Class Teachers
| Dyddiad hysbysebu: | 10 Chwefror 2026 |
|---|---|
| Oriau: | Llawn Amser |
| Dyddiad cau: | 06 Mawrth 2026 |
| Lleoliad: | London, NW1 1QP |
| Cwmni: | Teaching Vacancies |
| Math o swydd: | Parhaol |
| Cyfeirnod swydd: | 0753d850-e450-4469-9680-30af6eca66b9 |
Crynodeb
What skills and experience we're looking for
Qualifications
Educated to degree level
Qualified teacher status either in the UK or if not in own country combined with a desire to achieve English QTS
Experience
Must have taught in either Foundation Stage/Key stage1/Key stage 2
(2 phases desirable)
Will have had at least 2 years’ experience of teaching in a multicultural inner-city environment
Professional Knowledge and Understanding
Must understand the expectations in the Teacher’s Standards and revised Ofsted Framework regarding effective learning and teaching
Must have a sound knowledge of the National Curriculum Orders for the all subjects for KS1 and KS2
A sound knowledge and understanding of the Foundation Stage Curriculum
An excellent understanding of curriculum and pedagogical issues relating to learning and teaching, including the latest inspection and research findings
Familiarity with end-of-key stage assessment requirements
Understanding of and commitment to the school policies, in particular:
• Staff Code of Conduct
• Participation and implementation of the School Behaviour Policy
• Commitment to and implementation of the school’s Safeguarding policies
• Awareness of Health and Safety implementation in the work place
• Equalities Policies
Knowledge of effective strategies to include, and meet the needs of all pupils, in particular underachieving groups of pupils, pupils with EAL and SEND
Familiarity with writing and delivering effective Individual Plans for pupils with SEND
Sound knowledge and experience of teaching phonics
Professional Skills and Abilities
A good classroom practitioner willing and able to teach a class in either key stage as deemed necessary
The ability to teach informed by the principles of direct instruction
A teacher with good ICT knowledge and skills and able to demonstrate the effective use of ICT to enhance the learning and teaching
The ability to plan lessons effectively for all the pupils in a class, ensuring that all pupils make at least good progress from their starting points
Must be able to keep records of pupil progress in line with school policy
Must be able to use AfL to inform assessment and future planning
Ability to work collaboratively with colleagues at all levels in the school
Personal Qualities
Must be willing and enjoy engaging parents in order to encourage their close involvement in the education of their children
A teacher with a flexible approach who contributes to the school team
Must have good communication skills both orally and in writing
The ability to use IT in the course of professional duties
Must be able to manage own work load effectively and respond swiftly to tight deadlines, demonstrating resilience.
Good interpersonal skills, with the ability to enthuse and motivate others and develop effective partnerships
Willingness to share expertise, skills and knowledge and ability to encourage others to follow suit
Willingness, and ability, to contribute to whole school INSET
Openness and willingness to address and discuss relevant issues, allied with an ability to inspire and challenge others
To practice equal opportunities in all aspects of the role and around the work place in line with policy
To maintain a personal commitment to professional development linked to the competencies necessary to deliver the requirements of this post
The ability to take responsibility for the delivery of the job description
What the school offers its staff
We offer:
• A school where children and adults flourish
• A well-resourced and striking modern school building with spacious classrooms, a secret garden (with a pond and reading pagoda) and ball-court
• A rich curriculum where high-standards and creativity go hand-in-hand
• Excellent music provision and enrichment opportunities
• A proven, highly successful commitment to staff training and development
• Children who behave beautifully, love school and want to learn
• School leaders who put the children first but staff well-being a close second
Further details about the role
Job Description Class Teacher
Job Title: Class Teacher
Grade: Main Pay Scale
School: St Mary and St Pancras CE Primary School
Responsible To: Head Teacher
The appointment of a teacher is subject to QTS status and the current conditions of employment for teachers contained in the School Teachers’ Pay and Conditions Document (STPCD).
This job description may be amended at any time following discussion between the Headteacher and the member of staff and will be reviewed annually as part of the performance management process.
Job Purpose
To educate our pupils to reach their potential academically, in a caring environment, and to develop life skills which will support them in becoming successful, responsible, caring members of society.
