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Supply Teacher - Primary

Tradewind Recruitment·Sheffield·Posted 5 days ago

💰 £130-180/hour

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Job description

Original text imported from Reed

Qualified Primary Teachers - Supply Work (Sheffield)
Location: Sheffield
Start Date: September 2026
Role Type: Supply / Flexible Teaching (Primary)
Requirement: Qualified Teacher Status (QTS) essential

We are currently seeking passionate and adaptable qualified primary teachers to work across a range of schools in Sheffield from September 2026. This is a fantastic opportunity for teachers who enjoy variety, flexibility, and the chance to make a real impact in different classroom environments.

You will be working across a variety of welcoming primary schools, delivering high-quality teaching and supporting pupils' learning across EYFS, KS1 and KS2 depending on your experience.

To be considered, you must:

Hold Qualified Teacher Status (QTS)
Be available to work a minimum of 2 days per week
Be confident delivering lessons across primary age ranges
Be adaptable, reliable, and committed to maintaining high teaching standards

What's on offer:

Working with Tradewind Recruitment gives you access to one of the most established and trusted names in education recruitment. We support thousands of teachers across the UK and pride ourselves on long-term relationships and excellent service.

Benefits include:

Flexible supply work to suit your availability
Competitive daily pay rates
A dedicated consultant who understands your preferences and career goals
Access to ongoing CPD and training opportunities
Opportunities to work in a variety of local primary schools
Guaranteed Pay Scheme for eligible candidates, offering financial stability even when work is not available

Whether you're looking to regain work-life balance, gain experience across different schools, or simply enjoy the variety of supply teaching, this role offers excellent flexibility and support.

If you are a qualified primary teacher ready to start in September 2026, we would love to hear from you.

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Key skills

AI-extracted from the job advert

Must-have skills

Qualified Teacher Status (QTS)EYFS teachingKS1 teachingKS2 teachingPrimary lesson delivery

Nice-to-have

CPD participationSupply teaching experienceBehaviour management strategies

Soft skills

AdaptabilityReliabilityFlexibilityCommitmentCommunication

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Application advice

5 AI-generated recommendations to maximise your chances.

⭐ Place your QTS qualification prominently at the top of your CV under your Professional Qualifications section, as the advert lists it as the single essential requirement.

📊 Quantify your classroom experience: e.g. 'Delivered lessons to 30 pupils across EYFS, KS1 and KS2 in 8 different Sheffield primary schools over 2 academic years'.

🎯 Explicitly list EYFS, KS1 and KS2 experience as separate competencies in your skills section, mirroring the advert's language to pass ATS screening.

🌐 Highlight any previous supply or short-term contract teaching roles to demonstrate you can integrate quickly into new school environments — a key requirement for this role.

🤝 Include a line about your availability and minimum days per week in your Personal Statement, as the advert specifies a minimum of 2 days per week commitment.

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 EYFS, KS1 and KS2 lessons across 10 Sheffield primary schools over 18 months as a supply teacher, maintaining a 95% positive feedback rate from school coordinators.
•Planned and executed differentiated literacy and numeracy lessons for classes of up to 32 pupils with 24 hours' notice, supporting uninterrupted learning during staff absences.
•Completed 40 hours of CPD in behaviour management and inclusive teaching strategies, directly improving classroom engagement scores by 20% in long-term supply placements.

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Dear Hiring Manager,

Tradewind Recruitment's supply teaching programme across Sheffield's primary schools is exactly the kind of flexible, varied role I have been seeking — and my Qualified Teacher Status combined with hands-on experience across EYFS, KS1 and KS2 makes me well placed to contribute from day one. I am available a minimum of 3 days per week from September 2026 and am confident delivering high-quality lessons with minimal lead time across a range of primary settings.

My background in primary teaching includes classroom management across mixed-ability groups, differentiated lesson planning, and maintaining consistent pupil progress in both long-term and day-to-day supply placements. I am committed to upholding high teaching standards regardless of the school environment and have a strong track record of building quick rapport with pupils and staff alike.

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Interview questions

10 questions generated from this advert.

Technical

›How do you adapt a lesson plan when you arrive at a school with minimal briefing from the class teacher?
›Walk me through how you would manage behaviour in an unfamiliar KS2 classroom on your first day.
›How do you ensure continuity of learning for pupils when covering a class as a supply teacher?
›Describe your approach to differentiating tasks for mixed-ability groups across EYFS, KS1 and KS2.
›What strategies do you use to quickly assess the learning needs of a class you have not taught before?

Behavioural

›Tell me about a time you had to adapt quickly to an unexpected classroom situation.
›Describe a situation where you maintained high teaching standards despite limited preparation time.
›Give an example of how you built rapport with pupils in a school where you were not known.
›Tell me about a time you received constructive feedback from a school and how you acted on it.
›Describe how you have managed competing demands on your time when working across multiple schools.

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 unexpected classroom situation.

Situation: I arrived at a Sheffield primary school to cover a Year 4 class and discovered the planned lesson resources were unavailable due to a system outage. Task: I needed to deliver a full 60-minute literacy session with no printed materials and 28 pupils ready to learn. Action: I drew on my knowledge of KS2 curriculum objectives and improvised a structured oral storytelling activity, using the whiteboard to scaffold key vocabulary and comprehension questions. I split the class into 4 groups for a peer-editing exercise in the final 20 minutes. Result: The class teacher reviewed my session notes afterwards and rated the lesson Outstanding on the school's internal feedback form, and I was re-booked at that school 6 times over the following term.

2Question

Give an example of how you built rapport with pupils in a school where you were not known.

Situation: I joined a KS1 class mid-term at a school where I had never worked, covering a long-term absence. Task: I needed to establish trust with 26 five- and six-year-olds within the first session to ensure productive learning throughout the placement. Action: I arrived 20 minutes early to review the class seating plan and read three pupils' learning profiles. I opened the lesson by learning every child's name using a quick name-game activity, then referenced individual contributions by name throughout the day. Result: By the end of the first week, the SENCO noted a measurable improvement in on-task behaviour compared with the previous cover period, and 3 parents emailed the school to comment positively on their children's engagement.

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