• Expected start date

    1 September 2021

  • Application deadline

    10 May 2021 at 11:59am

  • Date listed

    30 April 2021

Job details

Job role
Teacher, SEN specialist
Working pattern
Full-time only
Contract type
£32,157.00 - £42,624.00

Job summary

required for
The Bridge Satellites Provision – part of The Bridge London Trust
Primary & Secondary Site
Salary Grade: Teacher Pay Scale + SEN allowance
Permanent Contract & Fixed Term Contracts Available
September 2021
Are you an exceptional teacher looking for your next career move? The Bridge Satellite Provision would like to hear from you!
We are a fun, innovative, and specialist school based in Islington and looking for a Primary / Secondary teacher who is:
• Positive and creative, with a flexible approach to teaching
• Forward-thinking, inspirational and receptive to change
• An excellent teacher with a successful track record of impacting positively upon student wellbeing and progress
• Able to respond to challenging behaviour with sensitivity and resilience

Find out more:
We strongly encourage applicants to visit us and we are happy to be flexible with visiting times. If you have the requisite skills and would like to find out more, please contact our administration officer on 07525910224. Please return your completed application form together with equal opportunities form to: recruitment@thebridgetrust.academy
Please note CVs will not be accepted.
Applications will be considered on receipt – don’t wait until the deadline!
Closing date: Monday 10th May 2021 at Midday / Interviews will be w/c 10th May 2021
Job Description

This job description should be read alongside the range of duties of teachers set out in the annual School Teachers’ Pay and Conditions Document.
Members of staff should at all times work within the framework provided by the school’s policy statements to fulfil the general aims and objectives of the school’s improvement Plan.
To make a major contribution to the successful teaching and learning opportunities offered at The Bridge London.

Main responsibilities

Relationships with children and young people
• Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.
• Hold positive values and attitudes and adopt high standards of behaviour in their professional role.

• Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity.

Communicating and working with others
• Communicate effectively with children, young people and colleagues.
• Communicate effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being.
• Recognise that communication is a two-way process and encourage parents and carers to participate in discussions about the progress, development and well-being of children and young people.
• Recognise and respect the contributions that colleagues, parents and carers can make to the development and well-being of children and young people, and raising their levels of attainment.
• Have a commitment to collaboration and co-operative working where appropriate

Personal and professional development
• Evaluate their performance and be committed to improving their practice through appropriate professional development.
• Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
• Act upon advice and feedback and be open to coaching and mentoring.

Professional knowledge and understanding

Teaching and learning
• Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential.

Assessment and monitoring
• Know a range of approaches to assessment, including the importance of formative assessment.
• Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.
• Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement.

Subjects and curriculum
• Have a secure knowledge and understanding of the curriculum areas and related pedagogy.
• Know and understand the relevant statutory and non-statutory curricula and frameworks

Literacy, numeracy and ICT
• Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

Achievement and Diversity
• Understand how children and young people develop and how the progress, rate of development and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.
• Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.
• Understand the roles of colleagues with specific expertise
• Know when to draw on the expertise of colleagues.

Health and well-being
• Know the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.
• Know the local arrangements concerning the safeguarding of children and young people.
• Know how to identify potential child abuse or neglect and follow safeguarding procedures.
• Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support.

Professional skills


• To take an active part in whole-school development planning.
• Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.
• Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.
• Plan, set, assess homework, and other out-of-class assignments where appropriate, to sustain learners' progress and to extend and consolidate their learning.


• To have responsibility for a class group/tutor group (unless otherwise directed by the Head of School).
• To be responsible for delivering the appropriate Bridge curriculum.
• To organise the classroom, its resources, pupil groupings and displays in order to provide a stimulating learning environment.
• Teach challenging, well-organised lessons and sequences of lessons across the age and ability range in which you:
• Use an appropriate range of teaching strategies and resources, including e-learning, which meet learners' needs and take practical account of diversity and promote equality and inclusion
• Build on the prior knowledge and attainment of those they teach in order that learners meet learning objectives and make sustained progress
• Develop concepts and processes which enable learners to apply new knowledge, understanding and skills
• Adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively
• Manage the learning of individuals, groups and whole classes effectively, modifying their teaching appropriately to suit the stage of the lesson and the needs of the learners.
• Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment.

