Primary Teacher - EYFS​/KS1

a) Professional Standards:

• Fulfil the national Teachers’ Standards
• Support the aims and ethos of the school as defined on the school website, in the staff handbook and in the school prospectus
• Act as a positive role model in terms of professional appearance, conduct, punctuality and attendance
• Maintain a purposeful and calm atmosphere in the classroom, upholding and applying agreed policies and practice for learning, behaviour and uniform in a consistent, firm and non‑confrontational manner
• Take responsibility for professional development and progression, making full use of opportunities and training provided by the school
• Attend team and staff meetings as appropriate, contributing positively and actively whenever possible
• Market the school positively, including attendance at open evenings and other events as required

• Carry out teaching duties in accordance with the school’s expectations and in line with the National Curriculum (where applicable) and with public examinations specifications
• Develop Schemes of Learning as required by wider school policy and expectations
• Plan and deliver lessons and other learning activities in accordance with the school’s Teaching and Learning Policy, ensuring that all pupils make progress towards clear learning objectives/outcomes
• Liaise with other colleagues to prepare and deliver units of learning in a collaborative way
• Work closely with teaching and other support assistants in ensuring that suitably differentiated material and learning pathways are provided to challenge all pupils
• With other colleagues, set appropriate aspirational targets for student attainment based on prior data
• Set work for pupils absent from lessons in line with the school’s policies
• Contribute to the school’s timetabled Enrichment programme with all year groups

• Maintain rigorous and accurate records, including pupils’ attainment, attendance, home learning (including homework), behaviour and outline lesson plans
• Assess and return work (in line with the school’s Teaching, Learning, Assessment & Feedback Policy) on a regular basis, including feedback for improvement for each student
• Write reports on pupils when required within the school’s assessment cycle and additional “round robin” reports when requested
• Provide and input academic progress data in accordance with the school’s assessment cycle; analyse that data and use it to inform planning, teaching and other interventions as required
• Carry out suitable evaluation and analysis of examination results and performance at the beginning of the academic year and agree actions as necessary, including the production of appropriate action plans
• Liaise in a timely way with individual parents on pupils’ progress as necessary and reasonable, including attendance at consultation evenings and parents’ meetings
• Work within the code of practice relating to Disability and Special Educational Needs, liaising as necessary with teaching assistants, the SENDCO and the Learning Support Department

Be aware of and comply with policies and procedures relating to child protection, health and safety, security and confidentiality, reporting all concerns to the appropriate person

Recognise own strengths and areas of specialist expertise and use these to advise and support others

Support the School’s mission statement, vision and strategic objectives

Responsible for promoting and safeguarding the welfare of children and young persons that the postholder is responsible for or comes into contact with.

To play a full part in the life of the school community, to support its vision and ethos and to encourage and ensure pupils follow this example

To provide and support appropriate extra‑curricular activities to provide opportunities for pupils to excel outside their classroom activities

To continue personal professional development

To engage actively in the performance management process

To undertake any other duty as directed by the Senior Leader Team

• A supportive, values‑led school community rooted in kindness, respect and inclusivity
• A strong ethos of professional…