Different Types of Teaching Jobs in the UK

Teaching is a broader profession than the classroom alone. Across the UK, education professionals work in early years settings, mainstream primary and secondary schools, specialist provision, further education colleges, alternative provision, and a range of support and leadership roles: each with its own qualifications, responsibilities, and career pathway.

If you are exploring your options or considering a move between roles, this guide sets out the main types of teaching and education jobs available, what each involves, and what you typically need to do them.

Early years roles cover children from birth to age five, spanning nurseries, preschools, children’s centres, and Reception classes in primary schools.

Early Years Teacher (EYT) roles require Early Years Teacher Status (EYTS), awarded through Early Years Initial Teacher Training (ITT). EYTS is distinct from QTS and does not automatically allow you to teach in all school settings, though some providers offer combined routes.

Nursery teachers in maintained schools typically require QTS and teach the Reception year within the statutory Early Years Foundation Stage (EYFS) framework.

Early Years practitioners and nursery workers in private settings have a wider range of qualification requirements, often Level 2 or Level 3 childcare qualifications, though many settings prefer those with or working towards a Level 3.

Primary teachers work with learners aged 5 to 11 across Key Stages 1 and 2. In maintained schools, QTS is a legal requirement.

Primary teachers are generalist by nature and responsible for delivering the full curriculum across core and foundation subjects. However, some do specialise in areas such as PE, music, or languages.

The role includes planning, marking, assessment, reporting, parents’ evenings, and pastoral responsibilities alongside classroom delivery. It is broad, relational, and one of the most demanding phases in terms of the range of competencies required.

Supply teaching across primary settings is one of the most common ways for education professionals to build experience across different schools, year groups, and settings before committing to a permanent post.

HLTAs are experienced teaching assistants who have been assessed against the 33 professional HLTA Standards and awarded HLTA status. The role carries significantly more responsibility than a standard TA, including leading whole-class learning in the absence of a teacher and delivering planned learning activities independently.

HLTA status is not a qualification in itself. It requires demonstrated experience as a teaching assistant, headteacher endorsement, and evidence of Level 2 English and maths.

HLTAs on supply can be valuable to settings needing short-term cover that goes beyond basic supervision, without the cost of a qualified teacher.

Cover supervisors supervise classes during a teacher’s short-term absence. The role is explicitly non-teaching as they deliver pre-set work and maintain order, but they do not plan, teach, or assess in the professional sense.

QTS is not required. Most settings look for a degree-level education, relevant experience in an educational setting, and strong communication and behaviour management skills.

Cover supervisor roles are commonly filled on a supply basis and are a common entry point for education professionals exploring school-based work before pursuing a teaching qualification.

FE lecturers and teachers work in colleges of further education, sixth form colleges, and adult education providers. Learners are typically aged 16 and over, and courses span A Levels, BTECs, T Levels, vocational qualifications, apprenticeships, and adult learning programmes.

QTS is not a legal requirement in FE. Many FE practitioners hold a relevant professional or vocational background in addition to, or instead of, a teaching qualification. Qualified Teacher Learning and Skills (QTLS) status, awarded by the Society for Education and Training (SET), is the recognised teaching qualification in the FE sector.

FE settings also employ learning support practitioners, literacy and numeracy specialists, and a wide range of curriculum and pastoral roles.

Alternative provision (AP) includes pupil referral units (PRUs), hospital schools, and a range of settings for learners who cannot be educated in mainstream schools, often due to exclusion, medical need, or significant social, emotional, or mental health difficulties.

Roles in AP require resilience, strong de-escalation skills, and comfort with high levels of unpredictability. QTS is typically required for teaching roles. Many settings also value additional training in trauma-informed practice, behaviour support, or therapeutic approaches.

Supply work in AP is specialist and in high demand. It is not suited to all education professionals but can be highly rewarding for those who are well matched to it.

Alternative provision (AP) includes pupil referral units (PRUs), hospital schools, and a range of settings for learners who cannot be educated in mainstream schools, often due to exclusion, medical need, or significant social, emotional, or mental health difficulties.

Roles in AP require resilience, strong de-escalation skills, and comfort with high levels of unpredictability. QTS is typically required for teaching roles. Many settings also value additional training in trauma-informed practice, behaviour support, or therapeutic approaches.

Supply work in AP is specialist and in high demand. It is not suited to all education professionals but can be highly rewarding for those who are well matched to it.

Teaching careers can progress into a range of leadership positions:

Tutoring roles range from one-to-one private tutoring to structured in-school intervention delivered by specialist tutors or intervention practitioners. This is a growing area, particularly following the expansion of the National Tutoring Programme.

QTS is not always required for tutoring roles, though many settings prefer QTS-qualified tutors for academic subjects. Experience, subject knowledge, and the ability to build rapport with individual learners are the core requirements.

Flexzo Teach supports education professionals across the full range of roles described in this article — from early years practitioners and teaching assistants through to SEND specialists, cover supervisors, FE lecturers, and qualified classroom teachers.

The platform is not limited to supply teaching. It connects education professionals with short-term cover, long-term placements, and permanent roles across mainstream, specialist, alternative, and further education settings.

If you are looking for education roles that match your qualifications, experience, and availability — across any of the role types covered here — you can register as an educator and set your preferences directly.