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Application Pack for the position of

Teacher of Science
Glenthorne High School
Required from September 2024
(January or Easter start could also be considered)

www.glenthorne.sutton.sch.uk
PACK CONTENTS
Department page 3

Job Description 4&5

Person Specification 6

Information for applicants 7&8

Guidance to applicants 9 & 10

Dates for your diary 11

Willow Learning Trust Benefits 12

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DEPARTMENT: SCIENCE
The Science Department at Glenthorne is a successful and dynamic department. All laboratories and
classrooms are very well resourced and there are two preparation areas and four experienced technicians
who support staff alongside a dedicated TA team.

Students are taught in ability groups from Year 7 to Year 11. We have established an accelerated KS3
programme with an emphasis on developing practical scientific skills. In year 9 the most able students
start to study towards their separate science GCSEs while the other students study the skills and content
required for the Combined Science GCSE.

In Years 10 and 11, we follow AQA Science which is taught as Combined Trilogy or Triple science GCSEs.

Post 16 is a very popular area with Biology, Chemistry and Physics being offered at Advanced Level with
many candidates attending prestigious Russell Group universities. The excellent results at each Key Stage
are a reflection of the hard work and dedication shown by the Science Team. The results for 2020 at
GCSE show the outstanding commitment of the Science team: 9-4 grade percentage of 100% in Biology,
100% in Chemistry and 100% in Physics. At A level in 2023 there was a 100% pass rate for A Level
Biology, Chemistry and Physics.

Working together as a team, we meet regularly to formalise aims and discuss how to implement them
effectively. We work together to develop teaching and learning and share good practice.

The Science Department at Glenthorne is rapidly expanding. The new initiatives presently being
implemented and those planned for the coming year make it an exciting and dynamic place to work.

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JOB DESCRIPTION
POST TITLE: Teacher of Science
SALARY: Teacher’s Main Pay Scale (Outer London)
REPORTING: Director of Science

MAIN DUTIES/RESPONSIBILITIES
Key Responsibilities
All teachers are accountable to the Headteacher through their Line Manager. The postholder will be
expected to perform the following duties and meet the teaching responsibilities and standards as set out
in the School Teachers’ Pay & Conditions Document. The postholder is responsible for promoting his/her
own CPD to ensure that his/her skills, knowledge and understanding remain up-to-date.
Pupils
• To be accountable for standards of pupil achievement, attainment and behaviour in the
postholder’s classes, ensuring that prior attainment data is used effectively for pupils to make good
progress.
• To monitor pupils’ achievement and attainment through their progress grades to identify
underachieving groups or individuals and put in intervention strategies to identify and combat
underachievement.
• To set and communicate challenging targets for all pupils in the postholder’s classes.
• To set homework according to the school homework timetable ensuring that it is set for the correct
amount of time, on the right evenings and is sufficiently challenging for pupils of all abilities.
Planning, Teaching & Assessment
• To plan and prepare lessons in accordance with the general goals and philosophies of the Subject
Area and to keep records of lesson plans.
• To teach pupils according to their educational needs, in line with the Subject Area schemes of
work, ensuring that classwork and homework is differentiated according to the ability of pupils.
• To mark pupils' work in accordance with the school’s two weekly cycle and in line with the Marking
Policy. To work as part of a team and to actively contribute to the further development of schemes
of work within the Subject Area.
• To assess pupils’ progress regularly and effectively and provide formative feedback to pupils.
• To contribute to the further development of appropriate assessment strategies and procedures for
evaluation.
• To contribute to the development of policies and resources.
• To keep accurate records of pupil progress and complete annual reports and data sheets to reflect
this progress.
• To provide information to parents and colleagues as requested.

Resources
• To be responsible for the care and safe use of resources when they are being used by pupils.
• To be directly responsible for setting useful work when absent from lessons.
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• To be responsible for maintaining the fabric of the classroom environment according to school
policy.
• To enable pupils to produce display work and ensure that such displays are regularly changed and
support teaching and learning.
• To be accountable for the Health and Safety of pupils at all times when the postholder is
responsible for the supervision of pupils.

