Teacher of Mathematics and Numeracy in Derry, Londonderry

Primary Location: Derry/Londonderry-Coleraine-Sunlea Education Guidance Centre

Contract Type: Permanent

Status: Full-Time

Hours per Week: Full time

Working Pattern: Monday to Friday

Grade/Scale: Teacher | Main Pay Scale, M2 - UPS 3 | £32,916 - £50,876 per annum

Allowance(s): Special Educational Needs Allowance (as per EA SEN Allowance criteria)

Anticipated Start Date: 31 August 2026

A reserve list may be compiled from suitable applications.

JOB DESCRIPTION

Teacher of Mathematics & Numeracy at Sunlea Education Guidance Centre (Key Stage 3)

REPORTS TO: Senior Teacher

RESPONSIBLE FOR: Teaching Mathematics and Numeracy, Behaviour Support and other duties required within the role/service.

JOB PURPOSE

EOTAS offers and requires a truly multi-disciplinary approach across professionals working with young people. The team consists of teachers, youth workers, support staff and wider agencies to enhance the learning process for pupils and provide an exciting curriculum based on the individual needs of pupils.

We are looking to appoint an enthusiastic, self-driven, flexible teacher to teach Mathematics and Numeracy at Key Stage 3. You must be able to deliver the subjects to young people who have a range of abilities, monitor and assess progress to ensure the best possible outcomes for individuals, and offer pastoral support to pupils through their learning. You will have a commitment to developing outstanding practice and a passion for making a difference to the education and lives of our young people by building positive, supportive and nurturing relationships.

The role will include visits to schools. The successful candidate will be required to support the wider EOTAS provision at Key Stage 3 and may be required to work across other EOTAS Partnership Centres within a reasonable distance. Successful applicants will be expected to play a full part in supporting and shaping the EOTAS provision. This role includes leading on a curriculum/pastoral or therapeutic area which may encompass establishing or leading on clubs, competitions, trips and visits, interventions and support provisions for young people with social, emotional and/or behavioural barriers to progress.

This is an excellent opportunity for a teacher who is interested in teaching and supporting students who experience social, emotional and/or behavioural difficulties that present a barrier to learning and progress. Applications are welcome from both recently qualified teachers and experienced teachers. This opportunity is also available by secondment which may lead to a permanent position. Experience of working within a SEN setting is desirable, but not essential.

MAIN DUTIES AND RESPONSIBILITIES

• Planning
  • Planning and preparing courses and lessons;
  • Teaching, according to educational needs of pupils, including the setting and marking of work completed by pupils;
  • Assessing, recording and reporting on the development, progress and attainment of pupils.
• General
  • Promoting the progress and well-being of individual pupils and of any class or group of pupils assigned to him/her; in line with the pastoral care policy;
  • Providing advice and guidance to pupils on educational and social matters and on their further education and future careers including information about sources of more expert advice on specific questions, making relevant records and reports;
  • Making records of and reports on the personal and social needs of pupils;
  • Communicating and consulting with the parents of pupils; be a link/form teacher to support a small group of pupils;
  • Communicating and co-operating with such persons or bodies outside the centre as may be approved by the employing authority and the Governance group;
  • Participating in meetings arranged for any of the purposes described above;
  • Make the necessary links with referring schools in the locality as required by the senior teacher/service needs.
• Assessment/Reporting
  • Providing or contributing to oral and written assessments, reports and references relating to individual pupils and groups of pupils except in instances where to do so might be regarded as compromising a teacher’s own position.
• Staff Development/Professional Development
  • Participating, if required, in any scheme of staff development and performance review;
  • Reviewing from time to time his/her methods of teaching and programmes of work;
  • Participating in arrangements for his/her further training and professional development as a teacher;
  • Advising and co-operating with the Senior teacher and other teachers on the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements;
  • Participate in duties which may be required from time to time by the senior Teacher /Advisor/ Head of Service.
• Discipline/Health and Safety
  • Maintaining good order and discipline among pupils in accordance with the policies of the employing authority and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere.
  • Participating in meetings at the centre which relate to the curriculum for the centre or the administration or organisation of the provision, including pastoral arrangements.
• Public Examinations
  • Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations; recording and reporting such assessments; and participating in arrangements for pupils’ presentation for and supervision/invigilation during such examination.
• Review and Development of Management Activities/Administration
  • Taking such part as may be required of him/her in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the school/provision.
  • Participating in administrative and organisational tasks related to such duties as described above, including the management or supervision of persons providing support for the teachers in the school and the ordering and allocation of equipment and materials.
  • Registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions.
  • Use the C2K and SIMS System for the recording of attendance and information as per service need.
• Number of days/Hours of work
  • A full-time teacher shall be available for work on 195 days in any year of which not more than 190 days should involve teaching children in a classroom situation;
  • A teacher shall be available to perform such duties at such times and such places as may reasonably be specified by the Senior Teacher/Head of Service;
  • A teacher may not be required to teach as distinct from supervise children in a classroom situation for more than 25 hours in any week in a primary or special school and 23.5 hours in any week in a secondary school.
• Staff Cover
  • Supervising and teaching any pupils whose teacher is not available provided that:
  • In schools/provisions with an average daily enrolment greater than 222 pupils a teacher other than a supply teacher shall not be required to provide such cover after the second day on which a teacher is absent;
  • In schools/provisions with an average daily enrolment of 222 pupils or less a teacher other than a supply teacher shall not be required to provide such cover after the first day on which a teacher is absent;

Terms and Conditions

Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987 shall apply to teachers employed in grant-aided schools/provisions, peripatetic teachers and supply teachers.

The successful applicant must have a valid driving licence and the use of a car or other suitable form of transport as and when necessary to facilitate the requirements of the job in a reasonable and effective manner. A mileage allowance will be paid for approved necessary travelling.

This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.

In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times.

PERSON SPECIFICATION

NOTES TO JOB APPLICANTS

• You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted.
• You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise.
• The stage in the process when the criteria will be measured is outlined in the table below.
• Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form.
• Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role.
• In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed.

SECTION 1 - ESSENTIAL CRITERIA

• Qualifications/ Professional Membership
  • Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland.
• Experience
  • Have at least 2 years’ experience in the last 7 years of teaching in a post primary setting to Key Stage 3.
• Knowledge
  • Have at least 2 years’ experience in the last 7 years of teaching Mathematics and Numeracy in a post primary setting.
• Skills / Abilities
  • Demonstrate the ability to design the curriculum for the subject of Mathematics and Numeracy.
  • Possess the ability to deliver an additional subject that covers aspects of Mathematics & Numeracy.
• Other
  • The successful candidate will be required to have access to a suitable vehicle that will enable them to carry out the mobility requirements of the post in an efficient and effective manner.
• Other
  • Be registered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post.

SECTION 2 - ESSENTIAL CRITERIA

• Knowledge
  • Demonstrate the knowledge required to support pupils identified as having social, behavioural, emotional or wellbeing needs (SBEW).
• Skills / Abilities
  • Possess the ability to support a pastoral team to safeguard the wellbeing of pupils.
• Values Orientation
  • Demonstrate a recognition of the nurture ethos practised within EOTAS.

SECTION 3 - DESIRABLE CRITERIA

• Qualifications / Experience
  • Have experience of working with external agencies to support pupils in school.
  • Be able to demonstrate a sound knowledge of the Code of Practice for Special Educational Needs.
  • Have experience of using ICT to support the education of post primary pupils.

Our Values

Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery.

DISCLOSURE OF CRIMINAL BACKGROUND

The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’. In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background.