Robin Hood Primary School

Class Teacher Application Pack May 2020

Full Time - 1 year Temporary Post

KS1 Class Teacher Position

Salary: M1 – M4 (NQT’s considered) QTS essential

Closing Date: Wednesday 27th May at 12 noon

Interview Date: Friday 29th May

A unique time to join our dynamic, committed and passionate team wanting the best for the pupils they teach! Please do look at our school website to get to know us better and you are very welcome to contact

school to discuss the vacancy / take a virtual look around our school!

https://www.robinhoodprimary.co.uk/

Letter from Headteacher Thank you for taking the time to look at this application pack. In these very different and surreal times, we are looking to find a class teacher who can join our team from the end of August. Our school was rated as “Good” by Ofsted in July 2018 but there is no doubt that staff work incredibly hard at Robin Hood to ensure that our school is great! Our vision at Robin Hood is: “We are a community of learners aiming high to excel and exceed!” We believe that knowing pupils and their families is paramount and across our school community we expect excellence in every aspect of school life. The pupils at Robin Hood are fantastic: all individual with a huge range of talents and great diversity which we aim to celebrate fully. We want to motivate and inspire the children who attend Robin Hood to have aspiration and a drive to succeed whatever they dream to do later in life. Robin Hood Primary School is a book loving school – a passion for books, text, language, words and emotional literacy is a current which runs through our school. We have also had this year, a strong focus on STEAM subjects which builds on our commitment to developing children’s awareness of careers and future ambition. Our school is very lucky to have an incredible learning environment – Forest School, Art Studio, extensive grounds and outdoor areas for all year groups. We are also rapidly developing our use of ipads and technology throughout school with 1:2:1 ipad devices in Y4, 5 and 6. All staff have ipads and are encouraged to reflect on an ever changing educational landscape, working collaboratively to find the best approaches to teaching and learning. We are a staff team that talks about teaching, strive to improve and want to make sure that children develop learning habits in school which will offer them challenge and chance to develop skills beyond Maths and English. We are a very secure staff team and each member of our staff brings a unique aspect to share. Staff are encouraged to own their own CPD and are supported in their journey of professional development. We expect all of our school community to work hard and be kind! I will be very happy to talk to you if you are interested in this post and have further questions to ask, Kind Regards, Nicky Bridges (Headteacher)

Application Details:

This is a fantastic opportunity for an excellent practitioner who is seeking a new challenge. The role would

be suitable for an NQT or experienced teacher.

Robin Hood is an Ofsted rated Good school that is committed to our children and families: “Staff are proud

to work at Robin Hood Primary School. Pupils learn and play happily together.” The Governors of Robin Hood Primary are seeking to appoint an enthusiastic and creative classroom teacher who has high expectations of pupil progress. This is a unique time to join a school keen to inspire pupils and staff to aspire for excellence. We want a strong teacher who is committed to professional development and working as part of a highly effective and friendly staff. We are well supported with additional teachers and teaching assistants to enable practitioners to ensure the best outcomes for our pupils. For this post we are looking for a teacher who: • Is creative, talented and inspirational • Has high expectations of themselves and the children they teach • Is creative in their approach to teaching and delivering the curriculum • Has a commitment to inclusion and a desire to make a difference to the lives of our pupils • Is flexible and understands how to use a range of teaching strategies to impact on every pupil • Enjoys being a member of a team that works hard to raise standards of teaching and learning • Is hard working with a sense of fun! Robin Hood Primary can offer you: • A friendly, well-motivated and caring school community • Fun and motivated children who enjoy school life, • An excellent, hardworking and committed staff team who have exceptionally high expectations • A supportive governing body and leadership team • High quality continuing professional development – based on your specific needs and requirements • An innovative and well-resourced setting Robin Hood is a successful and friendly school with a supportive team ethos. This school adheres to the Local Authority’s Safeguarding Policy. The successful candidate will be subject to an enhanced DBS check and proof of identity and qualifications will be required prior to the appointment being made. This position is suitable for NQT’s and experienced teachers. Contact with the school is encouraged. We can arrange virtual tours of the school, in some cases – a visit – and are very happy to talk over the phone. Please contact the the school office on 0115 915 3982 Or email: admin@robinhood.nottingham.sch.uk Closing date: Wednesday 27th May at 12 noon Interviews: Friday 29th May

In these unusual circumstances the interview process will include:

- a planning exercise - a virtual interview - a virtual presentation.

