Class Teacher

Howard Community Academy, Bury St Edmunds, Suffolk, IP32 6SA

This job expired on 30 September 2022 – see similar jobs

  • Expected start date

    31 October 2022

  • Application deadline

    30 September 2022 at 12pm (midday)

  • Date listed

    30 August 2022

Job details

Key stage

Key stage 2

Working pattern

Contract type


Pay scale


Class Teacher job summary

The information contained below is to help staff understand and appreciate the work content of their post and the role they are to play in the operation. However, it should be noted that whilst every effort has been made to outline all the duties and responsibilities of the post, a document such as this does not permit every item to be specified in detail. Broad headings may therefore have been used, in which case all the usual associated duties are included in this job description. The post is subject to enhanced DBS clearance.

Principal Responsibilities

Set high expectations which inspire, motivate and challenge staff, pupils and the wider community

  • Have the ability to lead, motivate and inspire confidence.
  • Be able successfully to implement strategies for raising achievement and ensuring effective teaching and learning for the pupils at Howard Primary Academy.
  • Establish a safe and stimulating learning environment for pupils which values all pupils and gives them a sense of their own self-worth.
  • Have aspirations for creating provision that stretches and challenges pupils of all backgrounds, abilities and dispositions.
  • Demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
  • Implement strategies that support parents and carers to believe that their children can achieve well.

Promote good progress and outcomes by pupils

  • Be accountable for pupils’ attainment, progress and outcomes
  • Plan teaching that builds on pupil’s capabilities and their prior knowledge
  • 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 learning.
  • Engage parents in understanding how they can best help their children to achieve well.
  • Plan and teach well-structured lessons

    • Share knowledge and develop understanding through effective use of lesson time.
    • Ensure pupils have the skills they need to engage fully in lessons and learn well.
    • Promote a love of learning and engage 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 areas.

    Adapt teaching to respond to the strengths of all pupils

    • Know when and how to differentiate learning activities to meet pupils’ needs, using

    approaches which enable pupils to learn well.

    • Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn and a desire to know how best to overcome these with a drive to ensure this happens.
    • 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


    • Have and develop a clear understanding of the needs of all pupils, including those with

    special educational needs; SEMH needs, high ability; English as an additional language and disabilities. Working with leaders, be able to use and evaluate distinctive teaching

    approaches to engage and support all pupils.

    • Want to engage parents and wider family members in knowing how best to support their children to thrive in school.

    Make accurate and productive use of assessment

    • Know and understand how to assess subject and curriculum areas, including statutory

    assessment requirements.

    • Make use of formative and summative assessment to secure and improve pupils’ progress.
    • Work with leaders to establish a comprehensive understanding of pupils’ achievement and how best to support improving it.
    • Use the academy’s agreed systems to monitor pupils’ progress, consider expectations for pupil’s learning and plan subsequent lessons.
    • Give pupils regular feedback both orally and through accurate marking in accordance with the academy’s policy. Encourage pupils to respond to the feedback and draw on their views to shape learning experiences.
    • Share information about pupils’ progress openly with parents so they have a good

    understanding of how well their children are achieving.

    Manage behaviour effectively to ensure a good and safe learning environment

    • Work with leaders and pupils to establish clear rules and routines for behaviour in

    classrooms, implement these assiduously. Maintain good relationships with pupils, exercise appropriate authority and act decisively when necessary.

    • Use praise and recognition of positive and improved behaviour as a continuous strategy

    promoting the involvement and engagement of pupils.

    • Always consider the roots of any poor behaviour, giving pupils the opportunity to make amends and realise the impact of their behaviour if it does not meet the academy’s


    • Take responsibility for promoting good and courteous behaviour with all pupils in classrooms and around the school, always in accordance with the school’s behaviour policy.
    • Have the same high expectations of behaviour as leaders and other staff, exemplify the

    expected behaviour at all times.

