Classroom Teacher
| Posting date: | 08 May 2025 |
|---|---|
| Hours: | Full time |
| Closing date: | 19 May 2025 |
| Location: | Leicester, Leicestershire, LE9 9JH |
| Company: | Teaching Vacancies |
| Job type: | Permanent |
| Job reference: | ebfd8e96-fa8c-4f29-8986-f98fb529840e |
Summary
What skills and experience we're looking for
Qualifications & Training
ESSENTIAL
Qualified Teacher status
DESIRABLE
Evidence of commitment to further professional development.
Additional professional qualifications.
Experience
The teacher should have experience of teaching successfully in EYFS and/or year 1.
Experience of teaching phonics in EYFS and/or year 1.
DESIRABLE
In addition, the teacher might have experience of:
teaching across the whole Primary age range
working in partnership with parents
leading a subject area
Knowledge and understanding
ESSENTIAL
The teacher should have knowledge and understanding of:
The EYFS framework and the national curriculum.
how children learn and retain learning.
the theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies).
quality first inclusive teaching and learning strategies and pedagogy.
the monitoring, assessment, recording and reporting of pupils’ progress
effective strategies for developing positive relationships and behaviour.
the statutory requirements of legislation concerning Equal Opportunities, Health & Safety, SEN and Child Protection.
the positive links necessary within school and with all its stakeholders
effective teaching and learning styles.
DESIRABLE
Knowledge of:
Synthetic phonics
• The new primary curriculum
Skills
ESSENTIAL
The class teacher will be able to:
promote the school’s aims positively and use effective strategies to monitor and motivate.
develop good personal relationships within a team.
build effective working relationships with children.
establish and develop close relationships with parents, and the community
communicate effectively to a variety of audiences
create a happy, challenging and effective learning environment
Adapt teaching to meet the needs of all children.
use a range of ICT equipment and programmes to support planning and learning
Personal characteristics
ESSENTIAL
Creative, energized and motivated in getting the best outcomes for all pupils and in upholding and promoting the ethos and values of the school
High expectations for children’s attainment and progress
Ability to work under pressure and prioritise effectively
Not afraid of hard work but recognizes the need to manage own workload.
Commitment to maintaining confidentiality at all times
Commitment to safeguarding, equality, diversity and inclusion.
Good attendance record
Friendly, approachable and able to build professional relationships.
Organised and adaptable to changing circumstances and ideas.
Patience and empathy
Honesty and integrity
Excellent sense of Humour
What the school offers its staff
Putting your trust in our Trust
We believe in your development. Everything we do is about creating a team of committed professionals who share our ambition for young people. If you believe in this too, we are committed to providing an exciting, enjoyable and rewarding working environment.
Coaching
Coaching is integral to our success.We support colleagues through coaching in the planning of lessons, the delivery of lessons, the evaluation of lessons, and the assessment of outcomes. This all enables deep reflection, which has allowed us to build a child centred culture where staff feel supported to improve learning experiences, and where collaboration with peers and new approaches to practice are encouraged.
Personal Improvement Plans (PIPS)
Instead of the usual Performance Management, we encourage our staff to identify aspirational targets through our ‘Personal Improvement Plan’ (PIP) process. With your coach, you will look to make significant progress in a critical area of your practice; we believe in valuing the process of improvement, not pass or fail numerical targets.
Health and Wellbeing Strategies
Having happy and healthy staff is key to a successful organisation. The school and Trust are committed to:
§ providing employees with a safe, healthy and supportive environment in which to work.
§ recognising that the health and wellbeing of our employees is important.
§ providing a supportive workplace culture where individual healthy lifestyle choices are valued and encouraged.
§ Implementing policies that ensure staff are supported with attendance, flexible working and leave of absence where necessary.
We are committed to supporting colleagues to overcome the stigma and discrimination of mental health issues within the workplace. To show our commitment to this we have publicly signed up to ‘Mindful Employer’ and the Trust is currently working on a People Strategy that places an even higher priority on providing opportunities for support and development for all employees within the Trust.
We believe it is important that we are role models to our students of how to be a healthy adult. We actively promote the importance of a work life balance, offering support to staff on managing stress and workload. Access to coaching, occupational health, wellness plans, personal risk assessments and counselling is also available to all staff.
Equality and Equal Opportunities
Our Trust and its schools are committed to ensuring equality of opportunity in line with the Equality Act 2010. The Trust seeks to reduce disadvantages, discrimination and inequalities of opportunity, and promote diversity in terms of its children, workforce and our wider communities we serve.
Development of Professional Capital and Excellence
As a Trust we always look to invest in our staff and pride ourselves on our ‘home grown talent’. We are proud of this and believe this has the biggest impact on how our staff understand their communities and make a difference to the lives of our young people.
Quite simply, our aim is to employ people who match our ethos and values and enable them to truly collaborate with colleagues across the Trust so that they are satisfied professionally. We provide development opportunities which draw on excellence both within and outside of our Trust to enable you to build your professional capital.
