WE ARE ALWAYS looking for talented graduates (recent and career changers), ECTs and experienced teachers to join our staff. Our friendly and welcoming staff enjoy teaching highly able, motivated and well-behaved young people.

Wilson’s School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The recruitment procedures include an enhanced DBS check, overseas police checks (where relevant), proof of qualifications and employment history references. The appointee’s responsibility for promoting and safeguarding the welfare of children and young persons for whom s/he comes into contact will be to adhere to and ensure compliance with the School’s Safeguarding and Child Protection Policy at all times. 

Wilson's School

Recruitment Privacy Notice

How we use information provided by prospective employees

Wilson’s School is the Data Controller for the use of personal data in this privacy notice. If you would like to discuss anything in this privacy notice, please contact: Data Protection Officer, Wilson’s School, Mollison Drive, Wallington, Surrey, SM6 9JW. (email)

As part of the recruitment process, Wilson’s School (the School) collects and processes personal information relating to job applicants. The School works to ensure that personal data is processed fairly and lawfully, is accurate, is kept secure and is retained for no longer than is necessary. This Privacy Notice was last reviewed on 10 January 2023.

We process the following categories of information:

  • your name, address and contact details, including email address and telephone number;
  • details of your qualifications, skills, experience and employment and education history;
  • information about your current level of remuneration, including benefit entitlements;
  • whether or not you have a disability for which the school needs to make reasonable adjustments during the recruitment process;
  • information about your personal hobbies and interests and results from online searches;
  • information about your entitlement to work in the UK; and
  • equal opportunities monitoring information, including information about your ethnic origin, gender, health, and religion or belief.
This list is not exhaustive. It is recognised that some of the personal data we process is special category data.

Collecting and storing this information

The School collects this information in a variety of ways. For example, data might be contained in application forms, from your passport or other identity documents, or collected through online searches, interviews or other forms of assessment.

The School will also collect personal data about you from third parties, such as references supplied by current and former employers, information from employment background check providers and information from criminal records checks. The school may also perform an internet search and checks on social media applications. The school will seek information from third parties before interview unless you request us not to (this may be indicated on the application form).

Data will be stored in a range of different places, including on your application record, in HR management systems and on other IT systems (including email).

Why we collect and use this information

In order to consider your application for employment the School needs to process your data. If your application is successful the School will need to process your personal data to enter into a contract with you.

The School collects and processes personal data about applicants in accordance with our legal obligations, including under Keeping Children Safe in Education and Safer Recruitment requirements and to comply with other laws, for example, checking a successful applicant's eligibility to work in the UK before employment starts.
The School has a legitimate interest in processing personal data during the recruitment process and for keeping records of the process. Processing data from job applicants allows the school to manage the recruitment process, assess and confirm a candidate's suitability for employment and decide to whom to offer a job. The school may also need to process data from job applicants to respond to and defend against legal claims.

The School processes health information if it needs to make reasonable adjustments to the recruitment process for candidates who have a disability. This is to carry out its obligations and exercise specific rights in relation to employment.

Where the school processes other special categories of data, such as information about ethnic origin, health or religion or belief, age, gender or marital status, this is for equal opportunities monitoring purposes as permitted by the Data Protection Act 2018.

For most roles, the school is obliged to seek information about criminal convictions and offences. Where the school seeks this information, it does so because it is necessary for it to carry out its obligations and to comply with a regulatory requirement to establish whether or not an individual has committed an unlawful act or been involved in dishonesty or other improper conduct/the purposes of preventing or detecting unlawful acts.

If your application is unsuccessful, the school will keep your personal data on file in case there are future employment opportunities for which you may be suited. The school will ask for your consent before it keeps your data for this purpose and you are free to withdraw your consent at any time by contacting Hazel Ware.

You are under no obligation to provide data to the school during the recruitment process. However, if you do not provide the information, the school may not be able to process your application properly or at all. If your application is successful, it will be a condition of any job offer that you provide evidence of your right to work in the UK, satisfactory references and produce documentary evidence to support an application to the Disclosure and Barring Service for an enhanced clearance certificate. You are under no obligation to provide information for equal opportunities monitoring purposes and there are no consequences for your application if you choose not to provide such information.

Who has access to your information?

Your information will be shared internally for the purposes of the recruitment exercise. This includes personnel involved in HR and recruitment, interviewers involved in the recruitment process, managers in the business area with a vacancy and IT staff if access to the data is necessary for the performance of their roles in supporting the School’s IT systems. If you have given your consent then the School may contact those you have named as a referee prior to interview to obtain references.

