Primary Teacher (

Winstedt Way; Singapore; On-site; SGD 42,000 - 64,000; Full time

Job summary

Winstedt Way in Singapore is seeking an experienced primary teacher who can deliver high-quality lessons across Early Years to Year 6, foster an inclusive, structured learning environment and monitor progress with data-driven planning.

The role emphasizes safeguarding, pastoral care and collaboration with therapy and pastoral teams, parents and colleagues to support students’ social, emotional and academic development.

Qualifications

• Bachelor’s Degree in Education or relevant subject with teaching qualification.
• Minimum of 3 years’ teaching experience in a school setting.
• Experience in an inclusive school with diverse learning needs.
• Strong understanding of differentiated instruction and inclusive practices with UDL.
• Ability to plan and deliver engaging lessons supporting academic, social and emotional development.
• Experience in assessment, progress monitoring and data-informed planning.
• Strong classroom management and nurturing learning environment.
• Excellent communication and interpersonal skills with families and colleagues.
• Ability to work in a multidisciplinary environment with therapy/pastoral teams.
• Commitment to safeguarding and contributing to wider school life (ECAs, camps, enrichment).

Responsibilities

• Plan, prepare and deliver high-quality lessons for Primary students from Early Years to Year 6.
• Create an inclusive, engaging and structured learning environment promoting progress and confidence.
• Differentiate teaching strategies and assessments for diverse learning profiles and needs.
• Monitor, assess and track student progress using data to inform planning and intervention.
• Provide timely and constructive feedback and maintain attendance and progress records.
• Uphold safeguarding, pastoral care and wellbeing of all students.
• Collaborate with colleagues, TPC staff and school leadership to ensure joined-up support.
• Engage in professional development to strengthen inclusive teaching practices.
• Lead or supervise at least one ECA per term and participate in school events and camps.
• Communicate with parents regarding progress, wellbeing and school matters.

Skills

Teaching

Differentiated instruction

Assessment

Communication

Pastoral care

Collaboration

UDL knowledge

Education

Bachelor's Degree in Education or related subject

Job description

The Teacher is responsible for delivering high-quality teaching and learning that secures the highest standards of student achievement and progress across the primary phase. This is achieved through excellent classroom practice, effective assessment, and the careful monitoring and review of each student’s academic, social, emotional and personal development.

The role requires creating a positive, inclusive and engaging learning environment that inspires, motivates and challenges students to reach their full potential. The teacher is expected to have the highest aspirations for all students’ development and achievements, both within and beyond the classroom, while providing excellent pastoral care and ensuring the wellbeing of every pupil.

The teacher is also expected to uphold the school’s mission, vision, values and safeguarding responsibilities, while contributing fully to the wider life of the school. This includes playing an active role in the continued development of a vibrant extra-curricular programme and supporting an all-round outstanding educational experience for all students.

Responsibilities:

1. Teaching and Learning

§ Plan, prepare and deliver high-quality lessons that meet the needs of Primary students from Early Years to Year 6.

§ Create an inclusive, engaging and structured learning environment that promotes progress, independence and confidence.

§ Differentiate teaching strategies, resources and assessments to meet a wide range of learning profiles, abilities and needs, including neurodivergent learners.

§ Use a variety of teaching approaches to support academic, social and emotional development.

§ Monitor, assess and track student progress regularly, using data to inform planning and intervention.

§ Set high expectations for behaviour, achievement and personal growth.

§ Provide timely and constructive feedback to students to support continuous improvement.

§ Maintain accurate records of attendance, assessment outcomes and student progress.

2. Student Support and Well-being

§ Promote the well-being, safeguarding and pastoral care of all students.

§ Build positive relationships with students based on trust, consistency and respect.

§ Understand and respond appropriately to the needs of neurodivergent students, supporting regulation, participation and learning readiness.

§ Work closely with the Therapy and Pastoral Care (TPC) team to implement strategies, accommodations and support plans.

§ Identify concerns relating to academic progress, behaviour, attendance or emotional well-being and elevate appropriately.