Assessing, monitoring and giving feedback

• To become acquainted with the planning and record keeping systems in operation in the school; to keep records efficiently and submit them for inspection by the Head of School on a regular basis upon request.
• Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners' progress and levels of attainment.
• Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners' attainment, progress and areas for development.
• Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners.
• Use assessment as part of their teaching to diagnose learners' needs, set realistic and challenging targets for improvement and plan future teaching.

Reviewing teaching and learning

• To attend Reviews and Case Conferences when required, mainly during school hours, but sometimes out of school hours.
• Review the effectiveness of their teaching and its impact on learners' progress, attainment and well-being, refining their approaches where necessary.
• Review the impact of the feedback provided to learners and guide learners on how to improve their attainment.

Learning environment

• To direct and coordinate the work of Support Staff in their class team or curriculum group.
• Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school.
• Follow the school’s safeguarding policy and procedures
• Identify and use opportunities to personalise and extend learning through out-of-school contexts where possible making links between in-school learning and learning in out-of- school contexts.
• Manage learners' behaviour constructively by establishing and maintaining a clear and positive framework, in line with the school's behaviour policy.
• Use a range of techniques and strategies to promote the behaviour, adapting them as necessary to promote the self-control and independence of learners.
• Promote learners' self-control, independence and cooperation through developing their social, emotional and behavioural skills.

Team Working and Collaboration

• To promote good communications with parents via home/school diaries, telephone calls and meetings.
• To liaise with other professions and support teachers to develop learning programmes for individual pupils and /or groups of pupils.
• Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.
• Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

Personal responsibilities

• To co-operate with the school’s Performance Management Procedures.
• To support the Head of School in the implementation of all school policies and procedures.
• To carry out the duties and responsibilities of the post, in accordance with the school’s Health and Safety Policy and relevant Health and Safety Guidance and Legislation.
• To take responsibility for safeguarding and promoting the welfare of children.
• To use information technology systems as required to carry out the duties of the post in the most efficient and effective manner.
• To undertake training and professional development as appropriate.
• To undertake other duties appropriate to the post that may reasonably be required from time to time.

Performance standards

• To manage class and curriculum budgets (as appropriate) according to school policy and practice.
• To keep up-to-date with developments in educational thinking.
• To ensure that all services within the areas of responsibility are provided in accordance with the school’s Commitment to high quality service provision to the customer.
• At all times to carry out the responsibilities of the post with due regard to the school’s Equal Opportunities policy.

Employee benefits

+ SEN Allowance

Supporting documents

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

School overview

School type
Education phase
School size
202 pupils enrolled
Age range
2 to 19
Ofsted report
View Ofsted report
Contact phone number
07525 910224

About The Bridge School

Our story:
The Bridge Satellite Free School opened its primary provision in September 2017 and its Secondary site in 2018. The school consists of two bases that are linked to mainstream partner schools, to enable opportunities for inclusion.

We are a provision for pupils with autism and follow key areas of the National Curriculum alongside a bespoke curriculum tailored to the individual needs of pupils.
We are still at the beginning of our journey, and so we are constantly striving to develop and build on the learning opportunities we provide our students. With this in mind, we are looking to find hardworking and resilient teachers to help us deliver this vision.
In return, we can offer you:
• Excellent professional development opportunities linked with Outreach and the Trust
• A chance to help define the school and progress your career
• A supportive community and a committed team of staff that are equally determined to give students the best possible opportunities

Arranging a visit to The Bridge School

Please contact Satellites on 07525 910224 to arrange school visit with Head of School / Assistant Head

School location

251 Hungerford Road, London, N7 9LD

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