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⚡ Source: ReedRef: 56969422

PPA Teacher | North Somerset | Part Time Flexible

Teaching Personnel·North Somerset, South West·Posted 4 days ago
💰 £130-150/hour
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Job description

Original text imported from Reed

Location: North Somerset

Hours: Part time, flexible days (at least 2 days per week)

We are working with primary schools in North Somerset who are seeking enthusiastic Teachers for PPA cover roles. This is a flexible, part time position with a minimum commitment of 2 days per week.

This is a great opportunity for teachers who enjoy variety and are happy to teach across different age groups. You will be delivering pre planned lessons, covering classes while permanent staff have their PPA time, and maintaining a positive classroom environment.

Key details:
- Role: PPA Cover Teacher
- Location: North Somerset
- Days: Part time, flexible (minimum 2 days per week)
- Year groups: Happy to teach across EYFS, KS1 and KS2

Person specification:
- Qualified Teacher Status (QTS or equivalent)
- Recent primary teaching experience across any year group
- Confident stepping into different classrooms and adapting quickly
- Enthusiastic, reliable and committed to supporting pupil progress and wellbeing

Benefits of working with Teaching Personnel:
- Competitive daily rates of pay
- Weekly pay
- A dedicated recruitment consultant as your main point of contact
- Access to a wide network of local schools and opportunities
- Ongoing CPD and free training courses
- Flexible working options to suit your lifestyle
- Streamlined registration and compliance support
- Refer a friend bonus scheme

If this sounds like the role for you, we would love to hear from you! Please submit your CV via this advert and we will be in touch to chat through the next steps.

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.

SpeedCV AI

Key skills

AI-extracted from the job advert

Must-have skills
Qualified Teacher Status (QTS)Primary teaching experience (EYFS/KS1/KS2)Enhanced DBS checkSafeguarding knowledge (Keeping Children Safe in Education)
Nice-to-have
Prior supply or PPA cover experienceCPD in child protection or Prevent duty
Soft skills
AdaptabilityReliabilityEnthusiasmFlexibilityCommitment to pupil wellbeing
SpeedCV AI

Application advice

5 AI-generated recommendations to maximise your chances.

1

⭐ Place your QTS qualification prominently in your CV header or personal statement, as the advert lists it as the first essential requirement.

2

📊 Quantify your classroom experience: e.g. 'Delivered PPA cover across 6 year groups (EYFS–KS2) for 3 primary schools over 2 academic years'.

3

🎯 Explicitly state your experience across EYFS, KS1 and KS2 in your skills section — the advert requires comfort teaching all three phases.

4

🛡️ Include your enhanced DBS status and its issue date in your CV, as safeguarding compliance is central to Teaching Personnel's registration process.

5

🤝 Highlight any supply or cover teaching experience separately, as the advert specifically values teachers who can step confidently into different classrooms at short notice.

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AI SpeedCV

Suggested CV bullets

3 bullets our AI drafted for this specific advert, mirroring its ATS keywords.

How to tailor your CV

Add these 3 bullets under your most recent experience:

  • Delivered PPA cover across 5 North Somerset primary schools, teaching EYFS to KS2 year groups on a flexible 3-day-per-week basis throughout the 2023–24 academic year.
  • Maintained classroom behaviour and pupil engagement across 12 different year groups by implementing consistent routines, achieving positive feedback from 9 out of 10 class teachers on handover notes.
  • Completed enhanced DBS check and annual safeguarding training in line with DfE 'Keeping Children Safe in Education' guidance, supporting compliant placement across 4 schools simultaneously.

Free to copy — tailoring requires a 30-sec CV upload.

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AI cover letter

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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 PPA Cover Teacher vacancy in North Somerset aligns directly with my experience delivering primary lessons across EYFS, KS1 and KS2. Holding Qualified Teacher Status and an enhanced DBS certificate, I am fully compliant and ready to step into classrooms at short notice, maintaining positive learning environments from pre-planned lesson materials.

My background in primary education includes covering multiple year groups across different schools, which has sharpened my ability to adapt quickly to new classroom routines and pupil needs. I have consistently supported pupil progress and wellbeing during PPA cover sessions, building rapport with classes efficiently even in single-day placements.

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SpeedCV AI

Interview questions

10 questions generated from this advert.

Technical

  • How do you quickly familiarise yourself with a pre-planned lesson when you have minimal preparation time?
  • What strategies do you use to maintain behaviour and routine in an unfamiliar classroom?
  • How do you adapt your teaching approach when moving between EYFS and KS2 on the same day?
  • What does effective safeguarding practice look like in a primary supply teaching context?
  • How do you ensure pupil progress is supported when you are only covering a class for a single session?

Behavioural

  • Tell me about a time you had to adapt quickly to an unfamiliar classroom or year group.
  • Describe a situation where you maintained a positive learning environment despite challenging pupil behaviour.
  • Give an example of when you delivered a lesson from someone else's plan and how you made it your own.
  • Tell me about a time you identified a safeguarding concern and how you handled it.
  • Describe how you have managed working across multiple schools or settings simultaneously.
SpeedCV AINEW

STAR answer examples

Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.

1Question

Tell me about a time you had to adapt quickly to an unfamiliar classroom or year group.

Situation: I arrived at a Year 2 class on a Monday morning to find the planned phonics lesson had been replaced by a maths assessment the class teacher had left no resources for. Task: I needed to deliver a meaningful 45-minute maths session using only what was available in the classroom. Action: I quickly scanned the working wall for current topics, identified place value as the focus, and improvised a practical activity using counting cubes and whiteboards. I grouped pupils by ability based on a quick verbal warm-up. Result: The class teacher returned to find all 28 pupils on task and completed work in their books. She requested me back the following week, and I was booked for 6 further sessions at that school.
2Question

Describe a situation where you maintained a positive learning environment despite challenging pupil behaviour.

Situation: During a Year 5 PPA cover session at a school I had not visited before, two pupils became disruptive within the first 10 minutes, distracting the rest of the class of 30. Task: I needed to de-escalate the situation without disrupting the lesson for the other pupils. Action: I used a calm, low-voice redirection technique, moved one pupil to a different table with a clear task, and offered both a brief one-to-one check-in at the start of independent work time to understand their frustration. Result: Both pupils completed the lesson task, and the class teacher noted in her feedback that the session had gone smoothly. Behaviour incidents dropped to zero for the remainder of the 90-minute session.

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