Key Stage One Class Teacher Maternity Cover Full Time

Silverdale, Newcastle-under-Lyme, Staffordshire
Salary Range £24,023 - £35,569
12 Sep 2017
28 Sep 2017
Contract Type
Working Pattern

TITLE: Teacher

Salary: Main scale

Hours: Full Time (Maternity Contract)

Responsible to: Headteacher & United Learning

Responsible for: Subject  Co-ordination (to be agreed)

Class Responsibility:





Model effective practice for all members of the school’s learning community to follow.  Under the overall direction of the Headteacher and Deputy Headteacher you will contribute to the co-ordination, strategic leadership and management of a subject area throughout the school and support the school’s continual drive to bring about rapid change and improvement.

Role Specific Duties

  • To work under the direction of the Leadership team on assuring that the school’s curriculum aims, objectives and vision are met.
  • Support and offer advice on the formulation of a clear, visionary improvement agenda for a subject throughout the school.
  • To work under the direction of the Leadership Team to support the development of policies through which improvement will be achieved.
  • Co-ordinate and manage staff to ensure effective practice and provision across the school.
  • Support the school’s self-evaluation process, monitoring progress and development in the learning curriculum and the impact on standards.
  • Provide all stakeholders with timely, accurate and constructive feedback on learner’s standards, attainment and areas for development.
  • To promote and model the highest of expectations for the standards of learning, education and behaviour, ensuring policies and practice enable all members of the learning community to grow and develop personally and academically.



General Specific Duties   (taken from Teachers Standards Preamble 2012)

  • To make the education of all pupils a first concern.
  • Are accountable for achieving the highest possible standards in work and conduct.
  • Act with honesty and integrity at all times.
  • Have a strong subject knowledge, keeping knowledge and skills as teachers up-to-date through self-critical thought and reflection.
  • Forge positive professional relationships and work with parents in the best interests of the pupils.
  • Have a high regard for the requirements of the school’s aims, objectives and vision, maintaining a sound knowledge of the National curriculum, Statutory frameworks and any other related schemes of work.
  • Promote, encourage and develop a working partnership with the school’s learning community to ensure that learners make a positive contribution, are safeguarded from harm and are actively engaged in their learning.
  • Carry out duties as set out in the current School Teachers Pay and Conditions Document.
  • Be committed to safeguarding and promoting the welfare of children and young people/vulnerable adults and expect all staff and volunteers to share this commitment.



 (taken from 2012 Teachers Standards: Part One- Teaching)

  1. Set high expectations which inspire, motivate and challenge learners
  • Establish a safe and stimulating learning environment rooted in mutual respect, which motivates and encourages positive attitudes to learning.
  • Set goals that stretch and challenge learners of all backgrounds, abilities and dispositions.
  • Contribute to the development, implementation and evaluation of polices and practice, including those designed to promote inclusion and equal opportunities.
  • Demonstrate consistently the positive attitudes, values and behaviour which are expected of all learners.
  • Share in the corporate responsibility for the well-being of all members of the learning community, promoting an independent and collaborative approach to learning whilst developing social, emotional and behavioural skills and expectations.
  • Promote, encourage and develop a clear focus on improving outcomes for learners and their families within the ‘Help Children Achieve More’ agenda.
  1. Promote good progress and outcomes by pupils
  • Be accountable for learner’s attainment, progress and outcomes challenging underperformance at all levels, promoting the school’s inclusion agenda.
  • Ensuring with the Headteacher that effective corrective action planning is in place, supported by appropriate intervention and resourcing.
  • Be aware of learner’s capabilities and their prior knowledge, and plan teaching to build on these.
  • Help ensure a culture and ethos of challenge and support guiding learner’s to reflect on the progress they have made and their emerging needs.
  • Encourage learners to take a responsible and conscientious attitude to their own work and study, promoting their active engagement in the learning process .
  • Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.
  • Implement an effective ‘Assessment for Learning’ framework, supporting the school’s personalisation agenda. Making effective use of a range of observations, assessments, monitoring and record keeping strategies as a basis for setting challenging learning objectives and monitoring progress.