The school will not share your data with third parties, unless your application for employment is successful and it makes you an offer of employment. The school will then share your data with current and former employers or others you have named as a referee to obtain references for you, employment background check providers (where relevant) to obtain necessary background checks, our occupational health provider and the Disclosure and Barring Service to obtain necessary criminal records checks.

The school will not transfer your data outside the European Economic Area.

Storing your information

The school takes the security of your data seriously. It has internal policies and controls in place to ensure that your data is not lost, accidentally destroyed, misused or disclosed, and is not accessed except by our employees in the proper performance of their duties.

If your application for employment is unsuccessful, the school will hold your application on file for 12 months after the end of the relevant recruitment process. At the end of that period or once you withdraw your consent if earlier, your data is deleted or destroyed. In order to contact you about future employment opportunities that you may be interested in we would like to keep your name and basic contact details on file. Your consent for this is sought in the application form. You can withdraw your consent to this at any time.

If your application for employment is successful, personal data gathered during the recruitment process will be transferred to your personnel file and retained during your employment. The periods for which your data will be held will be provided to you in a new privacy notice.

Your rights

As a data subject, you have a number of rights. You can:

  • access and obtain a copy of your data on request;
  • require the school to change incorrect or incomplete data;
  • require the school to delete or stop processing your data, for example where the data is no longer necessary for the purposes of processing;
  • object to the processing of your data where the school is relying on its legitimate interests as the legal ground for processing; and
  • ask the school to stop processing data for a period if data is inaccurate or there is a dispute about whether or not your interests override the school's legitimate grounds for processing data.
If you would like to exercise any of these rights, please contact the Data Protection Officer. If you believe that the school has not complied with your data protection rights, you can complain to the Information Commissioner.

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  • Current teaching vacancies
    • Teacher of Mathematics

      From September 2024

      This vacancy offers the opportunity to work in an exceptionally successful Mathematics Department, within one of the country’s top performing schools.

      Whilst the closing date is Friday, 26 April 2024 with interviews following shortly after, we may interview prior to this and therefore actively encourage early applications. Further details and an application form can be downloaded here. We are always delighted to talk about the school and so do please email Hazel Ware, the Head’s PA or phone 0208 773 2931.

      The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. Appointment is subject to enhanced child protection screening including checks with past employers and the Disclosure and Barring Service.

    • Teacher of Physics

      From September 2024

      This vacancy gives the opportunity to work in an exceptional Physics Department, within one of the country’s top performing schools.

      Whilst the closing date is Friday, 26 April with interviews following shortly after, we may interview prior to this and therefore actively encourage early applications. Further details and an application form can be downloaded here. We are always delighted to talk about the school and so do please email Hazel Ware, the Head’s PA or phone 0208 773 2931.

      The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. Appointment is subject to enhanced child protection screening including checks with past employers and the Disclosure and Barring Service.

    • Teacher of Economics and Business

      From September 2024

      This vacancy has arisen as a result of the retirement of a long-standing member of staff and gives the opportunity to work in an exceptional Economics Department, within one of the country’s top performing schools.

      Further details and an application form can be downloaded here. If you are interested in teaching in our Economics and Business Department, please email Hazel Ware, the Head’s PA or phone 0208 773 2931.

      The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. Appointment is subject to enhanced child protection screening including checks with past employers and the Disclosure and Barring Service.

    • Teaching Post Application Form
      Accepted occupations for referees:
      If you cannot provide two referees from your current or previous employment you may provide details for a second referee that must:

      • have known you for at least 2 years;
      • be a friend, neighbour or colleague; and
      • be ‘a person of good standing in their community’ or work in (or be retired from) a recognised profession (see list below). If possible your referee should provide confirmation of their status such as writing on headed notepaper or from a professional email address.

      They must not be related to or involved with you, e.g.: related by birth or marriage or be in a relationship with or live at the same address as you.

