KS1/KS2 Teacher vacancy- September 2025 start
| Dyddiad hysbysebu: | 20 Ebrill 2025 |
|---|---|
| Oriau: | Llawn Amser |
| Dyddiad cau: | 19 Mai 2025 |
| Lleoliad: | Colnbrook, Berkshire, SL3 0PR |
| Cwmni: | Teaching Vacancies |
| Math o swydd: | Parhaol |
| Cyfeirnod swydd: | ba03a028-1bdb-4ac2-a648-ff1a19bf182f-1 |
Crynodeb
What skills and experience we're looking for
Qualifications and experience:
Qualified teacher status
A continued commitment to own professional development
Understanding of child protection and safeguarding issues and successful measures that promote and ensure the safeguarding of children
Knowledge of current legislation, guidance and developments relating to the subject area
Sets high expectations and inspires, motivates and challenges all children by:
Establishing a safe and stimulating environment for children, rooted in mutual respect
Demonstrating consistently, the positive attitudes, values and behaviour which are expected of children
Being accountable for children’s attainment, progress and outcomes
Being aware of children’s capabilities and their prior knowledge, and plan teaching to build on these
Guiding children to reflect on the progress they have made and their emerging needs
Demonstrating knowledge and understanding of how children learn and how this impact on teaching
Encouraging children to take a responsible and conscientious attitude to their own work and study
Demonstrates good subject and curriculum knowledge by:
Having a secure knowledge of the relevant subject(s) and curriculum areas, fostering and maintaining children’s interest in the subject, and addressing misunderstandings
Demonstrating a critical understanding of developments in the subject and curriculum areas, and promoting the value of scholarship
Demonstrating an understanding of and taking responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject
If teaching early reading, demonstrating a clear understanding of systematic synthetic phonics
If teaching early mathematics, demonstrating a clear understanding of appropriate teaching strategies
Plan and teach well-structured lessons by:
Imparting knowledge and developing understanding through effective use of lesson time
Promoting a love of learning and children’s intellectual curiosity
Setting homework and planning other out-of-class activities to consolidate and extend the knowledge and understanding children have acquired
Reflecting systematically on the effectiveness of lessons and approaches to teaching
Contributing to the design and provision of an engaging curriculum within the relevant subject area(s)
Adapt teaching to respond to the strengths and needs of all children by:
Knowing when and how to differentiate appropriately, using approaches which enable children to be taught effectively
Having a secure understanding of how a range of factors can inhibit children’s ability to learn, and how best to overcome these
Demonstrating an awareness of the physical, social and intellectual development of children, and knowing how to adapt teaching to support children’s education at different stages of development
Having a clear understanding of the needs of all children, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; those who are Pupil Premium; and being able to use and evaluate distinctive teaching approaches to engage and support them
Make accurate and productive use of assessment by:
Knowing and understanding how to assess the relevant subject and curriculum areas, including statutory NC assessment requirements at the appropriate key stage
Making use of formative and summative assessment to secure children’s progress
Using relevant data to monitor progress, set targets, and plan subsequent lessons
Giving children regular feedback, both orally and through accurate marking, and encouraging children to respond to the feedback
Manage behaviour effectively to ensure a good and safe learning environment by:
Having clear rules and routines for behaviour in classrooms, and taking responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
Having high expectations of behaviour, and establishing a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
Managing classes effectively, using approaches which are appropriate to children’s’ needs in order to involve and motivate them
Maintaining good relationships with children, exercising appropriate authority, and acting decisively when necessary
Fulfil wider professional responsibilities:
Making a positive contribution to the wider life and ethos of the school
Developing effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploying support staff effectively
Taking responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
Communicating effectively with parents with regard to children’s achievements and well-being
Establish and develop close relationships with parents, governors and the community
Characteristics and Competencies
Ability and keenness to promote the school’s positive culture and ethos
Ability to develop good personal relationships within a team; making an effective contribution to high morale
Ability to establish and develop close relationships with parents, governors and the community
Ability to communicate effectively (both orally and in writing) to a variety of audiences
Ability to create a happy, challenging and effective learning environment
Boundless enthusiasm, determination and drive to inspire others to achieve high standards
An appetite and stamina for challenging work
A solution-focussed mindset and determined “no-excuses” approach to raising standards
A personable nature to build effective relationships with parents and all members of the school community
A lively, creative and good-humoured approach to all aspects of teaching, management and leadership
What the school offers its staff
The support of a friendly, hard-working and committed group of staff and governors who work together to achieve success
Promotion of work-life balance
To play a significant part in CPD of our school
Enthusiastic children, who are proud of their school and passionate about their learning
Engaged and supportive parents
Awareness of physical health and mental wellbeing
Commitment to safeguarding
