Cover Y6 Primary Class Teacher
Description
We´re hiring now! We´re looking for a Cover Primary Class Teacher to start as soon as possible!
Lady Elizabeth School is seeking an enthusiastic, dynamic and inspirational Primary Teacher to join our
outstanding team!
We´re looking for an outstanding practitioner in the classroom who can be resilient with a clear sense of
purpose, A teacher who fosters a love of the subject and brings strong practice to an able team. A good sense
of humour, a team player and have the ability to work with a highly skilled team.
Lady Elizabeth School offers a state-of-the-art facility in which to work and this is a thriving Department looking
for a teacher to join a world-class setting.
Primary Class Teacher Role Profile
We provide an enriching education of the highest standard which allows our pupils to achieve both success and,
experience failure in a safe and supportive environment. Staff, pupils and parents share the fundamental
expectation of a positive attitude to learning. We nurture our pupils, encouraging them to develop a Growth
Mindset to ensure they become resilient and persevere in the face of challenges. Happy, respectful,
internationally minded pupils, staff and parents are the core of our community. We support our pupils and staff
to constantly develop and improve themselves. We do this as a team, without exception.
Responsible to:
Key Stage Coordinators
Head of Primary
Head of School
ISP Principles
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their
success is our success. Well-being and safety are both essential for learners and learning. Therefore, we are
consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and
promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most
difference. We apply school policies and procedures and embody the shared ideas of our community.
Are financially responsible. We make financial choices carefully based on the needs of the children, students
and our schools.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional
development and school improvement.
ISP Teacher Role Profile
1. Atmosphere. You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere.
Your students feel confident to have open and honest conversations about their learning and how they can
get better. You create a positive atmosphere by building relationships, behaviours, and inclusive learning
experiences that support a good struggle for all your learners. You engage in professional and respectful
dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a
shared commitment to getting better.
2. Shared Ideas. You know and model your school’s values and contribute to its mission and vision through
your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared
behaviours and purpose for learners and their learning.
3. A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the
difference between learning and the factors that affect learning enables you to plan and support a good
struggle for all your students to get better. You are committed to your personal and professional learning and
development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your
ongoing self-evaluation. You are an active and valued member of dynamic learning communities,
4. Learning and Teaching. You put learners and their learning first in your design and facilitation of learning
outcomes, content and experiences, which are underpinned by positive and supportive relationships. You
understand the types and phases of learning and apply your knowledge, skills and understanding of these to
effectively facilitate learning, teaching, and assessing to meet the personalised needs of each student. You
empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in
response to feedback. You continuously inquire into the process of learning, making evidence-informed
decisions and taking action to further improve learning and teaching.
5. Evidence of Learning. You gather, document and analyse evidence of learning from various sources and
use this to identify targets and action steps for improving learning. You support students in knowing the
different ways their learning can be evidenced and how to use feedback and learning advice to get better.
Evidence enables you to make secure judgments about your students’ learning in line with their personal
learning goals, age and stage appropriate expectations, and local, national and international benchmarking.
You document and share evidence of learning to answer the questions: “What are my students learning?” and
“How do I know?”.
6. Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision,
values and commitment as school leaders to support students to continuously learn and get better. You take
responsibility for where students are now with their learning and the targets and action steps needed to
improve. You support students to become leaders of their own learning by helping them develop their voice,
choice and ownership of their learning process.
7. Learning Spaces. You create and use spaces to support and demonstrate the school’s shared ideas about
learners and learning and the ways in which students are getting better. You ensure learning spaces (physical
and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their
development.
8. In Partnership with Parents and Carers. You work in partnership with parents and carers, communicating
with them regularly about their child’s learning, inviting their feedback and using this feedback to improve
learning. You help parents and carers understand the school’s shared ideas about learners and learning in
ways that help them to engage confidently when talking about what their child is getting better at, what their
next steps are, and how they will be supported at home. You ensure that the individual needs of parents and
carers are understood and that they feel informed and involved as valued members of the school’s learning
community.
9. Improvement Planning. You are committed to learning and getting better and ensure this improvement
happens strategically and effectively. You are active and accountable for your contribution in setting your
own professional goals, targets and action steps that focus on improving learning and gathering evidence to
demonstrate these. You contribute to department and school learning improvement planning where possible
and view the school’s learning improvement plan as the central focus for getting better together.
