Teacher
| Posting date: | 23 May 2026 |
|---|---|
| Hours: | Full time |
| Closing date: | 04 June 2026 |
| Location: | Birmingham, West Midlands, B21 9NT |
| Company: | Teaching Vacancies |
| Job type: | Contract |
| Job reference: | abe79194-9f7e-4bf6-9fca-01da112c8c6f |
Summary
What skills and experience we're looking for
We are interested in hearing from both existing teachers and early career teachers. The type of person we are looking for will:
- have a passion for teaching and the teaching profession as a whole
- be a reflective practitioner who is open to a new initiatives and is constantly honing their craft
- value inclusion and ambitious for all our pupils
- relish the challenge of working in an innovative teaching setting
- be empathetic and commit to working in a supportive culture
- be able to establish a calm and effective teaching and learning environment
- build positive relationships with staff, pupils and parents
- engage with our network of schools and take responsibility for their own continued professional development
- be prepared to take an active part in the wider life of the school
What the school offers its staff
Our teaching staff and leaders are committed to learning from the very best and we are a research focused school. Our motto, ‘Scientia Mentem Luminat’ (yes, we teach Latin!) translates to ‘Knowledge Lights up the Mind.’ We are outward facing and have worked with a number of partners on both a local and national level. This includes Birmingham Education Partnership (BEP), Unity Schools Partnership, Aston Villa Football Club, Warwickshire Cricket Club, Birmingham Music Services (all of our Year 4 children have instrumental instruction), Primary Knowledge Trust –to name a few, as well as being part of a vibrant consortium of local schools.
The school is very well resourced, with stable staffing and a healthy budget. Workload management has been central to our school improvement planning even before it was the next big thing for Ofsted. We therefore have things like centralised planning and whole class feedback, meaning you have the time to focus on your well-being, the subject knowledge you need to know and on the delivery of the lesson content.
Further details about the role
Job Purpose
• To provide a highly effective education to pupils within the framework provided by the Headteacher, the Governing Body, DfE and the Local Authority, paying full regard to all statutory requirements.
Main Duties
• To fulfil the Conditions of Employment for Teachers as defined in the current School Teachers’ Pay and Conditions Document.
Teachers’ Standards
A teacher must:
1 Set high expectations which inspire, motivate and challengepupils
• establish a safe and stimulating environment for pupils, rooted inmutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilitiesand dispositions
• demonstrate consistently the positive attitudes, values and behaviourwhich are expected of pupils.
2 Promote good progress and outcomes by pupils
• be accountable for pupils’ attainment, progress and outcomes
• plan teaching to build on pupils' capabilities and prior knowledge and plan teaching to build on these
• guide pupils to reflect on the progress they have made and theiremerging needs
• demonstrate knowledge and understanding of how pupils learn andhow this impacts on teaching
• encourage pupils to take a responsible and conscientious attitude totheir own work and study.
3 Demonstrate good subject and curriculum knowledge
• have a secure knowledge of the relevant subject(s) and curriculumareas, foster and maintain pupils’ interest in the subject, and addressmisunderstandings
• demonstrate a critical understanding of developments in the subjectand curriculum areas, and promote the value of scholarship
• demonstrate an understanding of and take responsibility for promotinghigh standards of literacy, articulacy and the correct use of standard
English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding ofsystematic synthetic phonics
• if teaching early mathematics, demonstrate a clear understanding ofappropriate teaching strategies.
4 Plan and teach well-structured lessons within a coherent, knowledge-rich curriculum
• impart knowledge and develop understanding through effective use oflesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate andextend the knowledge and understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approachesto teaching
• contribute to the design and provision of an engaging curriculum withinthe relevant subject area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils
• know when and how to differentiate appropriately, using approacheswhich enable pupils to be taught effectively
• have a secure understanding of how a range of factors can inhibitpupils’ ability to learn, and how best to overcome these
• demonstrate an awareness of the physical, social and intellectualdevelopment of children, and know how to adapt teaching to supportpupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including thosewith special educational needs; those of high ability; those with Englishas an additional language; those with disabilities; and be able to useand evaluate distinctive teaching approaches to engage and supportthem.