      Recognised professions

      Examples of recognised professions include:

      • accountant
      • airline pilot
      • articled clerk of a limited company
      • assurance agent of recognised company
      • bank/building society official
      • barrister
      • chairman/director of limited company
      • chiropodist
      • commissioner for oaths
      • councillor, eg local or county
      • civil servant (permanent)
      • dentist
      • director/manager/personnel officer of a VAT-registered company
      • doctor
      • engineer - with professional qualifications
      • financial services intermediary, eg a stockbroker or insurance broker
      • fire service official
      • funeral director
      • insurance agent (full time) of a recognised company
      • journalist
      • Justice of the Peace
      • legal secretary - fellow or associate member of the Institute of Legal Secretaries and PAs
      • licensee of public house
      • local government officer
      • manager/personnel officer of a limited company
      • member, associate or fellow of a professional body
      • Member of Parliament
      • Merchant Navy officer
      • minister of a recognised religion - including Christian Science
      • nurse - RGN or RMN
      • officer of the armed services
      • optician
      • paralegal - certified paralegal, qualified paralegal or associate member of the Institute of Paralegals
      • person with honours, eg an OBE or MBE
      • pharmacist
      • photographer - professional
      • police officer
      • Post Office official
      • president/secretary of a recognised organisation
      • Salvation Army officer
      • social worker
      • solicitor
      • surveyor
      • teacher, lecturer
      • trade union officer
      • travel agent - qualified
      • valuer or auctioneer - fellows and associate members of the incorporated society
      • Warrant Officers and Chief Petty Officers
    Thank you for your interest in coming to work at Wilson’s. We are looking for well qualified and inspiring teachers to join our outstanding School.

    We provide excellent professional development and leadership opportunities. The School encourages teachers to join our talent pool. This will allow us to contact them directly should a suitable vacancy become available.

    Those interested in joining the Wilson’s School talent pool should submit a copy of their Curriculum Vitae and a brief covering letter to teach@wilsonsschool.sutton.sch.uk

    We would be delighted to speak further and indeed for you to visit us so that you can see how fulfilling teaching at Wilson’s can be.
  • About us
    Founded in 1615 by Royal Charter, Wilson's School is a leading boys' grammar school in Wallington, South London. The Ofsted Outstanding school educates around 1,200 pupils, with entry by academic selection based on performance in an entrance examination alone.

    The school consistently sits at the top of league tables for both GCSE and A Level results and performs much more strongly than the vast majority of independent schools. Almost all go on to study degree courses in a full range of subjects at either Oxbridge or Russell Group universities. As many schools are forced to narrow their curriculum, we are proud to be maintaining a broad range of subjects in all Key Stages.

    The school also has a vibrant co-curricular life. Sport and music are of a very high standard, but there is a huge range of activity beyond the classroom from our CCF founded in 1910, to chess and a whole range of smaller societies. We are proud of the diversity of our student and staff body.
  • Key staff benefits
    • Excellent mentoring and pedagogical development – including training graduates (recent and career changers) so that they have the opportunity to gain QTS without incurring the fees associated with a PGCE.
    • A culture of rapid promotion for talented staff – we have an excellent record of developing outstanding teachers and preparing staff for Senior Leadership.
    • Relocation expenses
    • Easy access to central London
    • Extensive parking on site for free
    • Access to sports facilities
    • A two-week October half term break and summer term ending on July 12th in 2023
    • Membership of the Teachers' Pension Scheme (TPS) or Local Government Pension Scheme (LGPS)
    • Childcare Vouchers
    • Staff accommodation may be available
  • Find out more about our Graduate Scheme
    We are always looking for talented graduates (recent and career changers) to join our staff. We have an excellent record of developing outstanding teachers via our teacher training programme.

    What are we looking for?

    You will care about the future life chances of highly able students in the state sector and be passionate about teaching up to A* at GCSE and A Level and preparing students for entry to top universities (including Oxbridge and study abroad).

    You will be passionate about your subject with school and degree qualifications that reflect this.

    You will be keen to start teaching straight away and to earn a salary commensurate with that responsibility.

    How will I be trained?

    You will be allocated a teaching and learning mentor and a subject mentor. A programme of professional studies will also be developed for you. They will be some of the very best teachers and committed to making you the very best teacher you can be.

    You will begin with a 50% timetable; this will develop over the course of the year up to 70%. In the second year your timetable will be 90%.

    How do I get QTS?

    By meeting the school’s ‘excellence criteria’ for teaching and learning you would have fulfilled the Teachers’ Standards. We will then support your application for QTS via the Department for Educations AO (Assessment Only) requirements.

    If you were interested in this option, we would be able to arrange an appropriate placement at a contrasting school and we would also pay for the registration and assessment fees.

    What is the application process?

    For next year we would welcome expressions of interest from potential teachers of any subject. Although we will remain open to applications throughout the year, interviews may be held at any time from the end of November if we identify a need in a specific subject area. As a result we would strongly recommend that you apply early.

    • The scheme opens for the following academic year. Telephone conversations and email enquiries are very welcome. Visits to the school will be possible throughout the year.

