KS2 Class Teacher (Fixed Term - Maternity) ECT/MPS/UPS
Chase Side Primary School, Enfield, EN2 6NS5 days remaining to apply
Job start date
1 September 2025
Closing date
17 June 2025 at 9am
Date listed
10 June 2025
Job details
Job role
Visa sponsorship
- Visas cannot be sponsored
Key stage
- Key stage 2
Working pattern
- Full time
Contract type
- Fixed term - 1 year - Maternity or parental leave cover
Full-time equivalent salary
- ECT - UPS5
What skills and experience we're looking for
Core Purpose
To ensure a high quality education for all pupils in a designated class and improve the quality of learning and standards of achievement. To carry out the professional duties of a teacher as set out in the current edition of the School Teacher’s Pay and Conditions Document.
The following details are a summary the major tasks expected of the class teacher as set out in the School Teacher’s Pay and Conditions Document.
DIRECTLY RESPONSIBLE TO:
The Headteacher
MAIN PURPOSE OF JOB AND PRINCIPAL ACCOUNTABILITIES:
1. Liaison and Co-operation
The teacher will work in liaison, contact and co-operation with:
- other members of staff
- members of Borough support and advisory services organisations
- networks and agencies relevant to the teacher’s specialism of subject or the needs of children in their class or care
- parents, governors and local community
- ensuring effective and professional relationships are developed and maintained
2. Policy and Legal Framework
The teacher will work within the framework of:
- Teacher’s Standards (2012) (and any subsequent legislation)
- National legislation, including Education Act from 1994 to 1986
- the Schoolteachers Pay and Conditions Document (STPCD) 2006 (and any subsequent legislation)
- school policies and guidelines on the curriculum and school organisation
3. Tasks and Duties
The Teacher’s Standards stipulates the minimum standards for teachers to be meeting and the STPCD lists the duties to be included in all Job Descriptions for teachers. The following statement is intended to incorporate all the duties and expectations itemised in the Teacher’s Standards and Schedule 3 of the Act, and any subsequent statutory instruments made under either of these.
The tasks and duties listed below are minimum required for all teachers. These may be reviewed at least once a year, usually in the Summer Term.
Planning/Knowledge and Understanding
- To understand the structure and balance of the National Curriculum, RE and other associated areas, PSHE and Citizenship (including the Chase Side Curriculum)
- To have detailed knowledge and understanding of expectations and level descriptors with particular emphasis on the core subjects (as used by the school)
- Be familiar with the Code of Practice on the identification and assessment of Special Educational Needs and implement and keep records on individual education plans for pupils with an EHCP or other area of need
- Understand the needs of pupils for whom English is an additional language and the stages of development so that their learning can be supported effectively
- To broadly understand the requirements and progression for children through the primary phase
including Key Stages other than where you are teaching; from Foundation Stage to KS1 to KS2 and links with KS3
- To plan and prepare courses, schemes or work and individual lessons, appropriate to the needs, interests, experience and existing knowledge of the pupils in one’s class
b) Teaching and Class Management
- To teach a class, or classes, groups or individual pupils, and to set tasks to be undertaken within the school environment (including outdoor learning/ area/orchard) which challenge pupils appropriately
- Ensuring pupils make good or better progress in their learning through:
o Identifying clear learning intentions and success criteria with the pupils, specifying how they will be taught and assessed ensuring the best use of teaching time
o Setting tasks for the whole class, groups and individuals which are appropriate to needs and incorporate a range of learning styles to promote pupils who are active problem solvers and motivated, independent learners
o Setting appropriate and demanding expectations
o Identifying pupils who have special educational needs, are very able/talented or who are not yet fluent in English and set tasks accordingly for these children
o Providing a clear structure for lessons, maintaining pace and challenge throughout
o Ensuring opportunities that contribute to pupil’s personal, spiritual, moral, social and cultural development
o Setting high expectations for pupil’s behaviour
o Establishing a safe, supportive and stimulating learning environment
c) Assessment, Marking and Recording
- To mark and assess pupils’ work providing constructive feedback and setting targets to support pupils to make good progress and improve specific aspects of teaching, as specified in the Marking and Feedback Policy
- To incorporate recommendations as set out in EYFS, KS1 and KS2 guidance to support assessment opportunities
- Assess and record each pupil’s progress systematically and use records to ensure that pupils make demonstrable progress
- Check that pupils have understood and completed work set
- Monitor strengths and weaknesses
- Inform planning
- Ensure that children continue to make demonstrable progress
d) Promoting Safeguarding and positive behaviour
- To set a good example to the pupils through your presentation, personal and professional conduct
