KS1 Teacher – Waltham Forest, September 2026
A vibrant and culturally diverse primary school in Waltham Forest is looking to appoint a KS1 Teacher from September 2026. This permanent opportunity suits both experienced teachers and ECTs seeking a school with strong early reading outcomes, excellent staff collaboration and a clear focus on language development across Key Stage 1.
Pupils at this school speak a wide range of home languages, and leaders have developed a curriculum heavily centred around vocabulary acquisition, oracy and reading fluency from the earliest stages. KS1 attainment has remained consistently strong, with phonics outcomes above national averages and Reading identified as a particular strength across the school. The leadership team has invested significantly in staff training around adaptive teaching, communication development and inclusive classroom practice, creating a strong environment for professional growth.
Salary
Outer London salary £37,870 – £56,154 (MPS/UPS)
What teachers particularly value about the school:
- Extensive collaborative planning reducing unnecessary workload across KS1
- Additional classroom support staff within Key Stage 1 classes
- Specialist intervention programmes for speech, language and early literacy
- Weekly release time for coaching, curriculum development and moderation
- Strong links with local arts and cultural organisations enriching the curriculum
Your role will include:
- Teaching a KS1 class within a well‑established phase team
- Delivering structured phonics, reading and early writing lessons
- Using assessment to support pupils at varying stages of development
- Creating engaging classroom environments that promote independence and curiosity
The successful candidate will:
- Hold UK QTS and a recognised teaching qualification
- Demonstrate strong understanding of KS1 curriculum expectations
- Be suitable for experienced teachers or ambitious ECTs
- Show commitment to inclusive practice and high pupil achievement
Staff benefits
Staff benefit from approachable leadership, strong internal support systems and a culture where professional dialogue and shared practice are prioritised throughout the school year.
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