• 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 10th in 2019-20
• Membership of the Teachers' Pension Scheme (TPS) or Local Government Pension Scheme (LGPS)
• Childcare Vouchers
• Staff accommodation may be available

• 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.

• 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

• 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

• 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

• 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

• 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.

Staff testimonials

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

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

Sharing Teaching and Learning Excellence

Supporting New Middle Leaders

Aspiring Middle and Senior Leaders

• The lesson has a combination of tasks and activities which are logically sequenced and directly relevant to the lesson's objectives.
• The lesson has a carefully planned combination of whole class teaching, structured collaboration and silent independent work.
• The links between activities are made explicit to the students.
• Explanations are delivered with clarity.
• Appropriate timings are applied, adjusted and where appropriate shared with the students.

• Expectations for student progress are high and the teacher is fully aware of their capabilities, prior learning and understanding.
• Subject expertise is used to facilitate high level thinking for all throughout; challenge is incremental and builds as the lesson progresses.
• Differentiation is carefully planned and skilfully executed allowing students of different abilities to progress at an appropriate rate.
• Avenues of support are available to students and they utilise these well. Students are prepared to take risks and make mistakes. Over reliance on the teacher is avoided.

• Clear, ambitious and measurable objectives are shared with the students at appropriate points in the lesson.
• Understanding is checked systematically and effectively throughout the lesson ('chaptered') in order to anticipate where intervention may be necessary to improve the quality of learning.
• Higher order hands down strategies are used in order to check understanding, diagnose misconceptions and hence enable progress.
• The lesson has a conclusion which reviews progress in an engaging and illuminating way.

• Students are engaged from the very start of the lesson.
• Students demonstrate excellent concentration and resilience when working independently and collaboratively.
• All students engage in whole class teaching episodes; there is a sense of collective endeavour.
• Enthusiasm for learning, from both teacher and students, is obvious.

• Extremely high standards are expected and achieved. Instances of low level mis-behaviour are dealt with promptly and effectively.
• A positive learning environment is created whereby students feel valued and respected and in turn they value and respect one another.
• Praise is carefully targeted and effective.