23 rd March Dear Colleague. Full time English teacher (Permanent) required for September Thank you for your interest in the above post.

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1 23 rd March 2016 Dear Colleague Full time English teacher (Permanent) required for September 2016 Thank you for your interest in the above post. The Chantry School is a very successful, over-subscribed school, located in the West Worcestershire village of Martley, approximately 6 miles from Worcester. We serve a predominantly rural catchment area and offer education from At our last Ofsted, (July 2009), the school was rated as outstanding. Our GCSE results are consistently high. Results in 2015 were excellent, with 72% of pupils achieving 5A* to C including English and Maths. We are rated in the top 20% of schools for progress. The success of the school is rooted in a belief that we will continually strive for the very best for each child, both academically and pastorally. Attendance is excellent, as is behaviour which leads to an exceptionally good climate both in and out of lessons. Teachers, support staff and pupils work well together, with a strong sense of community evident. Visitors to the school often comment on the positive atmosphere in lessons and corridors. We benefit from a strong and involved governing body and supportive parents. The school is a very pleasant place to work and to enjoy teaching very well motivated young people. We are now seeking a strong English teacher to complement and further enhance our current English provision. The successful candidate will be able to teach across the age and ability range, and with excellent subject knowledge be able to contribute to current educational initiatives. He or she will be passionate about their subject, an excellent communicator and have the ability to inspire young people to exceed their expectations. The school has an active Teaching and Learning community that ensures we share and maintain highly effective practice and professional dialogue, and challenges us to be the best we can. We are seeking practitioners who are keen to develop their skills in this environment, whatever their current level of experience may be. If you feel, after examining all the information, you would like to apply we will welcome your application; should this not be the post for you, we wish you well in your future career. Applications should consist of a completed Chantry School application form and a covering letter, which should address the person specification. The closing date for applications is midday on Monday, 18 th April I look forward to hearing from you. Yours sincerely Andy Dickenson

2 The Chantry English Department Information for candidates English at The Chantry is taught by a strong and experienced team of eight staff with a clear focus on continuing improvement and outstanding pupil achievement. Great importance is placed upon the quality of teaching and learning. We have high expectations of our students and we aim to inspire all our learners to succeed in becoming proficient and assured users of language. Our purpose at The Chantry is to provide the kind of high quality education which is a prerequisite to lifelong learning and love of learning. In the English department, we understand the key role which English has in each child s holistic development. We want our students to love coming to English, and to leave us ready to embrace their future as confident communicators in the world beyond school. We believe that enjoyment and passion are key to successful learning and we aspire to ignite an enthusiasm for all aspects of English among our learners. The English team embraces change, which is a natural part of the subject and the wider educational climate in which we work. We have planned our renewed curriculum collaboratively, drawing on the individual strengths of the English staff and we are fully prepared to manage the transitions introduced via educational reform. Our curriculum Pupils are grouped according to ability from Year 7 onwards. The English curriculum in Year 7 aims to provide a smooth transition from primary by building on communication skills in reading, writing, speaking and listening through a range of schemes. Throughout Key Stage Three, pupils focus on improving their analytical skills by exploring a variety of fiction and non- fiction texts of incremental complexity, sophistication and challenge. Written work is produced for a wide range of purposes and audiences, with an increasing emphasis placed upon technical accuracy. Our schemes of work link explicitly and proportionately to the assessment objectives which underpin our GCSE courses. Where possible, students are encouraged to communicate using realworld contexts. A particular focus is placed on reading for pleasure and building reading and writing stamina in preparation for the extended tasks which are a requirement of GCSE level study. This is supported by the Accelerated Reader programme in years 7 and 8, while in Year 9, pupils begin to explore some of the set texts which are a requirement of the GCSE in English Literature. At Key Stage Four, pupils follow the AQA English Language and English Literature or English courses. For our current Year 11 there is an examination unit in which pupils are required to analyse and understand nonfiction/ media texts and also to produce them for a range of purposes and audiences. Other Units of work include the study of a Shakespeare play, poetry from the Literary Heritage and a prose text from a different culture. Controlled assessments, set by the exam board, take place throughout the course and count towards the final GCSE grade. Speaking and listening is also integrated into and assessed throughout the curriculum, but is awarded as a separate certificate. For all years who are due to complete their education with us from 2017 onwards (current Year 10 and the year groups below them), GCSE assessment in English Language and English Literature will be completed purely by examinations which are taken at the end of Year 11. We will continue to follow AQA courses and all students will study for the two GCSEs in English Language and Literature. Extra Curricular There are many opportunities for students to enrich their learning by taking part in a range of extra - curricular activities on offer. These include our summer term immersion days, during which students have a chance to explore an aspect of English in greater depth. For example, Year 9 spend a day exploring Shakespeare through stagecraft and drama, music, dance, calligraphy and costume, while Year 7 participated in a day long festival of short films. Throughout the year we enjoy inviting visiting authors in to school to support and encourage our love of reading and to offer inspiration for our own writing. Last year, we have enjoyed meeting John Townsend (an author who is well known to our school) and Carole King. So far this year, KS3 pupils have been to visit authors Charlie Higson and Jonathan Stroud. If you require further information, please do not hesitate to contact the school. We always welcome visits from interested candidates. Ms A Bates, Leader of English, March 2016

