Primary Teacher with Key Stage Responsibility

BSA Primary Early Years Foundation Stage - Key Stage 1 Leader

Job Description

Purpose of Role

The responsibility of the Key Stage Leader is to provide the best possible leadership in order to enable the most effective learning and teaching to take place in their Key Stage.

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. Wellbeing 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.

Job Specific Duties

Establish clear lines of communication and encourage excellent relationships both within the Key Stage and between other Key Stages of the school

Ensure that the day-to-day management of the section is efficient and effective with support from the Head of Primary

Organise and chair Key Stage meetings, and maintain agendas and minutes

Coordinate Key Stage performances, assembly rotas, events, etc. with Head of Primary

Be jointly responsible for overseeing the well-being (safety, health and security) and education of all pupils in the section with the Head of Primary

Promote positive behaviour, good discipline and relationships among the pupils in line with the school's policies

Promote and encourage positive relationships with and among the section staff, and play an enabling, supporting and guiding role

Oversee the resources and environment used by the section, ensuring good maintenance and care, encouraging efficiency through the practices of reducing, reusing and recycling and making recommendations for improvement

Attend bi-weekly meetings with the Middle Leadership Team

Shared Responsibilities as a member of the MLT

Support and promote the school’s ethos, learning definition and core values in order to promote the welfare, progress and continued development of the school and its children

Plan, co-ordinate, enable and lead staff meetings/staff CPD workshops

Regularly overview curriculum content to ensure the BSA curriculum meets the needs of our pupils and supports the ISP learning standards

Play a key role in Learning Visits, the TLSE process, and offer learning conversations to teachers regarding target setting and professional development

Monitor the teachers’ planning and assessment, and offer support and guidance

To work alongside the SLT to analyse data when required

Support with report writing and assist with the proof-reading of reports

Support teachers to ensure that planning is regularly reviewed

Keep self and colleagues aware of current educational practices (both UK and international) and update ISP policy and practice as appropriate

Work closely with colleagues in the planning and implementation of the School Improvement Plan and the Learning Improvement Plan

To help plan, organise and lead specific school events such as Book Week, Christmas shows, etc.

Motivation

Maintain high standards of personal commitment and motivation

Create opportunities to encourage, praise and challenge staff in believing their personal worth to the school

Show concern for the welfare of pupils and staff

Help create an atmosphere of enthusiasm and team spirit, and a willingness to respond positively to challenging situations

Help maintain a balance between what is realistically possible and what is ideal

Work with the whole school community in supporting the ethos, values and purposes of the school

Monitoring and Evaluation

Share in the task of monitoring and evaluating the curriculum and the children’s learning in accordance with the school’s policies

Share in the consideration of the overall educational environment of the buildings including displays, equipment, tidiness, and health and safety

Communication

Help ensure the effectiveness of all communication procedures and systems within the school and assist staff in their understanding of them

Serve, where appropriate, as a link between the SLT and staff to enable a free-flow of information, ideas and views

Maintain confidentiality, where relevant, in all matters

Training and Professional Development

Access professional learning (CPD) relevant to the role of Key Stage Leader

Identify and support the professional development needs of staff

Assist SLT in sourcing relevant training for staff

Provide appropriate training for staff where relevant

Innovation

Lead and participate in the development of new ideas, demonstrating inspirational leadership and creativity

Keep under review the planned initiatives and avoid ‘innovation overload'

Skills, Qualifications, and Experience

Qualified Teacher Status (PGCE or BEd or equivalent)

Degree level education or an equivalent professional qualification

Knowledge, Skills and Competencies

A real passion for teaching and a desire to constantly improve their pupils’ learning experience

Thorough knowledge of the Early Years Foundation Stage Framework and the Primary Curriculum Year 1 to Year 2, and Phonics

Knowledge of a wide range of strategies to engage pupils and cater for a wide range of learning needs

A willingness to be flexible and adapt to the ever-changing needs of the school and its pupils

Enthusiasm and commitment to the successful development of the Primary department

ISP Key Responsibilities

Atmosphere: You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident in having 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.

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.

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,

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.

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?”.

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.

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.

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.

Learning 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 improvement planning where possible and view the school’s learning improvement plan as the central focus for getting better together.

ISP Leadership Competencies

You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.

1. Cognitive:

Strategic, Commercial, and Financial Acumen: Understands the education sector and what drives success, outcome driven with a strong focus on results, shares our ambition and goals and champions desired change, delivers strategic outcomes by inspiring and motivating their team to work towards shared goals, demonstrates financial understanding when making decisions and taking action and keeps self and team organised and on track.

Creative Problem-Solver: Tackles challenges in an organised and systematic way and finds solutions, sees problems as opportunities to improve and better deliver against organisational priorities, creates a safe environment within the team to encourage innovation and problem solving, empowers team to apply creativity and flexibility to overcome challenges and identifies risks and creates and implements mitigation plans.

2. Interpersonal:

Intentionally Connects: Supports, enables and inspires others to give their best, takes time to understand their team and personalise individual experience, a skilled identifier of talent who recognised the value of soft skills(emotional intelligence, drive learnability etc as predictors of potential, focuses on people development through coaching and mentoring, sharing their experience and insight, recognises and celebrates successes.

Collaborative & Communicative: Develops and shares our collective vision, encourages collaboration and teamwork, making people feel like they are working and succeeding together, open-minded, actively listening and seeking and welcoming feedback, communicates honestly, transparently and with genuine care and empathy, articulates thoughts and ideas clearly and adjusts how they communicate to the person or situation.

3. Self-Leadership:

Amazing Learner: Self-aware, humble and a good listener, manages their own personal development, focusing on continuous learning and getting better, is open about their own areas for development and encourages their team to be the same, builds a team with complementary skill sets to support them in areas where they are not so naturally suited, curious: asks question, explores and builds on ideas.

Resilient: Practices self-care and encourages their team to do the same, uses inner strength when times are challenging or when working outside of their comfort zone, understands their own qualities, skills, emotions and triggers and uses this understanding to remain composed and confident in uncertainty, recovers positively from setbacks, using then as an opportunity to learn and grow.

4. Digital:

Technologically Literate: Digital collaborator, who works effectively with technical specialists, stays up to date with the latest technology and trends and knows how these can be applied in their role, demonstrates an adaptive tech mindset, constantly evolving their understanding and application of what is possible using tech, assess the impact of new technologies for their role and the organisation.

Digital Data Fluent: Effectively interprets digital data and uses it in decision making, collects, shares and analyses evidence to demonstrate impact, make connections and set improvements targets, connects data from different digital sources to design, develop and implement actions, simplifies complex digital data into clear and understandable information for different audiences, uses a mix of digital data, experience, instinct and context to make decisions..

5. Global:

Values Driven: Role models ISP Principles, prioritises well-being,inclusion and belonging and is caring, considerate and supportive of their team, demonstrates a multicultural mindset and respects the different values, behaviours, attitudes and practices across cultures, seeks different perspectives and integrates diversity of thought from team..

Sustainability Focused: Considers the environmental and social impacts of their decisions and finds ways to minimise these, uses their passion and credibility to challenge ways of thinking, advocates for policies and practices that support a more sustainable future, identifies inefficiencies and wastefulness and prioritises predictive and balanced use of resources..

ISP Commitment to Safeguarding Principles

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 including an online search, reference 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