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EYFS Class Teacher

Colne Lord Street SchoolLancashire

Role: EYFS Teacher

From: 21st February 2022 

Pay Range: MPS

Term: Permanent

We are seeking to appoint a candidate who has experience in teaching in EYFS or who is an NQT. The successful candidate will play a key role in the EYFS team in ensuring that all our children make good progress from their starting points and that outcomes are comparable to national expectations.

We are a school committed to:

• Providing all children with a creative and stimulating learning experience.

• Providing a challenging curriculum and supporting children to exceed their expectations.

• Developing the whole child in a caring and happy environment.

Lord Street Primary School will provide:

• A good school that provides all children with a creative and stimulating learning experience.  

• An ambitious, happy and vibrant place to work with a family of supportive colleagues who are committed to promoting a warm and friendly atmosphere.

• A supportive working culture that focuses on high expectations and the challenging and stretching of all children’s learning.

• A supportive senior leadership team that believes in distributive leadership.

• An active school community with supportive parents.

• Excellent professional development opportunities.

We are seeking to appoint a teacher who:

• Is a qualified, talented and enthusiastic teacher with the opportunity to work within a highly committed teaching team.

• Has a high standard of professionalism with a determination to make an impact in our school.

• Is an exceptional, creative classroom teacher.

• Has the ability to inspire, motivate and support our children. 

• Is committed to the highest standards of learning, teaching, planning with knowledge of the National Curriculum and will support the delivery of our Discovery Curriculum. 

• Has a genuine love of working with children and is committed to the development of the whole child within an inclusive learning environment.

Closing date is: noon on 31 January 2022

Supporting documents

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