KS2 Class Teacher in Kettering

Rothwell Junior School is an inclusive 3‑form entry school located in the historical rural town of Rothwell in Northamptonshire. It works closely with Rothwell Victoria Infant School and is part of the INMAT trust, providing strong CPD opportunities for all staff and focusing on the needs of children.

We are looking for a fixed‑term class teacher to start September 2026 to join our expert staff team at the Junior School in providing exciting and outstanding education for our pupils.

• To set teaching and learning objectives, which are relevant to all children in their classes.
• To use teaching and learning objectives to plan lessons and sequences of lessons showing how this will assess children's learning.
• To select and prepare resources, and plan for their safe and effective organisation, taking into account children's learning needs, language and cultural backgrounds, with the help of support staff where appropriate.
• To contribute to teaching teams, meetings and events.
• To plan with support staff who are contributing to children's learning.
• To plan opportunities for children to learn in out of school contexts.
• To produce long‑ and short‑term planning in accordance with school policy and procedures and within required deadlines.
• To implement and review the school development plan in conjunction with the SLT.
• To lead or contribute to professional development activities as part of the planned programme for the school and to promote the sharing of good practice.
• To identify and support children with differing levels of ability and those with SEND and experiencing behavioural, emotional and social difficulties.
• To make appropriate use of the school's monitoring and assessment strategies to effectively evaluate children's progress towards planned learning objectives.
• To use monitoring and assessment information to improve planning and teaching.
• To monitor and assess the effectiveness of learning activities and provide immediate and constructive feedback to support children as they learn.
• To involve children in reflecting on, evaluating and improving their own performance and progress.
• To assess children's progress accurately against appropriate standards.
• To identify the levels of attainment for children learning English as an additional language and identify learning activities to provide cognitive challenge as well as language support.
• To record children's progress and achievements systematically, providing evidence of the range of their work progress and attainment over time to inform planning.
• To report on children's attainment to parents, carers and other professionals as appropriate.
• To have high expectations of children and build successful relationships centred on teaching and learning.
• To establish a purposeful learning environment where diversity is valued and where children feel safe, secure and confident.
• To teach the required or expected knowledge, understanding and skills relevant to the curriculum for children in their age range and ability.
• To teach clearly structured lessons or sequences of work which interest and motivate children, make learning objectives clear, employ interactive teaching methods and collaborative group work.
• To promote active and independent learning that enables children to think for themselves and to plan and manage their own learning.
• To differentiate teaching to meet the needs of children of all ability ranges taking into account varying interests, experiences and achievements of boys and girls in different cultural and ethnic groups to help them make good progress.
• To organise and manage teaching and learning time effectively.
• To organise and manage the physical teaching space, tools, materials, texts and resources safely and effectively with the help of support staff where appropriate.
• To set high expectations for children's behaviour and establish a clear framework for classroom discipline in line with school policy to anticipate and manage children's behaviour constructively and promote self‑control and independence.
• To use ICT effectively in delivery of teaching and learning.
• To take responsibility for teaching a class or classes over a sustained and substantial period of time.
• To provide home learning and other out‑of‑class work which consolidates and extends work carried out in the class and encourages children to learn independently.
• To work collaboratively with other professionals and effectively deploy support staff to enhance children's learning.
• To recognise and respond effectively to equality issues as they arise in the classroom and challenging stereotyped views, bullying and harassment in accordance with school policy and procedures.
• To be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person.
• To attend and participate in regular meetings.
• To participate in training, continuous professional development and other learning activities as required including participation in the school's performance management arrangements.
• When required, to effectively lead a curriculum subject across the school.

• Qualified Teacher Status (QTS).
• Proven experience teaching in a primary school setting.
• Strong subject knowledge and a commitment to ongoing professional development.
• Excellent communication and interpersonal skills.
• Ability to work collaboratively as part of a team.

MPS

Exceptional CPD opportunities, including access to a GP, nursing team, and physiotherapy support through the Schools Advisory Service.