Reporting to: Learning Manager and Senior Leadership Team
Start Date: September 2025
Phoenix Bay School is looking to appoint full-time Teacher to teach high quality classes to KS1 and KS2 classes.
Job Purpose:
1. To ensure that students attain the highest possible standards in all aspects of school life.
2. To ensure a consistent approach to planning, teaching and assessment and to ensure that there is continuity and progression in student’s learning.
3. To be responsible for students’ safety and welfare.
4. To be an excellent classroom practitioner.
5. To have an impact on educational progress beyond assigned students.
6. To line manage and appraise identified staff.
7. To assist in the smooth running of Phoenix Bay school at all times,
Professional Duties:
In line with the current Pay and Conditions agreement and Teachers’ Standards, it is the responsibility of the post holder to carry out the following professional duties:
Fulfil the role of Teacher. This will include:
Generic Responsibilities:
8. To work consistently to uphold Phoenix bay School’s ethos and values
9. To follow all school policies
10. To work in a co-operative and polite manner with all stakeholders
11. To work with students in a courteous, positive, caring and responsible manner at all times
12. To follow the child protection procedures and ensure that, students’ safety and well-being is never compromised
13. To be polite, co-operative and positive when communicating to other staff
14. To take an active and positive role in the school’s commitment to the development of staff, and their annual review procedures
15. To work with visitors in such a way that it enhances the reputation of the school
16. To seek to improve the quality of the school’s overall service
17. To present oneself in a professional way that is consistent with the values and expectations of the school.
Specific Responsibilities:
18. relationships with children, setting high expectations and motivating learners
19. set high expectations which inspire, motivate and challenge students
20. maintain a safe and stimulating learning environment for students, rooted in mutual respect which can be used as a model for colleagues
21. set targets that stretch and challenge students of all backgrounds, abilities and dispositions
22. demonstrate consistently the positive attitudes, values and behaviour which are expected of students.
Student progress:
Achieve good progress and outcomes
23. ensure students make at least the expected rate of progress
24. be accountable for students’ attainment and outcomes and know when and how to intervene most effectively
25. plan teaching to build on students' capabilities and prior knowledge which can be used as exemplar planning documentation
26. guide students to reflect on the progress they have made and their emerging needs
27. demonstrate knowledge and understanding of how students learn and how this impacts on teaching
28. encourage students to take a responsible and conscientious attitude to their own work.
29. Make sure standards of behaviour are high to foster an environment in which learning can thrive, using the PACE and Trauma Informed approach.
30. Restorative Approaches Practitioner. Subject and curriculum knowledge and pedagogy
31. Demonstrate excellent subject and curriculum knowledge
32. have an extensive knowledge of the relevant subjects and curriculum areas, foster and maintain students’ interest in the subjects, and address misunderstandings
33. demonstrate a critical understanding of developments in the subjects and curriculum areas, and promote the value of scholarship
34. promote high standards of literacy, articulacy and the correct use of standard English and model this practice for other colleagues
35. demonstrate a clear understanding of systematic synthetic phonics and model this practice for other colleagues
36. demonstrate a thorough understanding of appropriate teaching strategies for mathematics and model this practice for other colleagues.
Effective classroom practice:
Plan and teach well-structured lessons which are observed by other colleagues as models of consistently good and frequently outstanding practice
37. ensure all teaching is at least good
38. impart knowledge and develop detailed understanding through highly effective use of lesson time
39. promote a love of learning and children’s intellectual curiosity
40. plan out-of-class activities to consolidate and extend the knowledge and understanding students have acquired
41. reflect systematically on the effectiveness of lessons and approaches to teaching and share these with other colleagues contribute creatively to the design and provision of an engaging curriculum.
