A new full time opportunity for a KG Reception English Teacher has been announced by Pharo Foundation in Hargeisa. The ideal candidate will have 2 - 3 years of professional experience in the Trainer/teacher/lecturer field. Applications are open until Sep, 02. Don't miss this opportunity.
KG Reception English Teacher, Pharo Kindergarten Hargeisa, Somaliland
Overview
Pharo Foundation (āthe Foundationā) is a pioneering, mission-driven organisation working to build a vibrant, productive, and
self-reliant Africa. Founded and fully funded by Pharo Management, emerging markets hedge fund, the Foundation
represents a new model of philanthropic capitalism: a private endowment using its own capital to design, fund, and operate
development programmes with private-sector discipline and long-term commitment.
Over the next decade, the Foundationās ambition is to deliver lasting impact across three interdependent missions:
- Empowering the next generation through affordable, high-quality education.
- Solving water scarcity by building and operating sustainable water infrastructure.
- Driving economic productivity by unlocking jobs, investment, and innovation through both non-profit and for-profit
ventures.
The Foundation operates in Ethiopia, Somaliland, Kenya, and Rwanda, employing more than 750 people. It combines a notfor-profit engine: Pharo Development, with a for-profit engine, Pharo Ventures, which builds and operates sustainable
businesses to create jobs and advance economic self-reliance.
About Pharo Schools
Pharo Schools is a pan African network of Schools that, exists to expand opportunity through high quality affordable and
equitable education across Africa. We are building a network of high-impact, future-focused schools that deliver excellent
learning outcomes, nurture character and wellbeing, and empower young people to shape prosperous futures for
themselves and their communities. Rooted in the Foundationās mission to āenable Africa to thriveā, Pharo Schools operates
with a deep commitment to equity, dignity, and access. Our schools prioritise strong teaching, enriched learning
environments, and holistic development, ensuring that every child regardless of background can succeed at school, thrive in
life, and transition confidently to further education and meaningful livelihoods. Pharo Schools currently serves +- 5000
students across Kenya, Somaliland, Ethiopia and Rwanda.
Position Summary
The Reception English Teacher will lead and manage a reception-level classroom, providing a safe, nurturing, positive, and
structured learning environment in which young children can develop academically, socially, emotionally, and physically.
The postholder will plan and deliver engaging, age-appropriate lessons in English, supporting children to develop strong
foundations in language, literacy, numeracy, communication, creativity, and social skills.
The role requires a strong understanding of early childhood education, fluency in English, excellent classroom-management
skills, and a collaborative approach to working with colleagues, parents, and the wider school community.
Key Relationships
Reporting to: School Head Teacher
Contract Type: Fixed Term (1 Year)
Functional Relationships: Early Years/Primary teachers, learning support staff, and other school staff
External relationships: Parents and Guardians
Key stakeholders: School leadership, pupils, parents/guardians, and the wider school community
Key Responsibilities
Teaching and Learning
- Lead instruction in English for a Reception-level class, delivering engaging, age-appropriate learning experiences.
- Prepare and implement daily lesson plans aligned with the school's curriculum, learning objectives, and early-years
educational principles.
- Develop and adapt instructional materials and learning resources to support children's individual needs, interests,
and developmental stages.
- Facilitate engaging whole-class, small-group, and individual learning activities that promote active participation,
curiosity, creativity, and independence.
- Support the development of children's early literacy, phonics, vocabulary, communication, numeracy, problemsolving, and social skills.
- Use play-based, practical, creative, and experiential approaches to make learning meaningful and enjoyable.
- Differentiate learning activities and teaching approaches to ensure an inclusive learning experience for children
with varying abilities and developmental needs.
- Incorporate recycled, natural, and locally available materials into creative and educational activities where
appropriate.
- Lead environmental education activities, including gardening, nature exploration, and outdoor learning
experiences.
Classroom Environment
- Assume full leadership and responsibility for the classroom, maintaining a structured, positive, nurturing, and
supportive learning environment.
- Establish and maintain appropriate classroom routines, expectations, and positive behaviour-management
practices.
- Maintain a clean, safe, organised, stimulating, and engaging classroom environment conducive to learning.
- Collaborate closely with the teaching team in all aspects of classroom life, including housekeeping, children's
personal care, diapering, toilet training, meal service, and classroom organisation.
- Provide appropriate classroom cover and learning support during staff breaks, absences, or other operational
requirements.
- Ensure all classroom activities, routines, and transitions are conducted in a manner that prioritises children's safety,
wellbeing, and dignity.
Child Development, Care and Safeguarding
- Support each child's overall development through appropriate learning and care practices.
- Observe children regularly and identify individual learning, developmental, behavioural, and wellbeing needs.
- Supervise children closely during meals, outdoor play, nature walks, field trips, and other school activities, ensuring
health and safety standards.
- Follow all school safeguarding, child-protection, health, safety, hygiene, and wellbeing policies and procedures.
- Monitor, assess, and document children's progress using appropriate assessments, anecdotal observations,
learning records, and portfolios.
- Maintain and regularly update an individual portfolio or scrapbook of achievements for each child throughout the
school year.
- Participate in or observe parent-teacher conferences and contribute relevant information regarding individual
children's learning, development, progress, and wellbeing.
Collaboration and Communication
- Communicate professionally and appropriately with parents and guardians regarding children's development and
learning.
- Contribute positively to a collaborative, respectful, and child-centred school culture.
Behavioural Competencies
- Acts as a positive role model and demonstrates respectful, reliable, and professional behaviour.
- Builds warm, caring, and trusting relationships with children.
- Respects Somaliland culture and values and responds appropriately to childrenās different backgrounds
- Demonstrates patience, empathy, and sound judgement when managing young childrenās behaviour and
developmental needs.
- Takes initiative, manages classroom responsibilities effectively, and works with minimal supervision.
- Handles information about children, families, and colleagues with discretion and professionalism.
- Responds calmly to emergencies and adapts effectively to changes in classroom routines or school activities.
- Welcomes feedback and actively seeks to improve teaching and classroom practices.
About Hargeisa
Hargeisa is the capital and largest city of Somaliland, serving as the region's main economic and administrative hub. The city is home to a growing number of international organizations, NGOs, and private sector companies, making it a key employment center in the Horn of Africa. Professionals relocating to Hargeisa will find a dynamic and rapidly developing urban environment.
Ereyada Soomaaliga (Somali Keywords): Shaqo Cusub ā¢ Shaqo Buuxda ā¢ Shaqo Hargeysa