Total 440 Manager childcare teacher job vacancies in Australia

UWCSEA Dover has a vacancy for August 2025 for a Teacher of Middle School Learning Support with a possible additional responsibility of Head of Middle School Learning Support.

The Middle School Learning Support team focuses on fostering an inclusive environment that prioritises a student-centred and strength-based approach. UWCSEA are in the initial phases of implementing a tiered support model, and this role involves collaborating with the team around the child to ensure all students can thrive within the UWCSEA learning programme. The successful candidate will be required to have an understanding of tiered support structures and systems within large and dynamic educational organisations. Relevant qualifications that support students with learning differences are required.

For the Head position, the ideal candidate should have relevant leadership experience. They must also be knowledgeable about the unique challenges Middle School students experience and implement effective support and systems to ensure continuity of care as students’ transition from Primary School and then to High School.

Main Responsibilities

• Teachers should contribute positively to the collaborative culture of the Middle School team.
• Teachers should construct learning experiences that challenge students, support diverse learners in each classroom, and demonstrate a strong commitment to concept-­based teaching and learning.
• Teachers should utilise the UWCSEA Learning Principles as a foundation for effective teaching and learning.
• Teachers should keep parents informed about the learning of their children, and be proactive in communication with parents.

Working with students/teaching

• Understand and leverage students' strengths and support their overall well-being through a holistic approach to their academic and personal development.
• Be responsive to students' learning and socio-emotional needs through implementing a range of strategies relevant to individual strengths and challenges.
• Collaborate with students to set their own goals, plan coaching sessions, and create personalised support to achieve those goals, while also encouraging self-advocacy and regularly monitoring their progress
• Guide students in understanding their unique learning profiles and teach them self-advocacy skills to thrive during their High School journey, preparing them for successful transitions to post-secondary opportunities
• Foster positive relationships and promote student well-being to create a supportive learning environment.

Collaboration and Partnerships

• Work in partnership with teachers across various subjects to co-plan and implement strategies that address student needs, strengthen Tier One support, and draw on the principles of Universal Design for Learning.
• Collaborate with the Learning Support team, Heads of Grade and teachers to identify students for support and monitor student progress as needed.
• Develop and maintain positive working relationships with other staff members throughout the Middle School and K-12 Learning Support team.
• Work effectively with Primary and High School to ensure a smooth transition for students and parents.
• View parents as partners in the support process and take relevant actions to foster this.

Data & Assessment - As part of holistic support

• Confidently use and gather different types of data from multiple sources to monitor student progress and well-being around specific educational goals.
• Is confident with understanding external examination board requirements for access arrangements
• Use educational assessments to help guide effective student plans and communicate key information with teachers

Systems & Documentation

• Maintain up to date learning support documentation that is regularly reviewed to ensure alignment across the school sections and the two campuses in line with department policies
• Collaborate with students and parents to create and update student learning plans, ensuring that students are actively advocating for their own needs and goals
• Maintain confidentiality at all times in respect of individual and family circumstances.

For the Head position

Leadership & Strategic Thinking

• Ensure that systems, structures, and approaches align with the K-12 framework for student support.
• Collaborate effectively with various teams and individuals to maintain a cohesive, strategic view across the K-12 continuum.
• Develop, implement, and monitor student support as part of a tiered intervention model.
• Strategically analyse and utilise data to inform and improve support systems.
• Regularly review the effectiveness of support services, working closely with the team to ensure continuity and consistency across grade levels and school sections.

Working with students/teaching

• Plan and teach stimulating and appropriate lessons, targeted to the identified individual learning needs of students, as well as work with small groups and individual students as required.
• Conduct and analyse educational assessments and diagnostic assessments as necessary.
• Implement and monitor student progress through targeted interventions

Collaborate and partnership

• Lead professional learning and collaborative conversations with teachers, parents, students and Heads of Grade over the most appropriate way to support students.
• Liaise with Admissions and the High School Leadership Team to understand the current capacity within High School to support students with learning needs and plan accordingly.

Expectations and Standards

• Follow the UWCSEA Professional Code of Conduct and Safeguarding Code of Conduct.
• Lead in line with UWCSEA Leadership Standards
• Teach in line with the UWCSEA Teacher Standards

Person Specifications

• Relevant degree, a recognised teaching qualification, and learning support teaching qualification are required.
• Considerable experience working with middle school adolescents (11-14 years) and an understanding of the unique challenges faced by this age group.
• For the Head position:Experience leading a Learning Support department in large educational settings.
  Leading in designing and delivering meaningful professional learning to staff within the school setting
  
• A proven track record of supporting students with a range of additional learning needs and confidence in co-planning instruction with teachers as part of our Tier 1 support.
• As we are in the initial phases of implementing a tiered support model, flexibility, optimism, resilience, initiative and adaptability are essential.
• The ability to work with a high level of autonomy, while also collaborating effectively as part of both the High School Learning Support department and the K-12 Learning Support team.
• Experience and knowledge in using data from various sources to guide, implement and track the effectiveness of student support.
• A strengths-based, inclusive philosophy and approach to supporting students is essential.
• The ability to connect with students and build positive and trusting relationships with both parents and Middle School teachers is crucial.
• To maintain a positive, solution-focused attitude in a dynamic, diverse, and high-energy environment.
• The ability to prioritise and manage projects effectively while responding proactively to emerging challenges.
• Excellent communication skills.
• The following would be an advantage:Additional qualifications in educational assessment and testing. E.g CCET
  Experience with literacy interventions
  Experience working in a K-12 context
  Experience and expertise in co-planning with teachers to design effective instruction grounded in the principles of Universal Design for Learning (UDL)
  Experience working with tiered student support structures
  Previous experience as a Classroom Teacher
  
