What skills and experience we're looking for
We are looking to recruit an outstanding Class Teacher who can inspire our pupils to learn with enthusiasm and to enjoy the experiences a school can bring to a child. In addition to being an outstanding teacher, the post-holder will have additional responsibility in Early Years/KS1 - improving teaching and learning to accelerate progress and achievement across designated phases.
With the support of SLT, they will make strategic evaluations of teaching and learning and will work under the direction of SLT to take effective action to improve standards.
The post-holder will demonstrate strength in relation to pedagogy and classroom practice in all subjects. They will also have the ability to effectively coach and mentor others, providing effective guidance and support.
The post-holder will support senior leaders in school to secure improvements with key priorities, i.e. assisting the SENDCo or supporting the leadership of early reading.
We welcome and encourage applicants to come and visit our school. If you wish to view our school, please contact the Office on 01274 028613 to make an appointment.
The ideal candidate will:
• Be educated to degree level with QTS.
• Love encouraging, motivating and inspiring children through the support they give in order to encourage their learning.
• Be committed to our ethos that all pupils can achieve at our SHARE Primary Academy.
• Have great references demonstrating they are a suitable candidate, safe to work with children.
What the school offers its staff
Heaton Avenue, A SHARE Primary Academy, is a family-centred academy that nurtures and motivates pupils to become shining citizens of the future. It is one of eight academies within the well-regarded and high-performing SHARE Multi-Academy Trust.
Located in a close-knit, diverse community, the academy is within good commuting distance from Leeds, Huddersfield, and Wakefield. Heaton Avenue is proud to offer:
• A supportive and ambitious environment where all pupils are encouraged to go beyond what they think they can achieve and to enjoy learning, helping them to lead successful, healthy and happy lives.
• A vibrant place to work which equips staff to deliver their best every day, under the strong belief that Valuing People, Supporting Personal Best is the key.
• A commitment that staff are happy, engaged, and well supported at work, taking pride in pupils’ attendance, behaviour, progress and development as well as their own.
• Excellent training and guidance relevant to individual job roles, so expectations are understood and staff are motivated.
• Great benefits, as an employer of choice, including outstanding CPD, supportive line management, and meaningful networking opportunities across the trust to aid personal development.
• Supportive leadership, encouraging a healthy work-life balance.
• A high-quality teaching and learning environment, alongside good facilities.
• A culture where children are happy, settled and confident, accessing a broad and balanced curriculum which provides a memorable educational experience for pupils and staff.
Further details about the role
Class Teacher Key Outputs:
1. To teach classes of pupils, ensuring that planning, preparation, recording, assessment and reporting meet their varying learning and social needs.
2. To deliver carefully planned learning activities that build pupils’ knowledge over time, ensuring children achieve standards at least in line with the National Curriculum.
3. To monitor and support the overall progress and development of pupils as a teacher, setting pupils individual improvement goals as appropriate.
4. To facilitate and encourage a learning experience which provides pupils with the opportunity to achieve their individual potential.
5. To contribute to raising standards of pupil achievement and attainment.
6. To promote and actively support the school’s responsibilities towards safeguarding.
7. To provide and maintain a stimulating, well ordered and purposeful learning environment and to take collective responsibility for the overall appearance of the school.
8. To teach pupils according to their educational needs, including the setting and marking of work to be carried out by pupils in school and elsewhere.
9. To maintain discipline in accordance with the school’s procedures and to encourage good practice with regard to punctuality, behaviour and standards of work.
10. To ensure the learning needs of individual pupils are met, particularly vulnerable groups, such as those with SEN, disabilities or disadvantaged pupils.
11. Help those pupils who have fallen behind or have gaps in their knowledge to catch up.
12. To effectively liaise with staff, parents and others to support pupils’ learning.
13. To organise support staff effectively in targeting support and raising standards.
14. To assess, record and report on the attendance, progress, development and attainment of pupils and to keep such records as are required.