The successful candidate will have to meet the requirements of the person specification, job description and will be subject to an enhanced DBS check. The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
Qualifications and experience:
Qualified teacher status
A continued commitment to own professional development
Understanding of child protection and safeguarding issues and successful measures that promote and ensure the safeguarding of children
Knowledge of current legislation, guidance and developments relating to the subject area
Sets high expectations and inspires, motivates and challenges all children by:
Establishing a safe and stimulating environment for children, rooted in mutual respect
Demonstrating consistently, the positive attitudes, values and behaviour which are expected of children
Being accountable for children’s attainment, progress and outcomes
Being aware of children’s capabilities and their prior knowledge, and plan teaching to build on these
Guiding children to reflect on the progress they have made and their emerging needs
Demonstrating knowledge and understanding of how children learn and how this impact on teaching
Encouraging children to take a responsible and conscientious attitude to their own work and study
Demonstrates good subject and curriculum knowledge by:
Having a secure knowledge of the relevant subject(s) and curriculum areas, fostering and maintaining children’s interest in the subject, and addressing misunderstandings
Demonstrating a critical understanding of developments in the subject and curriculum areas, and promoting the value of scholarship
Demonstrating an understanding of and taking responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject
If teaching early reading, demonstrating a clear understanding of systematic synthetic phonics
If teaching early mathematics, demonstrating a clear understanding of appropriate teaching strategies
Plan and teach well-structured lessons by:
Imparting knowledge and developing understanding through effective use of lesson time
Promoting a love of learning and children’s intellectual curiosity
Setting homework and planning other out-of-class activities to consolidate and extend the knowledge and understanding children have acquired
Reflecting systematically on the effectiveness of lessons and approaches to teaching
Contributing to the design and provision of an engaging curriculum within the relevant subject area(s)
Adapt teaching to respond to the strengths and needs of all children by:
Knowing when and how to differentiate appropriately, using approaches which enable children to be taught effectively
Having a secure understanding of how a range of factors can inhibit children’s ability to learn, and how best to overcome these
Demonstrating an awareness of the physical, social and intellectual development of children, and knowing how to adapt teaching to support children’s education at different stages of development
Having a clear understanding of the needs of all children, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; those who are Pupil Premium; and being able to use and evaluate distinctive teaching approaches to engage and support them
Make accurate and productive use of assessment by:
Knowing and understanding how to assess the relevant subject and curriculum areas, including statutory NC assessment requirements at the appropriate key stage
Making use of formative and summative assessment to secure children’s progress
Using relevant data to monitor progress, set targets, and plan subsequent lessons
Giving children regular feedback, both orally and through accurate marking, and encouraging children to respond to the feedback
Manage behaviour effectively to ensure a good and safe learning environment by:
Having clear rules and routines for behaviour in classrooms, and taking responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
Having high expectations of behaviour, and establishing a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
Managing classes effectively, using approaches which are appropriate to children’s’ needs in order to involve and motivate them
Maintaining good relationships with children, exercising appropriate authority, and acting decisively when necessary
Fulfil wider professional responsibilities:
Making a positive contribution to the wider life and ethos of the school
Developing effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploying support staff effectively
Taking responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
Communicating effectively with parents with regard to children’s achievements and well-being
Establish and develop close relationships with parents, governors and the community
Characteristics and Competencies
Ability and keenness to promote the school’s positive culture and ethos
Ability to develop good personal relationships within a team; making an effective contribution to high morale
Ability to establish and develop close relationships with parents, governors and the community
Ability to communicate effectively (both orally and in writing) to a variety of audiences
Ability to create a happy, challenging and effective learning environment
Boundless enthusiasm, determination and drive to inspire others to achieve high standards
An appetite and stamina for challenging work
A solution-focussed mindset and determined “no-excuses” approach to raising standards
A personable nature to build effective relationships with parents and all members of the school community
A lively, creative and good-humoured approach to all aspects of teaching, management and leadership
What the school offers its staff
The support of a friendly, hard-working and committed group of staff and governors who work together to achieve success
Promotion of work-life balance
To play a significant part in CPD of our school
Enthusiastic children, who are proud of their school and passionate about their learning
Engaged and supportive parents
Awareness of physical health and mental wellbeing
Commitment to safeguarding
The successful candidate will have to meet the requirements of the person specification, job description and will be subject to an enhanced DBS check. The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.