Person Specification:

• Qualified Teacher and holds a TSC number
• Experience teaching in an international school
• Qualified Scout Leader
• A minimum of three years as a scout leader
• Experience of managing and supporting assistant scout leaders
• Coaching experience/qualification in one of the major sports (cricket, hockey, rugby or netball)

This will include:

Generic Responsibilities

• To work consistently to uphold the school’s mission statement
• To follow all school policies
• To work in a co-operative and polite manner with all stakeholders
• To work with pupils in a courteous, positive, caring and responsible manner at all times
• To follow the child protection procedures and ensure that, pupils’ safety and well-being is never compromised
• To be polite, co-operative and positive when communicating to other staff
• To take an active and positive role in the school’s commitment to the development of staff, and their annual review procedures
• To work with visitors in such a way that it enhances the reputation of the school
• To seek to improve the quality of the school’s overall service
• To present oneself in a professional way that is consistent with the values and expectations of the school.

Specific Responsibilities

Scout Leader

• To lead, plan, organise and run scouting for children between the ages of 10 and 13
• To support assistant scout leaders in their development and leadership roles
• To run a minimum of three scouting sessions in the week which supports young scouts in their development of skills, achievement of badges and appreciation of the qualities needed to be a successful scout
• To lead Peponi House Scouts in trips and activities outside of the school day including residential experiences following all risk assessments at Peponi House and those of Kenya Scouting.

Cover teacher

• To deliver cover lessons as planned by teachers who have a prepared absence
• Where planning is not available to use the Schemes of Work to teach an appropriate lesson
• To deliver cover lessons for absent teachers across Year 1-8
• To effectively teach the curriculum via the lesson plans, and to adapt where plans may be limited.
• To undertake pastoral duties where the cover requires pastoral care such as during form times and P.S.H.E. lessons
• To utilise classroom support such as learning support assistants or teaching assistants effectively
• To mark and evaluate pupil work from lessons which you have taught and to provide feedback to the returning teacher
• To maintain marking records so that progress of pupil’s can be effectively monitored by the returning teacher

Teaching Relationships with children, setting high expectations and motivating learners

• Set high expectations which inspire, motivate and challenge pupils
  • maintain a safe and stimulating learning environment for pupils, rooted in mutual respect which can be used as a model for colleagues
  • set targets that stretch and challenge pupils of all backgrounds, abilities and dispositions
  • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Pupil progress

• Achieve good progress and outcomes by pupils
  • ensure pupils make at least the expected rate of progress
  • be accountable for pupils’ attainment and outcomes and know when and how to intervene most effectively
  • plan teaching to build on pupils’ capabilities and prior knowledge which can be used as exemplar planning documentation
  • guide pupils to reflect on the progress they have made and their emerging needs
  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
  • encourage pupils to take a responsible and conscientious attitude to their own work. Subject and curriculum knowledge and pedagogy
• Demonstrate excellent subject and curriculum knowledge
  • have an extensive knowledge of the relevant subjects and curriculum areas, foster and maintain pupils’ interest in the subjects, and address misunderstandings
  • demonstrate a critical understanding of developments in the subjects and curriculum areas, and promote the value of scholarship
  • promote high standards of literacy, articulacy and the correct use of standard English and model this practice for other colleagues
  • demonstrate a clear understanding of systematic synthetic phonics and model this practice for other colleagues
  • demonstrate a thorough understanding of appropriate teaching strategies for mathematics and model this practice for other colleagues.

Effective classroom practice

• Plan and teach well-structured lessons which are observed by other colleagues as models of consistently good and frequently outstanding practice
  • ensure all teaching is at least good
  • impart knowledge and develop detailed understanding through highly effective use of lesson time
  • promote a love of learning and children’s intellectual curiosity
  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
  • reflect systematically on the effectiveness of lessons and approaches to teaching and share these with other colleagues
  • contribute creatively to the design and provision of an engaging curriculum.

