• Plan, prepare and deliver lessons based on the individual needs of pupils and accrediting body regulations to ensure all pupils are able to participate in and achieve through learning.
• Monitor pupil progress to achieve EYFS goals.
• Assess, record, monitor and report on the personal development, progress and attainment of pupils to support the accurate reporting of achievement and assist the school in record keeping and performance monitoring and report in accordance with statutory requirements.
• Maintain a stimulating learning environment by means of displays, teaching methods, classroom and other activities that will stimulate and encourage participation in learning.
• Ensure efficient and effective use of teaching materials and resources and the proper care and maintenance of equipment and the teaching environment.
• Use effective behaviour management strategies consistently in line with the school’s policy and procedures. Promote good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour.
• Through training, personal and professional development, maintain a sound understanding of subject(s) specialisms, teaching and assessment methodologies, curriculum developments and guidelines.
• Comply with professional codes of practice and standards.
• Comply with health and safety and other appropriate statutory requirements to ensure the health, safety and well-being of self and pupils.
• Support and supervise the work of Teaching Assistants and their contribution to class and subject teaching.
• Liaise with care staff on a regular basis and particularly at beginning and end of day “handover” to ensure continuity of pupil support and behaviour management.
• Communicate effectively with other staff members and pupils, and with parents and carers under the direction of the class teacher.
• Communicate their knowledge and understanding of pupils to other school staff and education, health and social care professionals, so that informed decision making can take place on intervention and provision.
• Contribute to meetings with parents and carers by providing feedback on pupil progress, attainment and barriers to learning, as directed by teachers.
• With the class teacher, keep other professionals accurately informed of performance and progress, or concerns they may have about the pupils they work with.
• Understand their role in order to be able to work collaboratively with classroom teachers and other colleagues, including specialist advisory teachers.
• Collaborate and work with colleagues and other relevant professionals within and beyond the school.
• Develop effective professional relationships with colleagues.