EOTAS English and General Subjects Teacher Transistion Support Responsibilities

Position: EOTAS English and General Subjects Teacher with Transistion Support Responsibilities
Location: Bangor

Job Reference: )Primary Location :
Down-Bangor-Woodlands Juvenile Justice Centre Contract Type :
Permanent Duration of Contract/Contract End Date : N/AStatus :
Full-Time Hours per Week :
Full Time Working Pattern :
Monday
-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 Interview Date(s) : 14th September 2026

Additional Information: N/AJOB DESCRIPTION

JOB TITLE:

LOCATION:

WORKING PATTERN:

English and General Subjects Teacher within Transition Support in Woodlands EOTAS Centre Woodlands EOTAS and the possibility of working outside of the centre and in Local EOTAS Venues or educational venues.

Full time teacher

REPORTS TO:

Woodlands EOTAS Head of Centre RESPONSIBLE FOR:

Delivering English and general subjects ( GCSE & LEVEL
2) to pupils with social, behavioural, emotional and wellbeing needs, delivering transition support and possible outreach within schools and other duties required within the role to support young people referred to the service.

JOB PURPOSEWoodlands Education Otherwise than at School (EOTAS) provision is a multi-disciplinary and partnership approach offering support for young people who have social, behavioural, emotion and wellbeing (SBEW) needs. Woodlands is a specific centre for young people in the Juvenile Justice service.

An EOTAS team usually consists of teachers, youth workers and support staff who will engage with wider agencies and services to provide a nurturing, practical and structured learning environment for children and young people based on their individual needs.

The EOTAS Transition Support Teacher will support children and young people accessing EOTAS provision as part of the EOTAS Transition Support programme. They will facilitate successful transitions into, within, and from educational settings. The postholder will work collaboratively with pupils, families, schools, external agencies, and EOTAS staff to promote engagement, wellbeing, attendance, achievement, and positive outcomes.
· Develop positive and supportive relationships with children and young people.
· Assist pupils experiencing barriers to education, including anxiety, social, emotional, behavioural, or attendance difficulties.
· Support individual transition plans tailored to pupils' needs.
· Provide mentoring, encouragement, and practical support to improve engagement with learning.
· Monitor progress and identify emerging concerns

We are looking to appoint an enthusiastic, self-driven, suitability qualified and experienced teacher, who will teach and deliver their subject, alongside the EOTAS Transition Support programme, as well as supporting contact with attending pupils’ mainstream schools.

You will be responsible for curricular design, monitor and assessing pupil progress to ensuring the best possible outcomes for individuals. You will also be required to offer pastoral support to pupils through their learning. A commitment to the nurture ethos within EOTAS and the desire to make a difference to the education and lives of our young people by building positive, supportive and nurturing relationships is essential.

The role may require off site working, when required, and engagement with referring schools. The successful candidate will be required to support the wider EOTAS provision and may be required to work across other EOTAS Centres; within a reasonable distance.

Successful applicants will be expected to play a full part in supporting and shaping the Education Authority’s (EA) regional EOTAS programme. This may include leading on a curriculum/pastoral or therapeutic area which may encompass establishing or extra-curricular activities, attending multi-disciplinary meetings, support interventions, supporting examinations, attending service training as directed or any other behavioural support as required.

This is an excellent opportunity for a teacher who is interested in teaching and supporting students who experience social, behavioural, emotional and wellbeing (SBEW) needs that present a barrier to learning and personal development. If you are committed to bringing out…