Secondary Supply Teachers
Listed on 2026-05-20
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Education / Teaching
High School, Teacher Assistant/ Paraprofessional
Secondary Supply Teacher – Flexible short-term and long-term opportunities available immediately
These flexible opportunities are ideal for Secondary Supply Teachers who enjoy variety and want to make a positive impact across different school settings. You will be supporting pupils across multiple secondary schools, delivering high-quality teaching on a supply basis while ensuring continuity of learning during teacher absence.
Duties as Secondary Supply Teacher- Deliver engaging and well-structured lessons using pre-prepared plans
- Teach across your subject specialism at KS3 and KS4 where required
- Maintain a positive, inclusive, and well-managed classroom environment
- Manage behaviour effectively in line with school policies
- Adapt teaching approaches to meet the needs of different learners
- Support pupil engagement and progress during short-term and longer-term cover
- Provide feedback to teaching and pastoral staff on pupil behaviour and learning
- Contribute positively to the wider school environment during supply placements
- Qualified Teacher Status (QTS) or equivalent
- Experience teaching in secondary school settings
- Confident classroom and behaviour management skills
- Flexible and adaptable across subjects and year groups
- Professional, reliable, and organised approach
- Strong communication and interpersonal skills
- Ability to engage pupils quickly and effectively
- Commitment to safeguarding and promoting pupil welfare
All candidates registering with Class Act are subject to safeguarding checks in line with the DfE’s statutory guidance Keeping Children Safe in Education, including reference checks and an Enhanced DBS check either registered on the Update Service or willingness to obtain one.
Salary is paid weekly through PAYE and depends on experience. Candidates also receive benefits such as high street shopping discounts, travel offers, gym memberships, and wellbeing services.
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