Full time
“ Pupils of all ages have a mature understanding of, and respect for, cultural diversity and tolerance of individual differences.
ISI Inspection
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Both in and out of class, behaviour is excellent.
ISI Inspection
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Thank you for your interest in the position of Head of Learning Support at the Royal Grammar School Guildford.
The RGS boasts a diverse, vibrant community of individuals in both teaching and support roles who take pride in the success of their School.
The School’s success presents itself in its most recent GCSE and A level results (74% at Grade 8/9 and 75% at Grade A/A* respectively); in the large number of student applications year on year) consistently four applications for every place); the ISI inspection report in which the RGS was rated ‘Excellent’ across all aspects of School life; in the range of sporting achievements and in the staff who are proud to say that they work here.
Our boys are “excellent listeners who contribute to discussion with great respect” and “display excellent attitudes to their learning” (ISI report, February 2022). The academic standards in the School are excellent and the curriculum is enriched by an extensive extra-curricular programme in which all academic staff are expected to participate; sports and the arts are an important element in School life.
The benefits of working here go beyond those listed in the job description; if you accept an offer of employment, you would be joining a staff body that collaborates professionally and socially across all departments.
The RGS is an exciting place in which to be a member of staff; I look forward to receiving an application from you.
HEADMASTER
This is an exciting opportunity to lead a flourishing department, which has been at the forefront of a whole-school strategy to raise the profile of students with Special Educational Needs. We are now looking for a well-qualified, experienced and passionate individual who can continue to develop the Department and embed the provision for students at the School.
The Learning Support team are in the responsible and pivileged position of working closely with a wide range of staff across the School. They run a range of social groups and activities for students, taking advantage of the great resources on offer at the School including a designated Learning Support area with two classrooms equipped with a range of resources, an office and a student zone.
The Learning Support Department also regularly leads and delivers staff training and these sessions are keenly attended.
In addition to providing support for students with specific learning difficulties, a particular strength of the Department has been working with students to improve their social and emotional skills. Ideally, the successful applicant will be qualified to assess for examination access arrangements, have a SpLD Level 7 diploma and/or to have specialist teacher status.
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Pupils show an acute sense of respect for each other and were unanimous in their belief that diversity is a normal part of life. ISI Inspection
At the RGS, our aim is to promote the wellbeing and learning potential of every student. The Learning Support Department works closely with all teachers to ensure that the specific needs of every student are met.
The Learning Support Department at the RGS is made up of the Head of Learning Support, one part-time Learning Support teacher, a full-time administrator and two 1:1 Teaching Assistants . In addition, colleagues from the Mathematics and English Departments provide subject-specific support classes for students in the First to Fifth Forms. The Department is line-managed by the Assistant Head (Teaching and Learning) and works closely with the Examinations Officer. Alongside individualised one-to-one support, the Department provides small support classes in emotional literacy, spelling, and study skills.
The Department screens all Third Form, Fourth Form and Lower Sixth Students. This screening is used alongside the careful observations made by subject teachers and the pastoral team to identify students with SEND or students who might benefit from another form of learning support.
In addition to providing support for students with specific learning difficulties, a particular strength of the Department has been working with students to improve their social and emotional skills. It would be desirable for the successful applicant to be qualified to assess for examination access arrangements, to have a SpLD Level 7 diploma and/or to have specialist teacher status.
The School regularly provides whole-staff training to ensure that we are equipped to support all students in achieving their potential; most recently, an external speaker delivered training about ADHD and ADD. The School also has a generous CPD budget and will support individuals in developing their skillset.
The Head of Learning Support is considered a pivotal member of both the academic and pastoral teams and as such attends all meetings pertaining to the wellbeing and progress of students. In a role which provides advice, guidance and support to staff, pupils and parents alike, a positive approach to this busy and rewarding role is essential.
• The National Award for SEND Co-ordination / NPQ for SENCOs
• Level 7 Diploma in Specific Learning Difficulties.
• A qualification for Access Arrangements such as a certificate in Psychometric Testing, Assessment and Access Arrangements.
• To keep informed of changes happening in special educational needs and to inform colleagues of these changes.
• To develop a SEND development strategy that links to the wholeschool aims and priorities.
• To review and update the SEND policy where appropriate.
• To engage in regular CPD and oversee the professional development of the department.
• To have excellent communication and organisational skills.
• To have experience of using a range of data to support the identification, progress and achievement of students with special educational needs.
• To co-ordinate the effective provision for students with special educational needs and monitor student progress.
• To promote high-quality teaching and learning of students with special educational needs.
• To lead and organise effective training for staff in relation to the teaching of students with special educational needs.
• To liaise with relevant authorities and services where necessary.
• To coordinate and manage the review of EHCPs.
• To form and maintain a strong rapport with external assessors.
• To ensure that records of students with special educational needs are maintained, including the SEND register and Provision Mapping.
