Judith Kerr Primary School
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Judith Kerr Primary School Class Teacher information Pack Contents:
1. Our School 2. Welcome from the Head 3. Our Vision 4. Our curriculum 5. Early Years Provision 6. What is a Free School? 7. CfBT Schools Trust 8. Appointment and remuneration 9. How to apply 10. Job description 11. Person specification
JUDITH KERR PRIMARY SCHOOL Bilingual education for everyone
Our School About the School
Judith Kerr Primary School is an all-ability, non-denominational, bilingual primary school teaching children aged 4 to 11, from Reception to Year 6. We teach all children in English and German and opened in September 2013.
Each year, we welcome 50 four-year old children in two Reception classes of 25. Having opened in September 2013, we are not yet full. At full capacity, Judith Kerr Primary School will have 350 pupils.
Judith Kerr Primary School is a free school operated by CfBT Schools Trust under contract with the Secretary of State for Education. The school is funded directly by Central Government and CfBT Schools Trust are accountable to the Secretary of State.
A warm welcome to Judith Kerr Primary School Dear Applicant,
We welcome your interest in the post of Class Teacher for our Primary Free School in Herne Hill, South East London. I hope that you will be as excited as we are by the potential for enhancing life chances for all young people and the wider community in this area. We are ambitious for our recently opened Free School and want it to become a beacon of excellence for the local community as well as for CfBT Schools Trust. We are committed to it being a bilingual, inclusive school offering a positive, creative and language-rich learning environment to inspire each child and maximise their individual talents, curiosity and ability to think as well as learning two cultures. We are looking for experienced teachers with experience in EYFS, KS1 or KS2 who can deliver high quality teaching and learning that meets the needs of the pupils and enable the school to achieve its founding vision. However, we would also consider outstanding NQTs for this post with teaching experience of the British National Curriculum. We have specialist German teachers; therefore German is desirable but not a requirement for applicants. You should have the capability and determination to provide outstanding lessons every day and create an environment that is engaging, happy and fulfilling for all pupils.
If you feel that you have the vision and the energy to thrive in this world-class learning environment and the commitment to ensure that it succeeds, then we look forward to receiving your application. Yours sincerely
Marta Correia Head of School
Our vision Children today need an education that: is distinctive and demanding, helps them enjoy life and participate in what the world has to offer them, and opens up opportunities for further learning, personal growth, and work.
At Judith Kerr Primary School we believe one way to achieve this is through language.
Judith Kerr Primary School helps all pupils to enjoy their primary school years in a safe, caring environment, and to achieve their academic potential. Our vision is that Judith Kerr Primary School will blend three vital strands of a child’s early education:
1. Academic excellence – superb teaching, great opportunities
We want our school to be consistently well ranked by Ofsted and to be recognised for offering a superb academic start in life. We are demanding, setting high standards for our pupils and staff. Our curriculum stimulates academic achievement across the board. Teachers are encouraged to be flexible and innovative within the curriculum framework, working together to blend their different teaching experiences, and receive the training and management to be outstanding.
We have built close partnerships with parents to help them support their children. We encourage gifted pupils to develop their talents and make sure that no one falls behind. All our pupils will have the opportunity to transfer to the secondary school that best caters for their needs and abilities.
2. Community engagement – personal responsibility through understanding
Our pupils will acquire a strong sense of their place in society. Classes are small and tight-knit, where teachers know every child as an individual and nurture him or her through their school career. Pupils know and support each other too. Activities shared with families and community support our languages and give children a rich, enjoyable experience. With two forms of entry, our school has the flexibility to cater for all needs and provide excellent material and teaching resources. The school community looks outwards and is socially active. We have active links with parents, other schools, businesses, cultural organisations, and public institutions to provide the widest possible experience and range of opportunities for our children. 3. Personal development – citizens of the world
Our children will leave school as superb communicators, with the confidence to express themselves wherever they are.
We want our children to be responsible citizens with well-informed, bold, enquiring and creative minds. Every pupil inhabits a many-layered historical, cultural, and personal world. Connections between these personal experiences define nations, societies, and communities. We aim to help our pupils, whatever their cultural or ethnic backgrounds, become self-aware and culturally sensitive throughout their lives as they encounter the cultures of the world.
Children are treated with and expected to show respect, moral understanding, tolerance, teamwork, self-discipline, and self-belief.