Diversity and special needs: meeting the needs of all pupils

 Adapt teaching effectively to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, skilfully using strategies which enable all pupils to be taught effectively
• have a clear understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• possess an acute awareness of the physical, social and intellectual development of children, and know in detail how to adapt teaching to support pupils’ education at different stages of development
• have a thorough understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. Assessment for learning
• Make accurate and productive use of assessment
  • have an extensive knowledge and thorough understanding of how to assess the relevant subject and curriculum areas, including statutory assessment requirements
  • provide an exemplary model of how to use formative and summative assessment to secure pupils’ progress
  • analyse and use relevant data to monitor progress, set targets, and plan subsequent lessons
  • give pupils regular feedback, both orally and through accurate and frequent marking, and encourage pupils to respond to the feedback.

Managing behaviour

• Manage behaviour effectively to ensure a positive and safe learning environment
  • maintain clear and consistent rules and routines for behaviour in classrooms, and take responsibility for promoting exemplary and courteous behaviour both in classrooms and around the school, in accordance with the school’s discipline policy
  • maintain high expectations of behaviour, and use the school’s established framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

The wider professional role of the teacher

• Fulfil wider professional responsibilities
  • make a positive and sustained contribution to the wider life and ethos of the school
  • make a distinctive contribution to raising pupils’ standards
  • be proactive in developing effective professional relationships with colleagues to promote collaboration, knowing how and when to draw on advice and specialist support
  • deploy support staff effectively
  • work effectively as part of a team and demonstrate positive and professional behaviour during meetings
  • contribute to the professional development of other colleagues, demonstrating effective practice and providing advice, guidance and feedback
  • communicate effectively with parents with regard to pupils’ achievements and well-being.

Person Specification

• TSC Registered
• A Scouts Leader
• Suitable coaching qualifications in at least one main sport (cricket, football, hockey, netball or rugby)
• A Kenyan Citizen
• Minimum two years experience teaching international/British Curriculum 

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Summary of Responsibilities

Strategic Development

• Assist the Head in translating strategic objectives into actionable plans
• Lead on curriculum management and support pastoral initiatives
• Collaborate with the Head on policy development

Academic Leadership

• Develop and manage the timetable, deploying staff from Nursery to Year 8
• Lead initiatives to improve academic standards, including technology integration, data analysis, curriculum development, and progress meetings
• Lead communication with parents and pupils on academic matters
• Represent the school together with the Head at open days and special functions

Leadership and Management

• Chair the Academic Committee and line manage HODs
• Co-ordinate academic and co-curricular programmes with SLT and SMT colleagues
• Prepare and present the annual academic budget

Operational Responsibilities

• Support and deputise for the Head and SLT in the day-to-day running of the school
• Communication with senior schools
• Monitor the effectiveness of marking, record-keeping and schemes of work
• Oversee internal and external examinations
• Liaise closely with the Head and the Learning Support team

Teaching and Learning

• Lesson observations and personal classroom

Person Profile

Essential

• A fully qualified teacher (QTS) with a teaching registration
• Bachelor’s degree or equivalent, with a postgraduate qualification demonstrating additional study in a relevant area (e.g., Master’s, NPQ)
• Minimum 5 years’ experience teaching British or International Curriculum
• Strong awareness of curriculum and pedagogy options at primary/prep level
• Minimum 3 years’ experience of leading a department, or other relevant academic leadership experience
• Well versed in preparation for transfer to selective senior schools, including scholarship programmes
• Experienced user of technology, aware of current and emerging applications for data management, Management Information Systems and technology integration in learning
• Collegiate team player, effective in an SLT as well as leading own teams and individual staff
• Experienced at using data and systems to analyse and manage performance
• Strategic abilities and financial/budgetary awareness
• Strong organisation skills, good at planning and executing change as well as managing day to day activities
• A good communicator, able to gain the confidence of staff and parents
• An interest in education and child development, beyond the academic
• Adaptable, reliable, resilient, “can do” mentality
• You enjoy being with children and are keen to facilitate their success and happiness
• Energy, enthusiasm, drive and determination
• Considerate, kind and approachable, with patience and a sense of humour
• Professional in all respects, an expert practitioner and a role model to colleagues and children alike
• Be aware, be considerate of and follow best practice in safeguarding
• Willing to support school events and be generally visible as a key senior leader

Desirable

• Advanced qualifications in education or school leadership
• In-depth exposure to Years 7 and 8 within a prep school
• Relevant experience and able to support or participate in enrichment activities

