Teacher of English (GCSE, A-Level, SEND) in Slough

Treasure House (London) CIC is an independent specialist school in Southwark providing therapeutic education for neurodivergent learners aged 14–19. Founded in 2009 and led by neurodivergent directors, we exist for the point in a young person's journey where mainstream — even with the best in-class support — is no longer working for them. Our pupils typically present with autism, ADHD, SEMH, SpLD, anxiety, selective mutism or emotionally based school avoidance.

Our provision is distinctive: in-house Art Therapy, Occupational Therapy and Speech & Language Therapy embedded into the timetable; small group teaching of no more than eight, often 1:2 or 1:3; and a full qualification pathway from Entry Level through Functional Skills, GCSE, ASDAN and Trinity Arts Award up to A Level.

We were rated Good across all five judgements by Ofsted (November 2023), Outstanding in our latest JCQ inspection, and continue to meet the Independent School Standards. We're based in the Livesey Building on the Old Kent Road, SE15.

Job Particulars

• Salary / hours: £40k per annum (inclusive of the additional leadership responsibilities set out below)
• Hours: 9.30am – 4pm, teaching hours 10am – 12pm and 1 – 3pm, Monday to Friday, 39 weeks per year
• Reporting to: Deputy Head / Headteacher

Teaching Responsibilities

• To teach English to small groups of up to 8 students, but usually less, or on a 1:1 basis
• To deliver GCSE English at Foundation and Higher Level (GCSE English Literature may also be offered, optional depending on the cohort)
• To deliver A Level English and/or A Level English Literature where required
• To deliver Functional Skills English Level 1/2 where required
• To support the HLTA to develop and deliver SEND development sessions to students
• To deliver occasional English workshops
• To write or identify a suitable scheme of work for the above and ensure that the courses are delivered in line with these
• To ensure all lessons are planned with clear aims and outcomes and reviewed to assess any changes that need to be implemented going forward
• To take into account different learning styles and abilities of students and differentiate work accordingly
• To deal with inappropriate behaviour effectively and in line with the THLCIC Behaviour Policy, student contracts and individual behaviour plans
• To research and implement any other accredited English courses as appropriate
• To set and mark homework as and when required
• To mark work according to the THLCIC Marking Policy or other guidance issued by the line managers
• To keep work areas tidy and well-organised
• To accompany students on off-site visits when required and participate in activities
• To support any other staff delivering English / Literacy sessions, where required

Personal Responsibilities

• To attend staff meetings on a weekly basis
• To work additional hours by arrangement on an ad hoc basis, by mutual agreement
• To carry out a share of supervisory duties as and when appropriate
• To actively promote the THLCIC policies and procedures at all times
• To comply with the THLCIC Health and Safety and Safeguarding Policies at all times
• To adhere to the Staff Code of Conduct

Assessment, Feedback and Tracking

• To monitor and evaluate both individual and subject-specific progress according to the THLCIC Assessment Policy and in line with school procedures
• To provide progress reports, attainment levels and estimated grades when requested, in both written and/or verbal format

Student Support & Progress

• To promote the general progress and wellbeing of individual students and THLCIC as a whole
• To act as a positive role model and promote the aims, values and ethos of THLCIC, in accordance with THLCIC Policies & Procedures
• To safeguard the welfare of every member of the THLCIC community as set out in the Safeguarding Policy
• To identify and communicate routes for progression in your field(s) and make links with employers, experts and course providers to support young people attending THLCIC

Staff Development

• To participate in INSET when required
• To attend CPD by mutual arrangement
• To undertake Performance Management according to the THLCIC Schedule

Additional Duties

• The post carries the following additional leadership responsibilities, reflected in the salary above:
• 1. Assessment Lead – Baselines & Monitoring Attainment
  • Establish baseline assessments for all students on entry, and support consistent whole-school baselining.
  • Design and maintain a clear, consistent system for recording and tracking attainment and progress over time.
  • Analyse assessment data to identify trends, gaps and students at risk of underachievement, and recommend interventions.
  • Support teaching staff to use assessment data to inform planning and target-setting.
  • Produce clear progress reports and estimated grades for students, families and external stakeholders.
  • Ensure assessment practice is consistent with the THLCIC Assessment Policy and statutory requirements.
• 2. Enrichment Lead – Lunchtime & Wider Activities
  • Develop and oversee a varied programme of lunchtime and enrichment activities.
  • Coordinate staff and external providers to deliver clubs and activities.
  • Ensure activities are inclusive, safe and matched to students’ interests and needs.
  • Gather student voice to shape and refresh the enrichment offer.
• 3. School Newsletter
  • Produce a regular school newsletter celebrating achievements, sharing updates and strengthening communication with families and stakeholders.
  • Gather and edit contributions from staff and students.
  • Ensure all content is accurate, accessible and compliant with safeguarding and data protection requirements.
• 4. Literacy Building & Decolonisation of the Curriculum
  • Plan and coordinate regular literacy events (e.g. reading weeks, author visits).
  • Lead on reviewing and diversifying curriculum resources, ensuring representation and inclusion.
  • Develop and implement a whole-school literacy policy.
  • Develop and implement a whole-school policy on decolonising the curriculum.
  • Work collaboratively with staff and students to identify and address areas of the curriculum for decolonisation and inclusive practice.
  • Meet with all teaching staff at least once per term to strengthen literacy in their subject areas and identify and mitigate the effects of colonisation in their curriculum content, where possible.
• To carry out any other duties which might be reasonably required by the Directors / Deputy Head / Headteacher.

This Job Description may be changed to reflect or anticipate changes in the requirements of the position which are commensurate with the job title. This will always be done in consultation with the post holder.

Person Specification

We are looking for a passionate, highly expert subject teacher able to enhance their subject delivery through the understanding of therapeutic principles. The candidate must be a self-aware individual who can reach beyond the classic setup of a school, capable of supporting our mission to redefine the educational environment. This individual will be mindful of research into learning, social systems and attachment-based approaches. In addition to offering excellent education for young people with an Education, Health & Care Plan, they will support our objective for the young people we educate to gain an understanding of who they are, what they need and what they want from society.

Criteria Qualities

• Qualifications and training: Degree, Qualified Teacher Status or significant tutoring / teaching experience, Therapeutic training or qualification (desirable)
• Experience: Experience of teaching and working in a therapeutic, attachment-aware way, At least 3 years’ experience teaching GCSE English and A Level English, Experience teaching Functional Skills English (desirable), Experience of teaching small groups and on a 1:1 basis, Experience of subject leadership in English (desirable), Experience of assessment, baseline testing and tracking pupil progress (desirable)
• Skills and knowledge: Expert knowledge of and passion for the GCSE English curriculum, Ability to successfully use tools for self-reflection to adjust approach to working, Understanding of high-quality teaching and learning strategies in the subject, and the ability to model this for others and support others to improve, Awareness of local and national organisations that can provide support with delivering the subject, Ability to build effective working relationships with staff and other stakeholders, Understanding of how to adapt teaching to meet pupils’ needs, Knowledge of guidance and requirements around safeguarding children, Good IT skills, Effective communication and interpersonal skills, with the ability to communicate a vision and inspire others
• Personal qualities: Ability to uphold and promote the ethos and values of the school, Commitment to safeguarding and equality, A commitment to getting the best outcomes for all pupils, Ability to work under pressure and prioritise effectively, Maintain confidentiality at all times