Our vision is for children at Judith Kerr Primary School to live and learn two or more cultures, preparing them to become socially active and open-minded citizens. Our curriculum
Curriculum Statement
The Primary School Curriculum sets out what pupils should be taught and expected standards of pupils’ performance.
At Judith Kerr Primary School, we provide a broad and balanced curriculum that promotes the spiritual, moral, cultural, mental and physical development of the pupils at the school. We also prepare pupils for the opportunities, responsibilities and experiences of adult life.
In primary schools, learning is organised into three phases:
Early Years Foundation Stage: (Age 4 and 5 – Reception); Key Stage 1: Ages 5 – 7 (Years 1 and 2); Key Stage 2: Ages 7 – 11 (Years 3 – 6).
At Early Years Foundation Stage, the subjects that the pupils study are:
Personal, Social and Emotional Development; Language and Communication; Physical Development; Literacy; Mathematics; Physical Development; Understanding of the World; and Expressive Arts and Design
At Key Stages 1 and 2, the pupils study:
English; Maths; Modern Languages (German); Science; Religious Education (RE); Computing; Personal, Social, Health and Citizenship Education (PSHCE); Physical Education (PE); Art and Design; Design and Technology; History; Geography; and Music.
Special Educational Needs
Our Special Educational Needs support helps those with general learning difficulties. We welcome children of all abilities and needs. Our curriculum and teaching are flexible and inclusive:
to support pupils with special and additional educational needs or disabilities; in response to the variety of language backgrounds and levels with which pupils will enter our school; and to stretch gifted and talented pupils.
Our dedicated language specialists will provide extra tuition to pupils that need further support in either school language.
Learning at Judith Kerr Primary School English
English is fully embedded across the curriculum and we maximise the opportunities for children to read and write in order to develop these fundamental skills further. We start in the Early Years and Key Stage 1 with the Read Write Inc. phonics programme and then move on to a RWInc spelling programme so that children can continue to develop these skills. We also embed grammar into our English lessons. These are centred around good quality children’s books or a cross-curricular theme for the term. We use Talk for Writing principles in order to support our children with acquiring key vocabulary and learning stylistic features of a text. There is a wide- ranging English curriculum ensuring children gain understanding of high-quality fiction, non-fiction, poetry, drama, classic and modern and screen based texts.
Mathematics
The aims of our mathematics curriculum are to: make mathematics relevant and meaningful to the children so that they can see how it plays a part in their world, the real world and the ‘maths world’; build pupils’ resilience in solving mathematics problems; give children the opportunity to enjoy numbers for numbers’ sake, encouraging investigations; and enable children to make links between different areas of maths (e.g. recognise that a missing number question is the same as finding how much liquid is added to a jug).
We believe that all children can achieve well at maths.
How we teach mathematics
In Reception, mathematics teaching starts with number songs, rhymes and lots of counting activities. Children develop the appropriate language skills and are encouraged to use concrete materials to support them with their learning. There are always opportunities to practise mathematics in the independent activities, indoors and outside. Children receive at least four discrete maths sessions per week.
From Year 1 to Year 5, maths is taught daily, and teaching is adapted from the Maths – No Problem! Primary Series. This scheme has been created using the principles of Singapore Mathematics and is fully aligned to the 2014 English National Curriculum. Maths – No Problem! promotes the philosophy that every child can master an understanding and love of maths with the right kind of teaching and support.
Humanities at Judith Kerr Primary School
At Judith Kerr Primary School, we embrace a creative curriculum encompassing all core and foundation subjects, empowering us to deliver a high standard of teaching and learning for all our pupils.
Museum Of London – Year 2
Our aims are to:
inspire in pupils a curiosity and fascination about the world and its people; provide pupils with a comprehensive knowledge of Britain’s past and develop their understanding of significant locations in the wider world and key events in world history; equip pupils with the skills to ask perceptive questions, think critically, weigh evidence and develop a rounded perspective and judgement.
The school garden
As well as studying and learning about the wider world and significant historical events, the children’s learning will be centred around the school’s locality, which provides a rich and varied landscape for the children to explore and learn from. Using the local environment will enable the children to learn through direct experience and first hand investigation whilst placing their learning in a personal context. As they progress through the school, pupils will become more aware of the process of change, the diversity of societies, as well developing a greater understanding of their own identity.
