Job Title: Class
Responsible to: Headteacher and the Governing Body
maintain and build upon the current teacher’s standards as set out by the
Secretary of State.
use Planning, Preparation and Assessment (PPA) time effectively for these
purposes. 10% of timetabled time will be
designated as PPA time.
SECTION 1 - GENERAL
a broad based, imaginative curriculum to the assigned class or classes to
facilitate the acquisition of knowledge/skills and to promote enjoyment in
responsible for a designated classroom/teaching area and associated resources,
producing a quality, tidy learning environment of the highest standard, keeping
this up to date with the current curriculum taught.
and evaluate the impact of the use of any support staff or class helpers. This does not imply any line manager
responsibilities but facilitates the best deployment of human resources.
the allocated PPA time to plan effective lessons which have clear teaching
aims, objectives, and lesson content and appropriately structured subject
matter that matches the needs of the pupils. Lesson time and resources should
be used effectively.
high expectations of the pupils’ behaviour, academic and social abilities, and
set clear targets that are both realistic, measurable and which build upon
prior knowledge or attainment.
and maintain a high standard of discipline by the use of praise, rewards and
sanctions, and thereby create an environment in which pupils feel safe, secure
homework to consolidate and extend learning in line with school policy.
an up to date, challenging, yet supportive learning environment which
stimulates, maintains and develops, lively enquiring minds.
a variety of differentiated teaching methods which incorporate effective
questioning and response, whole class, small group and individual teaching.
and provide structured learning opportunities, which engage pupils’ interest
and which take account their needs - particularly their developing physical,
intellectual, emotional and social abilities.
clear presentation and good use of resources.
to the identification of pupils with special educational needs, seeking the
appropriate specialist support and advice, so as to give positive and targeted
and keep records on One Page Profiles and Provision Maps.
responsibility for the needs and outcomes of all pupils within lessons (and to
implement specialist advice) especially those who:
not yet fluent in English;
able pupil premium
pupils to be part of a school community which affords equal value to all its
members, is seen to be just and encourages mutual respect, concern for others
all pupils to reach their true potential and eventually become independent
learners who value learning with and from others, i.e. have a positive attitude
to life-long learning for all pupils.
application, perseverance, initiative and independence of thought and action,
as well as co-operative endeavours.
in pupils a sense of moral values which can form a framework for a sense of own
worth, and relationships with others, so pupils become responsible members of
in pupils a positive attitude towards themselves and others with a strong sense
of self-respect. Also, to develop a
sense of respect for other people's property, ideas and beliefs irrespective of
gender, race, disability or academic achievement, etc.
in pupils an appreciation of human achievements, failures and aspirations.
in pupils positive attitudes towards, and concern for, the environment.
the sharing of good practice of teaching and learning as required by
involvement in the school’s teaching school (through mutual agreement).
the school’s themed days/weeks with imaginative and enriching learning
opportunities which enhance outcomes.
induction as an early career teacher is successfully completed, to lead at
least one key subject across school effectively, reporting to the SLT on impact
support an after school club to enhance the wider life of the school.
attend events e.g. PTA events to support the wider life of the school.
contribute to the staff team positively as required by the headteacher.
immediately responsible for the processes of accurate identification,
assessment, recording and reporting for the pupils in their charge.
familiar with statutory assessment and reporting procedures, and to prepare and
present informative, helpful and accurate reports to parents.
high quality, accurate and informative annual reports to parents/carers in line
with expectations outlined by the SLT.
pupils’ progress and welfare with parents/carers - both formally, e.g. at
parent’s evenings and also informally at other times.
the implementation of any targeted work for pupils with SEND as detailed in the
current Code of Practice, particularly the planning and recording of
appropriate targets, actions and outcomes.
pupils’ work systematically and use the results to inform future planning,
teaching and curricular development, giving pupils both oral and written
pupils for National Curriculum/EYFS Assessments.
out or support senior colleagues in the administering of National Curriculum
assessments are accurate through effective moderation and are updated in a
timely way in line with the school’s agreed assessment and monitoring calendar.
a thorough and up-to-date knowledge and understanding of the National
Curriculum programmes of study and Early Years Curriculum 2021, plus any new
a good knowledge of any other statutory requirements related to the pupils’
education or welfare.
up to date with research and developments in pedagogy and curriculum content,
including The Great Teaching Toolkit.
the ongoing developments in English, Mathematics, Computing skills and to
implement the ITT National Curriculum for Computing in subject teaching.
lead remote education if required using Google Classroom and Zoom.
detailed subject knowledge to deal effectively with subject-related questions
raised by pupils and the common misconceptions that they hold - thereby
deepening the pupils’ knowledge and understanding.
