South Axholme Academy
England
£32,916 - £51,048 per year
Salary:
MPS/UPS
Job type:
Full Time, Part Time, Permanent
Start date:
05 January 2026
Apply by:
13 October 2025
Job overview
To deliver high-quality, engaging English lessons that promote strong literacy, critical thinking, and a love of language and literature. The role supports students' academic achievement and personal development in line with South Axholme Academy's core values of being Ready, Resilient, and Respectful. As part of a committed teaching team, you will contribute to a culture of high expectations and continuous improvement, preparing students to succeed in further education, employment, and life.
About South Axholme Academy
South Axholme Academy
Burnham Road, Epworth, Doncaster
South Yorkshire
DN9 1BY
United Kingdom
SOUTH AXHOLME ACADEMY
LOCATION
The school is situated in the small 'town' of Epworth (pop on the A161 Goole to Gainsborough road, three miles from the M180. Doncaster and Scunthorpe are both approximately twelve miles away. Hull, Leeds, Sheffield, York, Lincoln and Nottingham are all one hour, or less, drive away. Open countryside backs onto the school playing fields. This is a farming area, mostly arable. The catchment area includes Primary Schools in seven district villages, but we often 'draw' from as many as twenty three different Primary Schools.
NORTH LINCOLNSHIRE AREA
South Axholme Academy is part of Isle Education Trust (IET) which is a multi-academy trust and at present includes Epworth Primary Academy, South Axholme Academy and Coritani Academy in Scunthorpe
THE SCHOOL
South Axholme Academy is currently the 11-16 part of the trust and is a mixed Academy. It has a discrete catchment area so that only a very few children are 'lost' to private or voluntary aided schools. The student intake is of average ability. Public examination results are well above national average figures.
STUDENT PASTORAL ORGANISATION
The Academy is organised in Key Stages with a 3 year KS3 and 2 year KS4. SLT work closely with the Progress & Achievement Leaders, guiding and supporting students as necessary. The Academy has a well established policy of early contact with parents. The Form Tutor is the usual parental contact point, followed by referral to Progress & Achievement Leaders.
STUDENT ACADEMIC ORGANISATION
When students arrive at South Axholme they are placed in mixed ability forms based upon the house figure Heads (at present 6 form entry). Setting takes place in Mathematics, English, Science and MFL in Y7; other subjects are taught in form groups.
The Learning Support Department provides help to all students with learning difficulties. This takes place either in mainstream lessons or alternatively by way of selective withdrawal for short periods in certain lessons. The emphasis of late has been to increase mainstream support.
SCHOOL CONSULTATION
A programme of weekly meetings takes place throughout the year incorporating Full Staff Meetings, Department Meetings, Pastoral Team Meetings, Teaching & Learning Meetings, Subject Leader Meetings, Senior Leadership Team Meetings, Workshops, School Improvement Group Meetings and Governor Meetings.
EXTRA - CURRICULAR ACTIVITIES
South Axholme Academy offers a very impressive range of activities which give the Academy a rich life which it shares with the local community. The Academy enjoys very active parental support.
Sport, Music and Drama/Dance are especially strong. There is an orchestra, a wind band, small ensemble work and a choir. Personal instrumental tuition is offered. Regular public performances are given in the Academy and various outside venues. The Academy runs teams in Football, Rugby, Cricket, Hockey, Netball, Tennis, Badminton, Basketball and Athletics.
STAFF INVOLVEMENT
The Management structure of the Academy is such that every member of staff is invited to participate in policy-making though the final decisions must rest with the Principal who is responsible to Governors for the conduct and curriculum of the Academy. Nevertheless, consultation is real and most decisions are arrived at by discussion and an exchange of opinions. Such a consultative decision-making process can only work effectively if all staff accept the personal responsibilities this brings.
The demands on staff are considerable, in the classroom, in preparation, in marking, in attending meetings, in CPD work, in out-of-school activities and in parent-teacher contact, however, it presents staff with many opportunities which in turn brings great benefit to the institution and to the teachers themselves as professionals.
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