Communication
• To maintain close contact with Line Manager.
• To attend relevant school meetings as calendarised.
• To be responsible for communicating to parents, according to school policy, the progress made by
the pupils in their care.
• To encourage a positive attitude towards the subject within and outside the school.
• To direct the classroom activities of Teaching Assistants deployed to support the postholder’s
lessons.

Pastoral/Whole School
• To be a form tutor to a class and be responsible for the personal, social and academic
development of all pupils in your tutor group.
• To monitor the progress, attendance and punctuality of pupils and keep up to date records of
these.
• To lead tutor time activities and ensure active engagement of all pupils in the tutor group as
directed by the Head of Year.
• To maintain close contact with staff and parents and work within a year team.
• Take instructions from senior members of staff as required.
• Carry out other duties of a similar nature from time to time as maybe required by the Headteacher.
• Adhere to school policies and procedures to ensure the safety, welfare and discipline of pupils.
• To be responsible for promoting and safeguarding the welfare of pupils with whom you come into
contact.
• To ensure all pupils adhere to the rules and support the ethos of Glenthorne High School.

Extra-Curricular
• To work with the Subject Leader to plan and run a range of extra-curricular activities where
appropriate.

The Willow Learning Trust is committed to safeguarding and promoting the welfare of children and
expects all staff and volunteers to share this commitment.

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PERSON SPECIFICATION
Teacher of Science

ESSENTIAL CRITERIA

1. UK Qualified Teacher status for teaching secondary education as recognised by the DfE
2. Graduate in a Science, with a good degree.
3. Proven classroom management skills.
4. Ability to teach at least good lessons, to engage pupils across the age and ability range up to
GCSE, and to ensure they are suitably challenged.
5. High expectations of pupils’ work, attitude and behaviour.

6. Understanding of cross-curricular links with other areas of the curriculum.

7. A good working knowledge of ICT systems and the application of ICT in the classroom.

8. Ability to prioritise and set personal targets.


9. Willingness and ability to contribute to extra-curricular activities and clubs.
10. Ability to assume a form tutor role.

11. Evidence of commitment to own professional development.

12. Understanding of safeguarding responsibilities and the need to work within the school’s Child
Protection Policy.
13. Commitment to equal opportunities.

DESIRABLE CRITERIA
14. Ability to teach Biology at KS5.

The Willow Learning Trust is an equal opportunities employer and welcomes applications from all the sectors of the community. We
are committed to protecting our pupils and staff and therefore have a rigorous recruitment process which include assessing candidates
suitability to work with children. Candidates will be shortlisted against the above essential criteria assessable from application forms.
Issues relating to safeguarding and promoting the welfare of children will be explored during the interview process.
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INFORMATION FOR APPLICANTS

Glenthorne High School is a successful, over-subscribed, mixed comprehensive school for pupils between the ages of
11 and 19 situated in the London Borough of Sutton. In July 2017 we became part of the Willow Learning Trust with
two local primary schools: Aragon and Abbey.

We believe in Achievement for All. We have a reputation for excellence and are well known for high standards of
achievement and behaviour. Significant investment in facilities over the last few years has seen the building of two
new science classrooms, a state-of-the-art Library and we are soon to add a new 6th form facility, due to be complete
Summer 2023.

We were inspected by OFSTED in November 2021 and were judged good with outstanding in Behaviour and Sixth-
form provision. Inspectors recognised ‘pupils are happy and safe and behave exceptionally well’. Relationships
between staff and pupils are excellent. Also recognising Leaders and staff high expectations of pupils and that pupil
do well in their subjects and are focused on doing their best.

The school was designated as a National Teaching School in March 2013 and we developed the Sutton Teaching
School Alliance to support professional development and further improve best teaching practice across the Borough of
Sutton. Glenthorne became a SCITT in 2014, leading secondary and primary schools in Sutton and Merton to deliver
high quality ITT. The SCITT was judged ‘Outstanding’ in 2021. The SCITT comprises of over 20 high-performing local,
yet diverse secondary and primary schools, which have made rapid progress over recent years, have high expectations
of students and view teacher training as the key to future success.

