The closing date for completed applications for this post is 9am on Monday 20th April 2026, and it is anticipated interviews will take place on Friday 1st May 2026.

Hours: 35 per week

Salary: Pt1 - Pt5 (£41,648 - £52,273)

JOB DESCRIPTION:

To work as part of the school team to provide an inclusive curriculum for pupils within Rossie. In adherence with Rossie’s policies and those of the education department, the duties of teachers are to perform such tasks as the Head of Education, Skills and Life Long learning will direct having reasonable regard to overall teacher workload related to the main accountabilities listed below. As required, contribute to the continuous improvement development and delivery of all services provided by the school. Contribute to the development and delivery of new cross service initiatives.

Deliver a high-quality mathematics education which aligns with our academic aims, vision and values, fostering confidence, problem-solving skills and positive attitudes towards numeracy. Take responsibility for the delivery, administration and development of mathematics courses, units and learning programmes within the context of Curriculum for Excellence, Numeracy across Learning, and wider nationally recognised qualifications:

• Establish, monitor, evaluate and continually improve standards of mathematics learning, teaching approaches, and targeted numeracy interventions for assigned classes

• Plan, develop and evaluate Numeracy outcomes as a core responsibility, while contributing to Literacy and Health and Wellbeing across the curriculum where appropriate

• Assess, record and report on learner progress and attainment in mathematics, using a range of formative and summative assessment strategies to support individualised pathways

• Maintain and contribute to mathematics curriculum planning, assessment frameworks and departmental policy, ensuring coherence and progression across levels

• Rigorously undertake mathematics assessment activities appropriate to the age, stage and ability of our young people, adapting approaches to meet diverse and complex learning needs

• Apply flexible and creative teaching approaches to engage learners, including those who may be disengaged from mathematics, as part of the wider Rossie education team

Teach mathematics to class groups and plan and deliver purposeful, engaging lessons, ensuring appropriate progression pathways, personalisation, choice and inclusive opportunities for young people with complex and challenging learning and behavioural needs:

• Promote positive, solution-focused approaches to overcoming barriers to learning, particularly maths anxiety and disengagement, supporting resilience and a growth mindset in numeracy

• Develop and deliver individualised mathematics programmes, in line with national advice and guidance, appropriate to the age and stage of the young person, ensuring access to Broad General Education, Numeracy across Learning, and Senior Phase mathematics qualifications

• Design and deliver a range of practical and applied numeracy experiences, promoting real-life problem-solving, financial literacy, and the development of confidence and independence

• Liaise closely with education colleagues and other professionals concerned with the welfare of the young person, contributing insight to Team Around the Child, Looked After Children’s Reviews, Children’s Hearings and planning meetings

• Develop strong collaborative approaches between care and education staff to ensure consistent, supportive strategies for engagement in mathematics learning

• Attend educational reviews and provide clear, accessible reports on progress and attainment, tailored to a range of audiences

• Develop and maintain robust mathematics assessment and tracking systems, ensuring accurate and meaningful recording of progress

• Set and monitor individual numeracy and mathematics targets, aligned with each young person’s needs, abilities and future pathways

• Prepare and present pupils for internal and external mathematics assessments and examinations, supporting them to achieve appropriate accreditation

• Actively contribute to the health and wellbeing of all young people, recognising the role of achievement and confidence as part of overall wellbeing

Engage young people in their mathematics learning to raise both attainment and achievement, building confidence, resilience and a positive attitude towards numeracy:

• Use both internal and external moderation activities to ensure consistency of standards and approaches in mathematics, supporting the progression of young people through nationally recognised qualifications

• Provide targeted one-to-one and small group mathematics support where required, addressing gaps in understanding and ensuring full access to the curriculum

• Deliver stimulating, engaging and relevant mathematics lessons which support access to a Broad General Education, using real-life contexts and practical applications to enhance understanding

• Ensure all mathematics learning is appropriately differentiated and scaffolded, meeting a wide range of abilities and needs, and motivating learners within a Social, Emotional and Behavioural context

• Use a range of strategies to re-engage learners with mathematics, including adaptive teaching approaches, digital tools and experiential learning, as part of a flexible and responsive education team

Work collaboratively with all colleagues to enable positive change for young people:

• Undertake Key Teacher responsibilities for assigned pupils

• Seek opportunities to promote ‘inclusive’ approaches to managing challenging behaviour