Examples of the many opportunities we encourage staff to take up externally include:
§ The National Professional Qualification for Senior Leadership (NPQSL)
§ The National Professional Qualification for Headship (NPQH)
§ The National Professional Qualification for Middle Leadership (NPQML)
§ The Outstanding Teacher Programme (OTP)
Development opportunities occur at all levels. Some are led by staff within school or across the Trust and others are externally accredited.
Access to progression and leadership responsibility
Across the Trust, we pride ourselves on equal opportunities for all staff, irrespective of background, gender, disability, religion, sexual orientation or age. Over the past 6 years:
§ 5 class teachers have progressed into middle/senior leadership positions
§ 5 middle leaders have progressed into senior leadership positions
§ 2 senior leaders have progressed into senior roles at other school’s within LiFE MAT
§ 1 senior leader secured a XMAT responsibility for developing Early Career Teachers
§ 4 senior leaders have moved on to secure a headship in another school
§ 1 senior leader moved on to secure a headship within LiFE MAT
We value having a blend of internal progression and external recruitment to all roles at the school. Internal progression ensures staff feel valued and appreciated whilst enabling a culture of development. External appointments to any role ensures fresh ideas and talented staff continue to join our school and trust, enabling a culture of being self-evaluative.
We have clear professional progression pathways within the CPD offered throughout the year at all levels within the Trust. A recent development with this is the inclusion of 6 early school finishes throughout the year that enable staff to receive quality, focussed CPD whilst maintaining a good work-life balance.
Collaboration across all schools
We are continually developing relationships across our Trust to enable collaboration to support learning and teaching outcomes. In addition, we are able to offer a joint CPD programme to draw upon expertise across the Trust. Staff work and meet regularly in teams across schools in the Trust and we hold an annual Strategic Planning Day, where each school member of the Trust work together. All teachers have the opportunity to develop their own knowledge and skills in monitoring and evaluation by taking part in peer reviews in other schools.
Flexible working
Flexible working arrangements are also promoted across the Trust where possible, to enable our staff to manage their work life and family commitments. There is a Trust policy for this that ensures equity for all employees in the Trust,
Staff Induction Process
It is important to us that every member of staff has the right start to working in our Trust. The importance of a good induction is invaluable for new starters irrespective of previous experience. To support this, we have an induction process that enables colleagues to get a real understanding of what the school is about and what it means to be part of the Trust. We hold induction meetings and provide training and resources for all new staff.
Early Career Teachers
We offer early careers teachers a robust, supportive and bespoke training programme which will enable you to develop into an outstanding teacher. We will follow new guidance on the ECT Early Career Framework. We ensure that ECTs and second year teachers have reduced teaching loads to allow them more opportunities for CPD throughout the school week. This also allows for peer to peer observations and additional coaching to take place to develop their practice.
We are always looking for high quality teachers and support staff who buy into our values across the LiFE Multi Academy Trust and our schools.
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.
Qualifications & Training
ESSENTIAL
Qualified Teacher status
DESIRABLE
Evidence of commitment to further professional development.
Additional professional qualifications.
Experience
The teacher should have experience of teaching successfully in EYFS and/or year 1.
Experience of teaching phonics in EYFS and/or year 1.
DESIRABLE
In addition, the teacher might have experience of:
teaching across the whole Primary age range
working in partnership with parents
leading a subject area
Knowledge and understanding
ESSENTIAL
The teacher should have knowledge and understanding of:
The EYFS framework and the national curriculum.
how children learn and retain learning.
the theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies).
quality first inclusive teaching and learning strategies and pedagogy.
the monitoring, assessment, recording and reporting of pupils’ progress
effective strategies for developing positive relationships and behaviour.
the statutory requirements of legislation concerning Equal Opportunities, Health & Safety, SEN and Child Protection.
the positive links necessary within school and with all its stakeholders
effective teaching and learning styles.
DESIRABLE
Knowledge of:
Synthetic phonics
• The new primary curriculum
Skills
ESSENTIAL
The class teacher will be able to:
promote the school’s aims positively and use effective strategies to monitor and motivate.
develop good personal relationships within a team.
build effective working relationships with children.
establish and develop close relationships with parents, and the community
communicate effectively to a variety of audiences
create a happy, challenging and effective learning environment
Adapt teaching to meet the needs of all children.
use a range of ICT equipment and programmes to support planning and learning
Personal characteristics
ESSENTIAL
Creative, energized and motivated in getting the best outcomes for all pupils and in upholding and promoting the ethos and values of the school
High expectations for children’s attainment and progress
Ability to work under pressure and prioritise effectively
Not afraid of hard work but recognizes the need to manage own workload.
Commitment to maintaining confidentiality at all times
Commitment to safeguarding, equality, diversity and inclusion.
Good attendance record
Friendly, approachable and able to build professional relationships.
Organised and adaptable to changing circumstances and ideas.
Patience and empathy
Honesty and integrity
Excellent sense of Humour
What the school offers its staff
Putting your trust in our Trust
We believe in your development. Everything we do is about creating a team of committed professionals who share our ambition for young people. If you believe in this too, we are committed to providing an exciting, enjoyable and rewarding working environment.