Diversity and special needs: meeting the needs of all students
Adapt teaching effectively to respond to the strengths and needs of all students
42. know when and how to differentiate appropriately, skilfully using strategies which enable all students to be taught effectively
43. have a clear understanding of how a range of factors can inhibit students’ ability to learn, and how best to overcome these
44. possess an acute awareness of the physical, social and intellectual development of children, and know in detail how to adapt teaching to support students’ education at different stages of development
45. have a thorough understanding of the needs of all students, 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.
Assessment for learning
Make accurate and productive use of assessment
46. have an extensive knowledge and thorough understanding of how to assess the relevant subject and curriculum areas, including statutory assessment requirements
47. provide an exemplary model of how to use formative and summative assessment to secure students’ progress
48. analyse and use relevant data to monitor progress, set targets, and plan subsequent lessons
49. give students regular feedback, both orally and through accurate and frequent marking, and encourage students to respond to the feedback.
Managing behaviour
Manage behaviour effectively to ensure a positive and safe learning environment
50. maintain clear and consistent rules and routines for behaviour in classrooms, and take responsibility for promoting exemplary and courteous behaviour both in classrooms and around the school, in accordance with the school’s Code of Conduct
51. maintain high expectations of behaviour, and use the school’s established framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
52. manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and motivate them
53. maintain good relationships with students, exercise appropriate authority, and act decisively when necessary.
The wider professional role of the teacher
Fulfil wider professional responsibilities
54. make a positive and sustained contribution to the wider life and ethos of the school
55. make a distinctive contribution to raising students’ standards
56. be proactive in developing effective professional relationships with colleagues to promote collaboration, knowing how and when to draw on advice and specialist support
57. deploy support staff effectively
58. work effectively as part of a team and demonstrate positive and professional behaviour during meetings
59. contribute to the professional development of other colleagues, demonstrating effective practice and providing advice, guidance and feedback
60. communicate effectively with parents with regard to students’ achievements and well-being.
Leadership and management
61. support and implement the vision and ethos of the school
62. contribute to, implement and evaluate the success of the school improvement plan relevant to your area
63. ensure that the work of your team is inclusive and issues are addressed in pastoral and/or curriculum management
64. ensure policies are translated into practice by your team and that you bring to the attention of the leadership team any which may need revisions or amendments
65. together with the leadership team, lead on the school self-evaluation process for Curriculum Innovation including lesson observations, monitoring of school standards and bringing about improvement
66. as appropriate contribute to the writing of self-evaluation and policy documents
67. promote cross-curricular approaches to teaching and learning
68. be an effective role model for your team in terms of teaching, behaviour and classroom management.
Teaching and learning responsibility
69. lead on the creative curriculum ensuring continuity, consistency, balance, match and progression
70. develop, demonstrate and promote teaching and learning activities appropriate to the age and ability range.
Monitoring and assessment
71. together with the leadership team, contribute to, monitor and review the impact of teaching and student progress through the use of the school’s online tracking system and the analysis of data, ensuring the use of information for planning and target setting.
72. monitor standards across the curriculum including reviewing planning, scrutinising students’ work, conducting student interviews and moderating assessment judgements.
Deployment of staff and resources
73. support the leadership team in the effective deployment
74. be responsible for the organisation, planning and evaluation of the school programmes as relevant
75. manage, monitor and accurately account for any budget for the curriculum areas
76. evaluate, organise and monitor the use of resources.
Staff development
77. take a lead role in identifying group and/or individual training needs and provide support for colleagues
78. act as a role model, mentor or consultant to colleagues as appropriate and encourage collaboration, co-operation and teamwork
79. ensure you keep up to date with current developments in the curriculum and disseminate information as appropriate.
Review of Performance
Performance management reviews will focus on the post holder’s responsibilities and professional development linked to the school improvement priorities.
Any other duties deemed reasonable, as directed by the Principal.
This job description may be reviewed at the end of the academic year (or earlier if necessary) and can be amended after consultation with the post holder.
How to Apply
Please use the attached application form.
To apply, please send your completed application form to