We also have a specialism in the arts. We are a centre of excellence in the arts and hold the Artsmark Gold Award.
We hold the Challenge Award recognising excellence in meeting the needs of our more able pupils. In 2020 the
school featured in the highly acclaimed and award-winning Channel 4 documentary, ‘The school that tried to end
racism’, which gives you a flavour of the work the school is undertaking. Professional development is encouraged at all
levels of the school and is supported by performance management.

We value professional development and there are opportunities to develop subject, pastoral, and management skills.

Our priorities are to continue to improve specific aspects of teaching and learning, develop our curriculum and raise
standards of attainment. Standards achieved by our pupils in public examinations are high; GCSE & A level results
stand at:

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• 47% of entries obtained A*/A grades or 9-7 grades
• 88% of pupils gained at least a standard pass in English and Maths
• 73% of pupils gained at least a strong pass in English and Maths
• 91% of pupils achieved at least a standard pass in English Language or Literature.
• 84% of pupils achieved at least a strong pass in English Language or Literature.
• 91% of pupils achieved at least a standard pass in Maths.
• 76% of pupils achieved at least a strong pass in Maths.
• 59% of pupils achieved the E-Bacc with a standard pass.
• A Level results at 100% with 92% A*-C grades.

The curriculum at Glenthorne is organised into


Subject Areas, each with its own Subject Leader. In
Year 7, pupils are set in core subjects and languages
with mixed-ability groups for other subjects. A wide
range of GCSE and A Level courses are taught
together with BTEC and other vocational courses.
Subjects are taught in their own suites of well-
equipped classrooms. Extra-curricular activities are a
further strength of the school. Subject Areas
encourage a wide range of extra-curricular activities -
visits to galleries and theatres, clubs in Science and
Technology, field trips, museum visits and so on.
Recent school productions have included “Starlight
Express”, “Annie”, “Bugsy Malone”, “Billy Elliot”, “We
Will Rock You”, “Mary Poppins” and “Oaklahoma” in
2022. All involved over 100 pupils and proved to be
huge successes.

Sport is a key area of achievement and the school runs a Football Academy for Sixth Form students. We run many
teams and clubs in a variety of different sports. There is also an excellent Challenge Week for all KS3 students in July
each year designed to promote teamwork, problem solving, creative thinking and resilience.

Pupils at the school are organised in mixed-ability tutor groups with nine (ten in Y7/8 & 9) in each year group. Most
form tutors and Heads of Year move up the school with the year group. Together they play an important role in the
monitoring of pupil progress as well as in supporting individual pupils. All pupils and staff are all allocated to one of
four Houses: Rollason, Seacole, Turing and Morris, providing opportunities for pupils in all year groups to work
together in friendly competition.

The SEN Department at the school is fully committed to supporting the needs of pupils who experience learning,
behavioural or emotional difficulties. We offer a wide provision of intervention and support encompassing literacy,
numeracy, speech and language, social skills, anger management and individual mentoring.

We also offer the cycle to work scheme to all staff,


on site parking and generous pension scheme.

Willow Learning Trust is committed to promoting a


positive and diverse culture in which all staff and
young people are valued and supported to fulfil their
potential irrespective of their age, disability, race,
religion, belief, sex or sexual orientation. The Trust
works hard to provide a working environment and
management practices which balance the drive for
high standards and expectation with the need to
promote employee wellbeing and good health.

Please note the Trust is committed to promoting and


safeguarding the welfare of all our children and
staff. As such, all posts are subject to an enhanced
DBS disclosure and pre-employment checks.

For further information about the school, please visit our website at www.glenthorne.sutton.sch.uk
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GUIDANCE TO APPLICANTS
Please read these carefully before making your application.

THE APPLICATION FORM


Please complete in black pen or type. Additional sheets may be used.

The application form will play a key part in whether you are called for an interview, so it is important that you
take your time and complete it as fully and accurately as possible.

When selecting candidates for interview we have to base our decisions on the information you give us. The
Person Specification is enclosed with this application form. This is a list of the skills, knowledge, qualifications,
experience, aptitudes and abilities that are required to perform the job. When we read your application form we
will be looking for evidence of examples which demonstrate how you meet the criteria in the person specification.
You must include sufficient evidence and examples to show that you meet the requirements.