More details will be sent in an email if you are shortlisted for interview. General Data Protection Regulation: Our privacy notice for candidates can be found at: https://www.robinhoodprimary.co.uk Safeguarding and Child Protection: Robin Hood Primary School is committed to safeguarding and promoting the welfare of all children and expects all staff to share this commitment. All new staff within the school will be subject to an enhanced DBS check and all other safeguarding requirements in accordance with DfE legislation. All members of staff will receive training in line with our Safeguarding and Child Protection Policy. Equal Opportunities: Robin Hood Primary School welcomes enquiries from everyone and values diversity in our workplace. A commitment to promoting diversity and developing a workplace environment where all staff are treated with dignity and respect is central to our recruitment process.

Job Purpose: In addition to the Conditions of Employment for Teacher’s laid down in the School Teachers’

Pay and Conditions Document annually updated.

50.1. A teacher may be required to undertake the following duties:

Teaching

50.2. Plan and teach lessons to the classes they are assigned to teach within the context of the school’s plans,

curriculum and schemes of work.

50.3. Assess, monitor, record and report on the learning needs, progress and achievements of assigned pupils.

50.4. Participate in arrangements for preparing pupils for external examinations.

Whole school organisation, strategy and development

50.5. Contribute to the development, implementation and evaluation of the school’s policies, practices and

procedures in such a way as to support the school’s values and vision.

50.6. Work with others on curriculum and/or pupil development to secure co-ordinated outcomes.

50.7. Subject to paragraph 52.7 supervise and so far as practicable teach any pupils where the person timetabled

to take the class is not available to do so.

Health, safety and discipline

50.8. Promote the safety and well-being of pupils.

50.9. Maintain good order and discipline among pupils.

Management of staff and resources

50.10. Direct and supervise support staff assigned to them and, where appropriate, other teachers.

50.11. Contribute to the recruitment, selection, appointment and professional development of other teachers

and support staff.

50.12. Deploy resources delegated to them.

Professional development

50.13. Participate in arrangements for the appraisal and review of their own performance and, where

appropriate, that of other teachers and support staff.

50.14. Participate in arrangements for their own further training and professional development and, where

appropriate, that of other teachers and support staff including induction.

Communication

50.15. Communicate with pupils, parents and carers.

Working with colleagues and other relevant professionals

50.16. Collaborate and work with colleagues and other relevant professionals within and beyond the school.

51. Working time

51.1. Nothing in this Document is to be taken to conflict with Council Directive 93/104/EC of 23 November 1993

concerning certain aspects of the organisation of working time.

Working days

51.2. A teacher employed full-time must be available for work for 195 days, of which:

a) 190 days must be days on which the teacher may be required to teach pupils and perform other

duties; and

b) 5 days must be days on which the teacher may only be required to perform other duties; and

those 195 days must be specified by the employer or, if the employer so directs, by the head teacher.

51.3. Paragraph 51.2 does not apply to a teacher employed full-time wholly or mainly to teach or perform other

duties in relation to pupils in a residential establishment.

Specified working hours

51.4. The provisions of paragraphs 51.2 to 51.12 do not apply to:

a) head teachers, deputy head teachers, assistant head teachers, teachers on the pay range for

leading practitioners or teachers in receipt of an acting allowance for carrying out the duties of a

head teacher, deputy head teacher or assistant head teacher pursuant to paragraph 23;

b) unattached teachers in charge of pupil referral units whose remuneration is determined in

accordance with the provisions applicable to head teachers pursuant to paragraph 39;

c) unattached teachers (other than those in charge of pupil referral units) whose remuneration is

determined in accordance with the provisions applicable to a member of the leadership group

pursuant to paragraph 39.

