The Swire Chinese Language Centre Newcastle, Jesmond, Newcastle upon Tyne seeks to appoint a highly motivated and exceptional Mandarin Subject Leader:

Mandarin Subject Leader Salary: from £ 40,497Hours: Full TimeThe Swire Chinese Language Centre Newcastle, Jesmond, Newcastle upon Tyne seeks to appoint highly motivated and exceptional teachers of Mandarin.The Swire Chinese Language Centre is a partnership formed between The Swire Chinese Language Foundation, Newcastle High School for Girls and St Cuthbert’s Catholic High School to deliver an innovative programme of Mandarin Language Teaching and Chinese cultural experiences, both here and abroad, to children and adults in the region.The programme offers the highest quality, varied and imaginative curriculum to engage and inspire all of our students from Year 2 to Year 12 across a range of schools. The successful candidates will join two teachers already appointed to the partnership and will be welcomed into two collaborative and successful MFL Departments to teach both curriculum and co-curricular lessons at both of the partner High Schools and outreach lessons and clubs in selected partnership schools.Requirements of the role are the ability to teach Mandarin across two, or possibly three, key stages; high levels of ICT literacy and a commitment to innovative and lively methods of delivering the curriculum.We can offer you:

Enthusiastic and motivated students including 2 large, vibrant Sixth Form groups

An exciting and extensive commitment to your professional development

Access to state of the art resources and facilities Use of an on-site fitness suite A network of Mandarin teaching colleagues across all SWIRE CLP

centers Discounted tuition fees for children at GDST Schools

Please contact Nicola Bardett at n.bardett@ncl.gdst.net for an application form or visit the school website by clicking the apply button.

Completed application forms are to be returned to Nicola Bardett by 12 noon Tuesday 17th April 2018. Interviews will be held on 23rd and 24th April 2018.

We are committed to safeguarding and promoting the welfare of children. The successful applicant will be required to undergo enhanced DBS clearance and safeguarding training.

Registered Charity No. 306983

Part of theGDST networkwww.gdst.net

GDST SchoolsWhere girls can

The Girls’ Day School Trust is a LimitedCompany Registered in England No.6400Registered Charity No. 306983Registered Office: 100 Rochester Row,London SW1P 1JP

Senior SchoolTankerville Terrace, Jesmond, Newcastle upon Tyne NE2 3BAT 0191 2811768Junior SchoolChapman House, Sandyford Newcastle upon Tyne NE2 1TAT 0191 2851956www.newcastlehigh.gdst.net

Dear Applicant

Subject Leader - Mandarin

Thank you for your interest in the post of Subject Leader – Mandarin at Newcastle High School for Girls. I hope that the information included in this application pack will help you to decide to apply for the post.

Newcastle High School for Girls is a great community in which to work. The Senior and Junior Schools work closely together and are located near to each other just to the North of the City Centre. The school has a well-deserved reputation as a leader in education, a dynamic place where bright, lively students are engaged in a wide range of activities and experiences. Our students’ academic achievement is exceptional and, by the time they leave us, they are justifiably self-confident and ready to move into the adult world as interested and interesting young women.

Our staff, teaching and support, are highly valued and we look after them. There is a full programme of induction and ongoing training opportunities. Staff are committed to the well-being and development of the girls and work in small and large teams enjoying their roles as part of our school community. We try to say “yes” to ideas, suggestions and requests from staff as we work together to improve all aspects of school life. We all work hard, but we have fun, too.

Newcastle High School for Girls is a member of The Girls’ Day School Trust, which has almost 20,000 students and over d,000 staff at its schools throughout England and Wales, educating more girls than any other independent sector organisation in the UK. The Trust, established in 1872, provides invaluable expertise and support for the School, has recently invested in a large refurbishment programme at our Junior School and has funded the construction of a new state-of-the-art Senior School which opened in September 2016.

I hope that you will enjoy looking at our website to find out more about the School, www.newcastlehigh.gdst.net, and should you have any questions not answered by the available documentation, please do not hesitate to call the School.

Once again, thank you for your interest. Full details of how to apply are included in the enclosed Information for Candidates document.