- To promote respect and understanding for others amongst pupils and adults in the school community
- To promote understanding of the school’s moral code and values. To safeguard health and safety and to develop relationships with and between pupils conducive to optimum learning
e) Communication with parents
- To build and maintain co-operative relationships with parents, and to communicate with them on pupils’ learning and progress. To draw their attention to particular concerns, areas for future development and support at home
f) The classroom and school environment
- To establish and maintain an attractive, creative and stimulating classroom environment, and to contribute to displays in the school as a whole
g) Overall policy and review
- To take part in whole school reviews of policy and aims, and in the revision formulation of guidelines
- To be familiar with health and safety issues, including subject specific, child protection procedures and positive behaviour management plans including Rights and Responsibilities
h) Reports
- To provide or contribute to oral and written assessments, reports and references at school, relating to the development and learning of individual pupils and groups of pupils
i) Review
- To evaluate and review one’s own teaching methods, materials and schemes of work, and to make changes and amendments as appropriate – to reflect evolving trends and whole school priorities
j) Professional development
- Take responsibility for your own professional development, including knowledge of school policies and procedures
- To keep up to date with current educational thinking and practice, both by study and by attendance at courses, workshops and meetings, and take part in appraisals and reviews of one’s work arranged by the Headteacher
- To use recent monitoring and inspection evidence as well as personal reflection/training to develop good quality teaching and learning
- Be aware of the role and purpose of the school governing body
k) Corporate life
- To take part in the corporate life of the school by, for example, attending assemblies, FOCS and community events. Registering the attendance of pupils, and supervising pupils before and after school sessions
l) Cover
- To supervise, and in so far as practical to teach any pupils whose teacher is absent. These requirements will be set within the framework set by the expectations of the National Agreement
m) Performance management
- To participate in arrangements made in accordance the performance management regulation for the evaluation of one’s own performance and that of other teachers
n) Staff meetings
- To participate in meetings at the school which relate to the curriculum, pastoral and organisational aspects of the school
o) Equality policies
- To help ensure that subject matter and learning resources reflect Borough and school policies on race and gender equality, and that the implications of these policies are applied in all aspects of school life
- To undertake other duties as the Headteacher may reasonably direct
What the school offers its staff
Would your class say this of you?
I’m happy that you are my teacher:
I enjoy each lesson you teach.
As my role model you inspire me
To dream and to work and to reach.
With your kindness you get my attention;
Every day you are planting a seed
Of curiosity and motivation
To know and to grow and succeed.
You help me fulfil my potential;
I’m thankful for all that you’ve done.
I admire you each day, and I just want to say,
As a teacher, you’re my number one!
Perhaps our children would describe you this way?
We are a school that puts the child first, are you a highly effective teacher with good organisational and interpersonal skills?
Applications are invited from exciting, enthusiastic and inspirational class teachers who have excellent proven skills with ensuring children make rapid progress to join our inclusive and friendly team. You should be able to inspire and motivate children, staff and parents and have a proven track record of raising attainment and demonstrating excellent positive behaviour management strategies which support children to be independent learners.
We can offer you:
A friendly, supportive and welcoming school environment with a clear ethos, values and vision;
A committed and supportive staff, governing body and a diverse and engaging parent body;
Respectful, happy and enthusiastic learners;
A commitment to your professional development;
A diverse and creative local community.
Come and join the dedicated, committed staff in our friendly and supportive school to make a real difference in the lives of our children!
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Applying for the job
Apply for the job by following the link below.
CVs are not accepted.
Upload additional documents
If you need these documents in an accessible format, please contact the school.
About Chase Side Primary School
- School type
- Local authority maintained school, ages 3 to 11
- Education phase
- Primary
- School size
- 400 pupils enrolled
- Age range
- 3 to 11
- Ofsted report
- View Ofsted report
- School website
- Chase Side Primary School website
- Email address
- headteacher@chaseside.enfield.sch.uk
- Phone number
- 02083631120
Arranging a visit to Chase Side Primary School
To arrange a visit and increase the chance of a successful application email headteacher@chaseside.enfield.sch.uk.
School location
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