51.5. A teacher employed full-time must be available to perform such duties at such times and such places as

may be specified by the head teacher (or, where the teacher is not assigned to any one school, by the

employer or the head teacher of any school in which the teacher may be required to work) for 1265 hours,

those hours to be allocated reasonably throughout those days in the school year on which the teacher is

required to be available for work.

51.6. Paragraph 51.5 applies to a teacher employed part-time, except that the number of hours the teacher

must be available for work must be that proportion of 1265 hours which corresponds to the proportion of

total remuneration the teacher is entitled to be paid pursuant to paragraphs 40 and 41.

51.7. In addition to the hours a teacher is required to be available for work under paragraph 51.5 or 51.6, a

teacher must work such reasonable additional hours as may be necessary to enable the effective discharge

of the teacher’s professional duties, including in particular planning and preparing courses and lessons;

and assessing, monitoring, recording and reporting on the learning needs, progress and achievements of

assigned pupils.

51.8. The employer must not determine how many of the additional hours referred to in paragraph 51.7 must

be worked or when these hours must be worked.

51.9. Subject to paragraph 51.10, no teacher employed part-time may be required to be available for work on

any day of the week or part of any day of the week on which the teacher is not normally required to be

available for work under their contract of employment (whether it is for the purposes of teaching pupils

and performing other duties or for the sole purpose of performing other duties).

51.10. Subject to paragraphs 51.6 and 51.11, a part-time teacher may be required to carry out duties, other than

teaching pupils, outside school sessions on any day on which the teacher is normally required to be

available for work (whether the teacher is normally required to be available for work for the whole of that

day or for only part of that day).

51.11. The total amount of time that the teacher may be required to be available to carry out duties, other than

teaching pupils, outside school sessions under paragraph 51.10, when expressed as a proportion of the

total amount of time that the teacher would be required to be available for such work if employed in the

same post on a full-time basis, must not exceed the equivalent of that proportion of total remuneration

that the teacher is entitled to be paid under paragraphs 40 and 41.

51.12. The amount of time a teacher spends taking the break referred to in paragraph 52.3 or travelling to or from

their place of work does not count towards the 1265 hours referred to in paragraph 51.5 or the pro rata

equivalent referred to in paragraph 51.6, as the case may be.

Preamble Teachers make the education of their pupils their first concern, and are accountable for

achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Part One: Teaching A teacher must: 1. Set high expectations which inspire, motivate and challenge pupils

• establish a safe and stimulating environment for pupils, rooted in mutual respect;

• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions;

• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils

• be accountable for pupils’ attainment, progress and outcomes;

• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these;

• guide pupils to reflect on the progress they have made and their emerging needs;

• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching;

• encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’

interest in the subject, and address misunderstandings;

• demonstrate a critical understanding of developments in the subject and curriculum areas, and

promote the value of scholarship;

• demonstrate an understanding of and take responsibility for promoting high standards of literacy,

articulacy and the correct use of standard English, whatever the teacher’s specialist subject;

Nottingham City Council Teachers’ Standards (England)

(In accordance with the School Teachers’ Pay and Conditions Document 2019) To be updated annually

• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics;

• if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well-structured lessons

• impart knowledge and develop understanding through effective use of lesson time;

• promote a love of learning and children’s intellectual curiosity;

• set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding pupils have acquired;

• reflect systematically on the effectiveness of lessons and approaches to teaching;

• contribute to the design and provision of an engaging curriculum within the 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 approaches which enable pupils to be taught

effectively;

• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best

to overcome these;

• demonstrate an awareness of the physical, social and intellectual development of children, and know

how to adapt teaching to support pupils’ education at different stages of development;

• have a clear understanding of the needs of all pupils, including those with special educational needs;

those of high ability; those with English as an additional language; those with disabilities; and be able

to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

• know and understand how to assess the relevant subject and curriculum 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 plan subsequent 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 learning environment

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good

and courteous behaviour both in classrooms and around the school, in accordance with the school’s

behaviour policy;

• have high expectations of behaviour, 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 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, knowing how and when to draw on advice

and specialist support;

• deploy support staff effectively;

• take responsibility for improving teaching through appropriate professional development, responding

to advice and feedback from colleagues;

• communicate effectively with parents with regard to pupils’ achievements and well-being.