Yours faithfully

Hilary FrenchHeadmistress

Part of theGDST networkwww.gdst.net

GDST SchoolsWhere girls can

The Girls’ Day School Trust is a LimitedCompany Registered in England No.6400Registered Charity No. 306983Registered Office: 100 Rochester Row,London SW1P 1JP

Senior SchoolTankerville Terrace, Jesmond, Newcastle upon Tyne NE2 3BAT 0191 2811768Junior SchoolChapman House, Sandyford Newcastle upon Tyne NE2 1TAT 0191 2851956www.newcastlehigh.gdst.net

Appointment of Subject Leader

Required for September 2018

The Application Procedure

A fully completed standard GDST Application Form (blank copy enclosed) should be submitted along with a letter explaining why and how you feel you are suitable for the role. The application form must include the names and full contact details of two referees (one of which should be your current employer) who may be approached immediately.

Applications should be addressed to Nicola Bardett, at the address on the front page of this document to arrive by 12 noon on 17th April 2018. Selection will be by reference to application form, lesson observation and a formal interview.

It is the Post-holder’s responsibility to promote and safeguard the welfare of children and young persons for whom s/he is responsible, or with whom s/he comes into contact will be to adhere to and ensure compliance with the School’s Child Protection Policy Statement at all times. If in the course of carrying out the duties of the post the post-holder becomes aware of any actual or potential risks to the safety or welfare of children in the school s/he must report any concerns in accordance with the reporting requirements set out in the School’s Child Protection Policy Statement. Candidates should be aware that they an enhanced DBS clearance is required for all posts in the School.

Newcastle High School for Girls

Newcastle High School for Girls (NHSG) was founded in September 2014 following the merger of two longstanding girls’ schools and is one of 26 schools in the Girls’ Day School Trust. Catering for girls age 3 – 18, NHSG is a selective independent school for girls with an enviable reputation. The Junior and Senior Schools occupy excellent sites in the quiet residential suburbs of Sandyford and Jesmond (less than a mile apart), just outside of the city centre and are well served by public transport and excellent local amenities. Newcastle’s bustling city centre, with its shops, restaurants, theatres, museums, sports facilities and parks is only a short walk from the school.

There are approximately 800 pupils in the whole school including around 300 in the Junior School and 200 in the Sixth Form. Academic results across both Junior and Senior Schools are excellent and our focus is on ensuring that each girl is the best she can be.

The Senior School

With a real focus on academic rigour, we offer a broad range of subjects alongside an impressive co-curricular programme to support these – from Science and Coding Clubs to performing Arts and Sports and many in-between. We see each day as an exciting opportunity and we aim for the girls to be engrossed in their love of learning as well as develop new skills that will prepare them for the future. Each Faculty within NHSG has its own unique attributes which combine to create an environment where the girls’ intellectual curiosity is sparked and they are stretched to achieve their very best across the board. Our cross-curricular approach ensures that girls are able to transfer the skills from one subject area to another and deepen the application of their knowledge.

One of the GDST values is ‘Girls First’ and our whole school community is focused on helping the girls in their endeavours. The girls attending our school are intelligent, inquisitive, confident, energetic and talented – those who meet them outside of school always comment on their confidence and impressive abilities.

In September 2016 we moved to outstanding new Senior School facilities in Jesmond following the completion of a multimillion pound development project. The facilities and resources that the School now boasts are of an exceptional standard. Outstanding technology enabled classrooms, Science facilities, Art Studios, Performing Arts venues and sports facilities give staff the perfect environment in which to deliver a 21st Century education.

The teaching and learning environment at NHSG is challenging and exciting as well as extremely rewarding.

Junior School

Our Junior School is a special place, a place where imagination comes alive, talents are nurtured, friendships are fostered and girls develop a confidence that is recognised by all who meet them.

Academic excellence is at the heart of what we stand for and the education we provide helps each girl to explore and develop her talents, encourages independence and supports an education that extends beyond the classroom and helps each girl to understand the world around her. Our excellent teaching practice ensures that each girl’s potential is developed within a supportive and caring environment.

In our fabulous school, we aim to make learning irresistible. We want the girls’ education to be an extraordinary experience filled with exciting challenges. We have developed a curriculum underpinned by transferable basic skills. Theatre visits, art gallery workshops, field trips, residential trips and educational visits add an extra dimension to our tailor made curriculum. The curriculum is enhanced and enriched with Music, Sport, Drama, Languages and Philosophy. Staff are trained to use Thinking Skills and P4C. We value the use of ICT throughout the whole curriculum. It is seamlessly integrated throughout lessons and used as a valuable resource across the whole school to enhance teaching and learning.

