NQT Primary Teacher
Delce Academy, Rochester, Kent, ME1 2NJThis job expired on 31 May 2019 – see similar jobs
Job start date
1 September 2019
Closing date
31 May 2019 at 1am
Date listed
2 May 2019
Job details
Job role
Visa sponsorship
- Visas cannot be sponsored
Working pattern
Full-time equivalent salary
- Main pay range 1, £23,720
NQT Primary Teacher job summary
Main Purpose:
Fulfil the professional responsibilities of a teacher, as set out in the School Teachers’ Pay and Conditions
Document (STPCD).
Meet the expectations set out in the professional standards framework for Teachers.
Job Purpose:
Be responsible for the progress, behaviour and development of a class.
Be responsible and accountable for achieving the highest possible standards in teaching, learning and behaviour;
Be responsible for developing schemes of work and lesson plans in line with curriculum objectives;
Work proactively and effectively in collaboration and partnership with learners, parents/carers, governors, other staff and external agencies in the best interests of pupils;
Treat pupils with dignity, building relationships rooted in mutual respect whilst observing proper boundaries appropriate to a teacher’s professional position;
Take responsibility for promoting and safeguarding the welfare of all children within the school.
Teaching:
• Deliver the curriculum relevant to the age group that you teach;
• Ensure effective teaching and best use of available time;
• Be responsible for the preparation and development of teaching materials, teaching programmes and pastoral arrangements;
• Be accountable for the good progress, attainment and outcomes of the pupils you teach;
• Demonstrate secure subject knowledge and curriculum knowledge;
• Be aware of pupils, capabilities, their prior knowledge and plan teaching appropriately to build on this demonstrating knowledge and understanding of how pupils learn;
• Have a clear understanding of the needs of all pupils, including those with Special Educational Needs; gifted and talented; EAL; disabilities; and be able to support them effectively;
• Demonstrate an understanding of and take responsibility for promoting high standards;
• Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives for all pupils and monitor progress and attainment;
• Make accurate and productive use of assessment to secure pupils’ progress, give pupils regular feedback, both orally and through accurate marking, encouraging them to respond to feedback and reflect on their progress, their emerging needs and to take a responsible and conscientious approach to their own learning;
• Use relevant data to monitor progress, set targets and plan lessons;
• Ensure pupils acquire and consolidate knowledge, skills and understanding appropriate to the subject taught;
• Provide structured learning opportunities which develop areas of learning identified in national and local policies and particularly the foundations for literacy and numeracy;
• Set regular homework and plan other out-of-class activities to consolidate and extend pupils knowledge and understanding;
• Encourage pupils to think and talk about their learning, develop self-control and independence, concentrate and persevere, and listen attentively;
• Provide feedback to parents and carers on a pupil's progress at parent’s evenings and other meetings;
• Organise own classroom displays and learning resources;
• Participate in testing arrangements within the provisions of the STPCD.
In summary:
• Teaching lessons that are good or better, consistently.
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 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 consistently demonstrate the positive attitudes, values and behaviour, which are expected of pupils;
• Have high expectations of behaviour, promoting self-control and independence of all the learners;
• Maintain discipline in accordance with the school’s procedures and encourage good practice with regard to attendance, punctuality, behaviour, standards of work and homework;
• Carry out playground and other duties as directed and within the provisions of the current STPCD;
• Be responsible for promoting and safeguarding the welfare of all pupils within the school, raising any concerns following school protocol/procedures.
Team Working and Collaboration:
• Actively participate in meetings and professional development opportunities at the school which relate to the learners, curriculum or organisation of the school including pastoral arrangements and assemblies;
• Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them;
• Contribute to the professional development of other teachers and support staff including the induction and assessment of new teachers and teachers serving induction periods where appropriate;
• 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;
• Cover for absent colleagues within the remit of the current STPCD.
• Develop effective professional relationships with all colleagues.
Wider Professional Responsibilities:
• Work collaboratively with others to develop effective professional relationships;
• Ensure all the duties of the role are carried out so that they conform to good practice and other related school/Trust policies;
• Communicate effectively with parents/carers regarding pupils’ achievements and well-being using school systems/processes as appropriate;
• Deploy support staff effectively as appropriate;
• Communicate and co-operate with relevant external bodies;
• Make a positive contribution to the wider life and ethos of the Trust and the school.
Administration:
• Register attendance and supervise pupils before, during or in after school clubs/sessions as appropriate;
• Participate in and carry out any administrative and organisational tasks within the provisions of the current STPCD.
Professional Development:
• Regularly review the effectiveness of own teaching and assessment procedures and its impact on pupils’ progress, attainment and well-being, refining on own approaches where necessary and in response to advice and feedback from colleagues;
• Be responsible for improving own practice through participating fully in training and development opportunities identified by the school or as developed as an outcome of the appraisal process;
• Proactively participate with arrangements made in accordance with the annual appraisal process.
• Evaluate own teaching critically to improve effectiveness.
Personal and Professional Conduct:
• Uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school;
• Maintain high standards of attendance and punctuality;
• Maintain professional confidentiality within and outside of the school;
• Understand and act within the statutory frameworks setting out their professional duties and responsibilities;
• Have professional regard for the ethos, policies and practices of the Trust and the school in which you teach;
• Perform any other duties that may not be specified but which are within the remit of the duties and responsibilities as may be requested.
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.
About Delce Academy
- School type
- Academy, ages 5 to 11
- Education phase
- View all Primaryjobs
- School size
- 488 pupils enrolled
- Age range
- 5 to 11
- Ofsted report
- View Ofsted report (opens in new tab)
- Email address
- HR@thecastletrust.co.uk
Delce Academy is a school where everyone is valued, makes right choices, does their best and develops positive attitudes towards, and ownership of, their own learning.
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