• Be responsible for the learning and achievement of all pupils in the class/es ensuring equality of opportunity for all.
• Be responsible and accountable for achieving the highest possible standards in work and conduct.
• To plan, develop and deliver high-quality lessons within the broad, balanced, relevant curriculum using a variety of approaches, to continually enhanced teaching and learning.
• To monitor pupil progress, keeping pupil records that include assessment outcomes and targets set at regular intervals in line with school policy, to enable all pupils to achieve their full potential.
• Treat pupils will dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position.
• Work proactively and effectively in collaboration and partnership with learners, parents/carers, governors, other staff, and external agencies in the best interests of pupils.
• Act within statutory frameworks, which set out their professional duties and responsibilities and in line with the duties outlined in the current School Teachers’ Pay and Conditions Document and Teacher Standards
• Take responsibility for promoting and safeguarding the welfare of children and young people within the school.
• To use Planning, Preparation and Assessment (PPA) time effectively for these purposes. At least 10% of timetabled time will be designated as PPA time, and it will be allocated in blocks of no less than 30 minutes.
Roles and Responsibilities
Teaching and Learning
• Mange pupil learning through effective teaching and with high expectations of all pupils in accordance with our curriculum map, schemes of work and policies.
• Teach a broad curriculum to the assigned class, classes, or groups of pupils to facilitate the acquisition of knowledge/skills and to promote enjoyment in learning.
• Ensure continuity, progression, and cohesiveness in all teaching.
• Use a variety of methods and approaches (including adaptive teaching) to match curricular objectives in subject areas and pupil needs and ensure equal opportunity and accessibility for all pupils.
• Support individual learning by planning work with appropriate challenge and monitoring and reviewing pupil outcomes regularly.
• Direct the use of any support staff in order to benefit from their specialist knowledge and to maximise their effectiveness within lessons. This does not imply any line manager responsibilities but facilitates the best deployment of human resources.
• Use a variety of teaching methods based on the principles of direct instruction.
• Plan and provide structured learning opportunities, which engage pupils’ interest, and which take account their needs – particularly their developing physical, intellectual, emotional, and social abilities.
• Use the allocated PPA time to plan effective lessons which have clear lessons content and appropriately structured subject matter that matches the needs of the pupils. Lesson time and resources should be used effectively.
• Have high expectations of the pupils’ behaviour, academic and social abilities, and set clear targets that are both realistic, measurable and which build upon prior knowledge or attainment.
• Establish and maintain a high standard of behaviour and conduct, following the school’s behaviour policy at all times.
• Employ homework regularly (in accordance with the School Homework Procedures) to consolidate and extend learning and encourage pupils to take responsibility for their own learning.
• Provide a challenging, yet supportive learning environment which stimulates, maintains, and develops lively enquiring minds.
• Employ clear presentation and good use of resources.
• Contribute to the identification of pupils with special educational needs, seeking the appropriate specialist support and advice, so as to give positive and targeted support.
• Implement and keep records on Individual Education Plans (IEPs) and School Support Plans.
• Consider the needs of all pupils within lessons (and to implement specialist advice) especially for those who:
o Have SEND
o Are high attainers
o Are not yet fluent in English
o Are disabled
• Encourage pupils to be part of a school community which affords equal value to all its members, is seen to be just and encourages mutual respect, concern for others and honesty.
• Encourage all pupils to reach their true potential and become independent learners with a positive attitude to life-long learning.
• Value application, perseverance, initiative and independence of thought and action, as well as co-operative endeavours.
• Develop in pupils a sense of moral values which can form a framework for a sense of own worth, and relationships with others, so as pupils become responsible members of society.
• Develop in pupils a positive attitude towards themselves and others with a strong sense of self-respect. Also to develop a sense of respect for other people’s property, ideas, and beliefs irrespective of gender, race, disability or academic achievement etc.
• Develop in pupils an appreciation of human achievements, failures, and aspirations.
• Develop in pupils, positive attitudes towards, and concern for, the environment.
Monitoring, Assessment, Recording and Reporting
• Be immediately responsible for the process of identification, assessment, recording and reporting for the pupils in their charge.
