Early Years teacher

Newton College Early Years Class Teacher Our Philosophy For Teaching And Learning As a school community we are all learners, adults and children alike. We aim to foster in our learners a life‑long love of learning while developing the skills, knowledge and understanding to achieve to the best of our abilities. As learners, we thrive best in a welcoming and secure environment where we are accepted and valued, while developing the attitudes and dispositions to be happy, caring and creative learners for life. Main Purpose Of Class Teacher Be responsible for the learning and achievement of all pupils in their class ensuring equality of opportunity for all Be responsible and accountable for achieving the highest possible standards in work and conduct Treat pupils with 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, other staff and external agencies in the best interests of pupils Take responsibility for promoting and safeguarding the welfare of children and young people within the school Duties and responsibilities Deliver the curriculum as relevant to the age and ability group/subject/s that you teach Be responsible for the preparation and development of teaching materials, teaching programmes and planning Be accountable for the attainment, progress and outcomes of pupils’ you teach Be aware of pupils’ capabilities, their prior knowledge and plan teaching and differentiate appropriately to build on these demonstrating knowledge and understanding of how pupils learn Have a clear understanding of the needs of all pupils, including those with special educational needs; gifted and talented; EAL; disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them Demonstrate an understanding of and take responsibility for promoting high standards of literacy including the correct use of spoken English If teaching early reading, demonstrate a clear understanding of appropriate teaching strategies e.g. systematic synthetic phonics Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives for pupils of all backgrounds, abilities and dispositions, monitoring learners’ progress and levels of attainment Make accurate and productive use of assessment to secure pupils’ progress Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback, reflect on progress, their emerging needs and to take a responsible and conscientious attitude to their own work and study Use relevant data to monitor progress, set targets, and plan subsequent lessons Participate in arrangements for examinations and assessments Behaviour and Safety Establish a safe, purposeful and stimulating environment for pupils, rooted in mutual respect and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to inspire, motivate and challenge pupils Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils Have high expectations of behaviour, promoting self‑control and independence of all learners Be responsible for promoting and safeguarding the welfare of children and young people within the school, raising any concerns following school protocol/procedures Team working and collaboration Participate in any relevant meetings/professional development opportunities at the school, which relate to the learners, curriculum or organisation of the school and assemblies Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them Contribute to the selection and professional development Ensure that colleagues working with you are appropriately involved in supporting learning and understand the roles they are expected to fulfill Cover for absent colleagues if required Fulfill wider professional responsibilities Work collaboratively with others to develop effective professional relationships Deploy support staff effectively as appropriate Communicate effectively with parents/carers with regard to pupils’ achievements and well‑being using school systems/processes as appropriate Make a positive contribution to the wider life and ethos of the school Partake in playground and lunch duties where necessary Professional development Regularly review the effectiveness of your teaching and assessment procedures and its impact on pupils’ progress, attainment and well‑being, refining your approaches where necessary responding to advice and feedback from colleagues Be responsible for improving your teaching through participating fully in training and development opportunities identified by the school or as developed as an outcome of your appraisal Other To have professional regard for the ethos, policies and practices of the school in which you teach, and maintain high standards in your own attendance and punctuality Requirements Excellent communication and listening skills Good organisational skills to plan the day and respond to the different needs of the children you teach The ability to inspire and enthuse young children Energy, resourcefulness, responsibility, patience and a caring nature An understanding of the needs and feelings of children Ability to work independently with children, as well as being able to work in the wider Early Years/school team A sense of humour and the ability to keep things in perspective Experience and a solid understanding of the EYFS Curriculum A demonstrable knowledge of children's development, their needs and the provision of positive play QTS or other equivalent Early Years Practitioner qualification. A native or C1 level speaker of English Satisfactory DBS and reference checks #J-18808-Ljbffr