We look to the wider world for inspiration and all girls are taught Spanish – right from the first days in Nursery. Learning another language, we believe, should be a natural development and our fun and innovative approach to learning Spanish, links in a meaningful way to the whole curriculum

Our Junior School is located at Chapman House in a recently refurbished building set in five acres of grounds giving us a vibrant and stimulating environment both indoors and outdoors in which we can deliver a curriculum fit for purpose in a calm and tranquil learning environment. By taking learning into the outdoors we have found many opportunities to make abstract concepts real and relevant by putting them into a more realistic context. Taking girls beyond the classroom is like unclipping their wings; it allows their minds freedom to explore. Girls blossom in our happy family atmosphere.

Case Study

Bringing Mandarin learning to students across the North East so that every child can access this vital language and culture

Newcastle High School for Girls and St Cuthbert’s Roman Catholic Academy recognise that learning Mandarin is a fantastic opportunity for future generations. We want to give that opportunity to pupils not only at our schools, but also to students across the region who may otherwise miss out.

“We see this project as an opportunity to further increase the chance of social mobility for our students in linking the teaching of Mandarin with the study of STEM subjects at university and beyond. China has become a huge market and business leaders are looking for people who can speak Chinese and operate successfully in a Chinese cultural context.”

Carol Davison – Head of St Cuthbert’s Roman Catholic High School.

We approached the Swire Foundation in January 2017 to propose a five year plan that would see us collaborating with primary and secondary schools across the North East to bring Mandarin into the curriculum.

Three essential steps were needed to establish our plan:

1. Find exceptional teachers

We needed forward thinking staff and brilliant teachers to develop the curriculum and drive the project forward. Jennie King, Head of Faculty for Language and Digital Literacy at Newcastle High School for Girls has been appointed Director for 2017-2019. Two native Mandarin teachers have been appointed to deliver classes to the 500 pupils already onboard, and there are plans to grow the number of staff further into the project.

2. Start early

We felt it was important to build the programme from early primary school years, to allow Chinese to become an established and viable GCSE choice over time.

3. Share our story

We’ve created a website to support pupil learning which hosts all the resources used in the lessons. The website also shares the fantastic projects and events that our pupils have worked on. We are hoping that the website will grow to become an innovative and fresh portal that we can share with the other Swire Chinese Language Centres nationally.

With Swire Chinese Language Centre Newcastle now fully up and running, we have 12 primaries schools involved and two further local authorities onboard for phase two and three. The impact of our lessons is already being enjoyed by the students, as Thomas Rogers, STEM Coordinator at St Cuthbert’s RC High School observes:

“Monday’s Mandarin classes have been very popular and impactful for the students here at SCCHS. They are both innovative and enjoyable, which helps students understand the words and, more importantly, the tones. Our students feel privileged to be able to study the language of tomorrow’s business; “I feel lucky to be able to learn Mandarin because whilst over 1 billion people speak it there are hardly any schools which teach it here in the UK.”

Hilary French – Head of Newcastle High School for Girls is quoted:

“I am delighted that this initiative has created so much interest because it shows that the North East is open to the possibilities of a world of opportunity beyond Europe. The pioneering spirit of the Swire family lives on in our region”

For more information about Swire Chinese Language Centre Newcastle, visit our website at http://www.swirechinesenewcastle.org

Newcastle High School For Girls

Job DescriptionSubject Leader of Mandarin

Job Purpose 1. To support the Director and in turn the Head and SLT in the implementation of all aspects of School policy in order to maintain the aims and ethos of Newcastle High School for Girls and St Cuthbert’s RC Academy in their joint venture, the Swire Trust Chinese Centre – Newcastle whilst carrying out your teaching role.

2. To help Newcastle High School for Girls and St Cuthbert’s Swire Trust Chinese Centre - Newcastle to provide an excellent education for all the pupils involved in the programme by teaching with enthusiasm and offering support to the learning of individual students and the affiliated school's pastoral systems.

Accountable to:

The Director of Swire Trust Chinese Centre - Newcastle and The Heads of the two main partner schools supporting this programme.