• Teachers should be willing and eager to participate in the five key elements of a UWCSEA education: Academic; Personal & Social Education; Service; Activities; Outdoor Education.
• Academic expectations include enthusiastic participation in Professional Learning.
• Pastoral expectations include the leadership of an advisory group, unless the teacher is exempted due to other responsibilities.
• On average the College expects a yearly contribution of two sessions per week in each season to Activities and/or Service.
• The College expects that teachers will participate enthusiastically in the curricular Outdoor Education experiences which are relevant to their students and will also occasionally volunteer for holiday Outdoor Education trips and/or Service Trips.
• A commitment to diversity and inclusion is essential alongside a willingness to adapt and develop pedagogy to meet the needs of our learners.

Applications

The UWC Mission is to make education a force to unite people, nations and culture for peace and a sustainable future. We are committed to creating a community in which all members feel safe and secure, and know that their authentic selves and individual differences are accepted with respect and care. At UWCSEA, we acknowledge that diversity, equity, inclusion and justice (DEIJ) is an ongoing and evolving process and strive to create and sustain a sense of belonging for all members of our community, past, present and future. All qualified applicants, including those who identify as a part of marginalized group(s) and individuals with (dis)abilities are all encouraged to apply. Our school is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices and all appointments are subject to interview, satisfactory references, identity and criminal record checks.

07th October,
The Opportunity:  As a Lead Educator at Explorers Nunawading, you will: 

Oversee the delivery of our curriculum in your dedicated classroom.
Play a central role in creating an engaging and enriching learning environment.
Collaborate with families to understand each child's needs and interests.
Lead a small team of Educators, offering guidance and mentorship.
Champion positive learning outcomes for every child under our care.
By joining our team, you become an integral part of a community that values and celebrates the wonder of early childhood. Together, we create environments that inspire growth, creativity, and a lifelong love for learning. 
 
Our Benefits: 


Above Award rates*
Monthly RDOs*
50% childcare fee discount*
Professional development and career progression
Access to Employee Assistance Program (EAP)
Exciting Culture Club events
Supportive, vibrant environment
Recognition and

... Click here to view more detail / apply for Childcare Room Leader

Job Description


About the Role: Are you looking for a Leadership position in ? Tradewind are proud to be assisting a well-respected Catholic Secondary school starting in in Melbourne's West region in a full-time opportunity. This pivotal role focuses on promoting student well-being, academic success, and spiritual growth, including pastoral care, monitoring progress, enforcing discipline, and fostering collaboration among teachers, leadership, and parents. This role also involves classroom teaching with any methods welcomed. The school maintains a close-knit, supportive environment nestled in peaceful gardens and boasts an excellent teacher and student learning culture.
Key duties:

Implement explicit instructional practice.
Identify and implement strategies, support and liaise with relevant staff to improve student learning outcomes and social emotional wellbeing.
Promote and celebrate College Growth Habits for students.
Monitor and utilise data and liaise with stakeholders to support and track the


... Click here to view more detail / apply for Secondary House Leader/Teacher

What skills and experience we're looking for

If you can demonstrate excellent progress in your teaching and are now ready to join a Middle Leadership Team, we are seeking a team member who will have the strategic lead for a Year group within our wonderful, vibrant and respectful school community. If you are child-centred, believe in unlocking potential for all and are determined that every student has the right to feel valued and heard, then we are keen to hear from you. We are seeking candidates who can also offer Girls’ PE as their main subject.

For further details and an application form please go to the school website

www.cirencesterkingshill.gloucs.sch.uk

What the school offers its staff

• Attractive salary and pension schemes – Teachers Pension Scheme (Teaching Staff) or the Local Government Pension Scheme (Professional Support Staff)
• Family friendly polices
• A range of statutory benefits including sick pay, maternity, paternity, shared parental and adoption leave
• Access to an employee assistance programme for all staff that offers services, including wellbeing, self-referral counselling, information on stress, weight management, smoking cessation
• Access to Occupational Health services
• New staff induction and support programmes
• Continuous service in other state funded schools will be honoured in relation to sick pay, holiday entitlement, pension rights
• Cycle to work scheme
• Long service awards
• Access to or provision of IT equipment (role specific)
• Access to CLPD and INSET, personalised for individuals through the schools’ Appraisal procedures, including access to role specific academic study and professional qualifications
• Onsite parking facilities and cycle storage
• Staff social, sporting and wellbeing activities throughout the year
• The dining room is open for staff to use at break and lunch times
• Staff room with facilities, including tea and coffee
• There is an optional staff social fund

Commitment to safeguarding

Cirencester Kingshill School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share the same commitment. All posts are subject to an enhanced Disclosure and Barring Service check.

An exciting and rare opportunity to help create new a previously long established and much loved setting. The Deputy Manager will be able to use their knowledge and experience to help shape and mould the setting from its outset.

In addition to the unique opportunity presented in a brand new setting, the Deputy Manager's role will also include but not limited to the following day to day duties and responsibilities;
To work alongside the Manager to help with planning the curriculum by providing safe, creative and appropriate educational opportunities for all children within an inclusive environment, preparing activities, organising programmes and arranging equipment as part of our productive team.
To inspire and lead our small team of staff to deliver high quality inclusive early years education and care in line with our policies and procedures and best practice.
To contribute and adhere to policies and procedures and ensure the children’s safety at all times. Ensuring to implement the policies, together with the legal and statutory requirements.

