Primary Class Teacher (maternity cover)

The British School of Milan is seeking an inspiring, enthusiastic, and conscientious teacher to join our thriving Primary School to cover for a colleague on maternity.

1.    Set high expectations which inspire, motivate and challenge pupils

•  establish a safe and stimulating environment for pupils, rooted in mutual respect
•  set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

 2. Promote good progress and outcomes by pupils

• be accountable for pupils’ attainment, progress and outcomes
• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• guide pupils to reflect on the progress they have made and their emerging needs
• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• encourage pupils to take a responsible and conscientious attitude to their own work and study.

 3. Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstanding
• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of learning
• demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

 4. Plan and teach well-structured lessons

• impart knowledge and develop understanding through effective use of lesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approaches to teaching
• contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

 5. Adapt teaching to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

 6. Make accurate and productive use of assessment

•  know and understand how to assess the relevant subject and curriculum areas, including school assessment requirements according to policy
• make use of formative and summative assessment to secure pupils’ progress
• use relevant data to monitor progress, set targets, and plan subsequent lessons
• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

 7. Manage behaviour effectively to ensure a good and safe learning environment

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
•  manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

8. Fulfil wider professional responsibilities

• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• deploy support staff effectively
• take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
• communicate effectively with parents with regard to pupils’ achievements and well-being.

9. Personal and professional conduct

•  treat pupils with dignity, build relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
• have regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
• show tolerance of and respect for the rights of others
• support fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
• ensure that personal beliefs are not expressed in ways which exploit pupils’ vulnerability
• have proper and professional regard for the ethos, policies and practices of the school, and maintain high standards in their own attendance and punctuality.
• have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

Appointment is subject to checks with previous employers as well as criminal records checks.

Applicant must complete the BSM application form available on our website.

Commitment to Safeguarding

• The British School of Milan is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Applicants must be willing to undergo child protection screening, including reference checks with previous employers and a criminal records check.
• Our Safeguarding and Child Protection Policy can be found on School website
• As an equal opportunities employer, The British School of Milan is committed to a culture of diversity, equity and inclusion. We believe that a diverse staff body reflects and supports the diversity of our students and wider society and leads to a cognitive diversity that promotes excellence in all areas.