6 Make accurate and productive use of assessment
• know and understand how to assess the relevant subject andcurriculum areas, including statutory assessment requirements
• make use of formative and summative assessment to secure pupils’progress
• use relevant data to monitor progress, set targets, and plansubsequent lessons
• give pupils regular feedback, both orally and through accurate marking,and encourage pupils to respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learningenvironment
• have clear rules and routines for behaviour in classrooms, and takeresponsibility for promoting good and courteous behaviour both inclassrooms and around the school, in accordance with the school’sbehaviour policy
• have high expectations of behaviour, and establish a framework fordiscipline with a range of strategies, using praise, sanctions andrewards consistently and fairly
• manage classes effectively, using approaches which are appropriate topupils’ needs in order to involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority,and act decisively when necessary.
8 Fulfil wider professional responsibilities
• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowinghow and when to draw on advice and specialist support
• deploy support staff effectively
• take responsibility for improving teaching through appropriateprofessional development, responding to advice and feedback fromcolleagues
• communicate effectively with parents with regard to pupils’achievements and well-being.
PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personaland professional conduct. The following statements define the behaviour andattitudes which set the required standard for conduct throughout a teacher’scareer.
• Teachers uphold public trust in the profession and maintain highstandards of ethics and behaviour, within and outside school, by:
- treating pupils with dignity, building relationships rooted in
▪ mutual respect, and at all times observing proper boundaries
▪ appropriate to a teacher’s professional position
- having regard for the need to safeguard pupils’ well-being, in
▪ accordance with statutory provisions
- showing tolerance of and respect for the rights of others
- not undermining fundamental British values, including
▪ democracy, the rule of law, individual liberty and mutual respect,
▪ and tolerance of those with different faiths and beliefs
- ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
• Teachers must have proper and professional regard for the ethos,policies and practices of the school in which they teach, and maintainhigh standards in their own attendance and punctuality.
• Teachers must have an understanding of, and always act within, thestatutory frameworks which set out their professional duties andresponsibilities.
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.
We are interested in hearing from both existing teachers and early career teachers. The type of person we are looking for will:
- have a passion for teaching and the teaching profession as a whole
- be a reflective practitioner who is open to a new initiatives and is constantly honing their craft
- value inclusion and ambitious for all our pupils
- relish the challenge of working in an innovative teaching setting
- be empathetic and commit to working in a supportive culture
- be able to establish a calm and effective teaching and learning environment
- build positive relationships with staff, pupils and parents
- engage with our network of schools and take responsibility for their own continued professional development
- be prepared to take an active part in the wider life of the school
What the school offers its staff
Our teaching staff and leaders are committed to learning from the very best and we are a research focused school. Our motto, ‘Scientia Mentem Luminat’ (yes, we teach Latin!) translates to ‘Knowledge Lights up the Mind.’ We are outward facing and have worked with a number of partners on both a local and national level. This includes Birmingham Education Partnership (BEP), Unity Schools Partnership, Aston Villa Football Club, Warwickshire Cricket Club, Birmingham Music Services (all of our Year 4 children have instrumental instruction), Primary Knowledge Trust –to name a few, as well as being part of a vibrant consortium of local schools.
The school is very well resourced, with stable staffing and a healthy budget. Workload management has been central to our school improvement planning even before it was the next big thing for Ofsted. We therefore have things like centralised planning and whole class feedback, meaning you have the time to focus on your well-being, the subject knowledge you need to know and on the delivery of the lesson content.
Further details about the role
Job Purpose
• To provide a highly effective education to pupils within the framework provided by the Headteacher, the Governing Body, DfE and the Local Authority, paying full regard to all statutory requirements.
Main Duties
• To fulfil the Conditions of Employment for Teachers as defined in the current School Teachers’ Pay and Conditions Document.
