To teach Art with the aim of inspiring and motivating pupils to achieve their potential. In addition, to
interact with colleagues on a professional level and to seek to establish and maintain productive
relationships with them in order to promote mutual understanding of the subject with the aim of
improving the quality of teaching and learning in the School.


2.1 To teach Art students across the full ability range and to carry out duties concerning the
    supervision of students as detailed by the Head.

2.2 To participate in the development of Art throughout the School, including the development and
    implementation of departmental policies.

2.3 To attend Staff and Departmental meetings as required.

2.4 To carry out the assessment, recording and reporting of students’ work as outlined by the
    departmental and School policies.

2.5 To set appropriate assignments as required by departmental policy and ensure that marks are
    recorded on the students’ charts.

2.6 To provide information on student progress when required and to ensure that parents are
    informed of successes or concerns.

2.7 To ensure the appropriate use and storage of resource materials and equipment and the
    observation of Health and Safety Regulations.

2.8 To attend Parent meetings as required.

2.9 To participate in the Staff Appraisal system through lesson observation and other reviews.

2.10   To participate in INSET training arranged by the School and as recommended by the Head of
Person Specification
   - Graduate of painting and drawing with relevant degree or equivalent and evidence of further
      professional qualifications.
   - Ability to lead by example in classroom management and organisation.
   - Ability to work as a team member in this large and busy department, and to maintain good
      relationships with parents and pupils.
   - A commitment to and evidence of developing professional knowledge, skills and experience.
   - A flexible approach with the willingness to contribute to extra curricular activities when

   - Postgraduate teaching certificate
   - Experience of teaching painting and drawing up to GCSE and/or A Level standard an
   - Recent successful Secondary or Senior School teaching experience, with up-to-date
      knowledge of the subject area.
   - Experience of using information technology in the classroom an advantage.
   - Actively involved in their own Art work and practice.

Equal Opportunities at Bryanston

Bryanston School is committed to safeguarding and promoting the welfare of children and young
people and expects all staff to share this commitment. We also recognise the particular contributions
to the achievement of its educational purposes that can be made by individuals from a wide range of
backgrounds and experiences.

In relation to staff, the policy and practice of the School require that all the staff are afforded equal
opportunities within employment and that entry into employment with the School and the progression
within employment will be determined only by personal merit and the application of criteria which are
related to the duties of each particular post. In all cases, ability to perform the job is the primary
consideration. Subject to statutory provisions, no applicant or member of staff will be treated less
favourably than another because of his or her sex, sexual orientation, marital status, racial group,
disability, age, offending background, religion or belief.

In relation to pupils, the School aims to provide education of excellent quality, whatever their
background. In pursuit of this aim, the School is committed to using its best endeavours to ensure
that all of its activities are governed by principles of equality of opportunity, and that all pupils are
helped to achieve their full potential. This statement applies to recruitment and admissions, to the
curriculum, teaching and assessment and to welfare and support services.
Terms Of Appointment

A formal contract of employment will be drawn up on appointment. The following notes provide
guidance, without prejudice, on the likely main provisions of the agreement.

Appointment date
1st September 2010.

This is a part-time appointment and the Teacher will be expected to teach in the region of a half
timetable, in the order 22 periods per week. While no guarantees can be made, every effort will be
made to ensure that the teaching periods are grouped into morning or afternoon sessions, rather than
spread across the entire week.

The Teacher will receive a salary calculated in accordance with the Salary Scale of the School, which
for part-time teachers is currently £22.17 per hour.

Pension Scheme and Private Medical Insurance Scheme
Full- and part-time teachers are automatically enrolled in the Teachers Pension Agency scheme,
which is contracted out of the State Pension Scheme, unless they elect not to be, and the Teacher
will be eligible to join the School’s Private Medical Insurance scheme, currently with BUPA.

