Primary Teacher with Key Stage Responsibility
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Purpose of Role
The responsibility of the Key Stage Leader is to provide the best possible leadership in order to enable the most effective learning and teaching to take place in their Key Stage.
ISP Principles
- Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.
- Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well‑being of self and others.
- Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
- Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
- Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
Job Specific Duties
- Establish clear lines of communication and encourage excellent relationships both within the Key Stage and between other Key Stages of the school.
- Ensure that the day‑to‑day management of the section is efficient and effective with support from the Head of Primary.
- Organise and chair Key Stage meetings, and maintain agendas and minutes.
- Coordinate Key Stage performances, assembly rotas, events, etc. with Head of Primary.
- Be jointly responsible for overseeing the well‑being (safety, health and security) and education of all pupils in the section with the Head of Primary.
- Promote positive behaviour, good discipline and relationships among the pupils in line with the school's policies.
- Promote and encourage positive relationships with and among the section staff, and play an enabling, supporting and guiding role.
- Oversee the resources and environment used by the section, ensuring good maintenance and care, encouraging efficiency through the practices of reducing, reusing and recycling and making recommendations for improvement.
- Attend bi‑weekly meetings with the Middle Leadership Team.
- Shared Responsibilities as a member of the MLT.
- Support and promote the school’s ethos, learning definition and core values in order to promote the welfare, progress and continued development of the school and its children.
- Plan, co‑ordinate, enable and lead staff meetings/staff CPD workshops.
- Regularly overview curriculum content to ensure the BSA curriculum meets the needs of our pupils and supports the ISP learning standards.
- Play a key role in Learning Visits, the TLSE process, and offer learning conversations to teachers regarding target setting and professional development.
- Monitor the teachers’ planning and assessment, and offer support and guidance.
- To work alongside the SLT to analyse data when required.
- Support with report writing and assist with the proof‑reading of reports.
- Support teachers to ensure that planning is regularly reviewed.
- Keep self and colleagues aware of current educational practices (both UK and international) and update ISP policy and practice as appropriate.
- Work closely with colleagues in the planning and implementation of the School Improvement Plan and the Learning Improvement Plan.
- To help plan, organise and lead specific school events such as Book Week, Christmas shows, etc.
- Motivation – maintain high standards of personal commitment and motivation; create opportunities to encourage, praise and challenge staff; show concern for the welfare of pupils and staff; help create an atmosphere of enthusiasm and team spirit; maintain balance between what is realistically possible and what is idóneo; work with the whole school community.
- Monitoring and Evaluation – share in the task of monitoring and evaluating the curriculum and the children’s learning in accordance with the school’s policies; share in consideration of the overall educational environment of the buildings including displays, equipment, tidiness, and health and safety.
- Communication – help the effectiveness of all communication procedures and systems within the school and assist staff in their understanding of them; serve, where appropriate, as a link between the SLT and staff to enable a free‑flow of information, ideas and views; maintain confidentiality.
- Training and Professional Development – access professional learning (CPD) relevant to the role of Key Stage Leader; identify and support the professional development needs of staff; assist SLT in sourcing relevant training for staff; provide appropriate training for staff where relevant.
- Innovation – lead and participate in the development of new ideas, demonstrate inspirational leadership and creativity; keep under review the planned initiatives and avoid ‘innovation overload’.
Skills, Qualifications, And Experience
- Qualified Teacher Status (PGCE or BEd or equivalent).
- Degree level education or an equivalent professional qualification.
Knowledge, Skills And Competencies
- A real passion for teaching and a desire to constantly improve their pupils’ learning experience.
- Thorough knowledge of the Early Years Foundation Stage Framework and the Primary Curriculum Year 1 to Year 2, and Phonics.
- Knowledge of a wide range of strategies to engage pupils and cater for a wide range of learning needs.
- A willingness to be flexible and adapt to the ever‑changing needs of the school and its pupils.
- Enthusiasm and commitment to the successful development of the Primary department.
ISP Key Responsibilities
- Atmosphere: You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. ...
- Shared Ideas: You know and model your school’s values and contribute to its mission and vision through your daily actions.
- A Focus on Learners and Learning: ...
- Learning and Teaching: ...
- Evidence of Learning: ...
- Leadership for Learning: ...
- Learning Spaces: ...
- In Partnership with Parents and Carers: ...
- Learning Improvement Planning: ...
ISP Leadership Competencies
- Cognitive: Strategic, Commercial, and Financial Acumen – understands the education sector and drives success.
- Creative Problem‑Solver – tackles challenges systematically and finds solutions.
- Interpersonal – Intentionally connects, supports and inspires others.
- Collaborative & Communicative – develops and shares a collective vision.
- Self‑Leadership – amazing learner, resilient, self‑aware.
- Digital – technologically literate, uses data effectively.
- Global – values driven, sustainable focus.
ISP Commitment to Safeguarding Principles
ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures including an online search, reference and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.
ISP Commitment to Diversity, Equity, Inclusion, and Belonging
ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio‑economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.
Please note
Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. This job description is current but will be reviewed on an annual basis and following consultation with you, may be changed to reflect or anticipate changes in the job requirements which are commensurate with the job title and grade. Our school follows the guidelines set out in the Collective Labour Agreement for private schools following the General Education System or for non‑subsidised state approved education.
Seniority level
Mid‑Senior level
Employment type
Full‑time
Job function
Education and Training
Industries: Primary and Secondary Education and Education
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