Primary Teaching and Learning Coordinator

Key Accountabilities

Teaching quality and classroom practice

• Model effective teaching through an agreed classroom teaching commitment, demonstrating clear explanations, appropriate challenge, purposeful assessment and positive classroom routines.

• Work with the Head and Deputy Head of Primary to review teaching through agreed observations, learning walks and scrutiny of pupils’ work, providing constructive feedback and following up agreed development targets.

Curriculum coherence and progression

• Coordinate the review and implementation of the Primary curriculum, aligned with the National Curriculum for England and the School’s international context; maintain clear progression, coverage and accessible curriculum documentation.

• Support teachers and specialist colleagues to plan coherent learning, strengthen reasoning and enquiry, and use curriculum time and resources effectively; liaise with EYFS and Secondary colleagues on transition.

Assessment and evidence of progress

• Coordinate the Primary assessment calendar, moderation and reporting arrangements, supporting accurate and consistent judgements and timely completion of agreed assessments and reports.

• Help staff interpret attainment, progress and cognitive assessment information, including CAT4 where appropriate, taking account of language background and assessment limitations; translate findings into teaching actions and review their impact.

Coaching and professional development

• Coordinate practical professional learning in response to pupil needs, school priorities and agreed appraisal themes; support new colleagues through induction, mentoring and shared planning.

• Promote a supportive professional culture through modelling, peer collaboration and the sharing of effective practice; contribute evidence and feedback to appraisal when delegated by the Head of Primary.

Inclusion challenge and student support

• Work with EAL and Learning Support colleagues to strengthen classroom adaptations, targeted support and appropriate extension, with clear links between specialist provision and classroom learning.

• Support flexible grouping and differentiated tasks informed by assessment and observation, avoiding fixed labels; coach teachers and TAs in delivering and reviewing agreed learning interventions.

Academic systems and parent communication

• Support consistent use of agreed academic systems, including iSAMS, maintaining accurate assessment records and clear guidance for staff on reporting processes.

• Help teachers explain curriculum, assessment and progress clearly to parents; contribute to curriculum events and academic admissions handovers as agreed, referring concerns through the appropriate leadership channels.

Improvement planning and responsible use of resources

• Contribute to the Primary improvement plan and provide concise updates on agreed priorities, evidence of impact and remaining gaps; maintain relevant evidence for internal and external review.

• Recommend curriculum resources and professional development within agreed priorities and budgets; identify practical efficiencies while protecting curriculum quality and pupil support.

Person Specification

Essential Requirements

• A recognised teaching qualification with qualified teacher status or an equivalent professional teaching credential, and a relevant degree.

• Successful Primary teaching experience using the National Curriculum for England, with evidence of improving pupil learning and progress.

• Experience of leading an aspect of teaching, curriculum or assessment and supporting colleagues through coaching, mentoring or professional development.

• Secure understanding of Primary curriculum progression, assessment, moderation, differentiation and effective provision for pupils learning English as an additional language.

• Ability to interpret assessment information carefully, evaluate teaching and turn findings into practical improvement actions.

• Excellent spoken and written English, with the ability to communicate clearly and sensitively with colleagues and families from varied cultural and language backgrounds.

• Strong organisation, professional judgement and collaborative skills, together with a clear commitment to safeguarding, inclusion and reflective practice.

Desirable Requirements

• Experience in an international or multilingual school and familiarity with the educational context of Southeast Asia.

• Experience coordinating whole-phase assessment, moderation or reporting, including use of CAT4 and standardised attainment assessments.

• Familiarity with iSAMS, Microsoft 365 and relevant Primary programmes, such as Read Write Inc. and White Rose Maths.

• A relevant leadership or coaching qualification, or further study in education; experience supporting EYFS to Primary or Primary to Secondary transition.

Key Competencies

• Instructional leadership: builds trust and improves classroom practice through clear modelling, feedback and follow-through.

• Evidence informed judgement: evaluates several sources of evidence and checks whether actions improve learning.

• Collaboration and communication: works constructively across teams, listens carefully and makes expectations clear.

• Planning and accountability: prioritises achievable actions, meets agreed deadlines and reports progress accurately.

General Expectations

Model the School’s values and uphold its policies and Code of Conduct.

Work collaboratively and maintain professional relationships with colleagues, students, parents and other stakeholders.

Participate in professional development, appraisal and performance review processes.

Maintain appropriate confidentiality and comply with applicable data protection, health and safety requirements.

Undertake other reasonable duties consistent with the purpose and level of the role.

Safeguarding and Child Protection

RGSPP is committed to safeguarding and promoting the welfare of children and young people. All staff are expected to share this commitment, act in the best interests of students, comply with the School’s safeguarding and child protection policies, complete all required training, and report concerns promptly through the appropriate channels.

Appointment is subject to satisfactory safer recruitment checks appropriate to the role and jurisdiction. These may include verification of identity, qualifications and employment history, professional references, criminal record or police checks, and other relevant child protection screening.

Equal Opportunity

RGSPP is committed to providing equal opportunities and creating an inclusive working environment. Employment decisions are based on the requirements of the role, merit and suitability, without unlawful discrimination.

Role Review

This job description describes the principal responsibilities of the role and is not intended to be exhaustive. It may be reviewed and reasonably amended, following consultation, to reflect the changing needs of the School, provided that any changes remain consistent with the overall purpose and level of the role.