• Be familiar with statutory assessment and reporting procedures, and to prepare and present informative, helpful, and accurate reports to parents.
• Make effective use of data to monitor and evaluate pupil progress across the curriculum and to inform teaching and learning planning.
• Write high quality and informative annual reports to parents/carers and direct support staff in the collation process.
• Discuss pupils’ progress and welfare with parents/carers – both formally, e.g. at parents’ evening and also informally at other times.
• Contribute towards the implementation of Individual/School Support Plans where necessary, particularly the planning and recording of appropriate targets, actions, and outcomes.
• Assess pupils’ work systematically and use the results to inform future planning, teaching, and curricular development, giving pupils both oral and written feedback.
• Prepare pupils for National Curriculum Assessments (where appropriate).
• Carry out or support senior colleagues in the administering of National Curriculum Tests/Baseline. This does not include the actual invigilation of the tests themselves when conducted but does include supervision/invigilation of the tests if carried out in the normal classroom with the normal class.
• To mark work in accordance with the school’s policy. In EYFS, to identify next steps for pupils’ learning in accordance with school policy.
Curricular Knowledge and Understanding
• Have a thorough and up-to-date knowledge and understanding of the National Curriculum programmes of study, for all relevant areas of the Curriculum, including Early Years.
• Have a good knowledge of any other statutory requirements related to the pupils’ education or welfare.
• Keep up to date with research and developments in pedagogy and curriculum content.
• Use detailed subject knowledge to deal effectively with subject-related questions raised by pupils and the common misconceptions that they hold – thereby deepening pupils' understanding knowledge and understanding.
Professional Standards and Development
• Understand their professional responsibilities in relation to school policies and practices and in so doing to actively support and reinforce those policies.
• Be aware of the role and functions of the Governing Body.
• Set a good example, not only to the pupils they teach, but also to all other pupils in the School, in their appearance by upholding the dress code and Code of Conduct.
• Critically evaluate resources and teaching, using this knowledge to improve the quality of teaching and learning.
• Establish effective working relationships with other professional colleagues, not only those within the School but also those from outside agencies concerned with pupils’ education and welfare.
• Attend meetings within the constraints of directed time and contribute to the development of the curriculum, and any other relevant aspects of the life of the School.
• Take an active role in personal professional development of yourself and other staff by peer observation, team-teaching, collaboration, development of resources and people through coaching and mentoring.
Other Responsibilities
In addition to undertake such duties of a similar nature as may be reasonably directed by the Headteacher from time to time. The duties and responsibilities of the post may vary from time to time according to the changing needs of the school.
Key Organisational Objectives
The postholder will contribute to the school’s objectives in service delivery by:
• Enactment of Health and Safety requirements and initiatives as directed;
• Ensuring compliance with Data Protection legislation;
• At all times operating within the school’s Equal Opportunities framework;
• Commitment and contribution to improving standards for pupils as appropriate;
• Acknowledging Customer Care and Quality initiatives;
• Contributing to the maintenance of a caring and stimulating environment for pupils.
Conditions of Service
Governed by the National Agreement on Pay and Conditions of service, supplemented by local conditions as agreed by the governors.
Special Conditions of Service
The Postholder may be required to work outside of normal school hours on occasion (e.g. to attend Full Governing Body and/or Committee Meetings, etc.), with due notice.
Because of the nature of the post, candidates are not entitled to withhold information regarding convictions by virtue of the Rehabilitation of Offenders Act 1974 (Exemptions) Order 1975 as amended. Candidates are required to give details of any convictions on their application form and are expected to disclose such information at the appointed interview.
Because this post allows substantial access to children, candidates are required to comply with departmental procedures in relation to Police checks. If candidates are successful in their application, prior to taking up post, they will be required to give written permission to the Department to ascertain details from the Metropolitan Police regarding any convictions against them and as appropriate, the nature of such convictions.