• Provide guidance for all pupils in accordance with education and care policies

• Liaise with care staff, parents, social workers and or other professional agencies as required

Undertake all necessary administration, planning and management of curricular areas. This will include regular evaluation and moderation activities to assess student attainment and achievement and include the use of formative and summative assessment. Young people will be involved in the planning of next steps through the creation and sharing of learning intentions and success criteria:

• Understand and apply the principles of assessment, recording and reporting

• Use the results of assessment to evaluate and improve own teaching, and the learning and attainment of the children

• Contribute to educational improvement planning and development

Regularly engage in focussed and planned Career Long Professional Learning to improve teaching practice and maintain high standards of competency and professionalism:

• Identify personal/professional development needs and undertake appropriate training as identified through PU process

• Engage in the process of Curriculum Development

• Contribute to the professional development of colleagues through collegiate and team working arrangements

• Seek moderation, research and development opportunities to share best practice

Ensure critical adherence to Health, Safety and Security in all aspects of the role:

• Ensure the physical and emotional safety of all young people

• Promote positive behaviours and implement effective behaviour management strategies to maintain high standards among young people within education setting

Contribute to the delivery of the Education Departments School Improvement Plan and the wider organisational Business Plan objectives:

• Promote a positive ethos

• Celebrate successes

• Implement and promote adherence to whole organisation policies

• Liaise and work co-operatively with other educational establishments and outside agencies

• Seek to understand the Care task in line with National Health & Social Care Standards

• Promote learning opportunities within the 24 hour curriculum

• Contribute to whole school curricular improvement initiatives

• Understand organisational expectations and actively contribute towards meeting organisational aims

• Actively contribute to the delivery of the School Improvement plan and wider organisational Business Plan objectives

Carry out other tasks from time to time, as may be required by the Head of Education Skills and Life Long Learning to promote the best interests of the organisation.

Please note this job description is to provide a clear and concise statement of the main tasks and activities of the post, and it is not intended as an exhaustive list of every aspect of the post holder's duties.  All the above duties will be carried out in line with Rossie policies and procedures. 

PERSON SPECIFICATION:

Knowledge Base (Essential):

• High professional standards and competency

• Experience in developing curriculum, teaching and assessment materials and techniques within the context of A Curriculum for Excellence

• Sound understanding of progression in mathematical concepts and skills, including number, algebra, shape, space and measure, and data handling

• Knowledge of effective strategies to support young people with gaps in numeracy, maths anxiety, and disengagement from learning

Knowledge Base (Desirable):

• Knowledge and understanding of challenging behaviour and related issues

• Knowledge and understanding of the residential care task

• Knowledge and understanding of personal, social & health education

• Knowledge and understanding of additional subject related competencies

• Knowledge of how mathematics can be applied in real-life and vocational contexts, supporting relevance, engagement and positive destinations

Qualifications (Essential):

• Full, current GTCS registration

• Qualified Secondary Maths Teacher

Qualifications (Desirable):

• Post Graduate Certificate/Diploma in Special Educational Needs/Support For Learning

• Undergraduate Maths Degree or related

Experience (Essential):

• Minimum of one year teaching subject specialism’s

• Experience of delivering effective maths lessons within a classroom setting

Experience (Desirable):

• Lecturing or Teaching

• Working with groups of young people within residential settings

• Involvement in research and development appropriate to specialist setting

Skills (Essential):

• Excellence in all skills required to plan effectively to deliver lessons and interact positively with young people

• Ability to work as an individual, and as a team player within a multi-disciplinary organisation

• Ability to display consistency of personal and professional approach

• Ability to use humour effectively

Skills (Desirable):

• Specialist skills and areas of expertise relating to behavioural management and overcoming barriers to learning

• Awareness of social and emotional factors affecting learning

Qualities (Essential):

• Genuine affection for children and young people

• ‘Inclusive’ personal ideology

• Enthusiastic, motivated and can motivate others

• Displays tact, sensitivity and good judgement

• Confident and positive in outlook

• Can gain respect and are in turn respectful to others

• Ability to support and relate to colleagues and young people

• Ability to work in a team

• Ability to cope with challenging and demanding situations

• Are honest, flexible, reliable and resilient

• Consistent temperament and warm personality

• Empathic and understanding towards the needs of young people placed in Rossie

Full Clean Driving Licence (Essential)