Overview
Are you a passionate and dedicated educator with experience in primary education? Hawes Down Primary School is seeking an enthusiastic and inspiring Class Teacher to join our team from September.
About Us: Hawes Down Primary School is a dynamic and inclusive primary school committed to providing an exceptional learning experience for all our pupils. Our school is known for its strong community spirit, dedicated staff, and inspiring curriculum. We encourage creativity and innovation in the classroom to ensure our pupils develop a love of learning. Hawes Down Primary School is a two-form entry school, situated in spacious grounds with an Additional Resource Provision (ARPS) for pupils with severe and complex communication needs. Hawes Down is part of the family of schools that make up IMPACT Multi Academy Trust.
The Role
We are looking for an experienced teacher who is confident in delivering engaging and inclusive lessons. You will have the opportunity to contribute to the wider school community and participate in our continuous drive for excellence. An interest in leading Computing across the school would be welcomed.
Responsibilities
* Deliver engaging and creative lessons that support the development of all children
* Collaborate with colleagues, parents and external partners to ensure the best outcomes for pupils
* Monitor and assess pupil progress, using data to inform planning and interventions
* Maintain a nurturing and safe environment that promotes the wellbeing of every child, a happy, supportive and inclusive school community led by a senior leadership team, governors and Trustees committed to maintaining the wellbeing of its children and adults
* Demonstrate Qualified Teacher Status (QTS)
* Proven experience in a primary school setting
* Strong knowledge of the primary curriculum
* Excellent classroom management skills
* A commitment to the wellbeing and development of every child
* Commitment to continuous professional development
Desirable
* Strong ICT skills to support teaching and learning.
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