Peripatetic Teacher of Voice

Peripatetic Teacher of Voice

We are currently seeking an enthusiastic and dedicated Peripatetic Music Teacher of Voice, to bring out students’ abilities through identifying areas for development and implementing appropriate strategies to realise their full potential.

Line Manager: Natasha Smith

Key Responsibilities

• To liaise with the Head of Creative Faculty to ensure plans are appropriate and all needs and expectations are met.
• Plan, prepare and deliver engaging individual instrumental lessons.
• Teach and deliver individual/small group music sessions and activities, ensuring effective learning takes place and students make excellent progress.
• Provide feedback and give advice on student performance and skills.
• Research and implement good practice of innovative and successful instrumental teaching.
• Prepare students for performances, examinations and auditions, as appropriate.
• Work with students to use music as a means of personal and social development.
• Encourage and engage students across all year groups to participate in the vibrant Performing Arts extra curricular music opportunities.
• Act as a music and learning role model, gaining the trust and respect of the people you work with.
• Communicate positively and warmly with the Head of School, music teachers and other teaching staff, as well as students and parents, as appropriate.
• Attend and participate in school concerts, performances, events and assemblies when required and relevant.
• Contribute to whole school music events throughout the year.
• Undertake other duties and responsibilities which may be required from time to time.
• Ensure you adhere to health and safety standards and work within school safeguarding requirements.
• Other Considerations
• To undertake such other duties as the Vice Principal and Principal may reasonably request.
• To contribute to the co-curricular life of Claremont School.
• To continue the roles outlined in this job description to the highest level.

Skills, Qualifications and Experience

• Substantial and successful peripatetic instrumental teaching experience.
• Performance experience (solo or ensemble).
• High level of personal skill in and passion for music teaching and innovation.
• Interest in individualised lesson design and a determined attitude towards progress.
• A thorough knowledge and understanding of peripatetic instrumental teaching.
• Ability to be a good team player.
• Excellent verbal and written communication skills.
• Ability to work under pressure, prioritise tasks and manage time effectively in order to meet performance deadlines.

Benefits

• Remission of fees in line with the school fees discount policy.
• Free dining and refreshments during term time.
• Free on-site parking.
• Employee Assistance Programme – a 24-hour individual assistance programme.
• Company Pension.
• Access to i SP Learning Hub – an online professional development platform with hundreds of courses to widen your knowledge and support career growth.
• Part of the ISP group of schools, with opportunities for international career development and international learning opportunities.
• ISP Principles
• Begin with our children and students.

Our children and students are at the heart of what we do.

Simply, their success is our success.

Wellbeing and safety are both essential for learners and learning.

Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.

• Treat everyone with care and respect. We look after one another, embrace similarities and differences, and promote the well-being of self and others.
• Operate effectively.

We focus relentlessly on the things that are most important and will make the most difference.

We apply school policies and procedures and embody the shared ideas of our community.

• Learn Continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
• ISP Teacher Role Profile – Key Competencies
• Atmosphere.

You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere.

Your students feel confident to have open and honest conversations about their learning and how they can get better.

You create a positive atmosphere by building relationships, behaviours, and inclusive learning experiences that support a good struggle for all your learners.

You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.

• Shared Ideas.

You know and model the school’s values and contribute to its mission and vision through your daily actions.

Through all aspects of learning and teaching, you create a strong sense of shared behaviours and purpose for learners and their learning.

• A Focus on Learners and Learning.

You put learners and their learning first.

Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better.

You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self‑evaluation.

You are an active and valued member of dynamic learning communities.

• Learning and Teaching.

You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships.

You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalised needs of each student.

You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback.

You continuously inquire into the process of learning, making evidence‑informed decisions and taking action to further improve learning and teaching.

• Evidence of Learning.

You gather, document and analyse evidence of learning from various sources and use this to identify targets and action steps for improving learning.

You support students in knowing the different ways that their learning can be evidenced and how to use feedback and learning advice to get better.

Evidence enables you to make secure judgments about your students’ learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking.

You document and share evidence of learning to answer the questions: “What are my students learning?” and “How do I know?”.

• Leadership for Learning.

You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better.

You take responsibility for where students are now with their learning and the targets and action steps needed to improve.

You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.

• Learning Spaces.

You create and use spaces to support and demonstrate the school’s shared ideas about learners and learning and the ways in which students are getting better.

You ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their development.

• In Partnership with Parents and Carers.

You work in partnership with parents and carers, communicating with them regularly about their child’s learning, inviting their feedback and using this feedback to improve learning.

You help parents and carers understand the school’s shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home.

You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school’s learning community.

• Improvement Planning.

You are committed to learning and getting better and ensure this improvement happens strategically and effectively.

You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving learning and gathering evidence to demonstrate these.

You contribute to department and school learning improvement planning where possible and view the school’s learning improvement plan as the central focus for getting better together.

Safeguarding & Safer Recruitment

Claremont School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years employment history.

About Claremont

Claremont School is an independent day and boarding school.

The Nursery and the Prep School are based in St Leonards on Sea, and the Senior School is located in Bodiam, East Sussex.

The school is nonselective and welcomes children and young people from a large catchment area spanning 25 miles.

In addition, approximately one third of the students in the Senior School are international boarders.

Children join Claremont aged 2, and the school offers a British curriculum throughout with GCSEs and i GCSEs at KS4, and A Level and Btecs at KS5.

In addition, the school delivers outstanding programmes in Performing Arts (winning an award for outstanding School for Performing Arts in 2021) and in football where students can join the Football academy and look to become professional players.

Results and value‑added at Claremont are outstanding, with Senior School results beating national averages year on year, as well as more local independent selective schools.

We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that can forge successful careers and lives, in a rapidly changing world.

Claremont aims to be the "School of Choice" for the local area and supports its young people to excel in all that they do in a safe and inspiring environment.

Claremont School is also part of the International Schools Partnership (ISP) group.

International Schools Partnership (ISP)

Claremont School is also part of the International Schools Partnership (ISP) group.

ISP was founded by an experienced team of committed educationalists and operators who have worked together over many years.

ISP’s growing group of independent schools are located across five continents, including in the USA, Canada, Spain, Italy, India, Morocco, Brazil, Vietnam, Thailand, Switzerland, Costa Rica, United Arab Emirates, Qatar, Malaysia, Mexico, Chile, Colombia, Ecuador and Peru, educating children and students from 2–18 years of age.

ISP has now expanded to 116 schools that employ over 10,000 staff and deliver multiple curricula to over 80,000 students located across the globe.

Being part of this learning community provides unique opportunities for both students and staff at Claremont.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high‑performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio‑economic background or other demographic characteristics.

Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.

Our growth is creating great opportunities! Our team is expanding and we want to hire the most talented people we can, our continued success depends on it.

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