Temporary KS2 Teacher (Etruscan Primary School)
Location: Stoke-On-Trent, UK
Contract Type: Fixed Term
Education Phases: Primary;
Job Roles: Teacher;
Working Patterns: Full-Time;
Key Stagess: Ks2;
Application Deadline: Sunday, 15th November 2026
Interview Date: Friday 27th November
Expected Working Start Date: 4th January 2027
Is a Shared Job: No
About us
We are proud to be one of the seven primary and special schools which make up the Orchard Community Trust. The trust shares the same ethos and values as ourselves, with children being at the heart of everything we do. Our aim is to give our children a wide range of opportunities and secure the best possible outcomes for them by working in close partnership with our family of schools and with our parents and carers. At Etruscan we want to serve our community by providing children with a high quality education and a curriculum which is relevant, engaging and aspirational. Through following our school motto of ‘Reach for the Stars’ and our ‘REACH’ values, our children are respectful, enjoy learning, achieve their best, collaborate together and are honest members of the community. We place a strong emphasis on ensuring all of our children are included, supported and challenged so that they can realise their potential and flourish, feeling safe and happy within our caring family. To ensure our children are ready for the next phase of their education and their lives, it is our responsibility to ensure they are kind, happy, confident and adaptable young people, equipped with good academic skills, well-developed social skills, resilience,high aspirations and a passion for learning. At Etruscan, children feel valued and parents and carers are welcomed as partners in their children’s education. Together we can ensure that the children achieve their very best. Children only get one chance at their primary education and it is our responsibility to ensure that they become lifelong learners, making the best possible progress from their individual starting points.
Orchard Community Trust (OCT) is a collaborative, values-driven multi-academy trust whose vision is clear: Working together, we enable everyone to flourish through high-quality education. Guided by the values of Courage, Unity and Equity, we are committed to creating inclusive, caring and ambitious school communities where every child and adult is supported to thrive. Our schools are welcoming, well-led and focused on delivering exceptional learning experiences, helping children grow academically, socially and emotionally to reach their full potential.
As a Trust, we recognise our people as our greatest asset - encouraging innovation, celebrating success and empowering every colleague to contribute to our mission and to flourish in their role. Staff across OCT benefit from strong collaboration, high-quality CPD, shared expertise and a culture that values wellbeing, growth and positive working relationships.
Location: Etruria
Salary scale: M1-M6
PROFESSIONAL ATTRIBUTES
Relationships with children and youngpeople
- Have high expectations of children and young people, including acommitment to ensuring that they can achieve their full educationalpotential and to establishing fair, respectful, trusting, supportive andconstructive relationships with them
- Hold positive values and attitudes and adopt high standards ofbehaviour in their professional role
Frameworks
- Maintain an up-to-date knowledge and understanding of theprofessional duties of teachers and the statutory framework within whichthey work, and contribute to the development, implementation andevaluation of the policies and practice of their workplace, includingthose designed to promote equality of opportunity
Communicating and Working with Others
- Communicate effectively with children, young people andcolleagues
- Communicate effectively with parents and carers, conveying timelyand relevant information about attainment, objectives, progress andwell-being
- Recognise that communication is a two-way process and encourageparents and carers to participate in discussions about the progress,development and well-being of children and young people
- Recognise and respect the contributions that colleagues, parents andcarers can make to the development and well-being of children and youngpeople, and to raising their levels of attainment
- Have a commitment to collaboration and co-operative working whereappropriat
Personal Professional Development
- Evaluate their performance and be committed to improving theirpractice through appropriate professional development
- Have a creative and constructively critical approach towardsinnovation; being prepared to adapt their practice where benefits andimprovements are identified
- Act upon advice and feedback and be open to coaching andmentoring
PROFESSIONAL KNOWLEDGE AND UNDERSTANDING
Teaching and Learning
- Have a good, up to date working knowledge and understanding of arange of teaching, learning and behaviour management strategies and knowhow to use and adapt them, including how to personalise learning toprovide opportunities for all learners to achieve their potential
Assessment and Monitoring
- Know the assessment requirements and arrangements for thesubjects/curriculum areas they teach, including those relating to publicexaminations and qualifications
- Know a range of approaches to assessment, including the importanceof formative assessment
- Know how to use local and national statistical information toevaluate the effectiveness of their teaching, to monitor the progress ofthose they teach, and to raise levels of attainment
- Know how to use reports and other sources of external informationrelated to assessment in order to provide learners with accurate andconstructive feedback on their strengths, weaknesses, attainment, progressand areas for development, including action plans for improvement
Subject and Curriculum
- Have a secure knowledge and understanding of theirsubjects/curriculum areas and related pedagogy including: the contributionthat their subjects/curriculum areas can make to cross-curricularlearning; and recent relevant developments