Responsible for:

Subject teaching and support staff where appropriate

Accountabilities

Teaching

Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.

Hold positive values and attitudes and adopt high standards of behaviour in their professional role.

Demonstrate a flexible approach to cross-curricular and skills-based learning.

Teach and support the teaching of challenging, well-organised lessons and sequences of lessons across the age and ability range they teach in which they:

(a) use an appropriate range of teaching strategies and resources, including e-learning, which meet learners’ needs and take practical account of diversity and promote equality and inclusion

(b) build on the prior knowledge and attainment of those they teach in order that learners meet learning objectives and make sustained progress

(c) develop concepts and processes which enable learners to apply new knowledge, understanding and skills

(d) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively

(e) manage the learning of individuals, groups and whole classes effectively, modifying their teaching appropriately to suit the stage of the lesson and the needs of the learners.

Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment.

Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential. Planning

Plan for and help others plan for the progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.

Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.

Plan, set and assess homework, other out-of-class assignments and coursework for examinations, if appropriate to the course delivered, to sustain learners’ progress and to extend and consolidate their learning.

Set appropriate work for classes if absent for any reason. Coordinate the

Keep accurate electronic records of work set and marks achieved.

Learning Environment

(a) Establish a purposeful and safe learning environment, which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school.

(b) Identify and use opportunities to personalise and extend learning through out-of-school contexts where possible making links between in-school learning and learning in out-of-school contexts.

(c) Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the School’s behaviour policy.

(d) Use a range of behaviour management techniques and strategies, adapting them as necessary to promote the self-control and independence of learners.

(e) To complete a register for every lesson.

(f) To be punctual in taking lessons and dismiss student promptly at the end.

(g) Promote learners’ self-control, independence and cooperation through developing their social, emotional and behavioural skills.

Assessment and Monitoring

Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications.

Know a range of approaches to assessment, including the importance of formative assessment.

Know how to use national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement.

Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies including writing all required profiles and reports as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.

Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.

Support and guide both the teachers and the learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners.

Use assessment as part of their leadership role and their teaching to diagnose learners’ needs, set realistic and challenging targets for improvement and plan future teaching.

Subjects and Curriculum

Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy including: the contribution that their subjects/ curriculum areas can make to cross-curricular learning; and recent relevant developments.

Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas and other

relevant initiatives across the age and ability range they teach.

Keep up-to-date with IT developments which contribute to effective, cutting edge teaching and learning in your subject.

Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

Training and Development of self and others

Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity.

Evaluate their performance and be committed to improving their practice through appropriate professional development, as well as that of those for whom they are responsible.

Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.

Act upon advice and feedback and be open to coaching and mentoring. Coach and mentor those for whom they have responsibility where required.

Review the effectiveness of their teaching and its impact on learners’ progress, attainment and well-being, refining their approaches where necessary.

Review the impact of the feedback provided to learners and guide learners on how to improve their attainment.

Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.

Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil. Working with Others

(a) Communicate effectively with teachers lined-managed by them, . children, young people and colleagues.

(b) Communicate effectively with parents and carers, conveying timelyand relevant information about attainment, objectives, progress and well-being.

(c) Recognise that communication is a two-way process and encourage parents and carers to participate in discussions about the progress,development and well-being of children and young people.

(d) Recognise and respect the contributions that colleagues,

parent and carers can make to the development and well-being of children and young people, and to raising their levels of attainment.

(e) Have a commitment to collaboration and co-operative working, where appropriate, including supporting student teachers in liaison with other members of the Department, attend Departmental/Faculty Meetings.

(f) Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.

(g) Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

Achievement and Diversity

Understand how children and young people develop and how the progress, rate of development and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.

Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.

Understand the roles of colleagues such as those having specific responsibilities for learners with special educational needs, disabilities and other individual learning needs, and the contributions they can make to the learning, development and well-being of children and young people.

Know when to draw on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities, and to refer to sources of information, advice and support from external agencies.Administration and Management of Resources

Contribute as appropriate to the development of Schemes of Work. Manage the use of the programme’s resources and equipment and prolong the life of materials.

Complete administrative tasks to ensure the smooth running of the programme as requested by the Director.