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Summary of Responsibilities

• Day to day responsibility for all aspects of a class, including management of resources and support staff
• Teach to high standards with interesting lessons and activities that stretch and inspire children and develop their awareness, understanding, and skills
• All professional duties: teaching, preparation, assessment, marking, feedback, reports, pupil management and guidance, parental liaison and meetings, attendance, and assisting at school events
• The pastoral care of a class and other children in the school
• A willingness to contribute to the extra-curricular life of the school
• To be a contributory member of your Year Group team and the wider staff team
• Covering for absent colleagues
• Broad exposure to all school activities, interacting with colleagues, parents, and others
• We encourage a learning environment for staff as well as children, and all our teaching roles are constantly evolving to reflect changes in educational practice and the opportunities that technology provides. Our general approach involves thematic, inquiry-based learning

Person Profile

Essential

• A fully qualified teacher (QTS) with a teaching registration
• Bachelor’s Degree or equivalent
• Solid experience teaching British or international Curriculum
• Tangible passion for teaching and learning
• Excited about the potential to use technology as well as conventional methods
• Appreciation of and support for a creative and thematic curriculum with cross-subject links and departmental collaboration
• Evidence of relevant continued professional development and evidence-based research
• Vision and enthusiasm to see and act beyond the classroom
• Professional in all respects
• Able to manage a classroom and to lead and inspire teaching assistants who may themselves be qualified teachers
• Committed to own and others’ professional development
• An enthusiastic and passionate classroom practitioner
• Well organised team worker
• A commitment to teaching varied, stimulating and dynamic lessons, particularly through being fully prepared and knowing your class
• An interest in education and child development beyond the academic
• A good communicator
• Energy, determination and drive to help children succeed and to do their best
• You enjoy being with children and facilitating their success
• Able to be adaptable, be considerate of others and kind
• Smart, reliable, enthusiastic, friendly
• Be aware, be considerate of and follow good safeguarding practice
• Interest in supporting an area of enrichment such as games coaching, art, science, sustainability

Desirable

• Experience with extra-curricular activities and/or sports
• Knowledge of life outside of the UK
• Be up to date with current practice

go to method of application »

Summary of Responsibilities

• Day-to-day responsibility for all aspects of a class, including management of resources and support staff
• Teach to high standards with interesting lessons and activities that stretch and inspire children and develop their awareness, understanding, and skills
• All professional duties: teaching, preparation, assessment, marking, feedback, reports, pupil management and guidance, parental liaison and meetings, attendance, and assisting at school events
• The pastoral care of a class and other children in the school
• A willingness to contribute to the extra-curricular life of the school
• To be a contributory member of your Year Group team and the wider staff team
• Covering for absent colleagues
• Broad exposure to all school activities, interacting with colleagues, parents, and others
• We encourage a learning environment for staff as well as children, and all our teaching roles are constantly evolving to reflect changes in educational practice and the opportunities that technology provides. Our general approach involves thematic, inquiry-based learning

Person Profile

Essential

• A fully qualified teacher (QTS) with a teaching registration
• Bachelor’s Degree or equivalent
• Solid experience teaching British or international Curriculum
• Tangible passion for teaching and learning
• Excited about the potential to use technology as well as conventional methods
• Appreciation of and support for a creative and thematic curriculum with cross-subject links and departmental collaboration
• Evidence of relevant continued professional development and evidence-based research
• Vision and enthusiasm to see and act beyond the classroom
• Professional in all respects
• Able to manage a classroom and to lead and inspire teaching assistants who may themselves be qualified teachers
• Committed to own and others’ professional development
• An enthusiastic and passionate classroom practitioner
• Well organised team worker
• A commitment to teaching varied, stimulating, and dynamic lessons, particularly through being fully prepared and knowing your class
• An interest in education and child development beyond the academic
• A good communicator
• Energy, determination, and drive to help children succeed and do their best
• You enjoy being with children and facilitating their success
• Able to be adaptable, be considerate of others and kind
• Smart, reliable, enthusiastic, friendly
• Be aware, be considerate of and follow good safeguarding practice
• Interest in supporting an area of enrichment such as games coaching, art, science, sustainability

Desirable

• Experience with extra-curricular activities and/or sports
• Knowledge of life outside of the UK
• Be up to date with current practice