At Judith Kerr Primary School, humanities topics provide an excellent stimulus for cross-curricular activities and provide opportunities for reinforcing their literacy and numeracy skills. Children also learn about different environments and historical events through a varied and creative range of activities from art, drama, poetry, ICT and design technology. Our humanities curriculum aims to encourage a lifelong enthusiasm for learning about the world and its diversity in all pupils. Music
At Judith Kerr Primary School, we believe that music is an essential part of the broad and balanced education we offer. All classes have a weekly lesson with a specialist teacher where the National Curriculum objectives and / or Early Years Outcomes for music are covered. Each phase has a weekly singing assembly, where the children learn songs from a wide range of cultures and musical genres.
As part of our commitment to ensure that every child learns a musical instrument, classes in Key Stage 1 and 2 learn an instrument through a wider-opportunities style project taught by the music specialist. The instruments currently on offer are the glockenspiel, recorder, samba drums, violin, and ukulele. During these lessons, our children learn how to perform music of different styles and compose music incorporating the inter-related dimensions of pitch, duration, tempo, timbre, dynamics, texture, and structure.
Throughout the year, the children regularly showcase their progress through performances such as instrumental concerts, class assemblies and productions. We also partner with a number of organisations to enrich our music provision. The Junior Choir has participated in concerts such as the Young Voices Concert at the O2 and the Music for Youth Regional Festival at the Southbank Centre. Year 3 are currently involved in a project to perform as part of a mass-choir at Cadogan Hall, Chelsea with the Royal Philharmonic Orchestra. Lasst uns Deutsch lernen
At Judith Kerr Primary School, we teach and learn German using various approaches. Similarly to English, we have integrated language sessions where the children learn about various topics in German, we also have language sessions using Talk for Writing approaches. In addition to this, we have regular German assemblies, music assemblies where we learn German songs and our German staff speak in German throughout the day. Early Years Provision
Our Early Years Foundation Stage (“EYFS”) curriculum in Reception follows the revised Early Years Foundation Stage (2012) and is planned to provide children with a varied and stimulating balance between learning through play and structured learning activities that cover the 3 Prime areas of learning and the 4 specific areas of learning.
Prime areas
Communication and Language Physical Development Personal, Social and Emotional Development
Specific areas
Literacy Mathematics Understanding of the World Expressive Arts and Design
All areas of learning and development are important and interconnected and many activities will cover many of the areas. Each area is divided into stages of development and our team are able to identify resources and learning opportunities for individual children dependent on their developmental needs.
Topic-based learning Topic-based learning gives children depth to their understanding of a topic as it allows them to engage with their learning over an extended period of time. Children can apply what they have learned across the curriculum and it enables children to make links between what they have learned in different areas. In the EYFS ‘learning through play’ opportunities are often linked to the topic and this has a profound impact on children’s spoken language and vocabulary.
At Judith Kerr Primary School the Reception team constantly observe and assess children and plan activities for the needs of all individual children in their care. Topics for the year are loosely planned however they change according to the interests of the children.
Examples of half termly topics include ‘Ourselves’, ‘Light and Dark’, ‘Transport’, ‘Mini-beasts and Mega-beasts’, ‘Fairy tales’, ‘Winter and Snow’, ‘Festivals’. The topics chosen will depend on the children, their needs and their interests.
Physical Education
Along with the opportunities for outdoor play throughout the week in our outdoor area, Reception children have a 1 hour PE lesson once per week with a specialist coach.
Phonics and reading
At Judith Kerr Primary School we follow the Read Write Inc. phonics and reading scheme. Our Reception children begin their reading journey by learning all of the Set 1 sounds as class. This gives them the sounds that will enable them to become confident, fluent readers. Once all children have been taught these sounds they are then allocated small groups according to their individual needs. The children are regrouped every 6 weeks.
Children are given reading books to bring home and share with their family. They have an opportunity each day to change these books. They also take home a picture book which can be read by a family member in order to encourage reading for pleasure.
German
German in Reception focuses on introducing children to spoken German for beginners and building language and vocabulary for the more advanced speakers. The children have one discrete German lesson per week along with other regular opportunities to hear German stories and sing German songs. We celebrate German culture throughout the year by partaking in festivals both with the rest of the school and in our EYFS setting. The German-speaking staff encourage children to speak in German throughout the day.
Organisation of classes Our Foundation Stage consists of two Reception Classes. Each class has 25 children with one class teacher and one teaching assistant in each. There is often a German-speaking intern also who works between both classes.