Complete all administrative tasks associated with the pastoral role of a teacher within the programme.Health and Safety

Know the current legal requirements, GDST and national policies and guidance on the safeguarding and promotion of the well-being of children and young people.

Know the local arrangements concerning the safeguarding of children and young people.

Know how to identify potential child abuse or neglect and follow safeguarding procedures.

Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support.

General Requirements

All school staff are expected to:a. Work towards and support the Newcastle Mandarin Hub vision

and the current objectives outlined in the programme proposal.

b. Support and contribute to the programme’s responsibility for safeguarding students.

c. Work within the programme’s Health and Safety Policy to ensure a safe working environment for staff, girls and visitors

d. Work within the programme’s Diversity Policy to promote equality of opportunity for all girls and staff, both current and prospective.

e. Maintain high professional standards of attendance, punctuality, appearance, conduct and positive, courteous relations with girls, parents and colleagues.

f. Engage actively in the performance review process.g. Adhere to Policies as set out for the two partner high schools.h. Undertake other reasonable duties related to the job purpose

required from time to time.i. Be a positive role model to staff and pupils.j. Adhere to the programme’s dress-code

Review and amendment

This job description should be seen as enabling rather than restrictive and will be subject to regular review.

March 201 8

Person SpecificationSkills RequiredNear native ability to speak and write Mandarin EssentialDedication to promoting Mandarin within the Schools and marketing the department within and outside school EssentialAbility to communicate effectively, both verbally and in writing, with colleagues, school-based staff, governors, GDST and external bodies EssentialExcellent interpersonal skills, able to work with others harmoniously (including parents, pupils and colleagues) EssentialExcellent organisational and time management skills with the ability to prioritise EssentialConfident user of ICT to aid administration and learning. EssentialAbility to work on own initiative and react to competing demands EssentialAbility to work to deadlines, applying proactive time management strategies EssentialAbility to maintain confidentiality EssentialAbility to use a range of teaching strategies in order to meet the needs of all students EssentialSound behaviour management skills and discipline, both inside and outside the Classroom Essential

Knowledge BaseAbility to teach your subject up to A Level DesirableAbility to teach your subject up to GCSE Level DesirableExperience of working in, a successful department at KS 1 and 2 or 3 to 5 DesirableKnowledge of latest developments within MFL teaching DesirableUnderstanding and knowledge of ICT and willingness to develop ICT skills further Essential

Qualifications/AttainmentWell qualified graduate in your subject EssentialGood honours degree (first or upper second) DesirableTeaching qualification and recent teaching experience EssentialProven track record of academic success within the subject area Essential

ExperienceProven experience of successfully contributing to or running extra-curricular clubs and activities Essential

A good team worker; willing to teach across all key stages Desirable

Personal Attributes Enthusiastic, positive and hard-working EssentialA passion for education EssentialAbility to inspire, motivate and support pupils EssentialCalm, flexible, approachable attitude EssentialAbility to solve problems, make good judgements and take decisions EssentialAbility to work under pressure, on own initiative, accurately and with attention to detail EssentialCommitment to the improvement and development of own performance EssentialDrive and stamina to provide excellent opportunities for all pupils in the programme EssentialSelf-motivation and a willingness to accept responsibility EssentialWillingness to play a part in the overall developments of the programme EssentialCommitment to maintaining the caring and supportive ethos of the programme EssentialCommitment to the safeguarding of children and young people Essential

APPLICATION FOR EMPLOYMENT

TEACHING, TEACHING SUPPORT AND ADMINISTRATIVE POSTS

Form version: January 2018

NAME:

POSITION APPLIED FOR:

SCHOOL:

Where did you see this job advertised?

The information provided by you in connection with your application for this vacancy will be treated as confidential by the Girls’ Day School Trust. Your application form may be copied for use during the recruitment process.

Information given by you in the Equal Opportunities Monitoring Form will be dealt with separately from the rest of your application. The information provided will be used solely to monitor equal opportunities policies.

Further information provided by you will be used to determine your suitability for a position and, if applicable, in determining terms of employment or engagement. It may also be used to monitor recruitment initiatives. If your application progresses further, details may be disclosed to third parties (such as educational institutions, past and present employers, credit reference agencies, etc.) for reasons such as the verification of, or obtaining extra, information. Internet searches may also be carried out for the purpose of considering your application. If your application is unsuccessful, we may retain any information as required by law or, at our discretion, for up to six months following our final communication with you, unless you tell us otherwise.

