KS2 Teacher (Numeracy coordinator) in Carrickfergus

Overview

TEACHERS’ (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987
Schedule 3
Regulation 5
Numeracy Coordinator

Responsibilities

• Lead the development and implementation of high-quality numeracy teaching across the school.
• Support staff through modelling lessons, and sharing effective maths resources and strategies.
• Monitor pupil progress using assessment data, identifying trends, strengths, and areas needing improvement.
• Coordinate targeted interventions for pupils requiring additional numeracy support.
• Ensure consistency and progression in the numeracy curriculum from Foundation Stage to Key Stage 2.
• Promote a positive, inclusive attitude toward maths among pupils, staff, and families.
• Lead staff training and professional development in line with school improvement priorities.
• Work collaboratively with senior leadership to raise attainment and maintain high standards in numeracy.
• Engage parents and carers through workshops or guidance to support learning at home.
• Review and update school policies and action plans related to numeracy provision.
• Exercise of general professional duties.

Job Description

JOB TITLE: Teacher – Primary
REPORTS TO: Principal

PROFESSIONAL DUTIES OF A TEACHER

Numeracy Coordinator

• Lead the development and implementation of high-quality numeracy teaching across the school.
• Support staff through modelling lessons, and sharing effective maths resources and strategies.
• Monitor pupil progress using assessment data, identifying trends, strengths, and areas needing improvement.
• Coordinate targeted interventions for pupils requiring additional numeracy support.
• Ensure consistency and progression in the numeracy curriculum from Foundation Stage to Key Stage 2.
• Promote a positive, inclusive attitude toward maths among pupils, staff, and families.
• Lead staff training and professional development in line with school improvement priorities.
• Work collaboratively with senior leadership to raise attainment and maintain high standards in numeracy.
• Engage parents and carers through workshops or guidance to support learning at home.
• Review and update school policies and action plans related to numeracy provision.
• Exercise of general professional duties.

A teacher who is not a principal shall carry out the professional duties of a teacher as circumstances may require:

• if he/she is employed as a teacher in a school under the reasonable direction of the principal of that school;
• if he/she is employed by a board on terms under which he is not assigned to any one school, under the reasonable direction of that board and of the principal of any school in which he/she may for the time being be required to work as a teacher.

in which he/she may for the time being be required to work as a teacher.

• Exercise of particular duties

A teacher employed as a teacher (other than a principal) in a school shall perform, in accordance with any directions which may be reasonably given to him/her by the principal, such particular duties as may reasonably be assigned to him/her from time to time.

A teacher to whom paragraph 1(b) refers shall perform, in accordance with any direction which may be reasonably given to him/her from time to time by the board or by the principal of any school in which he/she may for the time being be required to work as a teacher, such particular duties as may reasonably be assigned to him/her.

• Planning

1.1 Planning and preparing courses and lessons;

1.2 Teaching, according to their educational needs, the pupils assigned to him/her, including the setting and marking of work to be carried out by the pupils in school and elsewhere;

1.3 Assessing, recording and reporting on the development, progress and attainment of pupils.

• General

2.1 Promoting the general progress and well-being of individual pupils and of any class or group of pupils assigned to him/her;

2.2 Providing advice and guidance to pupils on educational and social matters and on their further education and future careers including information about sources of more expert advice on specific questions, making relevant records and reports;

2.3 Making records of and reports on the personal and social needs of pupils except in instances where to do so might be regarded as compromising a teacher’s own position;

2.4 Communicating and consulting with the parents of pupils;

2.5 Communicating and co-operating with such persons or bodies outside the school as may be approved by the employing authority and the Board of Governors;

2.6 Participating in meetings arranged for any of the purposes described above.

• Assessment/Reporting

Providing or contributing to oral and written assessments, reports and references relating to individual pupils and groups of pupils except in instances where to do so might be regarded as compromising a teacher’s own position.

• Staff Development/Professional Development

4.1 Participating, if required, in any scheme of staff development and performance review;

4.2 Reviewing from time to time his/her methods of teaching and programmes of work;

4.3 Advising and co-operating with the Principal and other teachers on the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements.

• Discipline/Health and Safety

5.1 Maintaining good order and discipline among pupils in accordance with the policies of the employing authority and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere.

5.2 Participating in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements.

• Public Examinations

Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations; recording and reporting such assessments; and participating in arrangements for pupils’ presentation for and supervision during such examination.