PERSONAL DETAILS
For monitoring purposes we would ask that you provide the information requested on the Equal Opportunities
Monitoring Form at the back of the application form. This form is removed before shortlisting and will be
destroyed after monitoring.

CAREER HISTORY
This is the record of your work history. It may include periods of unpaid or voluntary work as well as paid
employment e.g. you may include time spent as a carer for one of your family or a voluntary helper in a school.
Please account for any gaps in your employment history.

If the title of the position does not make it clear what work you did e.g. twilight crew, canvasser, please briefly
describe the main duties.

You may continue on another sheet if you need extra space.

EDUCATION, QUALIFICATIONS, TRAINING


The Person Specification may ask for specific qualifications or training. You should list the relevant qualifications
or courses undertaken. Where you have additional qualifications or training, mention these if they relate to your
knowledge or skills. Proof of qualifications will be required at interview.

STATEMENT OF SUITABILITY
This section is your opportunity to show us that you meet the Person Specification. Take each criterion of the
Person Specification and tell us the details of your knowledge and experiences. Give specific examples of things
you have done which demonstrate your ability.

When reading your application, we cannot assume that because you have experience you also have the ability to
carry out a task and vice versa. You may have experience of managing staff, but we need to know how you
motivated your staff. We don’t expect you to have formal experience, but if you can show that you have the
ability to do the component tasks, that will be equally acceptable e.g. to organise a meeting you need to be able
to: liaise with others, book accommodation, organise refreshments, and compile agendas.

You may already have prepared a CV and want to send that instead of answering the Statement of Suitability.
You may send it, but you must also complete the Statement of Suitability. CVs often list the jobs you have had
and their responsibilities, but they often do not properly describe your skills and abilities. It is unlikely that we will
be able to find enough evidence in a CV alone.

You may use examples and evidence from outside paid employment. You may use examples from voluntary work
or your hobbies or interests.

PRE-EMPLOYMENT CHECKS & ONLINE CHECKS


If you are offered the post, the offer will be made subject to receipt of satisfactory references, online check, pre-
employment medical clearance, an enhanced DBS disclosure and, for teaching staff, a check on your teaching
qualification status. If your referees do not confirm what you have told us, we may want to discuss this with you.

We will ask you to complete an online Medical Questionnaire which will be sent to our Occupational Health
Department. It is their job to make sure that you are fit to do the job we have offered you. In some instances,

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you may be asked to go for a medical examination. You will also be asked to supply evidence of any qualifications
that are required.

All employees are required to have DBS clearance. Unless you have a clearance issued within three months of
being appointed, and have had no break in employment, we will require a new check to be carried out.

RELATIONSHIPS
We do not have a policy of excluding people who are related to school staff, Trustees or Governors, but if you are
related to someone we will make sure that they are not involved in the selection process for this post. If we find
out after you have been appointed that you are related to someone who interviewed you, we may dismiss you.
‘Related’ includes co-habiting with someone.

INTERVIEWS
Glenthorne has a policy of using a wide range of selection methods to assess whether people meet the criteria.
All teaching staff will be asked to take a lesson but you may also be asked to take an ability test, do a
presentation or other work related exercise. You will be advised of any method being used for the post when
called for interview.

Prior to interview you will be asked to complete a Criminal Records Self Declaration, any issues of concern arising
from a reference and/or Self Declaration will be explored during the interview process. At interview you will also
be asked questions related to your Personal Statement, safeguarding and promoting the welfare of children.

COMPLAINTS
The school is keen to ensure equality of opportunity in its recruitment and selection process. If you think that you
have been discriminated against during the selection process on the grounds of your race, age, gender, marital
status, caring responsibilities, gender re-assignment, sexual orientation, social class, religion, belief or disability
you may make a complaint and we will investigate. If you feel you have been unfairly treated you must contact
the CEO, in writing, within 3 working days of being rejected after an interview. You should explain the reason for
your complaint to the Headteacher, or his/her representative. The CEO, or his/her representative, may want to
talk to you before confirming the outcome of the investigation.

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DATES FOR YOUR DIARY
The deadline for applications is 12 pm , Sunday 10th December 2023

JOINING DATE: September 2024 (January or Easter start could also be considered)

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