Teaching Partner

At Barton Park, we serve a vibrant, wonderfully diverse community. Many of our pupils face significant socio-economic barriers—meaning our children deserve nothing less than exceptional practitioners from day one. We firmly believe in a proactive “keep up, not catch up” ethos. In Year 3, this means consolidating and securing the foundational reading, writing, and mathematical fluency pupils began in Key Stage 1, ensuring every child has the confidence and academic stamina required to thrive across Key Stage 2 and transform their life chances.

Our teaching partners are an essential part of our teaching team, supporting the teacher is delivering the highest quality education for all. We are seeking an ambitious, dedicated Teaching Partner who understands that Year 3 is a vital bridge in a child’s schooling—when pupils transition from learning to read to reading to learn, and from concrete calculations to rapid, flexible problem-solving. Whether you are an experienced practitioner or an aspiring educator seeking a stepping stone into teaching, we invest in our team. For candidates with ambition and drive, we actively support pathways into qualified teaching but are equally happy to receive applications from candidates who wish to consolidate and build their skills as a teaching partner.

Key Responsibilities & Role Impact

• Securing & Extending Core Fluency: Deliver targeted, high-impact small-group and 1:1 interventions that bridge KS1 learning into KS2 expectations. You will strengthen reading fluency, vocabulary, spelling, and rapid arithmetic recall , systematically closing gaps before they widen.

• Supporting the KS2 Transition: Partner closely with the class teacher to cultivate an ambitious, structured, and stimulating classroom climate where children develop academic resilience, independence, and strong study habits.

• Oracy & Vocabulary Expansion: Lead high-quality, dialogue-rich interactions that broaden academic vocabulary and critical thinking.

• Lunchtime support: Play an active role in our lunchtime care team, fostering positive social play and restorative interactions in the dining hall and playground.

• A sound grasp of how foundational KS1 skills translate into KS2 mastery—particularly reading fluency, sentence construction, and number confidence.

• A "Keep Up" Mindset: Understanding that high-quality, immediate support gives children from disadvantaged backgrounds the best possible start and equal life chances.

• Interactive Initiative: The ability to seize learning moments, turn everyday discussions into vocabulary-building opportunities, and scaffold core skills on the spot.

• Inclusive & Resilient Approach: A patient, non-judgmental attitude and an understanding of inclusive practice, SEND, and trauma-informed support.

• A Commitment to our educational ideals: A deep commitment to education for all and high aspirations for all children, regardless of special need or start in life.

• Qualifications & Growth: GCSE grade C/4+ in English and Maths (or equivalent) is essential. A recognised Teaching Assistant qualification (e.g., NVQ Level 2) is desirable, but not essential. What matters most is your drive, adaptability, and willingness to learn.

• Safeguarding: A strict commitment to child protection, health, and safety policies.

Flexible Working: We value work-life balance while ensuring continuity for our pupils. This role is part-time, as it is term time only, 8:15-3:15. If you wish to discuss a job share application, or to discuss reduced or flexible hours, please make this clear in your application.

What we can offer

Our school is new and growing each year. Parents speak highly of the opportunities we provide the children and our wonderful new facilities. We have developed a forest school site locally used by EYFS and Year 1, and have an emergent orchard and wildlife area onsite, as well as two fabulous outdoor play grounds. Our 6 values are embedded in all we do and our children are welcoming and keen to learn. You would join a small, motivated and dedicated team of professionals, serving a newly opened school at the heart of a growing community.

Working in an ambitious, fast-growing school is deeply rewarding, but it is also demanding work. That is why staff wellbeing is never just lip service here—it is woven into our day-to-day culture. We are a tight-knit team where colleagues genuinely look out for, support, and lift one another up, backed by leadership that actively protects workload and listens.

We invest in our team and provide training, adapted to your needs and interests. Additionally, there is daily dedicated meeting time for teaching teams and a weekly teaching partner meeting with senior leadership to ensure good communication and opportunities to learn from each other. For ambitious practitioners looking to progress—including those aspiring to become qualified teachers—we actively support career pathways through the Trust (such as Teacher Apprenticeships and school-centred routes).

Education has the power to change lives, communities and society for the better. At RLT we believe that we can achieve more for our pupils, trainees, staff and communities by working together rather than alone. Schools in RLT are united by a common belief in the benefits of working together, and by our commitment to shared principles.

OUR VISION is for our schools and SCITT to improve rapidly, continuously and sustainably: to be better faster together.

OUR ‘WHY?’ is that children and young people ‘only get one go’ in school and therefore as part of RLT we aim to ensure the best possible ‘go’ for our pupils.

OUR ‘HOW?’ is through the highest support and challenge for our schools and each other, underpinned by our principles.

Our employees benefit from a wide variety of support including extensive continuing professional learning and development opportunities, wellbeing and staff networks and access to Defined Benefit Pension Schemes (TPS and LGPS) for all staff. For more information on what it is like to work for the Trust, and the benefits you could access, please see our “Working in RLT” guide.

This role includes regulated activity relevant to children.

The school reserves the right to consider and interview candidates ahead of the closing date if appropriate. An offer may be made to an exceptional candidate in this instance.

If you would like to have a confidential conversation with Bryony McCraw, headteacher, about the role, prior to application, then please email [email removed] or telephone [phone removed].

The River Learning Trust and Barton Park Primary School are committed to safeguarding and promoting the welfare of all children and preventing extremism. The Trust is required to conduct a variety of checks and online searches about you as part of their recruitment process in accordance with Keeping Children Safe in Education guidance. It is an offence to apply for certain roles within schools if you are barred from engaging in regulated activity relevant to children. The River Learning Trust is an equal opportunities employer committed to creating a safe, inclusive environment for all staff, free from discrimination and harassment.

For all RLT Safer Recruitment Documentation candidates should click on the following link RLT Safer Recruitment Documents for Candidates. Please see our website for up to date policies including our Child Protection and Behaviour Policies.

This post is exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2020. For further guidance for applicants click on this link List of offences that are not filtered