More jobs:
Primary Teacher
Job in
Chipping Norton Ward, Oxfordshire, OX7 5QH, England, UK
Listed on 2026-10-02
Listing for:
Outcomes First Group
Full Time
position Listed on 2026-10-02
Job specializations:
-
Education / Teaching
Elementary School, Teacher Assistant/ Paraprofessional, Special Needs / Learning Disabilities, Special Education Teacher
Job Description & How to Apply Below
At Outcomes First Schools we allow for greater work life balance and extra time to do the things you love outside work Position:
Primary Teacher
Location:
Park School, Chipping Norton, OX7 5QH
Salary:
Up to £43,000 per annum (depending on experience, not pro rata)
Hours:
37.5 per week | Monday to Friday | 8.30am - 4.30pm
Contract:
Permanent, Term Time Only Start:
October 2026 UK applicants only. This role does not offer sponsorship. About the Role Are you a passionate Primary Teacher looking for the freedom to teach creatively and truly make an impact? At Park School, you'll have the opportunity to shape learning around the individual needs of each student, helping them grow in confidence, independence and self-belief every day. Working with small class sizes and supported by a skilled multidisciplinary team, you'll deliver personalised learning experiences for students with a range of complex needs, celebrating every achievement, big or small.
Here, you'll have the time, flexibility and support to build meaningful relationships and inspire a lifelong love of learning. Whether you're an experienced specialist educator or a Primary Teacher from a mainstream setting ready for a rewarding new challenge, Park School offers the chance to transform lives while developing your own career in a supportive and welcoming environment. We'd love to hear from you.
What You’ll Be Doing Teach small, focused classes, adapting lessons around individual learning styles, strengths and needs. Create engaging and inclusive learning experiences that build curiosity, confidence and a positive relationship with education. Develop personalised approaches that help students overcome barriers and make meaningful academic and personal progress. Work closely with Teaching Assistants, therapists, pastoral colleagues and other professionals to provide joined-up support.
Support students’ academic, social, emotional and personal development, recognising that progress looks different for every child. Encourage students to develop greater independence, communication and essential life skills. Monitor and assess progress, using what you learn to continually adapt and strengthen your teaching. Create a safe, nurturing and positive classroom where students feel understood, valued and able to succeed. About You We’re looking for a teacher who believes that every child can make progress when they’re given the right environment, support and opportunities.
You’ll need:
Qualified Teacher Status (QTS) or equivalent. A creative and flexible approach to teaching and curriculum delivery. A genuine passion for supporting children with additional and complex needs. The resilience and adaptability to respond positively when a student needs a different approach. Strong communication skills and the ability to build positive relationships with students. A collaborative approach to working with support staff and other professionals.
A commitment to safeguarding, student wellbeing and inclusive education. The ambition to raise outcomes while recognising and celebrating progress at every stage. About Park School Park School is an independent specialist day school for boys and girls aged from 7 to 18, catering for students with a wide range of social, emotional and mental health needs. Our dedicated team work together to ensure successful outcomes for students who often arrive at the school with a troubled view of education and life.
We pride ourselves in steering students in the right direction, nurturing aspiration to progress them both academically and socially to encourage them to take pride in their achievements. Socially, we build confidence in our students, so they are able to have a greater understanding of the wider community in…
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