English Teacher (KS3/KS4)
£163 to £263 per day, PAYE
We’re supporting a popular North East secondary school known for its inclusive ethos, supportive leadership, and commitment to developing character as much as academic success. Staff wellbeing really matters here, and teachers receive additional non-contact time to help them maintain balance.
They’re looking for an enthusiastic English Teacher who can help students find their voice and approach the curriculum with confidence.
What you’ll do
* Teach English across KS3 and KS4
* Support students through clear, well-structured lessons
* Contribute to a collaborative, friendly department
* Champion literacy, resilience, and curiosity
Who this suits
* A qualified teacher (QTS or equivalent)
* Someone who loves making English accessible
* A teacher who builds strong relationships quickly
* Someone who values community and consistency
What you’ll get
* Weekly PAYE pay
* Excellent CPD
* A school culture focused on wellbeing, respect, and achievement
* On-hand support from your Protocol consultant
If you’re ready to make a real impact in a caring school environment, let’s talk.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQs on the Protocol Education website for further details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Protocol Education is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with the DfE statutory guidance ‘Keeping Children Safe in Education’, this may also include an online search as part of our due diligence on shortlisted applicants.
We offer FREE online safeguarding and Prevent Duty training to all our workers. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check and subscribe to the DBS Update Service.
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