Class Teacher
Gooseacre Primary Academy, Rotherham, South Yorkshire, S63 0NUThis job expired on 21 June 2019 – see similar jobs
Job start date
1 September 2019
Closing date
21 June 2019 at 1am
Date listed
13 June 2019
Job details
Job role
Visa sponsorship
- Visas cannot be sponsored
Working pattern
Full-time equivalent salary
- Main pay range 1 to Main pay range 6, £23,718 to £35,006
Additional allowances
We can offer:
• A dedicated and talented team with a commitment to excellence in education, grounded in a shared moral purpose of ensuring high quality provision for all learners
• High quality professional development; including continuous career development through the combined input of all academies within the Astrea family, an established NQT programme and aspiring leader packages
• The chance to make a difference within a close community
Class Teacher job summary
This academy is committed to high levels of achievement, safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment.
Post Title: Class Teacher – Upper KS2
Grade: Main Scale –
Responsible to: Principal
Purpose of this role:
To maintain a high standard of quality care and education through an excellent balanced, varied, and fun curriculum.
To teach children, in accordance with academy aims and policies and National Curriculum requirements, to achieve their maximum potential.
To promote the welfare of children within the academy and to safeguard their interests at all times.
To work effectively as a member of the teaching team contributing to the care and holistic well-being and development of children.
The duties outlined within this job description are in addition to those covered by the Astrea and National Teacher standards latest Academy Teachers' Pay and Conditions Document.
Main duties:
Set high expectations which inspire, motivate and challenge all 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 all pupils.
Promote good progress and outcomes by all pupils
• Promote high standards of attainment, progress and outcomes for all pupils.
• Plan differentiated teaching to build on pupils’ capabilities and prior knowledge.
• Guide pupils to reflect on the progress they have made and their emerging needs and adapt classroom practice if necessary.
• 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.
Demonstrate good subject and curriculum knowledge
• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interests in these subjects and address misunderstandings and misconceptions.
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, numeracy and oracy including the correct use of standard English, whatever the teacher’s specialist subject.
• Ensure all pupils have access to a broad, balanced and relevant curriculum.
Plan lessons (in line with minimum expectations) 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 and assess 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.
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 learn more effectively.
• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and implement strategies to overcome these.
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching and learning 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.
• To plan for, direct and be responsible for the work of additional support personnel within the classroom to ensure that support impacts on the learning of pupils.
Make accurate and productive use of assessment
• Make accurate and productive use of assessment in line with the expectations of the academy.
• Make effective use of a range of assessment for learning techniques to measure progress in lessons.
• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
• 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.
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 in both in classrooms and around the academy, in accordance with the academy’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.
• Maintain good relationships with pupils, exercise appropriate authority and act decisively when necessary.
Fulfil wider professional responsibilities
• Make a positive contribution to the wider life and ethos of the academy.
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.
• Deploy support staff effectively (where available).
• Take responsibility for improving performance through appropriate professional development, responding to advice and feedback from colleagues.
• Communicate effectively with parents, carers and external agencies with regard to pupils’ achievements and well-being.
Personal and Professional Conduct
• Demonstrates a high standard of personal and professional conduct and uphold public trust in the profession by maintaining a high standard of ethics and behaviour in and outside of the academy in line with the academy’s policy.
• Has professional regard for and actively promote the ethos, policies and practices of the academy and maintain high standards in own dress, attendance and punctuality.
• Understands and acts within the statutory frameworks which set out professional duties and responsibilities.
Values
• Makes the education of pupils within the academy the main purpose of the role of the teacher.
• Accepts accountability for achieving the highest possible standards in their own work and conduct and to be able to be self-critical and reflective.
• Acts with honesty and integrity at all times.
• Is able to forge positive professional relationships.
GENERAL
Safeguarding/Child Protection
• Understands, accepts and follows the academy’s Safeguarding / Child Protection procedures in order to protect the safety of all children and vulnerable adults.
• To report matters of concern in line with the academy procedure
Confidentiality
• To ensure confidentiality of all activities is maintained in order to protect the integrity of the organisation and its stakeholders.
• To comply with the relevant electronic communication, safety and confidentiality updates.
Self-Development
• To continually seek development opportunities in order to improve personal performance.
• Comply with and actively take part in the trust’s performance management cycle.
Working Hours
• Full time in line with School’s Teachers Pay and Conditions including attendance at meetings and parent’s evenings as published in the academy calendar.
Communication
• Understands own responsibility to be up to date with the trust and academy communications.
Flexibility
• To carry out such other duties as may reasonably be required from time to time to meet the evolving needs of the academy at the direction of the designated manager/management team.
The Academy Trust is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share in this commitment.
The above duties are not exhaustive and the post holder may be required to undertake tasks, roles and responsibilities as may be reasonably assigned to them by their line manager.
Commitment to safeguarding
Astrea Academy Trust is committed to safeguarding and promoting the welfare of children and staff. Every child should feel safe and should be protected from any form of child abuse. We have robust policies and procedures that support our commitment to Safeguarding, this includes our Safeguarding and Child Protection Policy. The in-house Safeguarding teams at each Academy work in partnership with families and safeguarding partners to ensure the safety of children is paramount. We are committed to ensuring that all staff access regular, contextual safeguarding training to meet the needs of the local community.
About Gooseacre Primary Academy
- School type
- Academy, ages 2 to 11
- Education phase
- View all Primaryjobs
- School size
- 353 pupils enrolled
- Age range
- 2 to 11
- Ofsted report
- View Ofsted report (opens in new tab)
- School website
- Gooseacre Primary Academy website (opens in new tab)
- Email address
- diane.robinson@astreagooseacre.org
Welcome to Gooseacre Primary Academy
Gooseacre Primary Academy is located in Thurnscoe in South Yorkshire, close to Barnsley, Doncaster and Rotherham. We currently have over 300 pupils on our roll and ten classes in the school: Foundation Stage 1 and 2, three Key Stage 1 classes and seven Key Stage 2 classes.
The school has seen a remarkable pace of improvement in recent times and in June 2020 Ofsted judged us to be “a good school”. We are proud to have achieved this status for a second time, which is due to considerable dedication and effort from the whole team of staff and wider academy community. We are committed to maintaining our rate of progress. We will build on our strengths, ensuring good practice is embedded into the school and drive forward new initiatives to enhance our performance further.
We are delighted to now be a part of the Astrea Academy Trust. The Astrea vision enables individual academies to flourish with real autonomy, whilst also ensuring a strong ethos of support and collaboration.
School location
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