  1. Demonstrate good subject and curriculum knowledge
  • Have a secure knowledge of the relevant subjects and curriculum areas, foster and maintain learner’s 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 the teaching of systematic synthetic phonics and of the appropriate teaching strategies for early mathematics, planning for progression informed by secure subject and curriculum knowledge.
  1. Plan and teach well structured lessons
  • Impart knowledge and develop understanding through effective use of lesson time.
  • Ensure and support the establishment of a creative, inspiring and enriched approach to learning and teaching, promoting a love of learning and children’s intellectual curiosity.
  • Reflect systematically on the effectiveness of lessons and approaches to teaching, in light of the impact on learner’s progress, attainment and well-being.
  • Lead and contribute to the design and provision of an engaging curriculum within the relevant subject areas, effectively personalising learning opportunities enabling all learners to achieve their potential.
  • Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding learners have acquired, to promote and sustain lifelong learning.
  1. Adapt teaching to respond to the strengths and needs of all pupils
  • Effectively promote the school’s commitment to personalised learning for all through knowing when and how to differentiate (personalise) appropriately, using approaches which enable learners to be taught effectively.
  • Effectively challenge and break down barriers to learning having a secure understanding of how a range of factors can inhibit a learner’s 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 learner’s education at different stages of development.
  • Have a clear understanding of the needs of all learners, including those with special education 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.
  1. Make accurate and productive use of assessment
  • Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
  • Know and use a wide range of assessment strategies and evidence gathering from across the curriculum to inform future learning, using formative and summative assessment to secure pupil progress.
  • Use relevant data including local and national statistical information, to monitor progress, set targets and plan subsequent lessons to raise levels of attainment and standards. (with special regard for learners with SEN)
  • Give learners regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback through the promotion and highlighted importance of (PLR Time – Prior Learning Review)
  • Effectively use Assessment for Learning to inform strategic planning and future learning, through the production of ‘Star Week’ Reports; the updating of tracking sheets and evaluation of daily planning.
  • Ensure a consistent and continuous school-wide focus on learner’s progress and achievement using data and benchmarks to monitor progress in every child’s learning, with a particular focus on SEN and vulnerable learners.
  • Demonstrate, model and articulate high expectations, especially in SEN and help set stretching targets for the whole school’s learning community.



  1. Manage behaviour effectively to ensure a good and safe learning environment
  • Implement and model strategies that secure high standards of behaviour and attendance, acting as an effective role model for all members of the learning community.
  • 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.
  • Effectively promote a positive approach to behaviour management with high expectations, establishing 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 learner’s needs in order to involve and motivate them.
  • Act in a professional and respectful manner at all times modelling effective behaviour for learning and mutual respect, maintaining good relationships with learners and colleagues, exercising appropriate authority and acting decisively when necessary.



  1. Fulfil wider professional responsibilities   (including Line Management)
  • Make a positive contribution to the wider life and ethos of the school, collaborating with other agencies in providing for the academic, spiritual, moral, social, emotional and cultural well-being of all members of the learning community.
  • Promote and develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support and when to offer help and guidance to others.
  • Deploy support staff effectively, overseeing Literacy support and interventions.
  • Support the Headteacher in the selection, induction and training of new staff.
  • Celebrate the achievements of all members of the school’s learning community, taking responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
  • Promote and maintain effective partnerships with parents, carers, volunteers and the learning community, communicating effectively with parents with regard to learner’s achievements and well-being.
  • Contribute to the development of a wider educational system by sharing effective practice, working in collaborative partnership with others schools and promoting innovative initiatives.
  • Actively engage in own professional development, regularly reviewing own practice, taking responsibility with senior colleagues to set personal targets for own personnel development.
  • Have a creative and reflective approach to innovation and change, being prepared to adapt and develop.



 (taken from 2012 Teachers Standards: Part Two- Personal and Professional Conduct)

A teacher is expected to demonstrate consistently high standards of personal and professional conduct.  The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

  • Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position.
  • Having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions.
  • Showing tolerance of and respect for the rights of others.
  • Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
  • Ensuring that personal  beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

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.



        Financial Management Duties


  • Understand the financial framework in which the school operates.
  • Understands own and others roles and contributions to the financial management structure.
  • Manages a subject/area budget, considering up-to-date budget position and relationship between resource allocation and outcome/impact.
  • Interpret basic budget monitoring information.



Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a Manager to undertake work of a similar level that is not specified in this job description

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