Early Years Lead Practicioner, Unqualified Teacher
Woodloes Primary School, Warwick, Warwickshire, CV34 5DFDeadline is today
Start date details
September 2025
Closing date
13 July 2025 at 12pm (midday)
Date listed
1 July 2025
Job details
Job role
- Teacher
Visa sponsorship
- Visas cannot be sponsored
Working pattern
- Full time
Contract type
- Permanent
Full-time equivalent salary
- £21,731.00 - £33,902.00 Annually (FTE) Unqualified Teachers Payscale UNQ1-UNQ6
Early Years Lead Practicioner, Unqualified Teacher job summary
MAIN PURPOSE:
To implement and deliver an appropriately broad, balanced, relevant and differentiated curriculum for pupils and to support a designated curriculum area as appropriate
Be responsible for the learning and achievement of all pupils in the class ensuring equality of opportunity for all
Be responsible and accountable for achieving the highest possible standards in work and conduct
Treat pupils with dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position
Work proactively and effectively in collaboration and partnership with learners, parents/carers, governors, other staff and external agencies in the best interests of pupils
Act within, the statutory frameworks, which set out their professional duties and responsibilities and in line with the duties outlined in the current School Teachers Pay and Conditions Document and Teacher Standards
Take responsibility for promoting and safeguarding the welfare of children and young people within the school
OPERATIONAL/ STRATEGIC:
To assist in the development of appropriate resources, schemes of work, marking policies and teaching strategies in the curriculum area
To contribute to the curriculum area school plan and its implementation
To plan and prepare lessons
To contribute to the whole school’s planning activities
TEACHING, LEARNING AND CURRICULUM:
Undertake the duties of a teacher as specified by the most recent School Teachers’ Pay and Conditions Document (STPCD).
Develop teaching and learning approaches and evidence Teacher’s Standards
Contribute to long- and medium-term planning to support development of subject knowledge and understanding of assessment
Deliver the curriculum as relevant to the age and ability group/subject/s that you teach
Be responsible for the preparation and development of teaching materials, teaching programmes and pastoral arrangements as appropriate
Be accountable for the attainment, progress and outcomes of pupils’ you teach
Be aware of pupils’ capabilities, their prior knowledge and plan teaching and adapt appropriately to build on these demonstrating knowledges and understanding of how pupils learn
Have a clear understanding of the needs of all pupils, including those with special educational needs and disabilities; more able; EAL; and be able to use and evaluate distinctive teaching approaches to engage and support them
Demonstrate an understanding of and take responsibility for promoting high standards of literacy including the correct use of spoken English
Have a clear understanding of appropriate teaching strategies e.g. systematic synthetic phonics
Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives for pupils of all backgrounds, abilities and dispositions, monitoring learners’ progress and levels of attainment
Make accurate and productive use of assessment to secure pupils’ progress
Give pupils regular feedback and encourage pupils to respond to the feedback, reflect on progress, their emerging needs and to take a responsible and conscientious attitude to their own work and learning
Use and understand relevant data to monitor progress, set targets, and plan subsequent lessons
BEHAVIOUR AND SAFETY
Establish a safe, purposeful and stimulating environment for pupils, rooted in mutual respect 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 inspire, motivate and challenge pupils
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils
Have high expectations of behaviour, promoting self-control and independence of all learners
Be responsible for promoting and safeguarding the welfare of children and young people within the school, raising any concerns following school protocol/procedures
TEAM WORKING AND COLLABORATION
To develop and maintain good subject knowledge and an awareness of excellent, current practice in teaching.
Participate in any relevant meetings/professional development opportunities, which relate to the learners, curriculum or organisation of the school including pastoral arrangements and assemblies
Work as a team and CAT member and identify opportunities for working with colleagues and sharing the development of effective practice within own school and within the Community Academies Trust
Ensure that colleagues working with you are appropriately involved in supporting learning and understand the roles they are expected to fulfil
Take part as required in the review, development and management of the activities relating to the curriculum, organisation and pastoral functions of the school.
Promoting the ethos of the Academy, as expressed in the mission and vision statements, is a shared responsibility to which teaching staff make a significant contribution.
FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
Work collaboratively with others to develop effective professional relationships
Deploy support staff effectively as appropriate
Communicate effectively with parents/carers with regard to pupils’ achievements and well- being using school systems/processes as appropriate
Communicate and co-operate with relevant external bodies
Make a positive contribution to the wider life and ethos of the school
To have professional regard for the ethos, policies and practices of the school in which you teach, and maintain high standards in your own attendance and punctuality
PROFESSIONAL DEVELOPMENT
Regularly review the effectiveness of your teaching and assessment procedures and its impact on pupils’ progress, attainment and well-being, refining your approaches where necessary responding to advice and feedback from colleagues
Be responsible for improving your teaching through participating fully in training and development opportunities identified by the school or as developed as an outcome of your appraisal
OTHER SPECIFIC RESPONSIBILITIES
Comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description
Contribute to a adopt school Health and Safety Policy and practice
Work in co-ordination with the school administration team and the school business manager in order to secure funding claims and ensure the successful day to day running of the pre-school
Lead in the securing future pupil intakes working to ensure we are working at capacity
This job description may be changed by the Headteacher in consultation with you to reflect or anticipate changes in the job commensurate with the grade and job title
SAFEGUARDING CHILDREN AND YOUNG PEOPLE
CAT is committed to safeguarding and promoting the welfare of children and young people. We expect all staff to share this commitment and to undergo appropriate checks, including enhanced DBS checks.
The above responsibilities are subject to the general duties and responsibilities contained in the Statement of Conditions of Employment. The duties of this post may vary from time to time without changing the general character of the post or level of responsibility entailed.
The person undertaking this role is expected to work within the policies, ethos and aims of the Trust and to carry out such other duties as may reasonably be assigned by the Head of Human Resources. The post holder will be expected to have an agreed flexible working pattern to ensure that all relevant functions are fulfilled through direct dialogue with employees, contractors and community members.
ENGLISH DUTY
This role is covered under part 7 of the Immigration Act 2016 and therefore the ability to speak fluent spoken English is an essential requirement for this role.
Further information about the job
Commitment to safeguarding
Community Academies Trust is committed to safeguarding and promoting the welfare of children and young people. We expect all staff to share this commitment and to undergo appropriate checks, including enhanced DBS checks, online checks, and a willingness to demonstrate commitment to the standards which flows from Community Academies Trust vision and values.
This post is exempt from the Rehabilitation of Offender Act 1974.
The role is covered by part 7 of the Immigration Act 2016 and therefore the ability to speak fluent spoken English is an essential requirement for this role
Applying for the job
This school accepts applications through their own website, where you may also find more information about this job.
CVs will not be accepted for this application.
View advert on external website (opens in new tab)About Woodloes Primary School
- School type
- Academy, ages 3 to 11
- Education phase
- Primary
- School size
- 410 pupils enrolled
- Age range
- 3 to 11
- Ofsted report
- View Ofsted report
- School website
- Woodloes Primary School website
Woodloes Primary School is based on a mature housing estate just a short distance from the centre of Warwick with its many opportunities for learning and exploring. It is a two-form entry school with a preschool (Saplings) and a popular forest school area. Currently there are 418 children across the school and preschool. The school has a diverse population with 23 languages spoken throughout our school community. The proportion of disadvantaged pupils (PP) has increased across the school since the COVID pandemic and is above the national average. We also have a high proportion of children requiring support for special educational needs and disabilities (SEND).
At Woodloes, our vision is to strive for everyone to be the best version of themselves. Staff work alongside our young people encouraging them to reach their potential. This can be seen throughout the school day and
in extra-curricular activities, such as representing the school in sport and singing alongside classmates at Young Voices.
The school's values co-developed with pupils, staff, governors, and parents are Perseverance, Respect, Integrity, Diversity and Excellence (PRIDE). These underpin everything we do as a school and are important throughout life. They are promoted through pupil voice, assemblies, lessons and wider school life, giving our pupils a great foundation when moving to secondary school.
Woodloes Primary School is a fantastic school. Our children are well behaved, polite and love to learn. They are proud of their work and are happy to be at school - reflected in good levels of attendance. Children look after each other and work with staff to ensure the school is the best it can be. Our school council are amazing young people who show maturity and enthusiasm in representing the views of their fellow pupils.
They work closely with the headteacher and other members of staff to take ideas forward to make the school a better place. The 'Happy Playtimes Project' and the introduction of Playtime Pals is one such
initiative. We also have great support from our parent community and are fortunate to have an active PTA.
The School Standards Committee (SSC) is passionate in its support of the school. All members bring their various skills, talents and interests to the meetings to create a group of people dedicated to providing the
best possible education and experience for all our pupils. While academic achievement is the goal by which we are measured, we all believe that no matter how great the pressure is to achieve; we must never lose sight of the individual. Every child in our care has skills and talents ready to be encouraged, developed and nurtured.
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