Primary Teacher

About the Role

We are seeking an enthusiastic, reflective and child‑centred teacher to join our Early Years/Key Stage 1 team. You will deliver high‑quality teaching and learning, create a nurturing and ambitious classroom culture, and ensure all children-including those with SEND and EAL-make strong progress from their starting points.

Key Responsibilities

Teaching & Learning

• Plan and deliver engaging, sequenced lessons aligned to the EYFS Statutory Framework and/or National Curriculum (KS1).
• Build a language‑rich, inclusive classroom with high expectations for all pupils.
• Implement a consistent phonics programme (e.g., Read Write Inc., Little Wandle, or Letters and Sounds-school specific).
• Provide continuous provision and enhanced provision (EYFS) and effective transitions into formal learning (KS1).
• Embed purposeful play (EYFS) and active, hands‑on learning (KS1), integrating outdoor learning where appropriate.
• Differentiate effectively for pupils with SEND, EAL, and higher attainers.

Assessment & Progress

• Use formative assessment to adapt teaching in real-time; make effective use of summative assessments to inform planning.
• Maintain accurate records of pupil attainment and progress; contribute to moderation activities.
• Communicate progress clearly to pupils and parents; set ambitious, achievable targets.

Classroom Culture & Behaviour

• Establish a calm, safe, and predictable environment with strong routines.
• Apply the school’s behaviour policy consistently, focusing on positive relationships and restorative approaches.

Safeguarding & Welfare

• Uphold safeguarding policies and statutory duties; be vigilant and proactive in reporting concerns (DSL and local procedures).
• Promote pupils’ wellbeing, attendance, and personal development, including PSHE/RHE.

Partnership with Parents & Community

• Build positive relationships with parents/carers; run effective parent workshops, learning conversations, and regular updates.
• Contribute to community and trust-wide initiatives, enrichment activities, trips, and themed days.

Curriculum & Subject Contribution

• Contribute to planning, sequencing, and resourcing for EYFS/KS1.
• (Optional/Desirable) Lead a subject or aspect across the phase, supporting colleagues and monitoring impact.

Professional Development & Teamwork

• Engage actively in CPD, coaching, and performance development processes.
• Collaborate within the phase and across the school to share best practice, including moderation and joint planning.

Skills & Experience

Qualifications & Safer Recruitment (Essential)

• Qualified Teacher Status (QTS) (or completing QTS by start date).
• A relevant degree or equivalent.
• Clear commitment to safeguarding and promoting the welfare of children.
• Satisfactory enhanced DBS with barred list check and suitable references; eligibility to work in the UK.

Knowledge

• Strong understanding of the EYFS Statutory Framework (including the 7 areas of learning, Characteristics of Effective Learning) and/or KS1 National Curriculum.
• Secure knowledge of systematic synthetic phonics and early reading pedagogy.
• Effective assessment practices in EYFS (observations, continuous provision, baseline) and KS1 (teacher assessment, statutory checks).
• Awareness of safeguarding, KCSIE, SEND Code of Practice, and Equalities duties.

Experience

• Successful classroom experience in EYFS and/or KS1, including planning, teaching, and assessing.
• Proven impact on pupil progress, including for disadvantaged and SEND pupils.
• Working effectively as part of a team; liaising with parents.

Skills Required

• High‑quality classroom practice: clear explanations, modelling, scaffolding, and responsive feedback.
• Strong behaviour management and routine‑setting.
• Differentiation and adaptive teaching for diverse needs (SEND/EAL/greater depth).
• Excellent communication-written and verbal-with pupils, colleagues, and parents.
• Competent with ed‑tech tools for planning, assessment, and communication (e.g., online platforms, MIS, phonics assessment tools).
• Time management and organisational skills; able to meet deadlines.

Personal Attributes

• Warm, positive, and child‑centred with high expectations for every learner.
• Reflective, resilient, and open to feedback.
• Commitment to inclusion, diversity, and equality of opportunity.
• A team player with creativity and initiative.

Working Pattern & Benefits

• Hours: Full time (1.0 FTE), [insert standard hours or directed time statement].
• PPA: Guaranteed [e.g., 10%] PPA time; collaborative planning within the phase.
• CPD: Access to high‑quality professional learning and career development pathways.
• Benefits: [Insert trust/school benefits-e.g., wellbeing days, EAP, cycle to work, onsite parking].

Safeguarding Statement

We are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. The successful candidate will be subject to an enhanced DBS check, online checks in line with KCSIE, and satisfactory references.