Class Teacher
Westbourne Primary School
Bradford
- Expired
- Job type:
- Full Time, Permanent
- Start date:
- 1 September 2017
- Apply by:
- 11 June 2017
Job overview
NQTs wanted at Westbourne Primary School, Bradford
We have an outstanding track record of supporting staff and fast tracking to school leadership. Staff development is at the heart of our school improvement strategy. Newly appointed staff will be offered full induction to the school, while NQTs have a bespoke support and development programme enhanced through the NQT network in the Bradford Shine School Partnership. We can provide the best possible experience if you are starting out on a career in teaching. Arrange a visit by contacting us on 01274 483138.
We have the following vacancies for class teachers:
Post 1: Class Teacher Key Stage 1 (Year 2)
Post 2: Class Teacher Key Stage 2 (Year 3)
For further information and an application pack please contact Paula Read at Hays Education, our recruitment partner on 0113 2003710 or email paula.read@hays.com.
The closing date for all completed applications is Monday 12 June 2017 @ 12 noon
About Westbourne Primary School
Westbourne Primary School is a mixed-gender school that educates children aged between three and 11 in Bradford, West Yorkshire. It was converted into an academy in 2017. The school’s capacity is 420 pupils.
Headteacher
Matthew Atkinson
Values and vision
Westbourne Primary School follows a creative curriculum, incorporating fun activities to the topics in the National Curriculum. A lot of activities appeal to the students and encourage them to learn. They are encouraged to read books like Roald Dahl’s BFG in order to increase their likelihood of wanting to read for fun.
Westbourne Primary School also promotes immersive learning, a creative teaching method that boosts imagination and helps different children learn in various ways. The pupils are able to develop new skills by participating in a wide range of imaginary stories.
Ofsted report
“The special needs leader, and shadow leader, ensure there is a clear plan in place for each pupil identified as having special educational needs or disability. The needs of these pupils are well met during lessons, and through additional interventions, which are led by highly effective teaching assistants. Teachers check pupils’ learning in lessons and give them helpful feedback and support. If the work is too easy or too hard, teachers move pupils to a different activity or adjust the challenge. Teachers’ questioning of pupils generates opportunities for all pupils to talk and share their ideas.”
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