Additional information available upon request.
Please also see our website www.horsellchildcare.co.uk

An exciting and rare opportunity to create new a previously long established and much loved setting. The Manager will be able to use their knowledge and experience to help shape and mould the setting from its outset.

In addition to the unique opportunity presented in a brand new setting, the manager's role will also include but not limited to) the following day to day duties and responsibilities;
To provide safe, high quality education and care for early years children.
To fulfil legal and statutory requirements.
To lead and manage staff on a day-to-day basis.
To contribute to and to implement early years policies.
To ensure that all statutory, legal and setting obligations are followed and met.

Additional information available upon request.
Please also see our website www.horsellchildcare.co.uk

Join the Y Team!
At the Y, we believe in the power of inspired young people. Here at Y Ballarat we provide a wide range of programs and services to over 100 communities across Victoria, including rural and remote communities.  We currently have over 700 staff across the state and continue to grow and develop our passionate workforce.
Our childrens services operations include the management of kindergartens, early learning centres and before and after school care. We have over 90 services across Victoria. Our Youth programs have an increased presence in Ballarat through our Youth hubs, workshops and in our ReCranked and JumpStart programs.
For further details visit: yballarat.org.au
Our  Opportunity
We currently have a vacancy at our Erica Preschool and are looking for an Early Childhood Teacher, Nominated Supervisor and Educational Leader to join our motivated and enthusiastic team. 
What's different about Erica ... Click here to view more detail / apply for Eastern Region: Erica Preschool ? Early Childhood Teacher, Nominated Supervisor and Ed Leader

UWCSEA has a vacancy for August 2025 for a Head of High School Biology and Science teacher on East Campus. The appointee will lead the Team of Biology teachers and also teach IB Diploma Biology and UWCSEA Grade 9/10 Science courses. The successful candidate will also be a mentor for 14-18 students and join a high school grade level team.

The Biology Department is composed of enthusiastic and dynamic teachers who work in a very well-resourced environment for learning. Teaching takes place in dedicated science classrooms that are part of a large, vibrant Science faculty at UWCSEA. The appointee will join the other Science Heads of Department in shaping and leading a cohesive and student-centred team.

At UWCSEA we are looking for an educator who is committed to the UWC mission and in modelling the UWCSEA values: commitment, compassion, inclusion, integrity, openness, responsibility, trust. We strongly believe all faculty and staff are mentors to our students in the classroom and beyond. We are searching for individuals committed to the holistic growth of students, and committed to participate in the five key elements of a UWCSEA education: Academics; Activities; Outdoor Education; Personal and Social Education and Service. We are also looking for an educator who is positive and enthusiastic about creating and contributing to a school that is evolving.

Main Responsibilities

• Teachers should be willing to contribute positively to the collaborative culture of the Science and broader High School teams.
• Teachers should construct learning experiences that challenge students, support the diversity of learners in each classroom and demonstrate a strong commitment to concept-based teaching and learning.
• Teachers should ensure assessments support ongoing learning and provide timely, relevant and appropriate feedback to students on formative and summative assessments.
• Teachers should demonstrate effective classroom management that shows an understanding of the academic, social and emotional dimensions of learning.
• Teachers should keep parents informed about the learning of their children, and be proactive in communication with parents.

For the Head of Biology position:

Effective Leadership – Leading across all five areas of the learning programme

• Puts student learning at the forefront of all decisions and planning
• Has a clear vision for the department and translates this into practical and achievable plans
• Ensures that the learning programme in the department is consistent with the UWCSEA mission, the UWCSEA Learning Principles, the UWCSEA profile and with the strategic goals of the school, campus and College
• Ensures that the learning programme in the department develops and changes as necessary to match developments in technology and educational practice

Professional Development – Supporting the professional development of staff they lead

• Identifies and utilises the full potential of staff in the department by being alert to professional development needs
• Mentors staff within the Professional Learning Programme, and coaches where appropriate so that they work most effectively
• Organises and/or runs informal/formal Professional Development opportunities for the department as individuals or as a whole

Collaboration – working collaboratively within teams

• Enthuses and motivates staff and fosters an environment where creativity and collaboration flourish
• Involves people in decisions, and delegates interesting and challenging tasks
• Gives, expects and acts on constructive feedback, and acknowledges error
• Assumes shared and individual responsibility for successes and problems and is happy to be accountable for the outcomes
• Sets clear boundaries and expectations providing freedom for the team to work effectively
• Acts and leads ethically and with integrity

Communication – communicates effectively within and beyond their team

• Relates well to individuals and deals sensitively with potentially difficult situations with colleagues/students/parents and has effective sensitive and/or difficult conversations
• Chairs meetings effectively and ensures opportunities for more informal communication to take place within the department
• Is clear and articulate in both spoken and written communications with students, colleagues, parents and the wider community
• Is proactive in making appropriate information available to colleagues, pastoral teams, parents and the College community

Expectations and Standards

• Follow the UWCSEA Professional Code of Conduct and Safeguarding Code of Conduct.
• Lead in line with UWCSEA Leadership Standards
• Teach in line with the UWCSEA Teacher Standards

Person Specifications

• A good degree in Biology or a closely related discipline and a recognized teaching qualification or certification are expected.
• Academic expectations include enthusiastic participation in Professional Learning
• Pastoral expectations include the leadership of a mentor group unless the teacher is exempted due to other responsibilities
• On average the College expects a yearly contribution of 1.5 sessions per week in each season to Activities and/or Service.
• Teachers should be willing and eager to participate in the five key elements of a UWCSEA education: Academics; Activities; Outdoor Education; Personal and Social Education and Service
• The College expects that teachers will participate enthusiastically in the curricular Outdoor Education experiences which are relevant to their students and will also occasionally volunteer for holiday Outdoor Education trips.
• A commitment to diversity and inclusion is essential alongside a willingness to adapt and develop pedagogy to meet the needs of our learners.

