offer all our registered candidates FREE child protection and prevent duty training. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
For details of our privacy policy, please visit the Teaching Personnel website.
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Place your QTS qualification prominently at the top of your CV under a 'Qualifications' section, as the advert lists it as the first essential requirement.
📊 Quantify pupil progress outcomes: e.g. 'Raised Year 10 GCSE Maths pass rate from 64% to 81% over one academic year through targeted intervention sessions.'
🎯 Explicitly state the year groups and key stages you have taught (KS3 and KS4/GCSE) in your teaching experience section, as the advert specifies 11–16 age range.
🌐 If you are an ECT, highlight your induction progress and any mentor feedback scores or lesson observation grades to demonstrate readiness for a full timetable.
🤝 Include a line in your personal statement about your approach to differentiation across mixed-ability Maths classes, as the advert specifically calls this out as a core responsibility.
Suggested CV bullets
3 bullets our AI drafted for this specific advert, mirroring its ATS keywords.
Add these 3 bullets under your most recent experience:
- •Delivered full KS3 and GCSE Maths timetable to 180 pupils across 6 year groups, achieving an 18-percentage-point improvement in Year 11 Grade 4+ pass rate over two academic years.
- •Designed and implemented a differentiated KS3 scheme of work covering Number, Algebra, and Geometry strands, reducing the attainment gap between lower and higher sets by 12 marks on end-of-year assessments.
- •Led weekly Maths intervention sessions for 24 Year 10 pupils identified as borderline Grade 3/4, contributing to 79% of the cohort achieving Grade 4 or above at GCSE.
Free to copy — tailoring requires a 30-sec CV upload.
Your cover letter is ready
We've drafted a cover letter for Teaching Personnel. Preview the opening, then unlock the full personalised version.
Letter preview — tailored to Teaching Personnel
Dear Hiring Manager,
Teaching Personnel's Maths Teacher vacancy at a high-performing secondary school in Salford is precisely the role I have been seeking. With Qualified Teacher Status and hands-on experience delivering differentiated Maths lessons across KS3 and GCSE, I am confident I can contribute meaningfully to the department from September 2026.
My background in secondary Maths teaching has equipped me with a structured approach to lesson planning, formative assessment, and pupil progress monitoring. I have consistently adapted schemes of work to meet the needs of mixed-ability classes, and I understand the importance of rigorous marking and feedback in driving GCSE outcomes. I hold a valid enhanced DBS certificate and am fully committed to safeguarding best practice in line with DfE guidance.
Free signup, no card needed. Export to PDF/Word requires a £1.99 trial (14 days).
Interview questions
10 questions generated from this advert.
Technical
- ›How do you plan and sequence a GCSE Maths scheme of work to ensure full curriculum coverage by the end of Year 11?
- ›What strategies do you use to differentiate Maths lessons for pupils working at widely different ability levels within the same class?
- ›How do you use assessment data to identify gaps in pupil understanding and adapt your teaching accordingly?
- ›Describe your approach to teaching algebraic reasoning at KS3 to build strong foundations for GCSE content.
- ›What marking and feedback methods have you found most effective for improving pupil outcomes in Maths?
Behavioural
- ›Tell me about a time you successfully raised attainment for a group of pupils who were significantly underperforming in Maths.
- ›Describe a situation where you had to adapt a lesson mid-delivery because pupils were not engaging with the material.
- ›Give an example of how you have collaborated with colleagues in a Maths department to improve teaching and learning.
- ›Tell me about a time you managed a challenging classroom behaviour situation and what the outcome was.
- ›Describe how you have communicated pupil progress to parents or carers and handled a difficult conversation about underperformance.
STAR answer examples
Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.
Tell me about a time you successfully raised attainment for a group of pupils who were significantly underperforming in Maths.
Describe a situation where you had to adapt a lesson mid-delivery because pupils were not engaging with the material.