- Know and understand the relevant statutory and non-statutorycurricula and frameworks, including those provided through the NationalStrategies, for their subjects/curriculum areas and other relevantinitiatives across the age and ability range they teach
English, Maths and Computing
- Know how to use skills in English, maths and computing to supporttheir teaching and wider professional activities
Achievement and Diversity
- Understand how children and young people develop and how theprogress, rate of development and well-being of learners are affected by arange of developmental, social, religious, ethnic, cultural and linguisticinfluences
- Know how to make effective personalised provision for those theyteach, including those for whom English is an additional language or whohave special educational needs or disabilities, and how to take practicalaccount of diversity and promote equality and inclusion in theirteaching
- Understand the roles of colleagues such as those having specificresponsibilities for learners with special educational needs, disabilitiesand other individual learning needs, and the contributions they can maketo the learning, development and well-being of children and youngpeople
- Know when to draw on the expertise of colleagues, such as those withresponsibility for the safeguarding of children and young people andspecial educational needs and disabilities, and to refer to sources ofinformation, advice and support from external agencies
Health and Well-being
- Know the current legal requirements, national polices and guidanceon the safeguarding and promotion of the well-being of children and youngpeople
- Know the local arrangements concerning the safeguarding of childrenand young people
- Know how to identify potential child abuse or neglect and followsafeguarding procedures
- Know how to identify and support children and young people whoseprogress, development or well-being is affected by changes or difficultiesin their personal circumstances and when to refer them to colleagues forspecialist support
PROFESSIONAL SKILLS
Planning
- Plan for progression across the age and ability range they teach,designing effective learning sequences within lessons and across series oflessons informed by secure subject/curriculum knowledge
- Design opportunities for learners to develop their literacy,numeracy, ICT and thinking and learning skills appropriate within theirphase and context
- Plan, set and assess homework, other out-of-class assignments andcoursework for examinations, where appropriate, to sustain learners’progress and to extend and consolidate their learning
Teaching
Teach challenging, well-organised lessons and sequences of lessons acrossthe age and ability range they teach in which they:
- Use an appropriate range of teaching strategies and resources,including e-learning, which meet learners’ needs and take practicalaccount of diversity and promote equality and inclusion
- Build on the prior knowledge and attainment of those they teach inorder that learners meet learning objectives and make sustained progress
- Develop concepts and processes which enable learners to apply newknowledge, understanding and skills
- Adapt their language to suit the learners they teach, introducingnew ideas and concepts clearly, and using explanations, questions,discussions and plenaries effectively
- Manage the learning of individuals, groups and whole classeseffectively, modifying their teaching appropriately to suit the stage ofthe lesson and the needs of learners
- Teach engaging and motivating lessons informed by well-groundedexpectations of learners and designed to raise levels of attainment
Assessing, Monitoring and Giving Feedback
- Make effective use of an appropriate range of observation,assessment, monitoring and recording strategies as a basis for settingchallenging learning objectives and monitoring learners’ progress andlevels of attainment
- Provide learners, colleagues, parents and carers with timely,accurate and constructive feedback on learners’ attainment, progress andareas for development
- Support and guide learners so that they can reflect on theirlearning, identify the progress they have made, set positive targets forimprovement and become successful independent learners
- Use assessment as part of their teaching to diagnose learners’needs, set realistic and challenging targets for improvement and planfuture teaching
Reviewing Teaching and Learning
- Review the effectiveness of their teaching and its impact onlearners’ progress, attainment and well-being, refining their approacheswhere necessary
- Review the impact of the feedback provided to learners and guidelearners on how to improve their attainment
- Establish a purposeful and safe learning environment which complieswith current legal requirements, national policies and guidance on thesafeguarding and well-being of children and young people so that learnersfeel secure and sufficiently confident to make an active contribution tolearning and to the school
- Make use of the localarrangements concerning the safeguarding of children and young people
- Identify and use opportunities to personalise and extend learningthrough out-of-school contexts where possible making links betweenin-school learning and learning in out-of-school contexts
- Manage learners’ behaviour constructively by establishing andmaintaining a clear and positive framework for discipline, in line withthe school’s behaviour policy
- Use a range of behaviour management techniques and strategies,adapting them as necessary to promote the self-control and independence oflearners
- Promote learners’ self–control, independence and co-operationthrough developing their social, emotional and behavioural skills
Teamwork and Collaboration
Work as a team member and identify opportunities for working withcolleagues, managing their work where appropriate and sharing the developmentof effective practice with them
Ensure that colleagues working with them are appropriately involved insupporting learning and understand the roles they are expected to fulfil.
#J-18808-Ljbffr
