Reception Class Teacher

1. MAIN PURPOSE

• to fulfil the duties of a school teacher as set out in the latest copy of the School Teachers’ Pay and Conditions Document

• to fulfil the role of class teacher as outlined below.

2. MAIN DUTIES AND RESPONSIBILITIES

• to be an effective, inspirational class teacher catering for the range of needs of the children in the class – some of whom may have statements of Special Educational Needs and English as an additional language
• to provide for the learning experiences of all children and staff across the school and use the outcomes effectively to improve learning for all
• to ensure that the entitlement of all children is met through inclusion in all areas of school life
• to take an active role in children’s personal, social, emotional and educational development
• to monitor the children’s progress through rigorous tracking procedures that evaluate progress and achievement
• to ensure positive behaviour management strategies support all children’s social, emotional aspects of learning
• to provide feedback to staff, children and their families in relationship to progress, achievement, attitudes and behaviour

3. CURRICULUM, PLANNING AND REPORTING

• to teach within the framework of present and future school policies, paying particular attention to the policies for Equality, Safeguarding of Children, Special Educational Needs and Behaviour For Learning.

• to follow all Assessment For and Of Learning procedures in line with school policies and guidelines

• to plan and prepare both long and short term work for the needs of each individual

• to monitor the children’s progress through rigorous assessment for learning and tracking procedures that evidence and evaluate progress and achievement

• to communicate and consult with families of children following the school’s procedures.

GUIDELINES FOR SUPPORT

Working in whole class sessions

• to minimise distractions to the whole class by dealing with individual behaviours appropriately in line with personalised behaviour plans

• repeating or rephrasing questions

• providing additional or alternative explanations

• observing and noting contributions

• to maintain confidentiality at all times

Group or independent work

• to support key children as a part of a small group, giving commentary and questioning their learning

• to develop all children’s independent skills

• to develop knowledge and understanding of the school’s policy for supporting children with Special Educational Needs

• to be able to explain the purpose of activities to children providing a context for learning
• to agree with the Inclusion Leader, strategies for supporting individuals
• to help children to access the curriculum and support the development of targeted language
• to deal with the challenges of children with Special Educational Needs in a way that maintains confidence and self-esteem

4. SCHOOL ETHOS

• will be committed to working as part of a collaborative Federation of three schools with the Chief Executive Headteacher, Head of School, Governors and Staff

• to foster in the children a sense of responsibility and caring towards the facilities of the school and its environment

• to establish and maintain good relationships with colleagues, children and families

• to plan and develop a classroom environment which will be stimulating and conducive to a range of activities, which promote a variety of learning styles.

5. STAFF DEVELOPMENT

• to be part of the Performance Management process

• to attend appropriate courses, disseminating information, keeping staff updated of developments.

• engage in any other duties required by the class teacher, Head of School, or the Chief Executive Headteacher, which is in the scope of the post