§ Foster students’ self-esteem, resilience, social skills and independence.

§ Support smooth transitions for students joining, moving through or leaving the school.

3. Communication & Collaboration

§ Work collaboratively with colleagues, teaching assistants, TPC staff and school leadership to ensure joined-up support for students.

§ Communicate effectively and professionally with parents regarding student progress, well-being and school matters.

§ Participate in meetings, case discussions, parent conferences and multidisciplinary reviews where required.

§ Contribute positively to year group, phase or whole-school planning initiatives.

§ Share resources, strategies and good practice with colleagues.

§ Build strong partnerships with families to support learning and development at home and in school.

4. Professional Practice

§ Uphold the values, policies and professional standards of the school at all times.

§ Maintain high standards of classroom management, punctuality, preparation and professional conduct.

§ Engage in professional development to strengthen teaching practice, SEN awareness and inclusive education strategies.

§ Reflect on own performance and respond positively to feedback and appraisal processes.

§ Contribute to the wider life of the school through events, performances and community activities.

§ Conduct or supervise at least one Extra-Curricular Activity (ECA) each term, as assigned.

§ Support and contribute to school programmes such as camps, enrichment activities and holiday programmes where required.

§ Undertake other reasonable duties consistent with the role, as directed by the School Leadership Team.

Homeroom Responsibilities:

1. Pastoral Lead

Build strong relationships,establish clear expectations and support positive behaviour.

§ Consistent routines and expectations evident across lessons and transitions

§ Classroom environment is organised, purposeful and reflects current learning

§ Behaviour is managed proactively with clear follow-through and minimal escalation

2. Teaching & Developmental Oversight

Deliver core curriculum andmaintain oversight of progress across subjects.

§ Planning shows clear progression, differentiation and alignment with curriculum expectations

§ Regular review of student work and assessment data across subjects

§ Concerns identified early and acted upon (e.g. intervention, discussion with specialists)

3. Family Communication

Serve as the primary contact forparents regarding overall progress and wellbeing.

§ Timely and professional responses to parent communication

§ Termly reviews/reporting are accurate, clear and aligned with school expectations

§ Communication reflects a balanced view of progress, wellbeing and next steps

4. Collaboration & Professional Practice

Ensure alignment across staff andconsistency in student support.

§ WISPs are implemented consistently and referenced in planning and support

§ Effective communication with subject teachers and therapy teams (evidence of follow-up)

§ Registers, records and classroom environment are consistently maintained to a high standard

Requirements:

§ Bachelor’s Degree in Education or a relevant subject area with a recognised teaching qualification.

§ Minimum of 3 years’ teaching experience in a school setting.

§ Experience working in an inclusive school environment with students of diverse learning needs.

§ Strong understanding of differentiated instruction, adaptive teaching strategies and inclusive classroom practices, with UDL present and effectively carried out in all classrooms.

§ Ability to plan and deliver engaging lessons that support academic, social and emotional development.

§ Experience in assessment, progress monitoring and using data to inform teaching and interventions.

§ Strong classroom management skills with the ability to create a positive, structured and nurturing learning environment.

§ Excellent communication and interpersonal skills, with the ability to build effective relationships with students, parents and colleagues.

§ Ability to work collaboratively within a multidisciplinary environment, including close partnership with Therapy and Pastoral Care (TPC) teams.

§ Commitment to safeguarding, student well-being and pastoral care.

§ Willingness to contribute to the wider life of the school, including ECAs, camps, enrichment and holiday programmes.

§ Knowledge of Universal Design for Learning (UDL) and inclusive practices to support diverse learners.

As part of our safer recruitment process, all appointments are subject to appropriate safeguarding checks and pre-employment screening. This may include verification of qualifications and employment history, reference checks, identity and right-to-work checks, and relevant background or criminal record checks, as applicable.

The successful candidate will also be required to comply with the School’s safeguarding policies and procedures and uphold our commitment to providing a safe, supportive and inclusive environment for all students.