Commitment to safeguarding
St Mary and St Pancras CE Primary School is committed to safeguarding and promoting the welfare of children and young people and requires all staff, governors and volunteers to share this commitment. Successful applicants will be required to complete an enhanced DBS disclosure. Online vetting checks will be carried out on the appointed individual only. It is an offence to apply for the role if the applicant is barred from engaging in regulated activity relevant to children. To understand our robust Safeguarding Culture please visit www.stmp.camden.sch.uk/safeguarding
Qualifications
Educated to degree level
Qualified teacher status either in the UK or if not in own country combined with a desire to achieve English QTS
Experience
Must have taught in either Foundation Stage/Key stage1/Key stage 2
(2 phases desirable)
Will have had at least 2 years’ experience of teaching in a multicultural inner-city environment
Professional Knowledge and Understanding
Must understand the expectations in the Teacher’s Standards and revised Ofsted Framework regarding effective learning and teaching
Must have a sound knowledge of the National Curriculum Orders for the all subjects for KS1 and KS2
A sound knowledge and understanding of the Foundation Stage Curriculum
An excellent understanding of curriculum and pedagogical issues relating to learning and teaching, including the latest inspection and research findings
Familiarity with end-of-key stage assessment requirements
Understanding of and commitment to the school policies, in particular:
• Staff Code of Conduct
• Participation and implementation of the School Behaviour Policy
• Commitment to and implementation of the school’s Safeguarding policies
• Awareness of Health and Safety implementation in the work place
• Equalities Policies
Knowledge of effective strategies to include, and meet the needs of all pupils, in particular underachieving groups of pupils, pupils with EAL and SEND
Familiarity with writing and delivering effective Individual Plans for pupils with SEND
Sound knowledge and experience of teaching phonics
Professional Skills and Abilities
A good classroom practitioner willing and able to teach a class in either key stage as deemed necessary
The ability to teach informed by the principles of direct instruction
A teacher with good ICT knowledge and skills and able to demonstrate the effective use of ICT to enhance the learning and teaching
The ability to plan lessons effectively for all the pupils in a class, ensuring that all pupils make at least good progress from their starting points
Must be able to keep records of pupil progress in line with school policy
Must be able to use AfL to inform assessment and future planning
Ability to work collaboratively with colleagues at all levels in the school
Personal Qualities
Must be willing and enjoy engaging parents in order to encourage their close involvement in the education of their children
A teacher with a flexible approach who contributes to the school team
Must have good communication skills both orally and in writing
The ability to use IT in the course of professional duties
Must be able to manage own work load effectively and respond swiftly to tight deadlines, demonstrating resilience.
Good interpersonal skills, with the ability to enthuse and motivate others and develop effective partnerships
Willingness to share expertise, skills and knowledge and ability to encourage others to follow suit
Willingness, and ability, to contribute to whole school INSET
Openness and willingness to address and discuss relevant issues, allied with an ability to inspire and challenge others
To practice equal opportunities in all aspects of the role and around the work place in line with policy
To maintain a personal commitment to professional development linked to the competencies necessary to deliver the requirements of this post
The ability to take responsibility for the delivery of the job description
What the school offers its staff
We offer:
• A school where children and adults flourish
• A well-resourced and striking modern school building with spacious classrooms, a secret garden (with a pond and reading pagoda) and ball-court
• A rich curriculum where high-standards and creativity go hand-in-hand
• Excellent music provision and enrichment opportunities
• A proven, highly successful commitment to staff training and development
• Children who behave beautifully, love school and want to learn
• School leaders who put the children first but staff well-being a close second
Further details about the role
Job Description Class Teacher
Job Title: Class Teacher
Grade: Main Pay Scale
School: St Mary and St Pancras CE Primary School
Responsible To: Head Teacher
The appointment of a teacher is subject to QTS status and the current conditions of employment for teachers contained in the School Teachers’ Pay and Conditions Document (STPCD).
This job description may be amended at any time following discussion between the Headteacher and the member of staff and will be reviewed annually as part of the performance management process.
Job Purpose
To educate our pupils to reach their potential academically, in a caring environment, and to develop life skills which will support them in becoming successful, responsible, caring members of society.
• Be responsible for the learning and achievement of all pupils in the class/es ensuring equality of opportunity for all.
• Be responsible and accountable for achieving the highest possible standards in work and conduct.
