Thank you for requesting information regarding the post of Teacher of English at Chelsea Academy. The Academy
provides the opportunity to work in a genuinely brand new and long-awaited 11-19 school, which has both a local
community focus and a distinctive Christian ethos and is located in one of the most vibrant parts of London. The
successful candidate will join a dynamic, enthusiastic and highly-skilled team of staff in a school committed to
collaborative working and high aspirations. This is a hugely exciting and rewarding opportunity.
Sponsored by the London Diocesan Board for Schools and Royal Borough of Kensington and Chelsea, Chelsea
Academy is a heavily oversubscribed mixed Church of England school for students aged between 11 and 19 years,
close to Chelsea’s famous King’s Road. The Academy opened in September 2009, has places for 162 students per
year group and will grow each year until 2014. The Sixth Form opened in September 2011 with 110 students studying
A levels in Year 12 this year. Over 750 applications have been received for the Academy’s next Year 7 cohort.
Chelsea Academy combines traditional values and high standards with an innovative approach to learning and
teaching and a strong commitment to student leadership and co-construction. The Academy’s first specialism is the
sciences. Visitors to the school have consistently commented on the high standards of behaviour, enthusiasm for
learning and confidence of our students, as well as the Academy’s recently constructed £43m building. The Academy
was judged as making outstanding progress in its first Ofsted inspection in July 2011.
The Academy is seeking to appoint a highly motivated, innovative and well-qualified Teacher of English who is
committed to maintaining a consistently high standard of learning and teaching to help ensure that this continues to be
a truly outstanding school. The successful candidate will collaborate in the planning and delivery of English lessons
from Year 7 upwards, including A2 level from September 2012.
In particular, candidates should have:
A passion for English and the ability to inspire and enthuse students of all aptitudes
Strong subject knowledge, with a firm interest in teaching English Language and Literature up to AS/A2 Level
The capacity to contribute to the development of the Academy’s Christian ethos
High expectations of students in terms of learning, achievement and behaviour
Enthusiasm for developing innovative approaches to learning, teaching and student participation
A clear understanding of the latest curriculum and pedagogical developments in English
This post would be suitable for NQTs (from July) or more experienced teachers.
We are making this appointment well in advance of the September 2012 start date and will treat the appointed
applicant as part of the Academy community from their date of appointment and ensure that they are kept up to date
with all developments.
The deadline for applications is Monday 30 January 2012, 5.00pm. Interviews are expected to take place on
Monday 27 February 2012 and will include demonstration lessons, a written curriculum planning task and both
student and staff-led interview panels. It will assist the short listing process if applicants can respond directly to the
candidate specification in their supporting statements. Visits to the Academy are welcome and I or the Assistant
Principal who line manages the Languages Faculty area are very happy to discuss any queries with potential
applicants personally, and queries may be directed to the following people:
Andy Yarrow, Principal – email@example.com
Lisa Minshull, Assistant Principal (Line Manager for Languages Faculty) – firstname.lastname@example.org
Samantha Amarasinghe, Faculty Leader Languages – email@example.com
Sarah Dalgleish, English Curriculum Leader – firstname.lastname@example.org
I very much look forward to receiving your application.
At Chelsea Academy the curriculum areas are organised into faculties with English being part of the
Languages Faculty along with the Modern Foreign Languages and English as an Additional Language
English is a popular subject at Chelsea Academy with many students participating in the wide range of
extended curricular activities which complement the English Curriculum. These extended curriculum
activities include a creative writing group lead by our Writer in Residence, a reading group, a poetry and rap
group, theatre visits and an Academy newspaper.
Currently the English staff consists of eight teachers. At key stage 3 students have four hours of English
lessons per week, which demonstrates our commitment to ensuring that our students make outstanding
progress in English. Since September 2010 students have been taught in ability groups to ensure that
optimal progress is made for every student.
The KS3 English curriculum has been constructed with reference not only to the National Curriculum but also
to the Literacy Strategy. As a result, students will increasingly develop their skills in speaking and listening,
reading and writing.
Students are encouraged to develop their ability to express themselves effectively through a variety of
activities. Included in the curriculum plans are plenty of opportunities for drama, discussions, group work,
role play and public speaking, all of which help to encourage active participation within lessons and help
students to develop their confidence.
