Top Skills Schools Look for in New Teachers (and How to Showcase Them)

Top Skills Schools Look for in New Teachers (and How to Showcase Them)

For Teachers & Schools October 20, 2025

So you’ve decided to become a teacher — or you’re ready to take the next step in your teaching career. You’ve got the qualifications, the passion, and a love of learning. But when it comes to applying for jobs, there’s one question that matters most:

What are schools really looking for in new teachers — and how do I prove I’ve got it?

The truth is, schools in the UK aren’t just hiring people who can deliver lessons. They’re looking for educators who can inspire pupils, support wellbeing, work as part of a team, manage change, and contribute to the wider school community.

And in a competitive jobs market, knowing how to showcase those skills can make all the difference between an application that’s overlooked and one that lands you an interview.

In this guide, we’ll explore the top skills UK schools look for in new teachers — from classroom essentials to whole-school impact — and show you exactly how to demonstrate each one in your CV, application, and interview.

1. Subject Knowledge and Curriculum Understanding

It might sound obvious, but deep subject knowledge is still one of the most important skills schools look for — and not just at secondary level. Whether you’re teaching Year 1 phonics or A-level chemistry, you need to understand the content, how it builds over time, and how to make it accessible to pupils at different levels.

Schools also value teachers who are confident with the national curriculum and any relevant exam specifications. It shows you understand what pupils are expected to achieve and how your subject fits into their broader learning journey.

How to showcase it:

  • In your application, mention specific topics or units you’ve taught successfully.

  • Highlight any curriculum development you’ve done — for example, “Designed and delivered a new KS3 scheme of work on climate change, aligned with national curriculum outcomes.”

  • At interview, be ready to discuss how you would approach teaching a particular topic or adapting it for different ability levels.

Example:
“During my PGCE placement, I developed and delivered a new unit on persuasive writing for Year 5. I used model texts, vocabulary scaffolds, and peer review strategies to support pupils at different stages. The percentage of pupils achieving age-related expectations rose from 58% to 82% by the end of the unit.”

2. Strong Communication Skills — With Pupils, Parents, and Colleagues

Teaching is all about communication — explaining complex ideas clearly, giving feedback pupils can act on, and building relationships with parents and colleagues. Schools want teachers who can adapt their communication style to different audiences and situations.

That means being able to:

  • Explain difficult concepts in simple terms.

  • Listen actively to pupils and colleagues.

  • Give constructive feedback.

  • Communicate sensitively with parents — especially when discussing progress or behaviour.

How to showcase it:

  • Include examples of how you’ve communicated successfully — e.g. “Organised and led a parent information evening on GCSE English revision strategies.”

  • In interviews, demonstrate clarity and structure in your answers — it’s a communication skill in itself.

  • Highlight any experience with multi-agency work (e.g. liaising with SENDCOs, safeguarding leads, or external agencies).

Example:
“When a Year 8 class struggled with fractions, I used visual models and real-life examples to make the concept clearer. After introducing these strategies, pupil understanding improved significantly, and several pupils who had previously disengaged began participating more actively.”

3. Classroom Management and Behaviour Strategies

Even the best lesson plan won’t work without effective classroom management. Schools are looking for teachers who can create calm, purposeful learning environments — especially in diverse classrooms where behaviour needs vary.

This isn’t about being strict for the sake of it. It’s about setting clear expectations, building positive relationships, and responding consistently when challenges arise.

Bonus points if you can demonstrate experience with restorative approaches or trauma-informed practice — areas many UK schools are prioritising.

How to showcase it:

  • Use specific examples of strategies you’ve used successfully, not just “I manage behaviour well.”

  • Talk about how you prevent issues as well as how you respond when they occur.

  • Mention training you’ve had in behaviour management, safeguarding, or related areas.

Example:
“I introduced a positive behaviour points system in my Year 3 class, rewarding effort and teamwork as well as academic success. Over the term, low-level disruptions dropped by 40%, and engagement increased significantly.”

For a deeper dive into creating positive classroom environments, see Building resilience in children: Everyday strategies that work.

4. Adaptability and Differentiation

No two pupils learn the same way — and schools want teachers who can adapt lessons to meet a wide range of needs. This includes pupils with SEND, English as an Additional Language (EAL), and those working significantly above or below age-related expectations.

Differentiation isn’t just about “easier worksheets.” It’s about designing tasks that allow all pupils to access the core content, while providing stretch and challenge for those ready to go further.

How to showcase it:

  • Include examples of how you’ve adapted lessons for different needs.

  • Mention any experience with Education, Health and Care Plans (EHCPs) or collaboration with SENCOs.

  • At interview, be prepared to talk about how you’d support a pupil with dyslexia or ADHD in your subject.

Example:
“In a Year 7 science class with a wide ability range, I used tiered questioning and scaffolded writing frames to support pupils who needed more structure, while extension tasks encouraged higher-level thinking. This approach ensured all pupils made measurable progress.”

For a detailed guide on supporting dyslexic pupils, see The Ultimate Guide to Dyslexia in Schools.

5. Assessment for Learning (AfL)

Assessment isn’t just about marking — it’s about understanding where pupils are in their learning and using that information to plan what comes next. Schools are looking for teachers who use formative assessment (ongoing feedback during lessons) as well as summative assessment (tests and assignments).

Being able to adjust your teaching based on assessment is key. It shows you’re responsive, reflective, and focused on pupil progress — exactly what Ofsted inspectors look for, too.

How to showcase it:

  • Mention assessment strategies you use in class — e.g. mini-whiteboards, exit tickets, self-assessment checklists.

  • Highlight how you’ve used assessment data to inform your planning.

  • Talk about how you give feedback and how pupils act on it.