• To plan, develop and deliver high-quality lessons within the broad, balanced, relevant curriculum using a variety of approaches, to continually enhanced teaching and learning.
• To monitor pupil progress, keeping pupil records that include assessment outcomes and targets set at regular intervals in line with school policy, to enable all pupils to achieve their full potential.
• Treat pupils will dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position.
• Work proactively and effectively in collaboration and partnership with learners, parents/carers, governors, other staff, and external agencies in the best interests of pupils.
• Act within statutory frameworks, which set out their professional duties and responsibilities and in line with the duties outlined in the current School Teachers’ Pay and Conditions Document and Teacher Standards
• Take responsibility for promoting and safeguarding the welfare of children and young people within the school.
• To use Planning, Preparation and Assessment (PPA) time effectively for these purposes. At least 10% of timetabled time will be designated as PPA time, and it will be allocated in blocks of no less than 30 minutes.
Roles and Responsibilities
Teaching and Learning
• Mange pupil learning through effective teaching and with high expectations of all pupils in accordance with our curriculum map, schemes of work and policies.
• Teach a broad curriculum to the assigned class, classes, or groups of pupils to facilitate the acquisition of knowledge/skills and to promote enjoyment in learning.
• Ensure continuity, progression, and cohesiveness in all teaching.
• Use a variety of methods and approaches (including adaptive teaching) to match curricular objectives in subject areas and pupil needs and ensure equal opportunity and accessibility for all pupils.
• Support individual learning by planning work with appropriate challenge and monitoring and reviewing pupil outcomes regularly.
• Direct the use of any support staff in order to benefit from their specialist knowledge and to maximise their effectiveness within lessons. This does not imply any line manager responsibilities but facilitates the best deployment of human resources.
• Use a variety of teaching methods based on the principles of direct instruction.
• Plan and provide structured learning opportunities, which engage pupils’ interest, and which take account their needs – particularly their developing physical, intellectual, emotional, and social abilities.
• Use the allocated PPA time to plan effective lessons which have clear lessons content and appropriately structured subject matter that matches the needs of the pupils. Lesson time and resources should be used effectively.
• Have high expectations of the pupils’ behaviour, academic and social abilities, and set clear targets that are both realistic, measurable and which build upon prior knowledge or attainment.
• Establish and maintain a high standard of behaviour and conduct, following the school’s behaviour policy at all times.
• Employ homework regularly (in accordance with the School Homework Procedures) to consolidate and extend learning and encourage pupils to take responsibility for their own learning.
• Provide a challenging, yet supportive learning environment which stimulates, maintains, and develops lively enquiring minds.
• Employ clear presentation and good use of resources.
• Contribute to the identification of pupils with special educational needs, seeking the appropriate specialist support and advice, so as to give positive and targeted support.
• Implement and keep records on Individual Education Plans (IEPs) and School Support Plans.
• Consider the needs of all pupils within lessons (and to implement specialist advice) especially for those who:
o Have SEND
o Are high attainers
o Are not yet fluent in English
o Are disabled
• Encourage pupils to be part of a school community which affords equal value to all its members, is seen to be just and encourages mutual respect, concern for others and honesty.
• Encourage all pupils to reach their true potential and become independent learners with a positive attitude to life-long learning.
• Value application, perseverance, initiative and independence of thought and action, as well as co-operative endeavours.
• Develop in pupils a sense of moral values which can form a framework for a sense of own worth, and relationships with others, so as pupils become responsible members of society.
• Develop in pupils a positive attitude towards themselves and others with a strong sense of self-respect. Also to develop a sense of respect for other people’s property, ideas, and beliefs irrespective of gender, race, disability or academic achievement etc.
• Develop in pupils an appreciation of human achievements, failures, and aspirations.
• Develop in pupils, positive attitudes towards, and concern for, the environment.
Monitoring, Assessment, Recording and Reporting
• Be immediately responsible for the process of identification, assessment, recording and reporting for the pupils in their charge.
• Be familiar with statutory assessment and reporting procedures, and to prepare and present informative, helpful, and accurate reports to parents.
• Make effective use of data to monitor and evaluate pupil progress across the curriculum and to inform teaching and learning planning.