The Learning environment
In Reception we place huge value on both the indoor and outdoor learning spaces. Children have access to both learning environments throughout the day whenever they are supervised by a member of staff. Children have access to both Reception classrooms and when the children are ‘choosing’ the classrooms operate as one large unit.
Partnership with parents
Our EYFS team aims to involve parents as much as possible and keep parents informed. Parents receive a weekly newsletter specific to Reception informing them of key learning that the children have been doing during the previous week. The newsletter offers suggested activities for home learning aimed at consolidating what the children have been learning at school. Key dates and reminders are also included so that all parents have timely information about what’s happening over the next few weeks.
Parents are often invited to help out with activities such as arts and crafts. We like to invite parents in to present to the children on things such as occupations and hobbies especially when relevant to our topic. We are open to suggestions from parents for exciting opportunities to come in to do an activity with the children. Parents are also invited to partake in individual reading with Reception children on a weekly basis. What is a free school?
Free schools are all-ability, state-funded schools set up in response to parental demand. Free schools in England can be set up by a wide range of proposers, including parents, teachers, charities (such as CST), businesses, universities, and religious or voluntary groups.
Proposers are required to undergo a rigorous application and selection process, overseen by the Department for Education (DfE), and each year less than half of applications are believed to be approved. The schools are established as Academies, independent of local authorities and have increased control over their curriculum, teachers’ pay and conditions, and the length of the school terms and days.
Free schools are funded on exactly the same basis as state schools in the UK, receiving an annual revenue budget based on the number of pupils enrolled in the school. Additional starts up costs are also provided to the school in the early years of operation.
Free schools are subject to inspections by Ofsted, just as other schools are. They are expected to operate an inclusive, fair and transparent admissions policy. They cannot be selective, and must take part in their locally co-ordinated admissions process. Parents can apply for a place at these schools in the same way as they do for maintained (state) schools.
24 free schools opened in 2011, a further 55 in 2012 and an additional 102, including Judith Kerr Primary School; have been approved to open in 2013.
CfBT Schools Trust: CfBT Schools Trust (“CST”) is a multi-academy trust offering academies and free schools the ability to maximise the freedoms and benefits that academy status brings without the isolation of being an individual trust. Through CST academies and free schools enjoy the security of collaborative working in order to raise standards and narrow the gap whilst divesting themselves of some of the risk associated with going it alone. The trust works on collective shared responsibility, providing a supportive framework for weaker schools while allowing outstanding and good schools to continue operating independently. Our Vision: to be a collaborative family of schools inspiring learners towards personal and academic excellence.
Our Mission: to enable young people to achieve excellent outcomes. Our Guiding principles: Our schools use evidence-based practice and data to ensure that measurable outcomes are met or exceeded; Our high performing schools have substantial levels of autonomy. Where evidence indicates that a school requires support we will challenge and, if necessary, intervene; We use powerful methods of professional learning including action research and school-to school improvement support; We believe in recruiting and retaining the best staff and encourage our schools to take a global view of learning, drawing upon the resources of our international networks.
Our Values: Excellence in learning outcomes, our people and our solutions; Integrity in the way we build trust and bring purpose to our work as an education charity; Accountability through rigorous and transparent assessment of our performance.
CST is a subsidiary of CfBT Education Trust, one of the world’s largest education charities. With more than 40 years’ experience delivering educational consultancy and interventions which make a difference to the lives of learners worldwide, CfBT Education Trust offers its expertise in school effectiveness and improvement to the CST. For more information about CST please visit our website at www.cfbt.com/schoolstrust/schoolstrusthome.aspx CfBT Schools Trust is a collaborative family of 19 schools (8 secondary, 11 primary). Our mission is to enable children and young people to achieve personal and academic excellence. Whilst we work with schools at all stages of effectiveness, at the same time we expect all of our schools to be on a journey towards excellence. Excellence – Integrity – Accountability - Collaboration
CfBT is a values-based organisation and our four values underpin everything that we do.
Professional Development for our staff CfBT is committed to the development of all staff across its schools. Teachers have access to a wide range of professional development opportunities. Career development - We are committed to ensuring that our staff find their next promotion within the Trust and that there are a wide range of opportunities available, not just through the traditional school leadership route. We help our staff to find the right development opportunities to ensure they progress in their careers.
Collaboration CfBT is a family of schools with almost 2000 employees, which provides our staff with access to networks and support. We are committed to sharing best practice and ensuring our staff benefit from collaboration within and across schools. CfBT schools are all part of a smaller school improvement partnership within the Trust. These partnerships provide the opportunity for closer collaboration between staff.