    End of November
    Application process opens.
    Letter of application outlining in no more than two sides of A4 your suitability for the post.
    Fully completed teaching post application form with two referees identified.

    Interview Stage

    Interview Day to include an outline of the programme, tour of the school, hands on teaching experience and an interview.

    June / July
    Paid training for successful candidates prior to a September start (though this may be negotiable depending upon circumstances).

    We are always happy to receive enquiries even if this is outside of a deadline.

    What are the selection criteria?

    • Fulfilment of national expectations
    • Qualifications which suggest an ability to teach the subject to the highest academic level
    • Strong levels of spoken and written English

    Demonstrate strong subject knowledge
    • Have secure knowledge of the relevant subject(s) and demonstrate the potential to maintain pupils’ interest
    • Demonstrate a critical understanding of the subject and promote the value of scholarship
    • Demonstrate an understanding of and a commitment to promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

    Potential to set high expectations which inspire, motivate and challenge pupils
    • Establish a safe and stimulating environment for pupils, rooted in mutual respect
    • Commitment to stretch and challenge pupils of all backgrounds and abilities
    • Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils, including tolerance of others

    Potential to plan and teach well-structured lessons
    • Ability to impart knowledge and develop understanding through effective communication
    • Potential to promote a love of learning and develop children’s intellectual curiosity
    • Willingness to reflect systematically on the effectiveness of lessons and approaches to teaching

    Wider professional responsibilities
    Successful candidates will:
    • be entirely committed to a career in teaching
    • support the values and ethos of Wilson’s School
    • be a cheery and optimistic presence around the school
    • make a positive contribution to the wider life of the school
    • develop effective professional relationships with colleagues
    • take responsibility for improving teaching by welcoming and responding to advice and feedback
    • communicate effectively with parents, staff and outside agencies about pupil progress and well-being.

    These criteria relate strongly to the national expectations expressed in the Teacher Standards.
    Staff testimonials
    from our most recent graduates

    “The strong NQT training programme is as advertised on the school website.”

    “Teaching staff here are excellent professionals who are all very friendly and welcoming.”

    “The organisation of CPD and the resources put in place for trainees are very good. Students have an excellent work ethic and all want to try their best for themselves and the teacher.”

    “Wilson’s support generally is why staff excel here as trainees.”

    “Wilson’s always made sure that, as trainees, we would succeed to the highest level.”

    “I wanted to teach bright students, all the way through to A-Level in a school where the subject was taken seriously.”

    “Impressed by the consistently high standards of expectations that teachers placed on students with regards to behaviour and academic achievement.”

    “There is a lot of support within the department and within the school but what I particularly like is the sharing of best practices.”

    “Wilson’s was recommended to me by my university tutor. When I looked at it, I was struck by the induction programme, the amount of training and support that was offered and the continuing professional development.”
    We would be delighted to speak further and indeed for you to visit us so that you can see how fulfilling teaching at Wilson’s can be.

    Those interested in applying should email: teach@wilsonsschool.sutton.sch.uk
  • Career development programmes
    The goal is the change effected in the thinking and practice of our colleagues so that change improves the experience and learning of the students.

    — Vivienne Porritt

    Securing consistently outstanding teaching at Wilson’s is an overriding priority and we strive to ensure that professional development for all staff is as stimulating as possible, creating as many opportunities for discussion and debate about teaching as we can.
    Our approach to professional development has evolved significantly over recent years so that we now take a highly personalised approach to match each teacher’s expertise and enthusiasm with suitable training.

    Evaluating the impact of professional development and pedagogical approaches is core to our approach and all staff are given an insight into high quality classroom research methodology. Almost all PPD takes place within the school day.
    We are always delighted to answer any questions about our approach to professional development.
    Developing Classroom Independence and Resilience
    Tasks may be inherently challenging, but unless the student invests and engages in the task, it may not be challenging for them … [the] positive creation of tension underlines the importance of teachers in encouraging and welcoming error, then helping the students to see the value of this error to move forward.

    — John Hattie

    Our Teaching and Learning focus for this year is developing practical strategies in each subject area to boost independence and resilience in our students. Our starting point will be the Learning Challenge Model (Concept > Conflict > Construct > Consider), with colleagues integrating wider reading and classroom research of their own in order to discuss and debate a range of associated principles.

    Teaching and Learning Mentor for new staff
    Professional development of all new staff (regardless of experience) is coordinated by an experienced Teaching and Learning Mentor. One-to-one discussions about classroom practice are planned in tandem with a programme of developmental observations.