Applications

The UWC Mission is to make education a force to unite people, nations and culture for peace and a sustainable future. We are committed to creating a community in which all members feel safe and secure, and know that their authentic selves and individual differences are accepted with respect and care. At UWCSEA, we acknowledge that diversity, equity, inclusion and justice (DEIJ) is an ongoing and evolving process and strive to create and sustain a sense of belonging for all members of our community, past, present and future. All qualified applicants, including those who identify as a part of marginalized group(s) and individuals with (dis)abilities are all encouraged to apply. Our school is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices and all appointments are subject to interview, satisfactory references, identity and criminal record checks.

What skills and experience we're looking for

We are looking for someone who:

• Has the energy, vision and resilience to develop excellence within the classroom environment
• Has a sound understanding of assessment and using data to inform decisions

• Has strong classroom and leadership experience
• Has a can-do attitude and a reliable work-ethic
• Has high expectations and shows commitment to raising standards for all pupils
• Has the ability to lead and motivate others

• Has the desire to develop their own skills, and a strong understanding of how to develop others
• Wants to play an important role in the development of the school, in partnership with the leadership team

What the school offers its staff

Asquith Primary is a friendly, caring and inclusive school. You’ll be working with a dedicated staff team that all have great ambition for our school community. We aim to provide a caring and stimulating learning environment, enabling all our pupils to thrive, learn and enjoy their time at school. We have extremely high standards and expect all members of the school community to share these to provide our children with the very best care, education, and support. For the right leader, this is an exciting opportunity to continue the journey of Asquith Primary School.

Further details about the role

CLASS TEACHER WITH LEADERSHIP RESPONSIBILITY

Job Description - Teacher MPS/UPS with TLR2a for Phase & Maths Leadership

This job description outlines, within the terms of your conditions of employment, the range of professional duties attached to the post. It is not a comprehensive definition of those duties. The terms and conditions of the employment of a teacher are clearly stated in the current School Teachers’ Pay and Conditions document. The post holder will be expected to uphold the professional standards for qualified teachers.

Responsible to: Headteacher

Main purpose of the role:

• In addition to carrying out the duties of a teacher, the Phase Leader will play a key role in the distributed leadership and management of the school.

All staff responsibilities:

• To live our school values, demonstrating friendship, equality, respect, determination and inspiration in your everyday work life.
• To value professional development and welcome any training opportunities to develop personal skills and knowledge.
• To agree to follow the school’s policies and procedures including having regard to Child Protection and the Safeguarding of children.

Teachers’ Standards, DFE, 2011. A teacher must:

1. Set high expectations which inspire, motivate and challenge pupils (TS1)

2. Promote good progress and outcomes by pupils (TS2)

3. Demonstrate good subject and curriculum knowledge (TS3)

4. Plan and teach well-structured lessons (TS4)

5. Adapt teaching to respond to the strengths and needs of all pupils (TS5)

6. Make accurate and productive use of assessment (TS6)

7. Manage behaviour effectively to ensure a good and safe learning environment (TS7)

8. Fulfil wider professional responsibilities (TS8)

9. Demonstrate consistently high standards of personal and professional conduct (PART TWO)

A) Planning, Development and Co-ordination

1. To set challenging teaching and learning objectives which are relevant to all pupils in their classes.

2. To use teaching and learning objectives to plan lessons and sequences of lessons.

3. To select and prepare resources, and plan for the effective and safe organisation, taking into account pupils’ interests, learning needs, language and cultural backgrounds, with the help of support staff where appropriate.

4. To contribute to the teaching team, meetings and events.

5. To plan for the deployment of support staff where deployed to contribute to pupils’ learning.

6. To plan for opportunities for pupils to learn in and outside of school contexts.

7. To produce long, medium and short term plans in accordance with the school’s policies and procedures and within required deadlines.

B) Teaching, Learning and Classroom Management

1. To have high expectations, which inspire, motivate and challenge pupils and build successful relationships centred on teaching and learning.

2. To establish a purposeful and stimulating learning environment where diversity is valued and where pupils feel safe, secure and confident.

3. To teach the required knowledge, understanding and skills relevant to the curriculum for pupils in their age range.

4. To teach well-structured sequences of lessons and schemes of work which interest and motivate pupils, make learning objectives clear, employ interactive teaching methods and provide collaborative opportunities.

5. To promote active and independent learning that enables pupils to think for themselves and plan and manage their own learning.

6. To differentiate teaching to meet the needs of pupils of all ability ranges taking into account varying interests, experiences and achievements of boys and girls and different cultural and ethnic groups to promote good progress and outcomes by all.

7. To organise and manage teaching and learning time effectively.

8. To organise and manage the physical teaching space, tools, materials and resources safely and effectively with the help of support staff where appropriate.

9. To set high expectations for pupils’ behaviour and conduct and establish a clear framework for classroom discipline in line with the school’s policy. Anticipate and manage pupils’ behaviour constructively and promote self-control and independence.

