Reception Phase Leader
In addition to the responsibilities of Class Teacher, as set out by the Class Teacher job
description and the school teachers’ pay and conditions document, the holder of this post is
expected to carry out the professional duties of a TLR post holder with responsibilities as
described below, as circumstances may require and in accordance with the school’s policies
under the direction of the head teacher and deputy head teacher.
Salary:
MPS/UPS + TLR 2a or 2b depending on experienced and expertise of candidate
Job Description
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To lead the staff of the Reception team to achieve high quality teaching, effective use of
resources and the highest standards of learning and achievement for all pupils.
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To work with the senior leadership team in the strategic leadership of the school with
particular responsibility for EYFS.
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To have a positive impact on educational progress and achievement across EYFS.
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To be responsible for the pastoral care of pupils in your team, dealing with incidents of
behaviour and wellbeing of pupils.
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To collect and take account of the views of learners, parents/carers and other
stakeholders when developing teaching and learning strategies.
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To ensure that teachers are aware of the implications of equality of opportunity.
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To liaise effectively with senior colleagues to ensure consistency of approach in teaching
and learning across the school.
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To promote the aims and mission statement of the school.
Specific Job Description Responsibilities:
A. Leading, developing and enhancing the teaching practice of others
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To be an outstanding role model for your team in terms of outstanding teaching, behaviour
management and classroom management that sets a standard for other teachers to
emulate.
To provide guidance and support to staff in planning, implementing schemes of work and
evaluation of teaching to raise standards.
To provide guidance to staff in observational assessment and use of learning journeys
and how these inform next steps.
To monitor the quality of teaching and learning, including scrutiny of work and planning
and lesson observations, taking responsibility for improved pupil outcomes.
To ensure that the class teachers deliver the EYFS curriculum effectively.
To provide guidance to staff on assessing standards on entry, baseline information,
phonics and basic key skills.
To guide staff to support effective KS1 transition.
To work with the teachers to promote best and innovative practice to enrich the range of
teaching and learning styles in the school.
To support colleagues to create a stimulating and creative learning environment for EYFS.
To be a ‘visible’ leader, attending evening events and meetings out of school time where
appropriate.
To lead INSET training.
B. Management Responsibility
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To play an integral role in the formation and implementation of the schools Development
Plan, including evaluating its success.
To take the lead role in some areas of the Schools Development Plan, and be accountable
for these aspects.
To lead and manage teachers and practitioners in the reception phase.
To enable all teachers to develop their expertise in planning and teaching through
example, support and by leading or providing high quality professional development
opportunities.
To organise regular phase meetings to ensure continuity in teaching and learning.
To ensure planning, record keeping and assessment is in line with school policies.
To lead on agreement trials, ensuring consistency in levelling children’s work
To update teachers on changes to schools policies.
To organise materials for, and co-ordinate, assessment and data return.
To organise meetings for parents at the beginning of the year and ensure that all agreed
information (e.g. targets) are sent out on time.
To liaise closely with support staff and other professionals so that they are able to make
a significant contribution to teaching and learning in the phase.
To liaise with staff to ensure smooth transition from feeder nurseries to reception and
reception to Year 1, including co-ordination of the ‘handover’ of relevant documents.
To induct, support and monitor new staff within the Phase.
To lead Performance Management and professional development of Teaching Assistants
in the phase.
To ensure that resources for continuous and enhanced outdoor provision are effectively
managed and deployed.
C. Monitoring and evaluating the Curriculum
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To ensure that planning, assessment, target setting, recording and reporting systems are
implemented in line with school policy.
To provide feedback to teachers and disseminate examples of effective planning and
teaching.
To organise and lead meetings with staff to discuss portfolios of work to ensure continuity
and progression of pupils’ learning is maintained across the phase.
To monitor standards within the phase, analysing data from school tracking systems,
EYFS profile information and RAISE online, and use this information to action required
support.
D. Other
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To safeguard the health and safety of self and others in accordance with the school’s
Health and Safety Policy.
To undertake decision making and policy development across the school.
To maintain lines of communication between the Leadership Team and staff.
To promote good behaviour around the school and support colleagues in promoting good
behaviour.
To show a commitment to work outside directed time when required.
It is also the duty of the Phase Leader to develop personally and professionally through.
Reflection on own practice and private study, keeping abreast of new initiatives.
Participation in appropriate CPD for self and others.
Howard Primary is committed to safeguarding and promoting the welfare of children and young
people. We expect all staff to share this commitment and to undergo appropriate checks,
including an enhanced DBS check.
The above responsibilities are subject to the general duties and responsibilities contained in the
Statement of Conditions of Employment.
The duties of this post may vary from time to time without changing the general character of the
post or level of responsibility entailed
Specific Job Description Responsibilities:
A. Leading, developing and enhancing the teaching practice of others