    Sharing Teaching and Learning Excellence
    Maintaining a culture of Teaching and Learning development relies upon engendering a genuine interest in classroom practice. As well as our PPD programme requiring all staff to share their practice in some way and to engage in Action Research, we also encourage members of staff to share good practice by opening the doors to their classroom for those in other departments.

    Supporting New Middle Leaders
    Any member of staff taking on a middle leadership role will receive support, guidance and perhaps most importantly a sounding board for ideas. New Heads of Department are allocated an experienced mentor.
    Aspiring Middle and Senior Leaders
    We are proud that so many of our staff have gone on to become middle and senior leaders within the school and beyond. As well as sessions focusing on how to prepare for a middle leadership interview, we also offer a programme for aspiring senior leaders, entitled ‘Developing a Whole School Mindset’, involving a problem solving exercises that mirror the challenges faced by school leadership teams!
  • What we look for in classroom teaching
    Setting the lesson in context

    • The lesson has activities which are sequenced logically and which are relevant to the objectives of the lesson (these being relevant to the curriculum as a whole); the place of the lesson in the wider context of the curriculum is made clear.
    • Retrieval practice is enacted effectively; key ideas and concepts are reviewed, with evidence of retrieval and spaced practice over time.
    • The links between activities are made explicit to the students and appropriate timings are shared (where appropriate). Care is taken to reduce distractions – e.g. talking while pupils are working – and to avoid overload.

    Explaining and revisiting concepts

    • Explanations are delivered with clarity; knowledge is presented in a meaningful and relevant way and complex material is broken down into smaller parts.
    • Possible misconceptions are identified in advance and there is a plan to prevent these forming; there is careful use of analogies, illustrations, examples or demonstrations.
    • There is attention to the characteristics of teaching that enable students to embed key concepts in their long-term memory; silent, independent work is a regular feature of lessons.
    • The teacher manages questions from pupils effectively so that pupils are reassured and encouraged but the structure of the lesson is not adversely affected.

    Assessing students

    • Clear objectives are shared with the students towards the start of the lesson; these objectives are then revisited as the lesson progresses.
    • Knowledge and understanding is checked systematically and effectively throughout the lesson in order to anticipate where intervention may be necessary; Tasks and timings in the lesson are adjusted to address areas of weakness that the teacher identifies.
    • Teachers ask a large number of well-planned, "hands down" questions to range of students in order to check understanding, diagnose misconceptions and boost students' confidence.

    Challenging students

    • Expectations for what students can do are high and the teacher is fully aware of their capabilities, prior learning and understanding.
    • Differentiation is carefully planned and skilfully executed allowing students of different abilities to access suitably challenging work.
    • Students (including the most able) are placed outside of their comfort zone.

    Supporting students

    • Scaffolding is provided where required. All pupils have an opportunity to experience success.
    • Academic support is available to students inside and outside of lessons; they know how and where to access this. Over-reliance on the teacher in lessons is avoided.
    • Praise is carefully targeted and explained to students so that they know what they are doing well.

    Instructions and use of language

    • High-quality spoken language is modelled and required; students respond to questions in a formal manner, making use of relevant technical vocabulary; unfamiliar vocabulary is taught carefully and explicitly.
    • Pupils’ literacy is developed by, e.g. modelling reading comprehension, and teaching different forms of writing by modelling planning, drafting and editing.
    • Instructions for activities (timings, collaboration, groups, rules, intended outcomes) are absolutely clear and insisted upon.
    • Language is used by the teacher to ensure that individual students are pushed towards a particular course of action rather than allowed to ‘opt in’.

    The classroom environment and student engagement

    • A positive learning environment is created whereby students feel valued and respected and in turn they value and respect one another, as well as the teacher as the subject expert.
    • Students are highly engaged from the very start of the lesson, including during whole-class teaching; they are prepared to take risks and make mistakes and there is a sense of collective endeavour in the classroom.
    • Students demonstrate excellent concentration and resilience when working independently and collaboratively; teachers do not talk too much at these times.
  • Early Career Teacher

    Wilson’s delivers the statutory entitlement of training for Early Career Teachers.

    Our aim is to provide a more personalised approach using the self-directed resources from Institute for Education (UCL) alongside intelligent adaptations for the school context.

    These materials produced using the Early Career Framework build on the training from the ITT Core Content Framework in a logical sequence.

Wilson’s School

A boys’ grammar school in the London Borough of Sutton (UK), Wilson’s School is:

  • committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment
  • a charitable company limited by guarantee registered in England and Wales (no. 7536970). Registered office: Mollison Drive, Wallington, Surrey SM6 9JW
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