Part Two: Personal and Professional Conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

• Teachers uphold public trust in the profession and maintain high standards 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 value, 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 pupil’s 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 maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set

out their professional duties and responsibilities.

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EDUCATION AND TRAINING Qualified Teacher Status – degree or equivalent X GCSE Maths and English at Grade C or equivalent X

Evidence of commitment to own professional development X EXPERIENCE AND KNOWLEDGE Teaching experience in the relevant phase/setting. X Excellent teaching skills with clear communication to set goals and pupil expectations.

X

Knowledge of attainment, progress and outcomes to successfully develop learning and teaching strategies.

X

Experiences of working with children with a wide variety of learning needs including pupils with special educational needs, pupils with English as an additional language and children from challenging or disadvantaged home circumstances

X

Track record of consistently good or outstanding teaching X

Takes personal responsibility for ensuring knowledge is up to date X

SKILLS AND ABILITIES

Be able to create a happy, challenging and effective learning environment

X

An ability to use your own initiative X Ability to use ICT programmes for teaching and learning and for data management and record keeping

X

A commitment to the ethos of the school and to support its values X

Ability to achieve expected or better than expected rates of progress and high achievement

X

Commitment to school improvement X

TEACHING AND LEARNING/CURRICULUM Understanding of methods to raise standards of attainment X

Nottingham City Council Class Teacher

Person Specification

Ability to ensure that a stimulating, rigorous and suitably challenging learning environment is in place

X

Ability to organise and implement an appropriate curriculum for children and young people aged 2-19

X

Knowledge of the principles of effective teaching and assessment for learning

X

Effective use of data to analyse and track pupils’ progress to identify strengths and areas for improvement and to respond accordingly

X

Knowledge and understanding of curriculum and good subject knowledge, demonstrating knowledge of current issues and recent developments

X

Ability to communicate learning and high expectations clearly and in a way that inspires and motivates children

X

INCLUSION Clear understanding of all elements of the continuum of educational inclusion with a specific vision for children with special needs and / or disabilities

X

An agreed and consistent approach to school discipline and behaviour

X

EFFECTIVE RELATIONSHIPS AND NETWORKS Work alongside and have the ability to relate effectively with and gain the respect of staff, children and parents in our diverse community

X

Work effectively and in partnership with Governors X Able to identify, discuss and report safeguarding issues including child protection with the relevant representatives.

X

EQUALITIES Demonstrate, work to the principles of and positively promote equality and diversity and community cohesion

X

Please note that all elements of this person specification may be tested via a task, an interview question or both during the selection process. ‘Robin Hood Primary School is committed to safeguarding and promoting the welfare of children and young

people and expects all staff and volunteers to share this commitment.’

Pre-employment checks required for post

Information for applicants

(Copy of checklist to be retained with interview file for use during selection process)

Vacant post: Class Teacher

Vacancy close date/time: Wednesday 27th May at 12 noon

Note to candidates:

Candidates for the above post are advised that the following checks and references must be completed prior employment commencing. Offers of employment to a successful candidate can only be made on a conditional basis until these checks have been satisfactorily completed. Failure to comply with all or part of this list will result in the withdrawal of any employment offer.

Check Required Date checked and verifier’s initials (for office use only)

At least 2 satisfactory references (to include last/current employer and one of which relating to a post working with children if applicable)

X

Verification of Right to Work, including photo identification

X

Enhanced DBS check and Barred List (delete as applic)

X

Compliance with Disqualification requirements under the Childcare Act 2006 (if applicable)

X

Disclosure of any convictions, cautions, reprimands or final warnings that are not “protected” as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2013)

X

Medical check X

Verification of any relevant qualifications and registration required for the job (see person specification)

X

Verification of professional status X

Verification of successful completion of the statutory induction period (teachers)

X

Prohibited check (teachers) X

Other – please add