Teachers’ Standards
A teacher must:
1 Set high expectations which inspire, motivate and challengepupils
• establish a safe and stimulating environment for pupils, rooted inmutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilitiesand dispositions
• demonstrate consistently the positive attitudes, values and behaviourwhich are expected of pupils.
2 Promote good progress and outcomes by pupils
• be accountable for pupils’ attainment, progress and outcomes
• plan teaching to build on pupils' capabilities and prior knowledge and plan teaching to build on these
• guide pupils to reflect on the progress they have made and theiremerging needs
• demonstrate knowledge and understanding of how pupils learn andhow this impacts on teaching
• encourage pupils to take a responsible and conscientious attitude totheir own work and study.
3 Demonstrate good subject and curriculum knowledge
• have a secure knowledge of the relevant subject(s) and curriculumareas, foster and maintain pupils’ interest in the subject, and addressmisunderstandings
• demonstrate a critical understanding of developments in the subjectand curriculum areas, and promote the value of scholarship
• demonstrate an understanding of and take responsibility for promotinghigh standards of literacy, articulacy and the correct use of standard
English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding ofsystematic synthetic phonics
• if teaching early mathematics, demonstrate a clear understanding ofappropriate teaching strategies.
4 Plan and teach well-structured lessons within a coherent, knowledge-rich curriculum
• impart knowledge and develop understanding through effective use oflesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate andextend the knowledge and understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approachesto teaching
• contribute to the design and provision of an engaging curriculum withinthe relevant subject area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils
• know when and how to differentiate appropriately, using approacheswhich enable pupils to be taught effectively
• have a secure understanding of how a range of factors can inhibitpupils’ ability to learn, and how best to overcome these
• demonstrate an awareness of the physical, social and intellectualdevelopment of children, and know how to adapt teaching to supportpupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including thosewith special educational needs; those of high ability; those with Englishas an additional language; those with disabilities; and be able to useand evaluate distinctive teaching approaches to engage and supportthem.
6 Make accurate and productive use of assessment
• know and understand how to assess the relevant subject andcurriculum areas, including statutory assessment requirements
• make use of formative and summative assessment to secure pupils’progress
• use relevant data to monitor progress, set targets, and plansubsequent lessons
• give pupils regular feedback, both orally and through accurate marking,and encourage pupils to respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learningenvironment
• have clear rules and routines for behaviour in classrooms, and takeresponsibility for promoting good and courteous behaviour both inclassrooms and around the school, in accordance with the school’sbehaviour policy
• have high expectations of behaviour, and establish a framework fordiscipline with a range of strategies, using praise, sanctions andrewards consistently and fairly
• manage classes effectively, using approaches which are appropriate topupils’ needs in order to involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority,and act decisively when necessary.
8 Fulfil wider professional responsibilities
• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowinghow and when to draw on advice and specialist support
• deploy support staff effectively
• take responsibility for improving teaching through appropriateprofessional development, responding to advice and feedback fromcolleagues
• communicate effectively with parents with regard to pupils’achievements and well-being.
PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personaland professional conduct. The following statements define the behaviour andattitudes which set the required standard for conduct throughout a teacher’scareer.
• Teachers uphold public trust in the profession and maintain highstandards of ethics and behaviour, within and outside school, by:
- treating pupils with dignity, building relationships rooted in
▪ mutual respect, and at all times observing proper boundaries
▪ appropriate to a teacher’s professional position
- having regard for the need to safeguard pupils’ well-being, in
▪ accordance with statutory provisions
- showing tolerance of and respect for the rights of others
- not undermining fundamental British values, including
▪ democracy, the rule of law, individual liberty and mutual respect,
▪ and tolerance of those with different faiths and beliefs
- ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
• Teachers must have proper and professional regard for the ethos,policies and practices of the school in which they teach, and maintainhigh standards in their own attendance and punctuality.
• Teachers must have an understanding of, and always act within, thestatutory frameworks which set out their professional duties andresponsibilities.
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.