Criminal Background Checks
As a School, Bryanston requires all new employees to complete an Enhanced level criminal
background check through the Criminal Records Bureau. It is a condition of employment that the
employee should not have been convicted of a criminal offence against children, nor have been
dismissed from or resigned from a previous employer for misconduct of a similar nature. Having a
criminal record is not necessarily a bar to employment; it will depend on the nature, circumstances
and background of the offence. In addition, all new employees are required to provide two satisfactory

The Criminal Records Bureau’s Code of Practice is intended to ensure that information released in
Standard and Enhanced Disclosures is used fairly – and to provide assurance to applicants that this
is the case. The Code also seeks to ensure that sensitive personal information is handled and stored
appropriately and kept for only as long as is necessary. A copy of the Code is available upon request
or from the Criminal Records Bureau web site:


The closing date for applications is 11 February 2010 and interviews are likely to be held during the
week commencing 1 March.

Applicants are asked to complete the enclosed application form and return it, together with a letter of
application, copies of recent professional qualifications and the names and addresses of two referees
who may be contacted prior to interview, to the Head, Ms S.J.Thomas, Bryanston School, Blandford,
Dorset DT11 OPX.

The School
Bryanston School was established in 1928 and is one of the country’s leading co-educational
independent boarding schools. The School has around 650 pupils, 370 boys and 280 girls.

The School is situated in a 300 acre estate in the midst of the Dorset countryside, some 2km outside
the Georgian market town of Blandford. The main school building, designed by Norman Shaw, is a
Grade I listed mansion built of red brick and Portland stone in 1897. Three of the boys’ boarding
houses are contained within this building, around which the life of the School revolves. There are
nine other boarding houses (including five girls’ houses) set within the grounds in which the pupils
sleep, work and relax. Meals are all eaten in the dining room in the main building.

In addition to the classrooms that are within the main building, there are a number of teaching blocks
and specialist centres in Design Technology, Art and Music. The Sanger Centre for Science and
Mathematics, a new building, has 15 laboratories and 6 mathematics classrooms together with
assignment spaces and a 150-seat lecture theatre. The Coade Hall is an impressive theatre
accommodating 600 people; there is also an open air Greek Theatre, built by pupils some years ago.

The sports complex contains a full sized sports hall, a gymnasium, an indoor swimming pool, fitness
suite, free weights room, four squash courts and fives courts. The Old Stables have been converted
to house the School’s riding centre and there are two sports pavilions and extensive playing fields,
bounded by the river Stour, used for rowing and canoeing. The school also has a fleet of sailing
dinghies in Poole Harbour.

Bryanston has both a Chapel (situated in the main school building) and a Church situated within the
grounds, away from the main school building. There are numerous additional buildings including a
Medical Centre, Laundry, Maintenance and Gardening Workshops, Book and Clothes Shops, and
several domestic dwellings.

The Department

The school has a significant history in relation to the visual arts with Lucian Freud, Howard Hodgkin ,
Terence and Jasper Conran all having been through the Art Department. The present department is
housed in eight-year-old purpose built Art school, which consists of two sixth form studios, a junior
studio, a well-stocked Library housing a colour photocopier and three Apple Macs. There is also a
Ceramics Studio, Sculpture studio and small a dark room. The department is about to be significantly
extended with an additional Ceramic and Sixth Form Studios being added.

The department is large and dynamic and achieves impressive results at both GCSE and at AS/A2.
The department plays a significant part in the role of the school representing one of the biggest
departments in the sixth form with approximately 90 students studying AS or A ’level; with many
students deciding to carry on to studying Art at Art school. Some 160 students study GCSE, 80 in
Year 10 and 11. All qualifications are with OCR. All students in year 9 do a double lesson of Art per
week with a different member of staff teaching them each term.

The staffing of the department is by four fulltime teachers, one being the Head of Department, five
part-time staff, two technicians and a ceramics instructor.
The department offers a range of activities out-side the day time lesson programme with skill based
work-shops and life drawing classes operating in the evenings. The department runs a number of
trips each year as well as having visiting artists and speakers. Accommodation may be available for
the right candidate. Short-listed applicants should bring a portfolio of examples of recent teaching and
their own work if relevant.

The Position

The position is for an enthusiastic Fine Art graduate whose main responsibility would be teaching
painting and drawing but an ability to offer other areas would be an advantage. The suitable
candidate will be expected to teach at all levels within the department. An active involvement in their
own artwork would be seen as an advantage although not essential.