The Girls’ Day School Trust is committed to the safeguarding of children, and child protection screening will apply to this post. Some of the information that we request in this form is for this purpose.

By signing and returning this application form, you consent to the Girls’ Day School Trust using and keeping the information provided by you as outlined above, carrying out any reference, criminal record, or child protection checks as may be appropriate in the circumstances.

The Girls’ Day School TrustA Limited Company Registered in England No. 6400. A Registered Charity No. 306983

Registered office: 100 Rochester Row London SW1P 1JP

1 PERSONAL DETAILS

Surname: First Names:

Title: MR/MRS/MISS/MS/DR Preferred name:

Any former names: Date of birth:

Home address: Address for correspondence (if different):

Post code: Post Code:

Tel no: (day) Email:

(eve) National Insurance no:

(mob) Teacher registration number, if applicable:

Are you legally entitled to work in the UK? YES/NOIf you are not a UK, EEA or Swiss national, please give details of your permission to work, specifying the type and length of visa or permit.

2 EDUCATION AND QUALIFICATIONS (to include details of QTS where appropriate)

School/College/University Dates attended Qualifications obtained / Examinations passed / Awarding Body

Date

FromMonth/

Year

ToMonth/ Year

Membership of professional institutions and other training/knowledge relevant to this post. Continue on separate sheet if required.

3 EMPLOYMENT HISTORY

Present or most recent employer:

Address:

Job Title: From: To:

Brief description of responsibilities:

Reason for leaving/wishing to leave:

Notice required (or when you could join us): Current salary:

Provide a full employment history in chronological order (most recent first) to include: periods of work in the UK and abroad; education/training; voluntary work; travel; career breaks; and any periods not in employment or education.

Dates Position held and brief

description of duties

Reason for leaving

FromMonth/Year

ToMonth/Year

4 ADDITIONAL INFORMATION

Do you have a current clean driving licence? (applicable only if duties involve driving) YES/NO

Hobbies, interests and anything you wish to tell us about your personal and family circumstances, including any special needs. Please declare any family or close relationship to existing employees of the school or the GDST (including Governors).

5 PERSONAL STATEMENT

Please state why you believe your qualifications, experience and personal qualities fulfil the requirements of this post, and any other information to demonstrate your suitability for the post.

Continue on separate sheet if required

6 REFERENCES

Please give the names of two people who can comment on your suitability for this post. One should be your current or last employer, or if you have not been employed, your school head teacher or college tutor. If you do not currently work with children, a reference will be required from your most recent employment involving work with children. References will not be accepted from relatives or those writing solely in the capacity of friends. Open references provided by you will also not be accepted.

Name: Name:

Address: Address:

Tel no: Tel no:

Email: Email:

Relationship: Relationship:

It is our practice to take up references before interview unless requested not to do so. If you do not wish us to

contact a referee at this stage, please mark the alongside the name with a cross.

7 SIGNATURE

I confirm that the above information is true and accurate.

Signed: Date:

The Girls’ Day School Trust is a LimitedCompany Registered in England No.6400Registered Charity No. 306983Registered Office:100 Rochester Row,London SW1P 1JP

PROTECTION OF CHILDREN:

SAFEGUARDING STRATEGY STATEMENT

The GDST Safeguarding Strategy forms a fundamental part of our approach to providing excellent pastoral care to all pupils, including those who may be over the age of 18 years. We believe that all pupils, regardless of age, special needs or disability, racial/cultural heritage, religious belief and sexual orientation have the right to protection from all types of harm and abuse.

The objective of the Safeguarding Strategy is to help keep our pupils safe by providing a safe environment for them and to educate them about keeping themselves safe.

The Safeguarding Strategy consists of:-1. GDST Safeguarding and Child Protection Policy 2. GDST Safeguarding Procedures3. GDST School Safeguarding and Child Protection Policy 4. Training to equip staff and volunteers to carry out their responsibilities in relation to

safeguarding and promoting the welfare of pupils.

