Class Teacher

Teaching Plan and teach well-structured lessons to assigned classes, following the school's plans, curriculum and schemes of work Assess, monitor, record and report on the learning needs, progress and achievements of assigned pupils, making accurate and productive use of assessment Adapt teaching to respond to the strengths and needs of pupils Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Demonstrate good subject and curriculum knowledge Participate in arrangements for preparing pupils for external tests Whole-school organisation, strategy and development Contribute to the development, implementation and evaluation of the school's policies, practices and procedures, so as to support the school's vision and values Make a positive contribution to the wider life and ethos of the school Work with others on curriculum and pupil development to secure co-ordinated outcomes Provide cover, in the unforeseen circumstance that another teacher is unable to teach Health, safety and discipline Promote the safety and wellbeing of pupils Maintain good order and discipline among pupils, managing behaviour effectively to ensure a good and safe learning environment Professional development Take part in the school's appraisal procedures Take part in further training and development in order to improve own teaching Take part in the appraisal and professional development of others, where appropriate Communication Communicate effectively with pupils, parents and carers Working with colleagues and other relevant professionals Collaborate and work with colleagues and other relevant professionals within and beyond the school Develop effective professional relationships with colleagues Personal and professional conduct Uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school Have proper and professional regard for the ethos, policies and practices of the school, and maintain high standards of attendance and punctuality Understand and act within the statutory frameworks setting out their professional duties and responsibilities Management of staff and resources Direct and supervise support staff assigned to them, and where appropriate, other teachers Deploy resources delegated to them Safeguarding Work in line with statutory safeguarding guidance (e.g. Keeping Children Safe in Education, Prevent) and our safeguarding and child protection policies Work with the designated safeguarding lead (DSL) to promote the best interests of pupils, including sharing concerns where necessary Promote the safeguarding of all pupils in the school Other areas of responsibility Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the teacher will carry out. The postholder may be required to do other duties appropriate to the level of the role, as directed by the headteacher or line manager.

• Qualified teacher status
• Degree
• Successful primary teaching experience
Skills and knowledge
• Knowledge of the National Curriculum
• Knowledge of effective teaching and learning strategies
• A good understanding of how children learn
• Ability to adapt teaching to meet pupils' needs
• Ability to build effective working relationships with pupils
• Knowledge of guidance and requirements around safeguarding children
• Knowledge of effective behaviour management strategies
• Good ICT skills, particularly using ICT to support learning
Personal qualities
• A commitment to getting the best outcomes for all pupils 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
• Commitment to maintaining confidentiality at all times
• Commitment to safeguarding and equality
• A determination to make a difference to children's lives
• A commitment to the inclusion of all children
• An optimistic, resilient and positive approach to all aspects of school life.
  
  Blenheim Primary School is a two-form entry inner city school near the University of Leeds. It is situated in pleasant grounds, having a large field and ample playgrounds. There are four buildings: the main school (housing years 4, 5 and 6); the new building (housing Reception, year 1, 2 and 3); the nursery building and the bungalow (which has been converted to school use).
Blenheim Primary has a very varied ethnic mix of pupils and staff working together harmoniously. A high percentage of pupils arrive with little or no English. One main reason for this is a proportion of their parents are international students attending the university. As the students are here for a limited length of time before returning to their country of origin, this creates a high turnover of pupils through the year (28% mobility). One of the school's strengths is the welcoming nature of pupils and staff when helping our many new arrivals to settle in. The school aims to foster a caring environment where pupils are expected to reach and maintain a high standard of both behaviour and academic achievement. Our children are very well-behaved. On entry ,children are generally well below age related expectations but leave us well above. We are a hard-working, committed and enthusiastic team who work cohesively with governors, parents and the community. Staff and pupil relationships are exemplary. Currently there are 454 pupils on roll and our numbers are rising. This includes a 39-place nursery which offers fully flexible provision; currently 57 children are enrolled part-time. 40% of pupils are entitled to free school meals - a high proportion compared to the 15% average nationally. 46% of children who attend the school live in an area classed as being amongst the 10% most deprived[1] in England, with 68% living in an area classed as being amongst the 20% most deprived in England. At present there are 16% on the school's register of special needs; this figure is in line with the national average. But there is a very high number of children with complex needs: 19 have individual full or part-time support. For 61% of children in school, English is an additional language and there are 52 other languages spoken. 92% of children are BAME which adds to the rich cultural diversity of the school. Please take a look at our website to learn more about the school: https://www.blenheimprimaryschool.com