Example:
“After a formative quiz showed only 45% of my Year 10 class understood a key concept, I restructured the next lesson with targeted retrieval practice. A follow-up quiz saw understanding rise to 82%.”

6. Teamwork and Collaboration

Teaching might happen in the classroom, but great schools run on collaboration. Schools want staff who will work well with others — sharing ideas, contributing to planning, supporting colleagues, and engaging in whole-school initiatives.

Collaboration extends beyond teaching teams too. It includes working with support staff, liaising with external professionals, and contributing to the wider school community through clubs, trips, or mentoring.

How to showcase it:

  • Include examples of team projects you’ve contributed to — e.g. “Worked with the English department to develop a new KS3 assessment framework.”

  • Mention extracurricular contributions, as these show commitment beyond the classroom.

  • Use “we” language when describing collaborative successes.

Example:
“I worked with a cross-curricular team to launch a reading intervention programme for KS3 pupils below age-related expectations. Over two terms, participants improved their reading ages by an average of 18 months.”

7. Safeguarding Awareness and Commitment to Pupil Wellbeing

No skill is more essential than safeguarding. Schools have a legal duty to keep children safe, and they expect every member of staff to understand their responsibilities. That means recognising signs of abuse or neglect, following reporting procedures, and contributing to a culture of vigilance and care.

Beyond legal duties, schools value teachers who understand the importance of wellbeing — creating inclusive, nurturing environments where pupils feel safe to learn.

How to showcase it:

  • Mention safeguarding training you’ve completed and how you’ve applied it in practice.

  • Demonstrate awareness of broader wellbeing issues, such as mental health and online safety.

  • Use safeguarding examples carefully — protect confidentiality by keeping details general.

Example:
“After noticing changes in a pupil’s behaviour, I followed the school’s safeguarding procedures and reported my concerns to the DSL. This led to early support being put in place for the pupil and their family.”

For up-to-date guidance on safeguarding in UK schools, see Keeping Children Safe in Education.

8. Reflective Practice and Willingness to Learn

No one expects new teachers to know everything. But schools do expect you to be reflective — to think critically about what’s working, what isn’t, and how you can improve. Being open to feedback and eager to develop is one of the most valuable traits you can demonstrate.

Schools also look for teachers who keep up with educational research, new technologies, and curriculum developments. It shows you’re committed to continuous improvement — a must in a profession that never stands still.

How to showcase it:

  • Mention professional development you’ve undertaken (CPD courses, reading groups, mentoring).

  • Include examples of how feedback has improved your teaching.

  • At interview, talk about something you’d like to develop further and how you plan to do it.

Example:
“After observing that pupils struggled with long-term retention, I researched and implemented spaced retrieval practice in my lessons. Over the next half-term, quiz scores improved by an average of 20%.”

9. Passion for Teaching and Inspiring Pupils

Finally, schools want teachers who care — about their subject, about young people, and about the impact education can have on lives. Passion isn’t a fluffy extra. It’s what sustains you through challenges and inspires pupils to aim higher.

But passion alone isn’t enough — you need to show it through action. That might mean creating creative lessons, supporting pupils beyond the curriculum, or finding new ways to make learning relevant and exciting.

How to showcase it:

  • Include examples of how you’ve gone beyond the basics to engage pupils.

  • Talk about why you became a teacher and what motivates you.

  • Share evidence of impact — pupil feedback, engagement, progress.

Example:
“To bring Shakespeare to life for my Year 8 class, I organised a mini-performance project where pupils staged key scenes. Engagement soared, and pupils’ written analysis showed a much deeper understanding of character and theme.”

How to Showcase These Skills in Your Application

Knowing the skills schools value is only half the battle — you also need to prove you have them. Here’s how:

In Your CV and Personal Statement

  • Use specific examples rather than vague claims (“I differentiate my lessons” → “I used tiered questioning and scaffolded writing frames to support a mixed-ability Year 7 science group”).

  • Highlight impact wherever possible — improvements in progress, engagement, or behaviour.

💬 In Your Interview

  • Prepare short stories using the STAR technique (Situation, Task, Action, Result) to show your skills in action.

  • Be ready to talk about how you’d apply these skills in their school context.

📑 In Your Teaching Demonstration

  • Plan lessons that showcase differentiation, assessment for learning, and behaviour management.

  • Reflect afterwards — interviewers value self-awareness as much as perfect execution.

Final Thoughts: More Than a Checklist

While this guide highlights the skills UK schools look for, remember this: you don’t need to tick every box perfectly from day one. Schools know that new teachers are still learning. What matters most is showing potential, passion, and a willingness to grow.

If you can demonstrate that you’re reflective, committed to pupils, and ready to keep learning, you’re already the kind of teacher schools want on their team.

And as you develop your skills, you’ll not only improve your job prospects — you’ll become the kind of teacher who changes lives.

Related Articles

The Ultimate Guide to Dyslexia in Schools: How to Help Pupils Thrive

The Ultimate Guide to Dyslexia in Schools: How to Help Pupils Thrive

What dyslexia is and how parents, teachers, classmates, and schools can support pupils. A comprehensive UK-focused guide with practical tips, real examples, and strategies to help every dyslexic pupil succeed.

10 Time-Saving Hacks for Teachers: Planning, Marking, and Admin

10 Time-Saving Hacks for Teachers: Planning, Marking, and Admin

10 best time-saving hacks for teachers in the UK. From smarter lesson planning to faster marking and admin shortcuts, these practical tips help you reclaim your time and focus on what matters most — teaching.

Dealing With Mobile Phones in the Classroom: A Practical Guide for UK Teachers

Dealing With Mobile Phones in the Classroom: A Practical Guide for UK Teachers

Learn how UK teachers can manage mobile phone use in schools effectively. Discover practical strategies, real examples, classroom tips, and ways to build a phone policy that works.