Key Teaching Tasks:
Learning, evidence of learning and Learning spaces
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To follow the assessment outcomes for children's progress according to the school´s agreed curriculum.
To employ strategies for learning that meet and differentiate for all learners in your class
Adhering to the school’s Code of Practice for identification and assessment of Special Educational
Needs, liaising with professionals regarding withdrawal for Support sessions, and Support Passport
Plans.
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Use LES’ Language of Learning.
Work closely with colleagues in the same year group to ensure consistent and collaborative curriculum
coverage and delivery; Ensuring that all planning is open and available on the Server Folder prior to the
week of teaching.
Setting appropriate yet challenging expectations for pupils’ learning, behaviour and presentation of work
- in accordance with school policy and curriculum.
Keeping all required records of the progress of pupils in the class, ensuring that the outcomes of
assessments are used to inform future planning and to help set realistic targets for further progress.
Maintaining a well organised, stimulating and positive classroom environment that meets the
expectations of the school’s policy for Learning and Teaching, with appropriate learning focused
displays.
Setting appropriate, meaningful home learning tasks, only where necessary and in accordance with
school policy.
Where appropriate, being responsible for directing learning assistants or students working with the
class, making sure they are appropriately deployed and working with pupils in a manner that is
applicable to the pupils' needs and in line with the school’s aims and policies.
Preparing and compiling school reports, in accordance with school policy.
To work as part of a team to ensure that learning continues for all children when there is disruption to
timetables by substituting for absent members of staff, if required
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Pastoral
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Being responsible for ensuring the Safeguarding and Welfare of all pupils in the class. Keeping up to
date with Statutory Guidelines with regards to Keeping Children Safe in Education (KCSIE).
Taking initial responsibility for pastoral matters concerning the pupils in the class, in line with school
policy.
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Monitoring attendance, punctuality, progress and the overall welfare of pupils in the class.
Upholding standards of uniform, appearance, behaviour and manners, in accordance with school policy.
Ensuring that other members of staff are aware of important information regarding pupils in the class
(health/learning/behaviour issues), as appropriate, with due regard to confidentiality;
Maintaining our learning behaviours of Kind, Safe, Respect and Ready to Learn, this also applies when
sharing supervision duties on a rota basis with other members of staff.
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Attending/Leading assemblies, linking learning to learning competencies, PSHE or current affairs
In Partnership with Parents and Carers
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Communicating, as appropriate, with the parents of pupils in the class, including checking emails,
sharing learning dojo and updating reading Records for messages from parents and responding to the
same.
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Attending appropriate parents’ meetings to keep parents informed of their child’s progress and
curriculum matters.
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Contributing to the Weekly Newsflash.
Contributing to workshops and information sessions when arranged in the year group
Commitment to learning and getting better
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Participating in the School’s TLSE programme and leading for learning, assisting in the support of all
members of your teaching team.
Attending weekly Staff Meetings and other meetings or inset as required.
Taking responsibility for personal professional development and your wellbeing.
Contributing to the ISP Heads up magazine as appropriate
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This list is not exhaustive and is subject to review, modification or amendment at any time.
Skills, Qualifications and Experience:
Experience and qualifications:
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Qualified Teacher Status (QTS)
University Degree
Successful primary teaching experience
Skills and Knowledge
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Ability to motivate children of differing abilities
Knowledge of the National Curriculum
Knowledge of effective teaching and learning strategies
Ability to work under pressure and prioritise effectively
Personal attributes
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Enthusiasm and a passion for learning
A commitment to getting the best outcomes for all staff, pupils and parents and promoting the ethos
and values of the school
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An approachable manner and excellent interpersonal skills
ISP Commitment to Safeguarding Principles
Lady Elizabeth and ISP is committed to safeguarding and promoting the welfare of children and young people
and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting
procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’
employment history.
ISP Commitment to Diversity, Equity, Inclusion, and Belonging
ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining
high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age,
disability status, neurodivergence, socio-economic background or other demographic characteristics.
Candidates who share our vision and principles and are interested in contributing to the success of ISP through
this role are strongly encouraged to apply.