10. To use IT effectively to enhance the delivery of teaching and learning.

11. To take responsibility for teaching a class or classes over a sustained and substantial period.

12. To provide homework which consolidates and extends work carried out in the class and encourages pupils to learn independently.

13. To work collaboratively with other professionals and manage the work of support staff to enhance pupils’ learning.

14. To recognise and respond promptly and effectively to equality issues as they arise in the classroom and challenge stereotyped views, bullying and harassment in accordance with the school’s policies and procedures.

15. To create a culture which shows tolerance of and respect for the rights of others, not undermining fundamental British values including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with difference faiths and beliefs.

16. Be aware of and comply with policies and procedures relating to safeguarding, child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate adult.

17. To attend and participate in regular meetings.

18. To participate in training, continuous professional development and other learning activities as required including participation in the school’s appraisal and capability arrangements.

C) Monitoring and Assessment

1. To make appropriate use of the school’s monitoring and assessment strategies to evaluate pupils’ progress towards planned learning objectives.

2. To use monitoring and assessment information to improve planning and teaching for improved learning outcomes.

3. To monitor and assess the effectiveness of learning activities and provide immediate and constructive feedback to support pupils as they learn.

4. To involve pupils in reflecting on, evaluating and improving their own performance and progress.

5. To assess pupils’ progress accurately against appropriate standards.

6. To identify and support pupils with differing levels of ability and those experiencing behavioural, emotional and social difficulties.

7. To identify levels of attainment for pupils learning English as an additional language.

8. To record pupils’ progress and achievements systematically, providing evidence of the range of their work, progress and attainment overtime to inform planning.

9. To report on pupils’ attainment and progress to parents, carers and other professionals in accordance with the statutory reporting and assessing frameworks.

D) Subject Area and Leadership - MATHS

1. To implement and review the school’s development plan in conjunction with the Senior Leadership Team and/or line manager.

2. To develop and audit schemes of work and other documentation related to the use of Maths within school and to support cross-curricular delivery including Maths support for colleagues to enable curriculum requirements to be met.

3. To develop strategies to promote new teaching methods and improve learning throughout school and to monitor their effectiveness in raising standards of teaching and learning in Maths.

4. To lead or contribute to professional development activities in Maths as part of the planned programme for the school and to promote the sharing of good practice.

5. To manage the resources available for Maths and make recommendations in order to maintain and develop curriculum provision.

6. To produce a Maths area action plan (which should be reviewed on a termly basis) and reports for Senior Leaders and Governors to ensure everyone has a strong understanding about Maths provision, standards and outcomes.

E) Phase Leadership

To assist the Senior Leadership Team in the leadership and management of the school

• To support the development and achievement of the school’s vision to secure success and improvement


• To play a major role in ensuring high quality education for all pupils and improvement in standards of learning and achievement in the Key Stage


• To work in close partnership with relevant staff to promote continuity of provision, practice and management across the school


• To work in close partnership to ensure a smooth transition between the different phase groups, including planning transitional events
Strategic Direction and Development of the School

• To lead school initiatives which aim to meet the aspirations of our School Development Plan


• To actively contribute to the development of the whole school


• To lead by example in helping to create a productive school ethos and working environment


• To ensure effective communication between your Phase and the Leadership Team


Knowledge and Understanding of:

1. What constitutes quality in educational provision within the Phase, the characteristics of effective practice and strategies for raising pupils’ achievement

2. How to promote pupils’ spiritual, moral, social and cultural development and good behaviour through effective management and leadership

3. Clear knowledge of current developments in teaching, learning and assessment within the Phase

Planning and Pastoral Support

• To contribute to the creation and manage the implementation of a strategic action plan which identifies Phase priorities and targets for ensuring that pupils achieve high standards and make good progress, increasing teachers’ effectiveness and securing improvement


• To plan for effective monitoring, evaluating and reviewing of developments to secure progress and improvement


• To think creatively and imaginatively to anticipate and solve problems and identify opportunities


• To support staff with the effective implementation of the behaviour and sanctions policy and providing support for staff when making judgements about behaviour


Managing Learning and Teaching

• To implement the curriculum and its assessment; monitor and evaluate practice in order to identify and act on areas for improvement.


• To actively promote the application of English, Maths, computing and digital learning across the curriculum for all Phase pupils.


• To lead weekly Phase Meetings to review progress and developments across the Phase.


• To undertake lesson observations and learning walks with the Phase, giving constructive feedback to staff, sharing thoughts and observations with the Leadership Team, providing support where needed


• To be observed by members of your own Phase and connecting Phases in order to share good practice


Assessment, Monitoring and Evaluation

• To contribute to monitoring, evaluating and reviewing the effectiveness of policies, priorities and targets


• To analyse data across the Phase, identifying trends in pupil strengths and children who are not making adequate progress, in conjunction with the Deputy Head


• To carry out termly moderation across the Phase (e.g. writing or Reception ELGS) in partnership with subject leaders where appropriate


• Where appropriate, undertake work scrutiny in conjunction with subject leaders


Pupil Achievement

1. To play a significant role in making explicit to pupils, parents, teachers and the wider community the school’s high expectations that all pupils can succeed

2. To ensure that resources are dedicated to ensuring the highest standards of achievement for all pupils in the Phase

Commitment to the Wider Community

• To actively seek opportunities to develop effective relationships with the community to extend the curriculum and to enhance teaching and learning in the Phase


• To create and maintain an effective partnership with parents of pupils in the Phase to support and improve pupils’ achievement and personal development