The atmosphere of the department is one which is friendly and collegiate and the successful
candidate would be expected to be a good team player The boarding nature of the school means that
the department does teach both in the evenings as well as on Saturday mornings and the successful
candidate would be expected be to be fully involved at these times. Some understanding of ICT in
relation to Art may also be an advantage.

Dalton At Bryanston

When Bryanston was set up as a new school, the operation of the ‘modified’ Dalton system was a key
element in its approach to learning and teaching. Although the original approach, when teachers
called classes infrequently in order to set assignments and discuss those which had been completed,
has long since had to succumb to the more conventional rigours of a curriculum which is examined
publicly, the method of work followed today still retains many of the original features of the ‘modified’
Dalton system. They are believed to be both valid and ultimately effective for the purpose.

One of the most significant of these features is the somewhat lower ratio of timetabled classes per
subject than is often found elsewhere. A major practical consequence is the ability to combine a wider
array of different subjects than would otherwise be the case. When this is combined with another
feature, the absence of a form structure and streaming, the consequence is that a pupil can
undertake a programme of subjects tailored to individual requirements. Setting is used in a number of
subject areas, principally Maths, Sciences and Languages, where it is clearly necessary for progress
to occur at the right pace. In other subjects, where the need for setting is less pressing, groups of
mixed ability are created. From its outset, the division of the school into blocks - D, C, B and A - has
been a feature, though E, which once used to exist, is no longer. This flexibility of structure has
enabled the curriculum to be adjusted to changing demands, so that the implementation of the
National Curriculum in D, C and B caused fewer difficulties than might have been expected. In
addition, in the sixth form, it is easier for students to follow four or five courses, rather than the
minimum three, if they wish, so that the greater breadth advocated for post 16 education is more
likely to be achieved under this regime.

In the original Dalton Plan, considerable emphasis was placed on learning through self directed
activity, or project work. In more recent times, with the advent of coursework in both GCSE and
AS/A2 level work, the advantages of a system of work which specifically sets out to train pupils to
organise time, undertake research and produce tailored reports are particularly significant. This
approach uses the time which might otherwise be devoted to formal classwork to help with the
effective development of the skills needed for research. Hence, assignment time is an integral feature
of the curriculum from the outset in D, when pupils have to come to terms with the concept of ‘free
time’ and how to use it. Over the five years, this training is intended to meet the objective, even more
valid now than it was in 1934, as described by Coade: “the whole system of work leads gradually up
to the university tutorial system, and is analogous to it”.
This objective justifies the continuing use of three other features of the system of work which can be
traced back to the beginnings of the school: charts, correction periods, subject rooms. Charts provide
a record of what has happened, potentially in minute detail. They combine self assessment by the
pupil, in the sense of giving an account of how time has been spent with more or less accuracy, with
a record of progress as indicated by teachers. The chart is the basis of the weekly discussion with the
tutor, whose function is to direct and oversee the whole process, academic and non academic.
Another key feature of the chart is that it is personal, a record of individual development. Although a
common marking system is employed by teachers, with marks on a tariff for effort and achievement,
there is not the emphasis which comes from a system of forms and orders. Even the results of
internal exams are not published as such, but recorded on charts as a basis for evaluation between
pupil and tutor. The fundamental objective of the system is to demonstrate to the individual concerned
that they are progressing on their own terms. In reality, steps have to be taken to ensure that
complacency does not occur; the public exam system takes care of this, aided by the use of the
correction period.

Correction periods are used in a variety of different ways through the system. They are an opportunity
for discussion on an individual basis between the pupil and teacher about work in hand. Thus they
are particularly important where coursework is undertaken. The correcting of work done provides an
occasion for pupils to test out their grasp and to clarify aspects they might not fully comprehend. Such
conversations, if effectively undertaken, provide a training for interviews and help to develop
communication skills. As elsewhere in the scheme of work, the practice is developed gradually.
Correction periods are rare in D, occasional in C, but more regularly used in B. For a range of
subjects in A, they can be as important to progress as taught classes. At this level, group correction
periods can also provide an opportunity for a seminar style of teaching to be used.