Coaching
Coaching is integral to our success.We support colleagues through coaching in the planning of lessons, the delivery of lessons, the evaluation of lessons, and the assessment of outcomes. This all enables deep reflection, which has allowed us to build a child centred culture where staff feel supported to improve learning experiences, and where collaboration with peers and new approaches to practice are encouraged.
Personal Improvement Plans (PIPS)
Instead of the usual Performance Management, we encourage our staff to identify aspirational targets through our ‘Personal Improvement Plan’ (PIP) process. With your coach, you will look to make significant progress in a critical area of your practice; we believe in valuing the process of improvement, not pass or fail numerical targets.
Health and Wellbeing Strategies
Having happy and healthy staff is key to a successful organisation. The school and Trust are committed to:
§ providing employees with a safe, healthy and supportive environment in which to work.
§ recognising that the health and wellbeing of our employees is important.
§ providing a supportive workplace culture where individual healthy lifestyle choices are valued and encouraged.
§ Implementing policies that ensure staff are supported with attendance, flexible working and leave of absence where necessary.
We are committed to supporting colleagues to overcome the stigma and discrimination of mental health issues within the workplace. To show our commitment to this we have publicly signed up to ‘Mindful Employer’ and the Trust is currently working on a People Strategy that places an even higher priority on providing opportunities for support and development for all employees within the Trust.
We believe it is important that we are role models to our students of how to be a healthy adult. We actively promote the importance of a work life balance, offering support to staff on managing stress and workload. Access to coaching, occupational health, wellness plans, personal risk assessments and counselling is also available to all staff.
Equality and Equal Opportunities
Our Trust and its schools are committed to ensuring equality of opportunity in line with the Equality Act 2010. The Trust seeks to reduce disadvantages, discrimination and inequalities of opportunity, and promote diversity in terms of its children, workforce and our wider communities we serve.
Development of Professional Capital and Excellence
As a Trust we always look to invest in our staff and pride ourselves on our ‘home grown talent’. We are proud of this and believe this has the biggest impact on how our staff understand their communities and make a difference to the lives of our young people.
Quite simply, our aim is to employ people who match our ethos and values and enable them to truly collaborate with colleagues across the Trust so that they are satisfied professionally. We provide development opportunities which draw on excellence both within and outside of our Trust to enable you to build your professional capital.
Examples of the many opportunities we encourage staff to take up externally include:
§ The National Professional Qualification for Senior Leadership (NPQSL)
§ The National Professional Qualification for Headship (NPQH)
§ The National Professional Qualification for Middle Leadership (NPQML)
§ The Outstanding Teacher Programme (OTP)
Development opportunities occur at all levels. Some are led by staff within school or across the Trust and others are externally accredited.
Access to progression and leadership responsibility
Across the Trust, we pride ourselves on equal opportunities for all staff, irrespective of background, gender, disability, religion, sexual orientation or age. Over the past 6 years:
§ 5 class teachers have progressed into middle/senior leadership positions
§ 5 middle leaders have progressed into senior leadership positions
§ 2 senior leaders have progressed into senior roles at other school’s within LiFE MAT
§ 1 senior leader secured a XMAT responsibility for developing Early Career Teachers
§ 4 senior leaders have moved on to secure a headship in another school
§ 1 senior leader moved on to secure a headship within LiFE MAT
We value having a blend of internal progression and external recruitment to all roles at the school. Internal progression ensures staff feel valued and appreciated whilst enabling a culture of development. External appointments to any role ensures fresh ideas and talented staff continue to join our school and trust, enabling a culture of being self-evaluative.
We have clear professional progression pathways within the CPD offered throughout the year at all levels within the Trust. A recent development with this is the inclusion of 6 early school finishes throughout the year that enable staff to receive quality, focussed CPD whilst maintaining a good work-life balance.
Collaboration across all schools
We are continually developing relationships across our Trust to enable collaboration to support learning and teaching outcomes. In addition, we are able to offer a joint CPD programme to draw upon expertise across the Trust. Staff work and meet regularly in teams across schools in the Trust and we hold an annual Strategic Planning Day, where each school member of the Trust work together. All teachers have the opportunity to develop their own knowledge and skills in monitoring and evaluation by taking part in peer reviews in other schools.
Flexible working
Flexible working arrangements are also promoted across the Trust where possible, to enable our staff to manage their work life and family commitments. There is a Trust policy for this that ensures equity for all employees in the Trust,
Staff Induction Process
It is important to us that every member of staff has the right start to working in our Trust. The importance of a good induction is invaluable for new starters irrespective of previous experience. To support this, we have an induction process that enables colleagues to get a real understanding of what the school is about and what it means to be part of the Trust. We hold induction meetings and provide training and resources for all new staff.
Early Career Teachers
We offer early careers teachers a robust, supportive and bespoke training programme which will enable you to develop into an outstanding teacher. We will follow new guidance on the ECT Early Career Framework. We ensure that ECTs and second year teachers have reduced teaching loads to allow them more opportunities for CPD throughout the school week. This also allows for peer to peer observations and additional coaching to take place to develop their practice.
We are always looking for high quality teachers and support staff who buy into our values across the LiFE Multi Academy Trust and our schools.
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.