• To ensure that parents and pupils are well-informed about all relevant matters


• To monitor year-group emails in your Phase, to ensure parity


• To support the coordination of events and celebrations within the School, for example: Stay & Learn opportunities, Harvest Festival, Christmas Concerts


Managing and developing staff and other adults

• To motivate and help to enable all staff in the Phase to carry out their respective roles to the highest standards


• To ensure that constructive working relationships are formed between Phase staff and pupils


• To contribute to the professional development of staff through example, induction and INSET


• To support the annual Performance Management Appraisals process, according to the Appraisal Policy


• Support the Senior Leadership Team in the process of recruiting staff of the highest quality for the Phase where appropriate


Core Duties

1. Be wholly committed to ensuring children and young people at Asquith Primary School are fully supported and safe. To safeguard all children and young people whilst promoting their welfare.

2. The education and welfare of a designated class/set groups in accordance with the Conditions of Employment of School Teachers as laid down in the current Pay and Conditions Document.

3. To ensure that the requirements of the National Curriculum (2014), EYFS Statutory Framework (2023) and KCSIE (2023), the school aims and all policies agreed by the Governing Body are complied with fully.

Other Duties:

1. To follow the school’s Code of Conduct.

2. To have professional regard for the ethos, policies and practices of the school, and maintain high standards in your own attendance and punctuality.

3. Perform any other reasonable duties commensurate with the role directed as requested by the Headteacher.

This job description is not your contract of employment, or any part of it. It has been prepared only for the purpose of school organisation and may change as your contract changes or as the organisation of the school is changed. Nothing will be changed without consultation. This document must not be altered once it has been signed but will be reviewed annually.

Name of post-holder:

Signature of post-holder: Date:

Signature of Headteacher:

Date completed: September 2024

To be reviewed: September 2025

Commitment to safeguarding

Asquith Primary is wholly committed to ensuring children and young people are fully supported and safe. We are dedicated to the safeguarding of all children and young people whilst promoting their welfare and expect all staff and volunteers to share this responsibility. As part of the recruitment process, an enhanced DBS check is required for the successful candidate, this process is completed by an online third-party company. Positions are subject to two satisfactory references.

What skills and experience we're looking for

We are looking for a committed class teacher, with a strong track and unshakable aspirations to make every day count for every child. As well as taking on full class teacher responsibilities, we are seeking to appoint someone who has the drive and ambition to develop as a future school leader. We will assess both your needs and areas of interest and put in place a personal development plan which will include CPL, access to national professional qualifications, mentoring and shadowing. A minimum of 20 days of additional release time each academic year, will support and enable your development and provide you with the space and time to access this learning and reflect on your development as a leader.

What the school offers its staff

• A unique opportunity to support you to maximise your potential within a strong partnership.
• The opportunity to develop as a leader through significant CPL, support and the opportunity to progress with Trust wide opportunity-CPL Brochure
• Access to a comprehensive employee assistance programme, and benefits package including cycle to work, financial advice, BHN Extras and discounted access at local facilities -click here.
• A partnership with relationships at its heart, ensuring a friendly atmosphere encompassing a supportive ethos.
• The opportunity to learn from a wide range of expertise from across our partnership and within a supportive and ambitious team.

Further details about the role

If this is you, please get in touch! We wish you all the very best for your application.

For further information about the Flying High Partnership please visit:www.flyinghighpartnership.co.uk

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children and expects all staff and post holders to share this commitment. We are committed to equality of opportunity for all staff and applicants. Applications from individuals are encouraged regardless of age, disability, sex, gender reassignment, sexual orientation, pregnancy and maternity, race, religion or belief and marriage and civil partnerships.

Early Years Team Leader/Supervisor Apprenticeship Level 3 - Forest School Manager - Little Elves and Fairies

The Aspire Training Team are currently recruiting for a punctual, reliable and enthusiastic individual to complete a Team Leader/Supervisor Level 3 Apprenticeship at Little Elves and Fairies Nursery, West Moors as their Forest School Manager.

At Little Elves and Fairies Woodland Nursery finding time to experience nature is of high priority.

We are an Outdoor Nursery and Forest School, with a cosy indoor space that we use in extreme weather. We believe that the closer to nature the children are the happier they will be and the more they will learn. Free to explore natures riches, a child’s’ senses are heightened, which enhances their creative and imaginative play.

Our focus is on ‘the whole child’ and helping them develop at their own pace in their own way, whilst achieving the Early Years Foundation Stage goals. At the Elves and Fairies Woodland Nursery finding time to experience nature is of high priority.
Elves & Fairies Woodland Nursery and it’s staff are committed to help the children achieve their maximum potential. through outdoor play and learning they develop:

• creative play
• high self-esteem and confidence
• good language, social and communication skills
• necessary skills to keep themselves safe
• healthy lifestyles and diet
• essential skills for the future.
• surrounded by nature and during our sessions the children go for woodland walks and picnics, jump in puddles, chase butterflies and clamber over fallen branches, make sand castles, mud pies and imaginative potions, smell flowers, rain and damp leaves, listen to bird song, the cracking of ice and the wind in the trees.
• they grow vegetables and flowers, learn camp fire skills, prepare and watch their food being cooked. They feel at one with nature, enjoying themselves in all but the most inclement weather, when the children spend time in our beautiful indoor space playing with wooden toys and natural materials, enriching their creative life with activities such as painting, singing, dancing, storytelling, sewing, weaving and baking bread.
• parents/carers are invited to experience a nursery session and as we wish your child’s first experience of nursery to be a happy one, they are also welcome to stay in the nursery during the settling in period.