We hope that you are excited by the foundations which have been laid by the current English staff and relish
the opportunity to be part of an outstanding, standard-setting English curriculum area for the students of
CHELSEA ACADEMY SUBJECT TEACHER
INITIAL JOB DESCRIPTION
Subject Teachers will report to their Curriculum Leader.
To support the Leadership Team and Faculty and Curriculum Leaders in providing a clear vision,
professional leadership and effective management for Chelsea Academy.
To help secure the success and on-going development of the Academy, ensuring high standards of
learning and achievement for all students within a specific Faculty.
To help establish and maintain productive relationships with parents and carers and others who support
the Academy in various capacities.
Together with the Leadership Team and Faculty Leaders, to establish and develop the Academy’s
values and distinctively Christian ethos within an inclusive, multi-faith community.
To work with flexibility, resourcefulness and initiative, undertaking any duties necessary at the
reasonable request of the Principal.
EVOLUTION OF ROLE
Key Tasks will include the following:
1. To ensure high standards of learning and teaching and academic attainment and progress for all
students within the curriculum area.
2. To support the development of a curriculum vision and plan for a curriculum area that enables the
Academy to move from one year group to seven.
3. To implement an effective assessment system within the curriculum area in question.
4. To work with colleagues to develop innovative and engaging schemes of work, lesson plans and related
learning resources that accelerate student progress.
5. To take a significant part in the development, delivery and the promotion of the Curriculum Area.
6. To assist in the management of the resources of the Faculty within the limits of the delegated budget
and in accordance with the Academy’s financial procedures.
7. Along with the Faculty and Curriculum Leaders, to devise and implement quality assurance systems,
including regular learning observations.
8. To contribute to the co-ordination and implementation of the Academy’s enrichment curriculum.
9. To help develop systems that facilitates effective and inclusive support, mentoring and guidance for
10. To undertake and support subject-specific staff training and professional development within the
curriculum area in question.
11. To support the development of the use of ICT within the curriculum area, in particular the Academy’s
virtual learning environment (VLE).
12. To contribute to the Academy Development Plan and self-evaluation processes as required.
13. To network with teachers in other schools in order to identify and build on best practice.
14. Other key tasks will evolve in line with the Academy’s development.
Successful candidates are likely to be able to give evidence in support of all or most of the following:
Professional Skills and Experience
1. Possess a good degree and QTS.
2. Be an excellent teacher with the ability to inspire students in their learning.
3. Show evidence of continued educational professional development.
4. Have experience or be able to demonstrate an aptitude for working in a comprehensive, urban and
5. Demonstrate success in raising attainment, achievement and standards of learning and teaching.
6. Have some understanding of wider school leadership issues.
7. Have the ability to make accurate judgements with regard to the quality of learning and teaching and
8. Have an enthusiasm for developing innovative approaches to learning, teaching, mentoring and
9. Have experience of working in a school with a distinctive Christian ethos or the ability to articulate how
such an ethos could be developed and the capacity to contribute to this.
10. Have an understanding of the challenges and opportunities that relate to a establishing a completely
People, Relationships and Communications
1. Be personally committed to developing a distinctive and inclusive Christian ethos in the Academy.
2. Be able to relate to all students in a positive and constructive way and inspire them to achieve more than
they think possible.
3. Have relentlessly high expectations of students in terms of learning, achievement and behaviour.
4. Have a commitment to developing opportunities for student voice, leadership and participation, both
within and beyond the classroom.
5. Share the Academy’s vision for effective one-to-one and small group coaching in vertical, not age-
6. Have qualities which earn the trust and respect of students, staff, parents and governors.
7. Possess integrity, optimism, credibility, resilience, calmness and a sense of proportion.
8. Possess outstanding written and verbal communication skills.
9. Have the ability to relate positively to parents and other stakeholders and engage them successfully in
the life of the Academy.
10. Be able to build constructive working relationships with local schools and colleges, employers and the
Chelsea Academy is committed to safeguarding and promoting the welfare of children and young people.
The successful candidate must be able to satisfy an enhanced police / Security Criminal Records Bureau