David Young Community Academy (a LEAF Academy Trust School) is a purpose built secondary academy serving East Leeds. Our learning environment is of exceptional quality and we are at the forefront of educational innovation. Since 2011 DYCA has been a National Support School and is a member of the Yorkshire Inclusive Teaching School Alliance. Opportunities for staff development and growth are exceptional.
We currently have no vacancies.
Alternatively, applications can be posted to:
Miss Helen Nicholson
David Young Community Academy
Please note CVs will not be accepted.
The LEAF Academy Trust is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
All appointments are subject to an enhanced Disclosure and Barring Service (formerly CRB) check.
Click here for information on our Schools Direct partnership.
David Young Community Academy is a member of the John Jamieson East SILC Teaching School Alliance.
Our vacancies are also available to view on www.eteach.com
Please click here to view our vacancies.
Starting Your Career at the DYCA
I began my teaching career as an unqualified teacher of Maths and science at DYCA. I was guided and supported through my first 18 months by both the science and Maths department and the UQT group. The school helped me obtain a place on the GTTP program and ensured I was prepared for all aspects of teaching. Through my NQT year I was given every opportunity possible to improve my teaching and professional attributes by NQT coordinator and personal mentor. The staff at DYCA are unique in terms of support and teamwork at every level, from principal to facilities staff.
Working at DYCA is like a whirlwind. You learn things so quickly that even though I am on my NQT year, I feel like it was a lifetime ago that I did my training. The first thing that you notice when you start working here is the amazingly supportive atmosphere. Everyone is willing and keen to help, which is important as, when you are just starting out on your teaching career, it can be very daunting. It is amazing to think eight months ago, I was brand new to the school and now I feel so embedded that I could not imagine ever wanting to work anywhere else.
There is lots of support available for all staff and that is no different for NQT's. The senior leadership team is amazing and always on hand to offer assistance when it is needed. I have particularly enjoyed the NQT training that has been offered. The most memorable training for me was when we did Master Chef and the thriller dance, cringe worthy but fun all the same. The training here is varied and worthwhile, and whilst working here you can expect to receive training on SEN, behaviour management, teaching and learning and child protection, amongst others.
The Para teacher role is a challenging yet rewarding one. My responsibilities are to cover lessons of a diverse spectrum of subjects and age groups – often at short notice. With that in mind, each day offers exciting opportunities to gain invaluable experience in teaching. I regularly exploit the opportunity to plan lessons and take on extra responsibilities across various departments. Being a Para teacher, therefore, gives prospective teachers vital experience to help develop their skills, build their confidence to propel them into a fulfilling career as a teacher. I believe DYCA radiates a community, even family atmosphere and I always feel a sense of purpose and belonging amongst students and staff.
There are many routes for progression at DYCA, both within your department, and also across the whole school. It's a great place to learn and develop as there are many opportunities to work with more experienced colleagues. There is always something to get involved in: achievement assemblies, whole school productions, mentoring programmes and other trips and visits. Since I joined DYCA two years ago, I have helped develop project-based learning within KS3 in my faculty, mentored new members of staff, and am now involved with curriculum development.