Professional Standards & Development
1. Maintain a positive, professional presence in the workplace, leading by example.
2. Be emotionally resilient.
3. Attend and participate in open evenings and pupils’ performances.
4. Understand their professional responsibilities in relation to school policies and practices and in so doing to actively support and reinforce those policies, e.g. anti-bullying, homework, etc.
5. Be aware of the role and functions of the Governing body.
6. Set a good example, not only to the pupils they teach, but also to all other pupils in the School, in their appearance and their personal conduct.
7. Be able to critically evaluate resources and teaching, using this knowledge to improve the quality of teaching and learning.
8. Be able to establish effective working relationships with other professional colleagues, not only those within the School, but also those from outside agencies concerned with pupils’ education and welfare, e.g. educational psychologists.
9. Assist in the development of the School Curriculum in line with the School’s Improvement plan.
10. Assist in the maintenance of good discipline in and around the School.
11. Attend meetings within the constraints of directed time and contribute to the development of curriculum and any other relevant aspects of the life of the School.
12. Attend leadership meetings, contributing effectively to the ongoing development of key areas of school life.
13. To adhere to all policies of the school.
14. Manage your own time effectively.
Health and Safety
1. To be aware of the responsibility for personal Health, Safety and Welfare and that of others who may be affected by your actions or inactions.
2. Cooperate with the employer on all issues to do with Health, Safety & Welfare.
3. To follow Covid Risk Assessments as required.
Equality and Diversity
1. Be aware of and support differences and ensure equality for all working in an anti-discriminatory manner, upholding, and promoting the standards and equal opportunities of the school.
2. Recognise and appropriately challenge any incidents of racism, bullying, harassment or victimisation and any form of abuse of equal opportunities, ensuring compliance with relevant policies and procedures and making sure the individual/s involved understand it is unacceptable.
Continuing Professional Development - Personal
1. In conjunction with the line manager, take responsibility for personal professional development, keeping up to date with research and developments in teaching pedagogy and changes in the School Curriculum, which may lead to improvements in teaching and learning.
2. Undertake any necessary professional development as identified in the School Improvement Plan taking full advantage of any relevant training and development available.
3. Maintain a professional portfolio of evidence to support the Performance Management process - evaluating and improving own practice.
4. Use professional learning time effectively to advance your own practice and make a proven impact on pupil outcomes.
SECTION 2 – SPECIFIC PASTORAL DUTIES
Support, Guidance, Monitoring & Reporting
1. Consider the pupils’ welfare as paramount and take action in accordance with the responsibility ‘in loco parentis’.
2. Monitor the social progress of pupils, including the progress in PSHE lessons.
3. Use a counselling approach to help pupils explore thoughts, feelings and solutions to problems.
4. Support the pupils throughout the Target Setting process as applied to both academic and behavioural progress.
Liaising with Others
1. Consider carefully who is the most appropriate person to help in a specific situation and determine who should make contact, when and how, etc.
2. Consider carefully issues of confidentiality when dealing with pupils, teachers, parents and outside agencies.
3. Inform appropriate Learning Mentor/SLT about social or behavioural issues related to pupils.
4. Contact parents, if appropriate, after proper consultation with Senior leaders or the Headteacher.
5. Be able to liaise with agencies responsible for pupils’ welfare providing the appropriate accurate information.
6. Keep up-to-date with Child Protection Procedures and notify the ‘named person’ of any concerns about a child. Follow all safeguarding policies.
1. Take action on behalf of pupils when appropriate.
2. Speak for or act ‘on behalf of’ a pupil, e.g. at a disciplinary meeting.
3. Act as a ‘referee’ by writing a reference for the pupil to other individuals/institutions, e.g. new school or drama school.
Visas cannot be sponsored.