Primary Teacher (Key Stage 2)

PRIMARY TEACHER (Key Stage 2) (suitable for ECT)

SCALE: INNER LONDON

START: April / July / September 2025

Closing Date: 31st January 2025. Early applications encouraged.

Purpose of the role:

Our primary phase is highly successful in enabling our students across EYFS, KS1 and KS2 to achieve well and realise their potential. 

We seek to appoint an exceptional teacher who will be responsible for the academic progress of the students they teach, continually driving and improving student achievement. The appointed candidate, working under the direction of the Vice Principal and post-holders, will be committed to their own professional development, will actively contribute to a positive working atmosphere which encourages cooperation and promotes the highest standards of education, contributing towards the best outcomes for student achievement and staff development.

The teacher will:

• Fulfil the professional responsibilities of a teacher, as set out in the School Teachers’ Pay and Conditions Document
• Meet the expectations set out in the Teachers’ Standards

During the course of the academic year, it is expected that you will take on the following responsibilities:

1.     Planning

2.     Teaching

3.     Classroom Management

4.     Agreed Whole School Procedures

Planning

As a class teacher, you will be expected to plan your teaching with regard to the school’s strategies and programmes of study. You will be expected to achieve progression in student’s learning by:

• Identifying clear learning and teaching objectives and content and specifying how these will be taught.
• Setting tasks for class, group and individual work, which challenge students and ensure high levels of student interest. This includes teaching through “challenges” where children’s learning is not capped and they have greater ownership of the work they undertake.
• Planning, setting and responding to homework, in line with the agreed policy for each year group.
• Setting high expectations for students’ learning, motivation and presentation of work.
• Setting clear targets for students’ learning, building on prior attainment and ensuring that students understand what is required of them for any given task.
• Identifying students with Special Educational Needs and knowing where to seek advice to give positive and targeted support.
• Planning in the short, medium and longer term lessons which provide pace, motivation and challenge for students.
• Using assessment of students’ attainment to plan future lessons.
• Planning for students’ personal, spiritual, moral, social and cultural development.

Teaching and Classroom Management

As a class teacher, you will be expected to:

Ensure that teaching and learning objectives are met through effective teaching, high expectations, sound learning and discipline and a purposeful working atmosphere in the classroom.

• Establish and maintain good discipline, by following the school strategy for behaviour management.
• Establish a safe learning environment in which students feel safe, secure and confident.
• Use a variety of teaching methods which will foster and stimulate enthusiasm for learning and maintain motivation.
• Differentiate appropriately for all abilities in the class, setting high expectations for all but not cap student learning.
• Give clear instructions, presentations and question students effectively to ensure participation.
• Respond to all students’ work effectively, in line with the school’s assessment strategy so that students are clear about how they have achieved and their next steps.
• Keep effective records of students’ progress.
• Use opportunities to develop students’ personal, spiritual, social, moral and cultural development.
• Establish positive working relationships with all support staff who may work in your classroom and ensure they are informed of lesson planning and your expectations.

Agreed Whole School Procedures

As a class teacher and member of staff, you will be expected to:

Ensure all children are treated equally, regardless of gender, social or cultural backgrounds.

• Safeguard and promote the welfare of children and young people and follow school policies and the staff code of conduct.
• Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures, to support the school’s values and vision
• Make a positive contribution to the wider life and ethos of the school e.g. through being a form tutor, contributing to the enrichment curriculum
• Take part in the school’s appraisal procedures
• Work with others on curriculum and pupil development to secure coordinated outcomes
• Participate in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements.
• Attend all directed-time activities including the agreed Parents’ Evening sessions.
• Keep parents informed of their child’s progress during the year, through positive links with parents and reporting to them.
• Ensure that student welfare duties are carried out, including break-time duty and forward any student concerns to the relevant person.
• Look to improve performance through evaluating your own teaching critically and use this to improve your effectiveness and engage with continued professional development including feedback to/from other members of staff.
• Uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school
• Have proper and professional regard for the ethos, policies and practices of the school, and maintain high standards of attendance and punctuality

You should be familiar with the Code of Practice on the identification and assessment of Special Educational Needs and you are expected to implement and keep records on Individual Education Plans (IEPs). You should also seek the advice of the schools Special Educational Needs Co-ordinator (SENCO) if you have concerns on a student’s progress.

Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the teacher will carry out. The post-holder may be required to do other duties appropriate to the level of the role, as directed by the Principal or line manager.