Subject rooms exist as another example of the particular demands of the modified Dalton system,
and a consequence of the absence of a form structure, as well as an inspired way of using the
grander rooms of Norman Shaw’s mansion . Instead of establishing a single library for the whole
school, of a type reserved for the more exalted areas of study, a series of more utilitarian rooms,
stocked with books according to particular subjects, was set up in which teachers conducted
correction periods and were available to assist research and to answer questions. This remains
largely the case, though the increase in the size of the school and of the range and type of research
materials available has led to the development of additional subject centres. Nevertheless, the
fundamental principle, that teachers and resources should be accessible to pupils during ‘free
periods’ remains a key element in the system.

The justification for maintaining this particular method of approach rests on the belief that, whilst
pupils can be taught, a better quality of learning and understanding is the more likely to be
accomplished through a process of self teaching.

Much emphasis was placed on this when the system was adopted at Bryanston by its founders. The
ability to learn how to learn, how to organise and manage time, and to be able to develop transferable
skills are no less significant now than then. In many respects, they are all the more crucial in current
circumstances. Whilst there will always be a place for content as a mark of acquired wisdom, the
ability to be flexible and to know how to do things carries a higher premium.
The purpose of the five year exercise therefore is for teachers and pupils to collaborate in order that
these elusive characteristics can be firmly founded. In that respect, the establishment of method is
the principle objective, as originally intended by Helen Parkhurst when she developed the project
method for use at Dalton High School.

                                                                                      NSB     July 2004
                       BLANDFORD, DORSET, DT11 0PX


1.   The Requirement for Criminal Record Checks by the School
     Bryanston School is a Registered Body with the Criminal Records Bureau for the purposes of obtaining
     access to criminal record checks for employment and voluntary appointments. It is of fundamental
     importance to the School to ensure, as far as possible, that those who take up appointments do not pose
     a risk to the children in its care. It is therefore important for the School to apply for and review the past
     criminal records of any successful applicants for positions, before confirming a formal offer of
     appointment. The School considers it also essential that the confidential and personal Disclosure
     information from the Criminal Records Bureau is used fairly and sensible in order to avoid unfair
     discrimination of applicants for appointments at the School.

2.   Types of Disclosure
     It is the School’s policy to apply for Enhanced level Disclosures for all positions. An Enhanced Disclosure
     will contain details of all convictions on record including current and spent convictions (including those
     which are defined as “spent” under the Rehabilitation of Offenders Act), details of any cautions,
     reprimands or warnings held on the police national computer and may also contain information that is
     held locally by the police.

3.   Application Procedure
     Applicants will be required to provide proof of their identity to the School, for example an item of
     photographic evidence (such as a passport or photocard driving licence) or a birth certificate, plus at least
     two items of address-related evidence (such as a bank statement or utility bill). Where an applicant has
     changed his/her name by deed poll or for other reasons (e.g. marriage, adoption) the School will require
     evidence of this change of name. The CRB Application Form will be completed and signed by the
     applicant for the position and countersigned by a registered person at the School.

4.   Consequences of failure to reveal information
     It should be noted that failure to reveal information that is directly relevant to the position could lead to
     withdrawal of an offer of employment, or the termination of the employment if it has commenced.

5.   Consideration of Disclosure Information by the School
     Where it is found that a criminal record is disclosed, the School shall consider the following:
     i.   Whether the conviction or other information disclosed is relevant to the position in question.
     ii. The seriousness of the offence or other matter revealed.
     iii. The length of time since the offence or other matter occurred.
     iv. Whether the applicant has a pattern of offending behaviour or other relevant matters.
     v. Whether the applicant’s circumstances have changed since the offending behaviour or the other
          relevant matters.
     vi. The circumstances surrounding the offence and the explanation(s) offered by the convicted person.

6.   Criminal Records Bureau Code of Practice
     The School agrees to comply with the provisions of the Criminal Records Bureau Code of Practice, a
     copy of which is available from the Personnel Manager.

7.   Security of Disclosure Information
     Given the confidential nature of the Disclosure information, the School will ensure that it is stored
     securely. Documents will be locked away, with restricted access limited to senior members of staff
     involved in the recruitment. Once a recruitment decision has been made, the School will retain the
     Disclosure in a secure location, separate from the Personnel file. All disclosure information will be
     destroyed by secure methods (such as shredding or burning).
     For further details, please refer to the School’s “Security Policy for Handling Disclosure Information”.
                                                                                                    January 2004

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