• Review and Development of Management Activities/Administration

7.1 Contributing to the selection for appointment and professional development of other teachers, including the induction and assessment of probationary teachers; coordinating or managing the work of other teachers; taking part in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the school.

7.2 Participating in administrative and organisational tasks related to such duties as described above, including the management or supervision of persons providing support for the teachers in the school and the ordering and allocation of equipment and materials.

8.1 A full-time teacher, other than a teacher employed in a residential establishment, shall be available for work on 195 days in any year of which not more than 190 days should involve teaching children in a classroom situation.

8.2 A teacher, other than a teacher employed in a residential establishment, shall be available to perform such duties at such times and such places as may reasonably be specified by the Principal, or where he/she is employed by a Board on terms under which he/she is not assigned to any one school by the Board or the Principal of any school in which he/she may for the time being be required to work as a teacher, for 1,265 hours in any year exclusive of time spent off school premises in preparing and marking lessons and time spent travelling to and from the place of work.

8.3 A teacher may not be required to teach as distinct from supervise children in a classroom situation for more than 25 hours in any week in a primary or special school and 23.5 hours in any week in a secondary school; to midday supervision unless employed under a separate contract; to have breaks as specified; and to observe other related scheduling rules as outlined in the Regulations.

9.1 Staff cover: Supervising and teaching any pupils whose teacher is not available, with conditions depending on school size and class type, as described in the Regulations.

This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible, but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.

In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times.

Person Specification

Notes to Job Applicants

• You must clearly demonstrate on your application form under each question how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant.
• You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise.
• The stage in the process when the criteria will be measured is outlined in the table below.
• Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form.
• Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role.
• In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form how you meet any desirable criteria.

Section 1 – Essential Criteria

The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted.

• The following are essential criteria which will initially be measured…

Factor

Essential Criteria

Method of Assessment

Qualifications/ Professional Membership

Qualifications must be obtained by the closing date of application: Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland.

Shortlisting by Application Form

Experience

Minimum of 3 years’ demonstrable experience of teaching at Key Stage 2 to achieve positive learning outcomes. Experience must be obtained by the time of taking up the position (1st September 2026) (please include dates and locations of employment)

Minimum of 1 year\’s demonstrable experience of coordinating a curricular area across the whole school. Experience must be obtained by the time of taking up the position (1st September 2026 (please include relevant dates)

Demonstrable experience of monitoring pupil progress, performance, target setting and intervention

Shortlisting by Application Form

Other Be registered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post

Pre-Employment Check

Section 2 – Essential Criteria

The following are additional essential criteria which will be measured during the interview/selection stage.

Knowledge

• Knowledge of Northern Ireland Curriculum
• Knowledge and understanding of Safeguarding and Child Protection policy/practice
• Knowledge of the SEND Code of Practice
• Knowledge of a range of teaching strategies to meet the learning needs of pupils
• Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies
• Knowledge of current assessment methods to inform teaching

Skills / Abilities

• Effective teaching and classroom management skills to inspire and challenge pupils to raise achievement
• Proven ability to provide a supportive, inclusive learning environment
• Ability to use initiative, solve problems and be flexible
• Ability to work collaboratively to promote positive relationships with pupils, colleagues, parents and the wider community
• Ability to work as an effective member of a team, and to motivate self and others

Values Orientation / Identification with School Ethos

Evidence of how your experience and approach to work reflect the School’s Values/ethos. You will find information about our Values/ethos on the school\’s website.

Section 3 – Desirable Criteria

Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted.

Desirable Criteria

Qualifications And Experience

Minimum of 5 years’ demonstrable experience of teaching at Key Stage 2 to achieve positive learning outcomes. Experience must be obtained by the time of taking up the position (1st September 2026)

Minimum of 1 year\’s demonstrable experience in coordinating a curricular area across the whole school in either Numeracy. Experience must be obtained by the time of taking up the position (1st September 2026). Please include relevant dates.

Demonstrable experience of assisting with an after-school club. Please include relevant dates.

Disclosure of Criminal Background

The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’.

In the event that you are recommended for appointment to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage. Further information can be accessed at NI Direct or the Department of Justice.

Applicant Guidance

To view the applicant guidance notes, please click here. To learn about the many great benefits of joining the Education Authority, click here.

The Education Authority is an Equal Opportunities Employer