International opportunities CfBT Education Trust, the parent company of CfBT Schools Trust, is an international charity which exists to make a difference to the lives of learners across the globe. CfBT works in more than 80 countries across the globe, on projects that range from reforming national level education to improving the performance of an individual school. We encourage our schools to take a global view of learning, drawing upon the resources of our international networks and are beginning to offer a number of travel and secondment opportunities for our staff.
Research and Evidence-based professionalism CfBT is a not-for-profit organisation and each year we invest up to £1 million of our surpluses into educational research. Our teachers have the opportunity to undertake school based research, supported by the CfBT Research team. CfBT has a strong history of publishing practitioner research (http://www.cfbt.com/en-GB/Research). As a research-driven organisation we value, and encourage, the further study and research of our teachers. Evidence-based professionalism is an important part of our approach; our schools use evidence-based practice and data to ensure that target outcomes are met or exceeded. Appointment and remuneration:
We are determined to attract the right teachers to Judith Kerr Primary School. In order to achieve this we expect to be flexible over the terms of employment, depending on candidates’ experience. The salary level will be negotiable, but will be within national main pay scale, dependent on experience. There is also opportunity to take on subject leadership with this role if experience is relevant. The appointment will be made by CfBT Schools Trust (CST) as Employer; to begin in September 2017, but you will be expected to take part in induction days and on site days to meet the headteacher and students during the summer term. The Trust is able to offer the successful candidate access to the Teachers’ Pension Scheme (TPS). The terms and conditions of the contract will be discussed at interview.
How to apply:
Please complete the CST application form provided and submit together with a personal statement of no more than two A4 pages, detailing why you believe you are the right person to fill this position. Please ensure you refer to the person specification sent within this application pack when preparing your statement and provide objective evidence. Completed applications should be emailed to [email protected] also cc in [email protected] to arrive no later than midday Wednesday 29th March. Candidates are strongly encouraged to visit the school and meet with the Head of School. This can be arranged through the school office 020 7738 6481.
Interview and observation schedule:
If you are successfully shortlisted you will be notified on Thursday 30 th March, visits to your current school will be arranged as part of the interview process for week beginning the 17th April and interviews will take place on Monday 24th or Tuesday 25th April. The successful candidate will be notified by Wednesday 26th April. A personalised timetable for the day will be sent to you with your short-listing letter.
We are an equal opportunities employer and we are committed to safeguarding and promoting the welfare of children. The successful candidate will be subject to an enhanced DBS check. Decision and announcement: Candidates will be advised of the outcome of the interviews and selection process no later than the beginning of Wednesday 26th April. Questions: We actively encourage applicants to come and visit our unique school. If you would like a confidential discussion about this job opportunity, please contact Marta Correia (Judith Kerr Primary School Headteacher) on 020 7738 6481or [email protected]. We look forward to hearing from you.
Job Description: Judith Kerr Primary School Class Teacher Job Description The following job description is not exhaustive. It is expected that teachers will work closely with the headteacher and CfBT Schools Trust (CST) to develop the role to reflect the needs and demands of the post. Core purpose The core purpose of this role is to provide high quality teaching and learning that meets the needs of the pupils in the Judith Kerr Primary School and that will enable the school to achieve its founding vision. To achieve success, the teachers will: Plan and deliver high quality teaching and learning to secure the highest possible levels of attainment for all pupils; Set high expectations for all pupils at the school; Evaluate pupil performance and identify priorities for continuous improvement; Encourage the involvement of parents and carers; Create a learning environment that is engaging, happy and fulfilling for all pupils; Demonstrate a commitment to your own Continuing Professional Development (CPD) and supporting the development of others.
Key responsibilities Contributing to the review and selection of appropriate teaching resources;
Contribute to the creation of a positive and stimulating learning environment;
Contribute to making Judith Kerr Primary a school of choice within the local/wider community;
Contribute to the process of ensuring the school is ready for Ofsted.