The ideal candidate will:

• Possess excellent communication skills, and demonstrate strong leadership abilities.
• Oversee daily operations of the nursery alongside the owner
• Provide support in managing staff and coordinating activities
• Assist in creating a safe and stimulating environment for children
• Engage with parents and communicate effectively about their child's progress
• Contribute to the development and implementation of educational programmes
• Drive continuous improvement in nursery standards.

If you have lots of energy, love both a cosy, homely nursery environment and have a love for the outdoors, this may be the job for you. We are looking for a full or part time Manager to work year round in our Forest School, for children from 2 to 6, starting in September 2024

We would like applicants to be confident and experienced in leading the EYFS, with at least a Level 3 qualification and also have experience in Forest School Enthusiasm, cheerfulness, patience, strength, stamina and willingness to learn are an absolute necessity.

• Little Elves and Fairies Nursery is open from 8:00am – 17:00pm Monday to Friday
• The successful candidate will be required to work 30-45 hours per week
• Shifts Patterns to be discussed

Requirements;

• Level 3 Childcare Qualification is required when applying for this role
• Forest School Qualification is highly desirable
• You must be able to gain a clear DBS
• Have GCSE grades A*-C or 4-9 in Maths and English Language, or equivalent
• To understand the standards of learning and development within the Early Years Foundation Stage framework and how to implement these within the setting

Benefits;

• Free Parking
• Free Lunch

Benefits

• Free Parking
• Free Lunch

Posted via: eyrecruit

What skills and experience we're looking for

·will develop a clear set of aims for the future providing stability and direction

·has an inspirational and inclusive leadership style which will empower and motivate others to reach their full potential

·has a proven track record of high expectations in raising standards

·is committed to our inclusive approach which celebrates cultural, religious, ethnic and linguistic diversity

·has excellent interpersonal and communication skills

·has very high expectations of behaviour and is passionate about children’s learning

·will be able to further develop our collaborative, team teaching approach and is able to lead and manage a large team of teaching and support staff

·is able to maintain and strengthen our current links with parents and the wider community

·can effectively deploy resources to maximum effect

What the school offers its staff

·the opportunity to lead our friendly and hard-working team of staff

·the support of our dedicated team of staff, local governors and Trustees, and work with them in implementing a vision of excellence

·the opportunity to work in a very positive and caring school ethos

·the opportunity to develop our commitment to distributed leadership and management

·established working relationships with parents and the local community

·the opportunity to work in partnership with other Head Teachers and members of our Trust community as part of an extensive network of support

·the opportunity to actively engage in your continued professional development

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

Role Description

The Team Head, Special Education Teacher will report to the Manager for Education and he/she will need to lead and supervise a team of coaching staff in teaching children with learning difficulties. The incumbant must have at least 2 years of supervision/management experience, have leadership capabilities and able to mentor and guide coaching staff in performing academic and behavioural management of children under responsibility.

Specific Responsibilities

Individual to be involved in leading a team of coaching staff for the following:

1. Running the program and ensure that they are carried out in accordance to our philosophy and guidelines.

2. Carry out periodic assessment of our students to ensure that their progress is in line with the agreed objectives.

3. Ensure that tasks are carried out professionally and in accordance to stated guidelines.

4. Provide timely feedback to Director for Education and Parents on issues arising during lessons, and to work with Management to improve the work process.

5. Prepare teaching materials in accordance to goals set for each student, including documenting teaching methods and completing achieve goals for each student after their lessons.

6. Prepare individualized education plan for each students.

7. Ensure documentation and filing of all documents relating to the students.

8. Research and development of teaching methods.

9. Staff welfare and mental wellbeing.

Technical Skills & Competencies

1. Have experience in behavioural management and academic intervention.

2. Ever worked in special education entities or background in handling children with Autism, ADHD or Dyslexia.

3. Good communication skills since this job requires the incumbant to constantly communicate with parents.

4. Minimum experience of 2 years.

5. Those without relevant experience but with at least 2 years of management experience, may apply.

6. Matured individuals looking for a second career are welcome to apply.

Team Leader / Supervisor Level 3 Apprenticeship – The Little Blue Door, Westhampnett

The Aspire Training Team are currently recruiting for a punctual, reliable and enthusiastic individual to complete a Team Leader / Supervisor Level 3 Apprenticeship at The Little Blue Door, Westhampnett as their Toddler Room Leader.

At Little Blue Door we know wellbeing is vital for the health and development of little minds and we have kept this core to our design process throughout, to offer your child a healthy and safe environment to thrive.
Outdoor play and learning are a core part of life at the setting. Consisting of 5000 sq. ft of carefully designed spaces for your children to learn through play.

This is an exciting opportunity to progress in your childcare career within a friendly team at a fantastic setting

Your duties and responsibilities will include;

• The Room Leader will report and work closely with the Senior Management Team and become part of The Little Blue Door Leadership Team.
• The successful candidate will be required to have experience and knowledge in providing a nurturing, inclusive and child-led environment for the required age of their room alongside leading and inspiring the team within their room.

Qualities required;

• You will have a natural affinity with children, be warm, engaging and enthusiastic to make them feel at home.
• You will have good communication skills, be reliable, self-motivated and professional.

