Sendco (.3)and Class Teacher of Year 2/3 Class (,2)

Christopher Reeves CofE VA Primary School, Podington, NN29 7HU

13 days remaining to apply

• Closing date

  6 March 2026 at 11:59pm

• Date listed

  18 February 2026

Job details

• Job role:
  • Teacher
• Visa sponsorship: Visas cannot be sponsored
• Key stage: Key stage 1, Key stage 2
• Working pattern: Part time
• Contract type: Permanent
• Full-time equivalent salary: £37,101.00 Annually (FTE)

Sendco (.3)and Class Teacher of Year 2/3 Class (,2) job summary

We expect the successful applicant to set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study

Demonstrate good subject and curriculum knowledge

have knowledge of and keep up to date with the Curriculum guidance for the National Curriculum and the Agreed Syllabus for RE.

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

demonstrate a clear understanding of systematic synthetic phonics

demonstrate a clear understanding of appropriate teaching strategies in Mathematics

Plan and teach well-structured lessons

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Adapt teaching to respond to the strengths and needs of all pupils

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, 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 involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

SENDCO

Strategic development of SEN policy and provision

Have a strategic overview of provision for pupils with SEN or a disability across the school, monitoring and reviewing the quality of provision

Contribute to school self-evaluation, particularly with respect to provision for pupils with SEN or a disability

Ensure the SEN policy is put into practice, and that the objectives of this policy are reflected in the school improvement plan

Maintain an up-to-date knowledge of national and local initiatives which may affect the school’s policy and practice

Evaluate whether SEN funding is being used effectively and to feed any improvements back to SLT

Operation of the SEN policy and co-ordination of provision

Maintain an accurate SEND register and provision map

Provide guidance to colleagues on teaching pupils with SEN or a disability, and advise on the graduated approach to SEN support

Advise on the use of the school’s budget and other resources to meet pupils’ needs effectively, including staff deployment

Be aware of the provision in the local offer

Work with early years providers, other schools, educational psychologists, health and social care professionals, and other external agencies

Be a key point of contact for external agencies, especially the local authority

Analyse assessment data for pupils with SEN or a disability

Ensure that intervention groups are set up for pupils with SEN

Support for pupils with SEN or a disability

Identify a pupil’s SEN

Co-ordinate provision that meets the pupil’s needs, and monitor its effectiveness

Secure relevant services for the pupil

Ensure records are maintained and kept up to date

Review the education, health and care plan with parents or carers and the pupil

Communicate regularly with parents or carers

Ensure that if the pupil transfers to another school, all relevant information is conveyed to it, and support a smooth transition for the pupil

Promote the pupil’s inclusion in the school community and access to the curriculum, facilities and extra-curricular activities

Work with all teachers who have pupils with SEN in their classes to ensure adequate provision is provided

Leadership and management

Work with the headteacher and governors to ensure the school meets its responsibilities under the Equality Act 2010 in terms of reasonable adjustments and access arrangements

You will be expected to support the Senior Staff in key management decisions and on occasions, be called upon to support other staff in dealing with situations arising in school such as behaviour management

Prepare and review information the governing board is required to publish

Contribute to the school improvement plan and whole-school policy

Identify training needs for staff and how to meet these needs

Lead INSET for staff in regards to SEN

Share procedural information, such as the school’s SEN policy

Promote an ethos and culture that supports the school’s SEN policy and promotes good outcomes for pupils with SEN or a disability

Communicate with teaching assistants working with pupils with SEN or a disability

Feed into the appraisals for teaching assistants and HLTA’s involved in interventions

Other areas of responsibility

The SENCO will be required to safeguard and promote the welfare of children and young people, and follow school policies and the staff code of conduct.

Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the SENCO will carry out. The postholder may be required to do other duties appropriate to the level of the role, as directed by the headteacher.

Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being

Personal and professional conduct

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality

Teachers must have an understanding of and always act within, the statutory frameworks which set out their professional duties and responsibilities

Further information about the job

The candidate will be required to undergo a full enhanced DBS check and must be eligible to work in the UK.

Visas cannot be sponsored.

If you're interested in teaching or training to teach in England as an international citizen, we can help you understand your next steps.

Commitment to safeguarding

Christopher Reeves Primary School is committed to safeguarding and promoting the welfare of children, and expects all staff and volunteers to share this commitment. The appointment will be subject to satisfactory references and an enhanced disclosure through the Disclosure and Barring Service (DBS). We are an equal opportunities employer and welcome applications from all suitably qualified persons regardless of their race, sex, disability, religion/belief, sexual orientation or age.
The school reserves the right to research shortlisted candidates on social media platforms and the internet, and the recruitment panel may take this information into consideration during the recruitment process

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.

About Christopher Reeves CofE VA Primary School

• School type: Local authority maintained school, Church of England, ages 4 to 11
• Education phase: Primary school
• School size: 79 pupils enrolled
• Age range: 4 to 11
• Ofsted report: View Ofsted report
• School website: Christopher Reeves CofE VA Primary School website
• See more jobs: teaching-vacancies.service.gov.uk/organisations/christopher-reeves-cofe-va-primary-school

Christopher Reeves Church of England Primary is a small school in the village of Podington in rural North Bedfordshire. We are a small, hardworking, flexible and skilled team. We have an amazing outdoor environment for our pupils to learn in and from.

School location

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