Curriculum The class teacher will: Develop the Key stage curriculum area (EYFS, KS1, KS2) to meet the needs of all pupils, including their moral, spiritual, cultural, social, intellectual and physical development and promote and uphold equal opportunities for all children. Specifically: o Ensure the curriculum is driven by creative and innovative approaches o Develop the appropriate Key Stage curriculum area in accordance with pupils’ needs and the statutory requirements of the National curriculum; o Identify and produce action plans to tackle areas of underachievement by pupils; o Be aware of the latest curriculum developments and research on learning in early years practice; o Ensure a close match between the curriculum, the educational direction of the school and the continuing raising of standards; o Ensure that the needs of pupils of all abilities are effectively met. Be responsible for the development and review of detailed schemes of work consistent with Judith Kerr’s values and general aims and objectives and with the requirements of the National curriculum. Teaching and learning Manage pupils’ learning through delivering a curriculum based on the school’s vision; in particular: o Promote the learning of German in lessons and through stories, rhymes, song and through cultural interest and knowledge; o Maximise the use of the outdoor learning environment in the planning and delivery of teaching and learning; o Ensure pupils have frequent opportunities to engage in experiential learning activities: Ensure that learning excellence is at the heart of planning and delivery in the classroom;
Ensure pupils feel happy, safe, and supported in the classroom and that any barriers to their learning and progress are addressed or removed; Get to know every child as an individual and their families so you can effectively nurture him or her whilst in your class; Plan and resource differentiated tasks, appropriately grouping pupils, and balan- cing their time so all groups receive teacher support; o Look for ways to engage pupils (especially the most able) in independent learning; o Work with SEN staff and support staff in order to benefit from their specialist knowledge, and to maximise their effectiveness within lessons; Implement school policies designed to secure high standards of behaviour and attendance. Promote and reward positive behaviour; Advise and co-operate with the Headteacher and other teachers on the prepara- tion and development of schemes of work, teaching materials, teaching pro- grammes, methods of teaching and assessment and pastoral arrangements; Be involved in extra-curricular activities by, for example, contributing to out of school visits or school clubs; Seek opportunities to invite parents and carers, community figures, businesses and other organisations into the school to enrich pupils’ learning and contribute to the wider community; Be prepared to take responsibility for other school subjects as directed by the Headteacher i.e. humanities, science, arts co-ordinator.
Monitoring, Assessing, Recording, Reporting and Accountability To be familiar with and participate fully in statutory assessment and reporting procedures; To set individual targets for achievement and to participate fully in analysing the outcomes in order to identify further ways to improve performance and achieve the expectation that all children reach the national expectation for their year group; To assess and mark pupils’ work systematically and constructively and to use the results to inform future planning, teaching and curricular development; Run assessment for learning in the classrooms and establish the next steps in teaching to engage pupils in a dialogue about their progress; Meet regularly with teaching assistants to plan individual, data-informed interven- tions; Participate in termly academic review meetings to share pupil performance information with parents; Complete the assessment documents in a timely and informative way to ensure the smooth transition of pupils into their next class; Keep an accurate register of children and ensure unexplained absences or patterns of absence are reported immediately in accordance with school policy.
Professional Standards and Development Be a role model to pupils through personal presentation and professional con- duct; Be familiar with the School Handbook and support all the School’s policies, e.g. those on Health and Safety, Child Protection, Teaching and Learning, Assess- ment and Reporting; Establish effective working relationships with professional colleagues and associ- ate staff, and contribute to effective team working; Maintain a working knowledge and understanding of teachers’ professional duties as set out in the current School Teachers’ Pay and Conditions document, and teachers’ legal responsibilities and responsibilities relating to all current legisla- tion, including the role of the education service in protecting children; Liaise effectively with parents and with other agencies with responsibility for pu- pils’ education and welfare; Participate in meetings at the school that relate to the school curriculum, assess- ment procedures, staff training, or the administration or organisation of the school; Engage with effective development programmes around the country, including courses offered by CST, local partners and school improvement organisations.
Person Specification:
Judith Kerr Primary Class Teacher: Person specification This section outlines the skills and experience against which candidates for this position will be assessed. The selection panel will expect candidates to show knowledge and understanding of each area, and to show how they have applied (or are aware of how to apply) this knowledge and understanding in contexts relevant to Judith Kerr Primary. You should provide clear and objective evidence of how you meet these requirements when completing your application. Short-listed candidates will be involved in a variety of activities directly related to the Person Specification that will form part of the evidence base.
The panel will assess the following:
Application form (A) Interview meeting and interview day activities (I) Lesson observation exercise (L) References and other pre-employment checks (R)
We may take up references for short-listed candidates before inviting to interview. Please therefore provide names and contact details of two professional referees with your application.