• Write high quality and informative annual reports to parents/carers and direct support staff in the collation process.
• Discuss pupils’ progress and welfare with parents/carers – both formally, e.g. at parents’ evening and also informally at other times.
• Contribute towards the implementation of Individual/School Support Plans where necessary, particularly the planning and recording of appropriate targets, actions, and outcomes.
• Assess pupils’ work systematically and use the results to inform future planning, teaching, and curricular development, giving pupils both oral and written feedback.
• Prepare pupils for National Curriculum Assessments (where appropriate).
• Carry out or support senior colleagues in the administering of National Curriculum Tests/Baseline. This does not include the actual invigilation of the tests themselves when conducted but does include supervision/invigilation of the tests if carried out in the normal classroom with the normal class.
• To mark work in accordance with the school’s policy. In EYFS, to identify next steps for pupils’ learning in accordance with school policy.
Curricular Knowledge and Understanding
• Have a thorough and up-to-date knowledge and understanding of the National Curriculum programmes of study, for all relevant areas of the Curriculum, including Early Years.
• Have a good knowledge of any other statutory requirements related to the pupils’ education or welfare.
• Keep up to date with research and developments in pedagogy and curriculum content.
• Use detailed subject knowledge to deal effectively with subject-related questions raised by pupils and the common misconceptions that they hold – thereby deepening pupils' understanding knowledge and understanding.
Professional Standards and Development
• Understand their professional responsibilities in relation to school policies and practices and in so doing to actively support and reinforce those policies.
• Be aware of the role and functions of the Governing Body.
• Set a good example, not only to the pupils they teach, but also to all other pupils in the School, in their appearance by upholding the dress code and Code of Conduct.
• Critically evaluate resources and teaching, using this knowledge to improve the quality of teaching and learning.
• Establish effective working relationships with other professional colleagues, not only those within the School but also those from outside agencies concerned with pupils’ education and welfare.
• Attend meetings within the constraints of directed time and contribute to the development of the curriculum, and any other relevant aspects of the life of the School.
• Take an active role in personal professional development of yourself and other staff by peer observation, team-teaching, collaboration, development of resources and people through coaching and mentoring.
Other Responsibilities
In addition to undertake such duties of a similar nature as may be reasonably directed by the Headteacher from time to time. The duties and responsibilities of the post may vary from time to time according to the changing needs of the school.
Key Organisational Objectives
The postholder will contribute to the school’s objectives in service delivery by:
• Enactment of Health and Safety requirements and initiatives as directed;
• Ensuring compliance with Data Protection legislation;
• At all times operating within the school’s Equal Opportunities framework;
• Commitment and contribution to improving standards for pupils as appropriate;
• Acknowledging Customer Care and Quality initiatives;
• Contributing to the maintenance of a caring and stimulating environment for pupils.
Conditions of Service
Governed by the National Agreement on Pay and Conditions of service, supplemented by local conditions as agreed by the governors.
Special Conditions of Service
The Postholder may be required to work outside of normal school hours on occasion (e.g. to attend Full Governing Body and/or Committee Meetings, etc.), with due notice.
Because of the nature of the post, candidates are not entitled to withhold information regarding convictions by virtue of the Rehabilitation of Offenders Act 1974 (Exemptions) Order 1975 as amended. Candidates are required to give details of any convictions on their application form and are expected to disclose such information at the appointed interview.
Because this post allows substantial access to children, candidates are required to comply with departmental procedures in relation to Police checks. If candidates are successful in their application, prior to taking up post, they will be required to give written permission to the Department to ascertain details from the Metropolitan Police regarding any convictions against them and as appropriate, the nature of such convictions.
Commitment to safeguarding
St Mary and St Pancras CE Primary School is committed to safeguarding and promoting the welfare of children and young people and requires all staff, governors and volunteers to share this commitment. Successful applicants will be required to complete an enhanced DBS disclosure. Online vetting checks will be carried out on the appointed individual only. It is an offence to apply for the role if the applicant is barred from engaging in regulated activity relevant to children. To understand our robust Safeguarding Culture please visit www.stmp.camden.sch.uk/safeguarding