    • Manage classes effectively using approaches which are appropriate to pupils’ needs, as well as the additional support available, in order to involve and motivate them

    Fulfil wider professional responsibilities

    • Teachers uphold public trust in our profession and maintain high standards of ethics and

    behaviour within and outside the school by:

    • Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries.
    • Having regard for the need to safeguard pupils’ well-being, in accordance with statutory

    requirements reporting any concerns as required.

    • Showing tolerance of, and respect for, the rights of all pupils, families and colleagues.
    • Promoting the fundamental British values including democracy, the rule of law, individual

    liberty and mutual respect and tolerance of those with different faiths and beliefs.

    • Ensuring that personal beliefs are not expressed in ways that exploit or highlight pupil’s
    • vulnerability.
    • Having proper and professional regard for the ethos, policies and practices of the school.
    • maintain high standards in their own attendance and punctuality
    • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

This job post has expired.

Supporting documents

If you need these documents in an accessible format, please contact the school.

About Howard Community Academy

School type
Academy, ages 3 to 11
Education phase
View all Primaryjobs
School size
163 pupils enrolled
Age range
3 to 11
Contact phone number

Anglian Learning, a unique multi academy trust

All members of our Trust share the firm belief that successful learning communities are underpinned by ambitious vision, trust and strong inspirational leadership at all levels of the organisation. Through membership of Anglian Learning, these values are reinforced by working with like-minded schools, leaders and teachers, to make a difference to the lives of our young people. We believe that we have a shared responsibility, through support and challenge, to ensure that all our academies can offer an outstanding education to all students. We are committed to the best financial planning and clearest governance structure with a rigorous system of checks and balances to ensure our future development and growth.

Anglian Learning was initially created by three highly successful Cambridgeshire secondary school academy trusts, with similar visions of enhancing the capacity of mutual support and challenge, formally joining together as a Trust. A further secondary school joined Anglian Learning in March 2016 with an Ofsted rating of Requires Improvement, which had been held for several years. In October 2018, due to the work undertaken by the staff, the Principal and the Trust, the school successfully achieved a rating of Good in all areas.

In March 2018 Anglian Learning established a Primary hub with three primary schools choosing to join the Trust, forming a collaborative and supportive primary network. Anglian Learning has also won the contract for a new primary school The Marleigh School which is currently due to open in 2022 and Joyce Frankland Academy, a secondary school in Essex chose who joined the Trust on 1 January 2020. On 1 April 2020 we were also joined by Howard Community Academy, Linton Heights Junior School, Linton Village College, Meadow Primary School and The Pines Primary School. Further information about each of our schools can be found by visiting their websites.

Anglian Learning is improving the provision in our academies by using the collective energy and cross school educational collaboration within the Trust to improve our pupils’ life chances by:

Developing a dynamic and inspirational culture for teaching and learning excellence.

Providing pupils with stimulating and valuable enrichment opportunities across the curriculum.

Building a curriculum and assessment structure that will enable teachers, students and parents to celebrate success and respond swiftly to challenge.

Encouraging innovation and risk-taking through a focus on research and best practice locally, nationally and internationally.

Promoting, enabling and supporting leadership at all levels to flourish in individual schools and across the Trust.

Providing CPD opportunities for staff at all levels in the Trust

The Trust Leadership Team comprises of a CEO, supported by a Director of Secondary Education who is a trained Ofsted Inspector, a Director of Primary Education who oversees and supports the Primary Hub and highly qualified and experienced Directors advising on Finance, ICT, Operations and Human Resources.

The operational structure of the central team is constantly being reviewed to ensure that it delivers the maximum and desired support to the schools within Anglian Learning.

Arranging a visit to Howard Community Academy

If you would like to book a telephone conversation with the Headteacher, Alison Weir or Anglian Learning’s Director of Primary Education, Prue Rayner please contact Mrs Kelly Hamlin, Office Manager at khamlin@howardprimary.org

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