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A*Star Teachers has long been associated with the provision of support and management expertise to schools in London. Our success and the reputation we have acquired in delivering such services have prompted us to expand our management recruitment programme. We are looking to attract applications from experienced school leadership candidates with a proven track record to assist improving schools on both a daily supply and contract basis.

Within the coming years demand from schools for management skills is set to increase considerably. Indeed it has already begun to gather pace as remodelling and diversification create a strong market for leadership and its implementation. If you are currently at a managerial level in a school or feel are ready to step up from your present position to occupy such a post, do contact us.

A*Star was founded with the principal aim of assisting schools to attain consistent quality in teaching personnel. Join us to help take commitment further and to promote our achievement throughout London where the name of A*Star is increasingly associated with the very best instincts of the capital's teaching profession.


A*Star Teachers presently have a number of secondary deputy head and assistant head positions available in London.

Specific roles to be decided when the strengths of applicants have been determined. Salaries will be dependent upon experience and school group.

Teaching Assistants (TAs)

Teaching Assistant (TA) is the generic term used for classroom assistants, learning support assistants and other staff whose primary role is to assist the teacher and or student learning. The role of the TA is to help raise educational standards in the classroom, by providing support for the students, teacher and the school.

Responsibilities range from performing routine tasks to working with individual children with special needs. An increasing number of teaching assistants are given the task of assessing pupil literacy and numeracy performance.

Teaching Assistants can help manage large and small groups of children enabling the pupils to receive more attention and become better learners. They can also give extra help to those children who find interacting with other pupils difficult.

What do you need?

At least one year's experience working with children within a school or other recognised organisation in the last two years. 
A fully checkable work/academic history. 
Do you feel you have the qualities required to make a real difference to the learning experiences of either mainstream pupils, or children with Special Educational Needs?

Why use A*Star Teachers?

A*Star Teachers has a team of highly qualified professional development staff that assist in providing induction, professional development and support in the classroom through the induction year.

Once you've found the right school, you will either be taken on direct or, if you would like a trial period, you can teach on a supply basis for a term. We offer support and professional development too assist you in getting the best from your initial teaching experience.

Nursery Nurses

A* Star Teachers have experience in selecting and placing nursery nurses in schools, nurseries and special needs schools throughout the UK.

What qualifications are required?

From Australia:

  • AQF Advanced Diploma 
  • AQF Certificate 
  • AQF Certificate 1V 
  • AQF Diploma 
  • RATE Advanced Certificate 
  • RATE Certificate 
  • RATE Associate Dip 
  • RATE Diploma 

From New Zealand:

  • Dip from polytechnic institute 
  • BTEC Higher Nat Diploma 
  • NSQV 4 
  • Free Kindie Union Dip 
  • BTEC Nat Advanced 
  • New 2 Certificate - BTEC Higher N.C. 
  • N.Z. Dip - BTEC Higher Nat Dip NSVQ L4 

Special Educational Needs

Special Needs work can be challenging, but also particularly rewarding both personally and professionally!

A* Star Teachers work with a wide variety of special schools/units and mainstream schools and offer a range of specialist education posts.

The Challenges Of Teaching Special Needs

As a Special Needs teacher, you'll be working with pupils whose needs cover a variety of areas:

  • Language, communication, vision and hearing impairments
  • Physical disability
  • Severe and moderate learning difficulties
  • Emotional difficulties
  • Challenging behaviour
  • The rewards of teaching students with Special Needs

Many teachers find the working in this field a rewarding and satisfying experience. It offers variety and an excellent opportunity more to make a real difference to an individual child's life. It's also a great way to learn new teaching techniques and further enhance you professional skills.

Are You Cut Out For It?

You don't necessarily need formal SEN qualifications to work in a Special Needs setting. A*Star Teachers support can enable you to make the transition.

A positive attitude, willingness to learn and flexibility and are some of the attributes of successful Special Needs teachers.

Whether you are a qualified Special Needs teacher or you feel you have the skills and experience to move into this field, our Special Needs team would be delighted to talk to you.


Secondary teachers teach one or more national curriculum subjects to pupils aged 11-16, or up to 19 in schools with sixth forms.

Teachers may use creativity, humour and imagination to develop schemes of work and to plan lessons in order to foster a healthy culture of learning within the classroom and to generate the most effective interactions with pupils.

Teachers encourage, monitor and record the progress of individual pupils, and devise and tailor resources accordingly.

They must also keep up to date with developments in their subject area, new resources, methods and national objectives.

Teachers liaise and network with other professionals, parents and carers both informally and formally.


Primary schools in the UK are divided into three stages, known as Foundation, Key Stage 1 (ages five to seven) and Key Stage 2 (ages seven to eleven).

Primary teachers are expected to develop schemes of work and lesson plans in line with curriculum objectives.

They facilitate learning by establishing a relationship with students and by their organisation of learning resources and the classroom learning environment.