3 Name: Job Title: Teacher of English Accountable to Leader of English Last review: March 2016 The Chantry School Job Description Purpose To provide high quality teaching and so enable effective use of resources and high standards of learning, progress and achievement for pupils, within an atmosphere in which pupils feel challenged, valued and secure. Accountabilities: Area Teaching and Learning Accountability Statement Set high expectations which inspire, motivate and challenge pupils Plan and teach well structured lessons Demonstrate good subject and curriculum knowledge Adapt teaching to respond to the strengths and needs of all pupils including the setting and marking of work to be carried out by pupils in school and elsewhere Promote good progress and outcomes by pupils including SEN & G&T Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English Assessment Recording and Reporting Pupils Personal Development Make accurate and productive use of assessment to record and report on the learning needs, progress and achievement of pupils Provide or contribute to oral and written assessments, reports and references relating to individual pupils and groups of pupils Fulfil the role of Form Tutor, or pastoral support, as required Contribute to the CPSE programme Providing guidance and advice to pupils on educational and social matters and on their further education and future careers, including information about sources of more expert advice on specific questions Liaison Communicating and consulting with the parents of pupils at Parents Evenings, Open Evening and other similar events Communicating and co-operating with persons or bodies both within and beyond the school in matters relating to pupils in their care and attending any meetings as necessary (e.g. with HoDs, YH s, outside agencies). Performance Management Participating in arrangements for the review of the teacher s own performance and that of other teachers as line management Monitoring, evaluation and CPD responsibility requires. Reviewing from time to time the methods of teaching and schemes of work to ensure effective delivery in the classroom. Work with others on curriculum and/or pupil development to secure co-ordinated outcomes. Participating in arrangements for further training and professional development. Act on advice and feedback given and be open to support.

4 Discipline, Health and Safety Manage behaviour effectively to ensure a good and safe learning environment using the school s agreed Behaviour for Learning system Maintaining good order and discipline among pupils and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere. Promote the safety and well-being of pupils and participate in all Health and Safety and safeguarding requirements in the school, both whole school and subject specific. Staff Meetings Participating in meetings at the school which relate to the curriculum or the administration or organisation of the school including pastoral arrangements Cover for absent colleagues External Examinations Cover for absent colleagues, rarely and in circumstances that are not foreseeable Participating in arrangements for preparing pupils for external examinations, assessing pupils for the purposes of such examinations and recording and reporting such assessments Wider Responsibilities Administration Fulfil wider professional responsibilities Make a positive contribution to the wider life and ethos of the school Maintain professional conduct at all times. Deploy support staff effectively Contribute to the development, implementation and evaluation of the school s policies, practices and procedures in such a way as to support the school s values and vision. Participate in administrative and organisational tasks related to the duties described above, including:- Meeting deadlines the direction or supervision of persons providing support in the classroom attending assemblies use of sims to, for example, register the attendance of pupils and log behaviour incidents supervising pupils during duties before, during or after school sessions This job description is an outline of the main responsibilities of the post and is not intended to be a comprehensive list of all duties. Items in italics are part of the Teachers Standards and due regard should be given to the further detail these imply. The post holder may be required to undertake other tasks appropriate to the level of the post as the may require. It may be reviewed from time to time and be subject to modification or amendment after consultation with the post holder. Signed. (Member of staff) Signed Date (Member of staff) Date. Update September 2015 (With reference to Teachers Standards and STPCD Sept 2015)

5 PERSON SPECIFICATION ENGLISH TEACHER Essential Qualifications and Experience: A good honours degree or equivalent in a relevant subject and QTS. Teaching: Up to date curriculum knowledge Evidence of good classroom practice. Good understanding of effective and engaging teaching methods. The ability to engage, enthuse and motivate students and the promotion of high standards of behaviour. Assessment: An understanding of the effective and varied use of assessment to inform planning. Experience of providing effective feedback to parents and students. Planning: The ability to plan lessons and sequences of lessons with clear objectives to ensure good progression for all students. The ability to set consistently high expectations for all students through class work and homework. The ability to manage time effectively and prioritise work. Desirable Evidence of further subject-based professional development. Experience of the use of ICT to enhance the teaching and learning process. Evidence of improved pupil outcomes over time. The ability to monitor student progress through the use of ICT A willingness to be involved in extended curriculum opportunities in the subject area. Professional Attributes: Highly motivated with high expectations of all pupils. Respond well to a challenge. Maintain high professional standards. Excellent communication skills. Commitment to own professional development. A commitment to the wider development of all pupils. The Governing Body is committed to safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment. All employees must undertake an Enhanced DBS Application.