The Safeguarding Strategy provides a clear framework within which individual schools will develop systems and local procedures to:- Prevent unsuitable people working with children Identify pupils who are at risk of, and/or are likely to suffer significant harm and take

appropriate action with the aim of making sure they are safe Record and share information appropriately Respond to allegations against staff and volunteers Promote safe practice and challenge poor and unsafe practice

Adherence to the GDST Safeguarding Strategy is mandatory for all staff and volunteers.

We recognise that Safeguarding covers much more than child protection , and so this strategy will operate in conjunction with related policies and procedures, such as effective whole school policies on Anti-Bullying, Behaviour Management, ICT and School Security.

Our approach to safeguarding is based on, and reflects the current principles recognised in UK legislation, including those around maintaining confidentiality and reporting concerns about pupils likely to suffer significant harm to the child protection agencies.

We are committed to working in partnership with parents; child protection agencies and diverse communities, to continuously develop and improve the Safeguarding Culture within our schools.

Version: April 2011

FORM S2 – VERSION SEPT 2014

DISCLOSURE OF CRIMINAL BACKGROUND OF THOSE GIVEN THE OPPORTUNITY TO HAVE CONTACT WITH CHILDREN

The appointment for which you are applying involves access to children or the opportunity to have contact with children and is an excepted occupation for the purposes of the Rehabilitation of Offenders Act 1974. All applicants who are offered employment will be subject to an enhanced criminal record check and Children’s Barred List check for the Child Workforce from the Disclosure and Barring Service (DBS) before the appointment is confirmed. This will include details of cautions, reprimands or final warnings as well as convictions, and "spent" convictions.

The disclosure of a criminal record will not automatically prevent you from being appointed unless the Girls' Day School Trust considers that the record renders you unsuitable for appointment. In making this decision, consideration will be given to the nature of the offence, its relevance to the nature of your employment, how long ago it was committed, what age you were at the time and any other factors that may be relevant.

If you wish to tell us about any criminal record in advance of an enhanced DBS check with Children’s Barred List check being sought, this information should be sent under confidential cover to the person to whom you are making your application. We will not view this information unless you have been shortlisted for interview. We guarantee that this information will only be seen by those who need to see it as part of the recruitment process. If you are not shortlisted for interview, the unopened information will be destroyed securely.

If you are currently working or have previously worked with children in an educational environment, your current or previous employer(s) will be asked about any disciplinary offences relating to children, including any which may be “time expired”, and whether you have been the subject of any child protection concerns.

Providing false information could result in your application being rejected, or summary dismissal if you have been appointed, and possible referral to the police.

DECLARATION

I declare that I am not barred from activity relating to children, or (if a teacher) subject to sanctions imposed by a regulatory body e.g. The National College for Teaching and Leadership. I either have no convictions, cautions, or bind-overs that may have an impact on my suitability to work in an educational environment, or have attached details in a sealed envelope marked confidential.

Signed: _______________________________________ Date: _______________________

The Girls' Day School TrustA Limited Company, Registered in England No. 6400. A Registered Charity No. 306983

Registered office: 100 Rochester Row London SW1P 1JP

THE GIRLS’ DAY SCHOOL TRUSTEQUAL OPPORTUNITIES MONITORING FORM – FORM S22

The GDST is committed to equal opportunities. One aim of this policy is to ensure that you and other job applicants are not discriminated against on the grounds of sex, race, disability, age, nationality, colour, ethnic or national origin, marital or civil partner status, pregnancy, sexual orientation, gender reassignment, religion or belief.

To monitor this policy, we should be grateful if you would complete and return this form. The information you give will be treated as strictly confidential and will be used only for Equal Opportunities monitoring purposes. This form will be detached from your application form, will not be used at any stage of the selection process and will be destroyed after evaluation has taken place.

POST APPLIED FOR:

NAME OF SCHOOL or TRUST OFFICE:

Personal details:GENDER: Male / Female / Transgender

MARITAL STATUS: Single / Married / Other (please specify)

AGE:

Ethnic origin:I would describe myself as:

Black Asian White Other

African Pakistani (please specify)

Caribbean Indian Other Bangladeshi

Chinese

DisabilityAre you disabled or do you have any conditions (i.e. a physical or mental impairment that has a substantial long-term effect on your ability to carry out normal day-to-day activities) that may require adjustments to your work or working environment?

Yes      No   

If you have answered "Yes" to this question, please indicate here any special arrangements which you might require if you are selected for interview.

Updated: April 2011