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Tradewind is in search of an outstanding KS2 Teacher for an appealing opportunity at a well-regarded primary school situated in Tameside.
On behalf of the school we represent, Tradewind is delighted to offer you an excellent chance to contribute significantly to the advancement and achievement of pupils in a KS2 class within a 'Good' school in Hyde, Tameside. This role involves morning cover and is set to commence as soon as possible on a full-time basis, continuing until the end of the academic year, with potential for extension based on performance.
About the School
This vibrant primary school is dedicated to fostering the comprehensive development of each pupil, ensuring they reach their maximum academic, social, and emotional potential. The school aims to prepare pupils to handle diverse societal challenges by delivering exceptional educational services, aspiring to be the preferred school in the local community where pupils can thrive academically and personally.
The pay rate for this position ranges between £150 and £210 per day, depending on experience. The role is for the remainder of the academic year.
Role Responsibilities:
* Develop engaging lessons aligned with the KS2 National Curriculum and the school's creative curriculum.
* Understand and apply AREs for KS2 children, providing tailored support to maximize educational outcomes.
* Maintain records of data, analyze areas needing reteaching, and address learning gaps to sustain high achievement.
* Build positive relationships with pupils, fostering trust and respect.
* Collaborate with the Teaching Assistant, colleagues, and staff to share resources and implement best practices as part of a team.
We prioritize your income, development, flexibility, and wellbeing. We aim to secure the highest pay rate, offer access to over 2,500 CPD courses via the National College, tailor working arrangements to your needs, and support your wellbeing. We are also proud to be a Sunday Times Top 100 employer for four consecutive years and an Equal Opportunities Employer.
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