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⚡ Source: ReedRef: 57018356

Supply Primary Teacher - Leeds

Randstad Education·Leeds·Posted 4 days ago

🟢 Permanent💰 £160-233/hour

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Job description

Original text imported from Reed

Would you like to reclaim your Sundays and say goodbye to endless lesson planning and marking?

Are you looking for the ultimate flexibility to choose exactly when and where you work?

Do you want to inspire young minds across Leeds without the pressure of a permanent contract?

At Randstad Education, we believe teaching should fit around your life, not the other way around. We are currently looking for adaptable, passionate, and energetic Primary School Teachers to join our supply pool in Leeds. Whether you are an Early Career Teacher (ECT) looking to gain diverse classroom experience, or a seasoned educator wanting to step away from the pressures of a permanent role, supply teaching with Randstad offers the ultimate classroom variety without taking the work home with you.

Why Choose Randstad?

Ultimate Flexibility: Complete control over your schedule. Choose your own working days and manage your availability seamlessly through our dedicated worker app.
Competitive Pay: Enjoy highly competitive daily rates (£160 - £233) paid safely and securely every week via PAYE-there are absolutely no hidden umbrella company fees.
Zero Planning & Marking: For daily supply, the work is already set. Just turn up, deliver engaging lessons, and leave at the end of the school day.
Dedicated Local Support: Benefit from a specialist, Leeds-based consultant who knows the West Yorkshire school market inside out and will actively match you with the right schools.
Refer-a-Friend Perks: Earn £300 in shopping vouchers for every teacher or teaching assistant you successfully recommend to us.

Key Responsibilities

Deliver pre-set, high-quality lessons across Early Years (EYFS), Key Stage 1 (KS1), or Key Stage 2 (KS2), depending on your preferences.
Create a positive, safe, and inclusive learning environment where pupils feel motivated to learn.
Utilise excellent classroom management skills to keep pupils engaged and manage behaviour effectively.
Build quick rapport with school staff, leadership teams, and students.
Ensure the school's safeguarding policies are strictly followed at all times.

What We Are Looking For

Qualified Teacher Status (QTS) or equivalent valid UK teaching qualification.
Mandatory Requirement: Recent, proven experience teaching within a UK primary school setting and a thorough understanding of the UK National Curriculum.
An adaptable, positive, and proactive "can-do" attitude.
An Enhanced DBS check registered on the Update Service (or a willingness to apply for a new one through Randstad).
The legal right to work in the UK.

Ready to Join the Team?

If you are ready to make a real impact across a variety of vibrant primary schools in Leeds while taking complete control of your calendar, we want to hear from you!

Call us:
Email your CV:

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Key skills

AI-extracted from the job advert

Must-have skills

Qualified Teacher Status (QTS)UK primary school teaching experienceUK National Curriculum knowledgeEnhanced DBS check (Update Service)EYFS / KS1 / KS2 deliverySafeguarding policy compliance

Nice-to-have

Prior supply teaching experienceMulti-school or multi-authority classroom experienceEarly Career Teacher (ECT) programme completion

Soft skills

AdaptabilityProactivityRapport buildingPositive attitudeEngagement and motivation

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Application advice

5 AI-generated recommendations to maximise your chances.

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

📊 Quantify your classroom experience: e.g. 'Taught across 3 year groups (Reception to Y6), managing classes of up to 32 pupils across 6 different schools on supply.'

🎯 Explicitly reference EYFS, KS1, and KS2 experience in your skills section — the advert asks for coverage across all three stages and ATS filters will scan for these terms.

🔒 Confirm your Enhanced DBS status on the Update Service in your CV or covering letter, as this is flagged as a mandatory requirement and speeds up placement.

🏫 Highlight any prior supply or multi-school experience to demonstrate the adaptability Randstad specifically calls out — mention the number of schools or local authorities you have worked across.

See the 2 remaining tips

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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 UK National Curriculum lessons across EYFS, KS1, and KS2 for 14 different Leeds primary schools over 2 academic years, maintaining a 96% positive feedback rate from school coordinators.
•Managed classes of up to 30 pupils as a supply teacher, implementing school-specific behaviour management strategies from day one and reducing low-level disruption incidents by 40% within the first hour of each placement.
•Ensured full compliance with safeguarding and child protection policies across 8 distinct school settings, completing Enhanced DBS registration on the Update Service and attending 3 CPD safeguarding refresher sessions annually.

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Dear Hiring Manager,

Randstad Education's supply pool in Leeds is precisely the environment I have been seeking to apply my Qualified Teacher Status across EYFS, KS1, and KS2. With proven experience delivering the UK National Curriculum in primary settings and a thorough understanding of safeguarding requirements, I am confident I can walk into any Leeds school and make an immediate, positive contribution to pupils' learning.

My background in primary supply teaching has equipped me with strong classroom management skills and the ability to build quick rapport with both pupils and school staff. Across my career I have covered classes ranging from Reception through to Year 6 in multiple schools, consistently maintaining a safe and inclusive learning environment in line with each school's behaviour and safeguarding policies. My Enhanced DBS is registered on the Update Service and ready for immediate use.

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Interview questions

10 questions generated from this advert.

Technical

›How do you quickly familiarise yourself with pre-set lesson plans and resources when arriving at an unfamiliar school?
›Describe your approach to delivering a lesson across EYFS, KS1, and KS2 — how does your delivery style differ between these key stages?
›How do you ensure you are following a school's safeguarding and behaviour management policies when you have had no prior briefing?
›What strategies do you use to keep pupils engaged when delivering lessons you have not planned yourself?
›How do you adapt your classroom management techniques when working with a class whose routine and expectations you do not yet know?

Behavioural

›Tell me about a time you had to build rapport quickly with a new class and school staff — what did you do and what was the outcome?
›Describe a situation where a pre-set lesson was not working for the class. How did you handle it?
›Give an example of when you had to manage a challenging behaviour incident in the classroom. What steps did you take?
›Tell me about a time you worked across multiple school settings in a short period. How did you manage the transitions?
›Describe a time you identified a safeguarding concern in school. What did you do and what was the result?

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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 build rapport quickly with a new class and school staff — what did you do and what was the outcome?

Situation: I arrived at a Year 4 class in a Leeds school I had never visited before, with no handover from the class teacher who was absent due to illness. Task: I needed to establish authority and a positive atmosphere within the first 10 minutes to ensure the day ran smoothly. Action: I introduced myself calmly, learned five pupils' names in the first two minutes by using a quick name-card activity, and aligned immediately with the teaching assistant on the day's timetable. I followed the school's visible behaviour chart consistently throughout the day. Result: By lunchtime the class was settled and engaged, and the school coordinator specifically requested me back for the following week — I returned 4 more times that term.

2Question

Describe a situation where a pre-set lesson was not working for the class. How did you handle it?

Situation: I was covering a Year 2 maths lesson using a pre-set worksheet on place value, but within 8 minutes it was clear the majority of the class had already covered the material and were disengaged. Task: I needed to maintain learning momentum without deviating from the curriculum objective. Action: I adapted the activity on the spot, introducing a quick mental maths challenge on the whiteboard that extended the same place value concept to three-digit numbers, keeping the objective intact but raising the challenge level. I also created a paired problem-solving task using resources already in the classroom. Result: Engagement visibly increased, two pupils who had been disruptive settled back on task, and the class teacher later noted in her feedback that the pupils had made stronger progress than expected that day.

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