This role is subject to the current conditions of employment of teachers contained in the School Teachers’ Pay and Conditions Document, the Education Act 1997, the required standards for Qualified Teacher Status, other current educational legislation and the school’s articles of government. This job description may be amended at any time following discussion between the headteacher and member of staff, and will be reviewed annually.
Articles of responsibility and key tasks
Planning, teaching and class management.
Teach allocated pupils by planning their teaching to achieve progression of learning through:
• Ensure there is a safe environment in which to develop and support the children’s social, emotional and behavioural learning
• identifying clear learning objectives and specifying how they will be taught and assessed
• setting activities which challenge pupils and ensure high levels of interest
• setting appropriate and demanding expectations
• planning next steps for learning, building on prior attainment
• identifying SEN or very able pupils
• make effective use of assessment and ensure coverage of curriculum including EYFS curriculum where appropriate
• ensure effective teaching and best use of available time
• monitor and intervene to ensure sound learning and excellent behaviour
• ensure pupils acquire and have opportunities to consolidate knowledge, skills and understanding appropriate to each area of development including setting appropriate homework
• evaluate their own teaching critically to improve effectiveness
• take account of pupils’ needs by providing structured and child initiated, independent learning opportunities which develop the areas of learning identified in national and local policies and particularly the foundations for literacy and numeracy
• agree class rules which encourage pupils to think and talk about their learning, supporting pupils to develop self control and independence, concentrate, persevere, and listen attentively
• use a variety of teaching strategies which involve planned adult intervention, first-hand experience and child initiated play and talk as a vehicle for learning
• manage parents and other adults in the classroom.
Use a variety of teaching methods to:
i. match approach to content, structure information, present a set of key ideas and use appropriate vocabulary
ii. use effective questioning, listen carefully to pupils, give attention to errors and misconceptions
iii. make available appropriate learning resources and activities to enable child initiated learning.
Monitoring, assessment, recording, reporting to:
• assess how well learning objectives have been achieved and use them to improve specific aspects of teaching
• monitor pupils’ work and discuss areas for development with pupils
• assess and record pupils’ progress systematically and keep records to check work is understood and completed, monitor strengths and weaknesses and use this to inform planning and to recognize the level of development at which the pupil is working
• maintain records to use to inform parents at regular intervals
• complete assessments and sims tracking sheets where appropriate at termly intervals (minimum requirement)
• prepare and present informative reports to parents.
Other professional requirements to:
• have a working knowledge of teachers’ professional duties and legal liabilities
• operate at all times with the stated policies and practices of the school
• establish effective working relationships and set a good example through their presentation and personal and professional conduct
• endeavour to give every child the opportunity to reach their potential and meet high expectations
• contribute to the corporate life of the school through effective participation in meetings and management systems necessary to coordinate the management of the school
• take responsibility for their own professional development and duties in relation to school policies and practices
• liaise effectively with parents and governors
• take on any additional responsibilities which might from time to time be determined with mutual agreement.
Essential educational requirements
An outstanding classroom practitioner with a relevant teaching qualification. Experience in Key Stage 1.
Will also consider an NQT.
Essential: Recent relevant classroom experience. Understanding of learning styles and child development. A passion for learning and supporting learning.
Desirable: Outdoor learning experience training. Have led a curriculum area or an expertise in a core subject. ICT knowledge and willingness to undertake training. Knowledge of primary curriculum. Experience across the age range of a Primary School.
Essential skills and experience
Is committed to raising standards of learning and achievement. Demonstrates creativity and flair. Has consistently high expectations of self and colleagues. Can establish excellent working relationships with staff, parents and children.
About Astwood Bank Primary School
- Church Road, Redditch, Worcestershire, B96 6EH
- Astwood Bank Primary School website (opens in a new window)