To be an outstanding role model for your team in terms of outstanding teaching,
behaviour management and classroom management that sets a standard for
other teachers to emulate.
To provide guidance and support to staff in planning, implementing schemes of
work and evaluation of teaching to raise standards.
To provide guidance to staff in observational assessment and use of learning
journeys and how these inform next steps.
To monitor the quality of teaching and learning, including scrutiny of work and
planning and lesson observations, taking responsibility for improved pupil
outcomes.
To ensure that the class teachers deliver the EYFS curriculum effectively.
To provide guidance to staff on assessing standards on entry, baseline
information, phonics and basic key skills.
To guide staff to support effective KS1 transition.
To work with the teachers to promote best and innovative practice to enrich the
range of teaching and learning styles in the school.
To support colleagues to create a stimulating and creative learning environment
for EYFS.
To be a ‘visible’ leader, attending evening events and meetings out of school
time where appropriate.
To lead INSET training.
B. Management Responsibility











To play an integral role in the formation and implementation of the schools
Development Plan, including evaluating its success.
To take the lead role in some areas of the Schools Development Plan, and be
accountable for these aspects.
To lead and manage teachers and practitioners in the reception phase.
To enable all teachers to develop their expertise in planning and teaching
through example, support and by leading or providing high quality professional
development opportunities.
To organise regular phase meetings to ensure continuity in teaching and
learning.
To ensure planning, record keeping and assessment is in line with academy
policies.
To lead on agreement trials, ensuring consistency in levelling children’s work
To update teachers on changes to schools policies.
To organise materials for, and co-ordinate, assessment and data return.
To organise meetings for parents at the beginning of the year and ensure that
all agreed information (e.g. targets) are sent out on time.
To liaise closely with support staff and other professionals so that they are able
to make a significant contribution to teaching and learning in the phase.




To liaise with staff to ensure smooth transition from nursery to reception and
reception to Year 1, including co-ordination of the ‘handover’ of relevant
documents.
To induct, support and monitor new staff within the Phase.
To lead Performance Management and professional development of Teaching
Assistants in the phase.
To ensure that resources for continuous and enhanced outdoor provision are
effectively managed and deployed.
C. Monitoring and evaluating the Curriculum




To ensure that planning, assessment, target setting, recording and reporting
systems are implemented in line with school policy.
To provide feedback to teachers and disseminate examples of effective
planning and teaching.
To organise and lead meetings with staff to discuss portfolios of work to ensure
continuity and progression of pupils’ learning is maintained across the phase.
To monitor standards within the phase, analysing data from school tracking
systems, EYFS profile information and RAISE online, and use this information
to action required support.
D. Other








To safeguard the health and safety of self and others in accordance with the
school’s Health and Safety Policy.
To undertake decision making and policy development across the school.
To maintain lines of communication between the Leadership Team and staff.
To promote good behaviour around the school and support colleagues in
promoting good behaviour.
To show a commitment to work outside directed time when required.
It is also the duty of the Phase Leader to develop personally and professionally
through.
Reflection on own practice and private study, keeping abreast of new initiatives.
Participation in appropriate CPD for self and others.
Howard Primary is committed to safeguarding and promoting the welfare of children
and young people. We expect all staff to share this commitment and to undergo
appropriate checks, including an enhanced DBS check.
The above responsibilities are subject to the general duties and responsibilities
contained in the Statement of Conditions of Employment.
The duties of this post may vary from time to time without changing the general
character of the post or level of responsibility entailed