Hours;

• The setting runs all year round and is open from 07:30am - 18:00pm Monday to Friday
• The successful candidate will be required to be work 45 hours per week

Requirements;

• You will have a good understanding of the very best of Early Year’s principles and how to successfully and creatively apply them to provide the very best standard of care.
• NVQ Level 3 relevant childcare and education qualification (or equivalent) is required.
• You must be able to gain a clear DBS.
• Have GCSE grades A*-C or 4-9 in Maths and English Language, or equivalent.
• Experience within a similar role

Benefits;

• Length of service reward, £100 after 1 year, £250 after 5 years and £1000 after 10 years.
• On the job training and regular management support;
• Uniform;
• A lovely and separate 'team hub' area for break times;
• External training opportunities;
• A fantastic team dynamic with regular team and social events;
• Flexible holiday and working hours;
• 1 Day annual leave added per year after 2nd year anniversary up to a maximum of 3 extra holiday days.
• Birthdays - Every team member will receive a £25 John Lewis voucher.
• Childcare discount - If your child attends LBD 50% discount will be applied to fees. Once receiving any funding 25% discount will be applied.
• Early Christmas closure on 23rd December at 1pm
• Team member of the quarter - A £50 John Lewis voucher and certificate will be presented to acknowledge a team member's efforts.

Benefits

• Length of service reward, £100 after 1 year, £250 after 5 years and £1000 after 10 years.
• On the job training and regular management support;
• Uniform;
• A lovely and separate 'team hub' area for break times;
• External training opportunities;
• A fantastic team dynamic with regular team and social events;
• Flexible holiday and working hours;
• 1 Day annual leave added per year after 2nd year anniversary up to a maximum of 3 extra holiday days.
• Birthdays - Every team member will receive a £25 John Lewis voucher.
• Childcare discount - If your child attends LBD 50% discount will be applied to fees. Once receiving any funding 25% discount will be applied.
• Early Christmas closure on 23rd December at 1pm
• Team member of the quarter - A £50 John Lewis voucher and certificate will be presented to acknowledge a team member's efforts.

Posted via: eyrecruit

Contract Type: Permanent

Salary: L15 £66,628 L19 £73,509 per annum

Hours Per Week: 100%, full time (based on school leadership roles)

Base Location: Thomas Ashton School, Bennett Street, Hyde, SK14 4SS

Assessment Date: Shortlisting Thursday 17th October 2024, Selection activities w/c Monday 21st October 2024

Required: January 2025

Thomas Ashton is a currently a community special school based in Hyde (borough of Tameside) which provides high quality, innovative alternative educational experiences for pupils and students with SEMH (Social, Emotional and Mental Health difficulties) across the 5 - 14 age range. It is proposed that the school joins the New Bridge Multi-Academy Trust in January 2025. Further information can be found on the Thomas Ashton website.

New Bridge Multi-Academy Trust is a vibrant, aspirational and inclusive multi-academy trust of six special schools and with two specialist post-16 provisions across Oldham, Tameside and Rochdale. As part of the wider New Bridge Group there are also a two post-19 provisions. All of the children and young people have an EHCP with the settings supporting a wide spectrum of needs from age 4-19 and beyond. The Trust is proud to be national leaders in Special Education and has a culture of creating outstanding opportunities for all.

We are looking for a highly skilled and committed new Head Teacher to take the school forward on this exciting new journey.

Since January 2024 the school has made rapid improvements and we have launched our new curriculum in September. Our curriculum places high value on opportunities for socialemotional development, enrichment and creativity alongside the more academic subjects. We believe that all children are unique and try to find ways of engaging children that draw from their interests and build on their existing strengths. We provide a range of therapeutic support and interventions to ensure the holistic development of the child. We have a highly skilled and committed team of staff that want to leave no stone unturned in trying to meet the needs of all of our children.

The new Head Teacher will be fully supported by an Executive Head Teacher and a Governing Board which provides the dual role of support and challenge to ensure the best outcomes for our children. In addition, the Trust will bring with it an established and significant level of experience to support the Head.

We are a registered Thrive School and have a number of trained practitioners on site. Thrive is an approach that recognises the importance of creativity in social-emotional development and provides evidence that it is never too late to make positive changes. We have been awarded an ArtsMark Silver accreditation for our long term commitments to the arts.

Due to the complex nature of our students, high levels of emotional and physical resilience are needed in dealing with challenging behaviour. However, the knowledge that our work is making a positive impact in helping the young people to grow and work towards independence brings great reward.

We have 82 children on roll with this expected to increase to 100. This is a fantastic opportunity to provide the excellent leadership which will allow the school to achieve its vision for its young people.

This is an exciting time for the school as it continues to develop and enhance all aspects of its provision. If you share this determination and ambition, it offers an outstanding opportunity to develop in a forward thinking and outward looking organisation. Your continued development will also be a priority and you will receive excellent support and advice from a talented team of colleagues who will invest in your professional learning.

Candidates should be able to demonstrate recent, successful, and sustained impact as a senior leader along with experience of working with children and young people with SEMH. You will have a positive attitude which will inspire, enthuse and motivate students, staff and the wider school community. You must be confident, approachable and have the skills to work collaboratively, build effective teams and also to be a present and visible leader who leads by example.

For further information about the post and to arrange an informal discussion with Clare John (Chief Executive Officer New Bridge MAT) please email clare.john@newbridgegroup.org. To arrange a visit to the school please email recruitment@thomasashton.tameside.sch.uk.

Thomas Ashton is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. This post is subject to an enhanced disclosure from the DBS.

Completed application forms to simonsmith@newbridgegroup.org

Reference Number: SCH158

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