SATs Intervention Teacher (Mornings Only)
Location: Blackburn, Lancashire
Start Date: After the Easter Holidays
Contract Type: Part-Time (Morning Sessions Only)
A welcoming and inclusive primary school in Blackburn is seeking a dedicated and experienced SATs Intervention Teacher to provide targeted morning support for our Year 6 pupils in preparation for their Key Stage 2 SATs.
This is an excellent opportunity for a skilled practitioner who has previously delivered SATs intervention and can quickly identify gaps, accelerate progress and build pupil confidence ahead of the assessments.
The Role
* Deliver focused SATs intervention sessions in English (Reading, SPaG, Writing) and/or Mathematics
* Provide structured, high-impact small group support
* Use assessment data to plan targeted sessions
* Support pupils with exam technique, reasoning skills and confidence
* Work closely with the Year 6 class teacher and senior leadership team to track progress
The Ideal Candidate Will:
* Hold Qualified Teacher Status (QTS)
* Have proven Key Stage 2 teaching experience, ideally in Year 6
* Have experience providing SATs support and intervention
* Demonstrate strong knowledge of the KS2 SATs framework and expectations
* Be able to deliver measurable impact within a short timeframe
* Have high expectations alongside a nurturing and supportive approach
We Offer:
* A supportive and welcoming staff team
* Engaged and motivated pupils
* A well-resourced learning environment
* Morning-only hours
* Competitive rate of pay (dependent on experience)
If you are an experienced SATs practitioner who can make a real difference in the run-up to assessments, we would love to hear from you.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQ’s on the Teaching Personnel website for 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.
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