15. To use the outcomes of on-going assessment to help shape future planning.
16. To self-evaluate and undertake professional development to help achieve the highest possible standards in the role.
17. To reward and celebrate pupils’ success.
18. To attend a range of staff and other meetings and events such as parents’ evenings and complete additional administration tasks as required by the role.
19. To undertake any other duties associated with the role, as may be decided by the Headteacher.
Quality of Education Leader EYFS/KS1 Key Outputs:
1. Leading by example - being a positive and effective role model for other members of staff in terms of class organisation, teaching, learning and assessment – cemented by CPD and evidence informed practice.
2. Taking responsibility for co-ordinating the work of the Key Stage, supporting and advising where appropriate, under direction from the SLT.
3. Ensuring progress in RWM, across designated phases, is scrutinised, gaps identified, and swift action taken to close the gaps (particularly for our disadvantaged pupils).
4. Supporting the SLT to monitor and evaluate standards of teaching/learning and taking collaborative action, to address areas for development (with a particular focus on overcoming barriers faced by disadvantaged pupils).
5. Coaching and mentoring colleagues to support/guide their development.
6. Demonstrating best practice for colleagues to learn from.
7. Attending leadership meetings, where appropriate.
8. Providing continuing professional development for colleagues, with support from the SLT, to develop their skills and confidence in all primary subjects - collaborating with other practitioners across the MAT to facilitate this.
9. Taking part in professional development activities which support and develop leadership capacity.
10. Contributing to school development updates - including the School Improvement Plan (SIP) and Self Evaluation Form (SEF).
11. Taking collaborative, proactive action to address areas for development in the SEF.
12. Supporting senior leaders in school to secure improvements with key priorities, i.e. assisting the SENDCo or supporting the leadership of early reading, as required.
13. Carrying out performance management procedures for support staff in given phases by monitoring and evaluating against required standards and targets set. Support SLT members with teachers’ appraisal processes where required.
14. Carrying out any other duties to ensure the smooth running of the school which might reasonably be requested by the Headteacher.
ESSENTIAL CRITERIA:
• Qualified Teacher Status with degree or equivalent.
• Successful experience of teaching across all school years and additional ability to take responsibility for co-ordinating the work of the Key Stage, supporting and advising where appropriate, under direction from the SLT.
• Evidence of continuing professional development and a willingness to undertake further development as appropriate.
• Evidence of being an excellent classroom practitioner - capable of motivating, inspiring and forming positive relationships with pupils, colleagues & parents.
• Able to support the SLT to monitor and evaluate standards of teaching/learning and taking collaborative action, to address areas for development - to coach and mentor colleagues and support their development and demonstrate best practice for colleagues to learn from.
• Demonstrate an ability to secure the highest standards of teaching & learning, behaviour, pastoral care and outcomes for pupils together with a commitment to the safeguarding of children.
• Knowledge of assessment processes and tracking systems and how they can be used to adapt planning & delivery of the curriculum to improve pupil progress.
• Working knowledge of the National Curriculum and be fully conversant with good primary practice and have the ability to monitor and evaluate impact of interventions and strategies.
• Can demonstrate commitment to the educational vision and values of the Trust/school.
• Evidence of ability to lead strategically and work effectively with senior leaders along with the ability to communicate effectively with different groups, including pupils, parents, staff and governors.
• Able to demonstrate impact of improvement work, e.g. through performance measures or OFSTED judgements.
• Able to think systematically, to introduce appropriate systems for school improvement that are well understood by all stakeholders.
• Positive about working within a multi-academy trust, recognising the advantages partnership and willing to compromise approaches to support the wider success of the organisation.
• Commitment to continuous professional development – including the use of research to ensure evidence-informed practice.
• Experience of/able to implement SEN provision in a class setting.
• Excellent communication and behaviour management skills.
• Is willing to work flexibly within scope of overall hours, e.g. evening meetings.
• Able and willing to travel to meet the needs of the role.
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.