Purpose of the job:
East Garforth Primary Academy are looking to appoint 2 x 0.2 FTE Primary Teachers to join our academy as soon as possible or from February 2022 to teach pupils across the full age and ability of Key Stage 1 and 2 in order to ensure the highest possible standards of pupil achievement, personal development and well-being.
We would also consider 1 x 0.4 FTE Primary Teacher at 13 hours per week.
Our academy is located in the outer east side of Leeds in the community of Garforth. It is our mission to offer every child a high quality education in a supportive, safe and challenging environment in which they feel valued and are inspired to become life-long learners who aim to ‘be the best they can be’.
You will be joining an ambitious, committed and hardworking team of staff who offer amazing support, both in an academic and pastoral sense and are relentless in their drive to make a genuine difference to and lasting impact on our young people, families and the wider community. We value kindness and seek to create an academy where staff feel supported and students feel safe. We ensure that the curriculum is well rounded and that pupils have opportunities and experiences to last a lifetime! We are passionate that all pupils get the best experience in primary education. We know the value of effective relationships with parents and enjoy brilliant parental support.
All of our staff have access to a staff benefits scheme. At East Garforth we value the continuous professional development of all our employees and recognise that our staff and students are most successful when they feel happy, valued, challenged and supported to achieve their very best.
If you believe you have the experience, vision and drive required for this role then we would love to hear from you.
Please contact the academy on 0113 212 7100 if you would like an informal discussion about the role.
AREAS OF RESPONSIBILITY AND KEY TASKS
PLANNING, TEACHING AND CLASS MANAGEMENT, TO:
Teach allocated pupils by planning teaching which achieves progression of learning through:
- identifying clear teaching objectives and specifying how they will be taught and assessed
- setting tasks which challenge pupils and ensure high levels of interest
- setting appropriate and demanding expectations
- setting clear targets, building on prior attainment
- identifying SEN or very able pupils
- providing clear structures for lessons maintaining pace, motivation and challenge
- making effective use of assessment and ensure coverage of programmes of study
- ensuring effective teaching and best use of available time
- monitoring and intervene to ensure sound learning and discipline
- using a variety of teaching methods to:
- Match approach to content, structure information, present a set of key ideas and use appropriate vocabulary
- Use effective questioning, listen carefully to pupils, give attention to errors and misconceptions
- Select appropriate learning resources and develop study skills through library, ICT and other sources.
- ensuring pupils acquire and consolidate knowledge, skills and understanding appropriate to the subject taught
- evaluating their own teaching critically to improve effectiveness
ADDITIONAL STANDARDS FOR NURSERY AND EARLY YEARS
- taking account of pupils’ needs by providing structured learning opportunities which develop the areas of learning identified in national and local policies and particularly the foundations for literacy and numeracy
- encouraging pupils to think and talk about their learning, develop self-control and independence, concentrate and persevere, and listen attentively
- using a variety of teaching strategies which involve planned adult intervention, first-hand experience and play and talk as a vehicle for learning
- managing parents and other adults in the classroom
MONITORING, ASSESSMENT, RECORDING, REPORTING WHICH WILL:
- assess how well learning objectives have been achieved and use them to improve specific aspects of teaching
- mark and monitor pupils’ work and set targets for progress
- assess and record pupils’ progress systematically and keep records to check work is understood and completed, monitor strengths and weaknesses, inform planning and recognise the level at which the pupil is achieving.
- prepare and present informative reports to parents
OTHER PROFESSIONAL QUALITIES REQUIRED:
- Have a working knowledge of teachers’ professional duties and legal liabilities
- Operate at all times within the stated policies and practices of the school
- Establish effective working relationships and set a good example through their presentation and personal and professional conduct
- Endeavour to give every child the opportunity to reach their potential and meet high expectations
- Contribute to the corporate life of the school through effective participation in meetings and management systems necessary to coordinate the management of the school
- Take responsibility of their own professional development and duties in relation to school policies and practices
- Liaise effectively with parents and governorsTo understand and comply with the statutory guidance regarding safeguarding of children, ensuring the safeguarding and promotion of children’s welfare at all times, reporting any concerns to the Designated Safeguarding Officer immediately.
- To comply with the Trust and academy’s policies and procedures at all times.
DATA PROCESSING AND SECURITY:
- To ensure strict confidentiality in all areas of work.
- To work and process personal and sensitive information in accordance with Data Protection Act 2018 including the General Data Protection Regulations (GDPR) 2018.
- To ensure work is conducted in a way that protects the safety and security of information (e.g. strong passwords, reporting breaches, securing paper records, securely disposing of records).
To undertake other reasonable duties (with competence and experience) as requested, in accordance with the changing needs of the organisation.
Any additional responsibilities in line with Teachers’ Pay and Conditions as negotiated with the Vice Principal and affirmed by the Principal.
The Trust is committed to safeguarding the welfare of its students and the successful applicant will be subject to an enhanced Disclosure and Barring Service certificate and checks of the relevant barred list / prohibition lists.
Experience and Knowledge
Key: A = Application, I = Interview And Assessment, R = Reference, C = Certificate
- Knowledge of current educational practice and issues (A/I)
- An excellent classroom practitioner (I/R)
- Effective use of ICT to support learning (A/I)
- Knowledge of the new professional teaching standards (A/I)
- High level of written, oral and communication skills (A/I)
- Ability to communicate effectively orally and in writing to a range of audiences (A/I/R)
- High level of organisational and planning skills (A/I/R)
- Evidence of sharing in and contributing to the corporate life of the academy (A/I/R)
- Work effectively as part of a team, relating well to colleagues, pupils and parents (A/I)
- Ability to demonstrate a commitment to equality of opportunity for all pupils (A/I)
- Ability to investigate, solve problems and make decisions (A/I)
- Able to use own initiative and motive others (A/I/R)
- Ability to relate to and empathise with pupils and to develop trusting and respectful relationships with them (A/I/R)
- Respect for confidentiality of information concerning individual pupils and ability to use discretion in circumstances of disclosure. (A/I/R)
- Evidence of continuing professional development (A/I)
- Work in ways that promote equality of opportunity, participation, diversity, and responsibility (A/I)
- A commitment to abide by and promote the Equal Opportunities, Health and Safety and Child Protection Policies (A/I)
- The post holder will require an enhanced DBS (C)
- Knowledge of the provisions of national strategies, i.e. Literacy, Numeracy, and ICT (A/I)
- Any statutory curriculum requirements and requirements for assessment, recording and reporting of pupils’ attainment and progress (A/I)
- Experience of teaching in the Primary phase (A/I/R)
- Establish clear expectations and constructive working relationships in your own classroom through team working and mutual support; devolving responsibilities and delegating tasks where appropriate (A/I)
- Commitment to an involvement in extra-curricular activities (A/I)
- Graduate with Qualified Teacher Status (A/C)
- Knowledge of all phases of primary education (A/I)
- Full working knowledge of relevant policies/codes of practice/legislation (A/I)
- The implications of the Code of Practice for Special Educational Needs for teaching and learning (A/I)
- Able to offer expertise in a specific subject or area (A/I/R)