KS1 Teacher Part Time

What skills and experience we're looking for

The successful candidate will:

• Have a strong understanding of the Primary Curriculum and how children learn and develop
• Demonstrate a nurturing, caring approach that helps children feel safe, confident and valued
• Deliver high‑quality teaching that is engaging, purposeful and enables children of all abilities and backgrounds to thrive
• Create a stimulating and inclusive learning environment that supports all children, including those with additional and special needs
• Foster warm, positive relationships with children, parents and colleagues

What the school offers its staff

In return we can offer you:

• A welcoming, friendly and supportive school community where staff are valued
• A strong induction programme to help new teachers settle quickly and confidently
• Access to high‑quality professional learning
• Clear guidance and mentoring, particularly for Early Career Teachers
• Enthusiastic, motivated children who enjoy learning and respond positively to high expectations
• A supportive leadership team with an open‑door approach

Further details about the role

Main Purpose of the Job:

• To maintain consistently high standards in relation to all aspects of the Teachers’ Standards

• Fulfil the professional responsibilities of a teacher, as set out in the School Teachers’ Pay and Conditions Document

Main Responsibilities:

1. Set high expectations which inspire, motivate and challenge pupils

• In setting targets, take into account cohort targets and how these will be met
• In setting targets, take account of the level of challenge for pupils across the cohort of all backgrounds, abilities and dispositions
• Actively support the ethos of the school in relationships with children, colleagues and parents, both in class and around the school

2. Promote good progress and outcomes by pupils

• Set an example in all aspects, share good practice
• Demonstrate clear understanding of the needs of children of all backgrounds, abilities and dispositions so that the majority of pupils make good progress
• Use data effectively, demonstrating analytical thinking in reviewing and evaluating progress and attainment and in meeting appropriate, challenging targets for all pupils
• Demonstrate through self-review, an effective evaluation of the impact of teaching
• Demonstrate in depth knowledge of how children learn and adapt teaching accordingly
• Establish a culture that ensures that pupils have a responsible and conscientious attitude to their work
• Engage with colleagues in review and evaluation of cohort progress and attainment
• Actively promote parental involvement and initiate opportunities to involve them
• Lead on subject development through professional learning or INSET
• Provide quality, accurate, professional reports for parents

3. Demonstrate good subject and curriculum knowledge

• Set an example in all aspects, share good practice
• Demonstrate knowledge and expertise across the range of subjects through coherent planning and lively, inspirational teaching
• Demonstrate good knowledge through subject leadership, establishing a curriculum that ensures consistency across a year group and progression across the school
• Effectively carry out the subject leader role
• Know the strengths and areas for development in leading a subject and bring about improvement through action planning
• Evaluate own subject leader performance in terms of impact on teaching and learning
• Take responsibility for own professional learning, keeping abreast of changes/developments across a range of subjects and leading improvement within area of responsibility
• Provide professional reports (verbal or written) to parents, indicating progress, attainment and targets for improvement

4. Plan and teach well-structured lessons

• Set an example in all aspects, share good practice

• Consistently teach lessons that are good or outstanding and which include agreed ‘non-negotiable’ aspects
• Through effective planning and provision, demonstrate understanding of different styles of learning and how these are accommodated
• Demonstrate ability to reflect and evaluate teaching and the impact on learning, children’s attitudes and behaviour
• Be systematic in evaluating learning within and across a sequence of lessons
• Actively engage parents in their children’s learning
• Facilitate children’s and parents’ views on learning
• Evidence a range of opportunities for out-of-hours learning in line with school policy and additional contribution through after school clubs or other activities
• Work effectively as part of a team
• Recognise own accountability for curriculum provision within the class and the quality of learning

5. Adapt teaching to respond to the strengths and needs of all pupils

• Set an example in all aspects, share good practice

• Ensure that teaching is consistently good and outstanding
• Demonstrate how teaching has been adapted to accommodate the needs of groups and individuals
• Initiate strategies to engage parents in their children learning, especially hard to reach parents or those whose first language is not English

6. Make accurate and productive use of assessment

• Set an example in all aspects, share good practice
• Be competent in assessment across the curriculum, both formative and summative and in using outcomes to support accurate, challenging target setting and continuous progress and high attainment
• Be aware of local and national data when evaluating expectations and performance
• Use school data effectively to track progress and set challenging targets
• Be highly competent in marking and providing feedback to pupils
• Establish strategies to encourage children to respond to feedback
• Engage fully in moderation activities as required and initiate moderation activities with year group colleagues

7. Manage behaviour effectively to ensure a good and safe learning environment

• Set an example in all aspects, share good practice
• Be competent in managing an effective learning environment so that all children are actively engaged in learning and poor behaviour never disrupts learning
• Recognise responsibility and accountability for maintaining high standards of behaviour beyond the classroom
• Keep parents well informed and work effectively with them to bring about improvement where necessary
• Inspire children’s respect and form positive relationships

8. Fulfil wider professional responsibilities

• Ensure that the safeguarding of pupils is paramount in all that we do
• Be knowledgeable in the Safeguarding policy and all associated policies.
• Uphold the school’s Code of Conduct.

• Set an example in all aspects, share good practice

• Be positive and encouraging during times of change
• Show full cooperation and support for colleagues managing development or change
• Generate respect from colleagues through highly effective professional, working and supportive relationships
• Form highly effective relationships with children that generate respect, confidence and high self-esteem
• Form highly effective relationships with parents e.g. through good communication, listening to and acting upon concerns, providing professional support and guidance in respect to all aspects of school life
• Write accurate, professional end of year reports
• Recognise responsibility and accountability for the effective deployment of support staff
• Liaise with the leadership team to ensure that support staff have the skills they need to work effectively
• Fully engage in reflection, self-evaluation and appraisal, recognising the need to base conclusions on robust evidence
• Take responsibility for own professional learning through research and independent learning and actively participate in school based professional learning to support school and personal professional improvement
• Be willing to support PTA activities and events
• Be willing to run an after school club or activity

Commitment to safeguarding

Smithy Bridge School is committed to safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment. This post is subject to an Enhanced Disclosure Application to the Disclosure and Barring Service