• To write and update the Personal Pupil Profiles and monitor the Provision Mapping site.
• To liaise effectively with parents, students and staff.
• To work closely with the Head of Departments and the Examinations Officer to ensure that the School is compliant with regards to JCQ and that the correct evidence is collated for students with Examination Access Arrangements.
• To work collaboratively with staff to ensure that the needs of SEND students are met in the classroom.
• To manage and spend the SEND budget appropriately.
• To work closely with the Head of Admissions to support the admissions and transition process.
• To work closely with the Heads of Year, Heads of Sections and Assistant Head Pastoral to ensure suitable provision for students with SEMH.
• To deliver study skills sessions and assemblies to students.
1. Collaboration and Leadership.... actively and systematically seek to share their expertise with their colleagues; lead from the front; and lead their team effectively, being concerned for the professional development and wellbeing of those individuals in their Department. They will have excellent interpersonal skills which allow them to develop strong co-operative relationships with students, staff and parents alike.
2. Involvement.... recognise and support a holistic approach to education that includes the academic, pastoral and co-curricular life of the school and places the educational needs of the individual within the context of the students wider involvement in school life.
3. Efficiency.... balance the demands of student-focused interaction with systematic, punctual and professional record-keeping which adheres to the high professional expectations of the relevant professional bodies.
4. Expertise .... demonstrate a passion for their subject that is picked up by students, and who in turn become engaged, inspired and confident. They are experts, who continue to develop and learn, maintaining an awareness of the latest developments and innovations in their field.
5. Reflection …. reflect strategically on current practice to determine critically how they may further develop the Department through the medium of a clear, stated vision. This process may include self-reflection, discussion with colleagues, CPD/Inset or peer observations.
6. Sensitivity.... challenge each student to meet his potential, based on his specific needs and circumstances. A focus on every individual's welfare, learning needs and wellbeing ensures that the students' best interests are at the heart of all that we do. Discretion, integrity, compassion and empathy will characterise an outstanding Head of Learning Support.
7. Values.... encapsulate the ethos of the RGS and nurture a culture of pride, humility and engagement in which they act as role models to the students and in which the Department reinforced the values of the School.
Job Title: Head of Learning Support
Responsibleto: Assistant Head (Teaching & Learning)
Responsiblefor: Two direct reports
a. Classroom management: teaching staff will determine clear boundaries of behaviour, based on mutual respect and trust. High expectations will be set and a range of strategies will be used to manage classes effectively, with praise, sanctions and rewards used consistently and fairly.
b. Formative and summative assessment: of student work, consistent with departmental marking policy and on a sufficiently regular and timely basis.
c. Maintaining classrooms and equipment: staff will treat all school property with respect and care and, equally, ensure their students do likewise.
d. Reporting on student progress: teaching staff will complete reports and grades in a prompt and timely fashion as and when required by the school in the appropriate directed manner and style.
e. Professional Development: teaching staff will reflect on and seek to continually improve their practice through, for example, collaboration with other staff, engaging with CPD courses opportunities and the school’s Personal Development Strategy (PDS) appraisal process.
f. Planning: teaching staff will be able to demonstrate evidence of planning in terms of where the lesson fits within the scheme of work and then delivering well-structured lessons using an appropriate range of teaching practices.
g. Special Educational Needs: teaching staff will make themselves aware of and accommodate pupils’ specific learning and medical needs.
Supporting and enriching our school community
a. Appearance: teaching staff should wear smart business dress which mirrors the dress code of the boys, or appropriate RGS issue co-curricular clothing when required.
b. Attendance: teaching staff are expected to support school events, such as assemblies; and attend those events as required by the Headmaster, including: Open Day, Junior and Senior Prizegiving Ceremonies, Commemoration Service, Parents’ Evenings, Field Days, Development Days and the Entrance Examination day.
c. Co-curricular contribution: teaching staff, including part-time staff on a pro-rata basis, are expected to make a significant contribution to the co-curricular life of the school. An example of what constitutes a significant contribution is taking a team with fixtures and after school practices, helping with a club or society and being involved with a house. Staff are matched to their skills as much as possible and so may contribute in equivalent ways to the example above.
Grace Richards
d. Duties: teaching staff are expected to play their part in covering lessons and undertake duties as part of the ‘staff duty rota’, and carry out any other responsibility as reasonably requested by the Headmaster.
Teacher of Geography, Head of Athletics, joined 2016
What's the best thing about working at the RGS?
e. Pastoral contribution: teaching staff are expected to play a full role in the pastoral life of the school; this will include taking a Tutor Group when required.
It's fun! Colleagues and students are so friendly and there's always something to smile about.
f. Punctuality: staff should ensure prompt attendance within school contracted business hours.
What is your motto in life?
Keep smiling!
Cat Wilson
Learning Support Administrator, joined 2024
What do you love about your department?
My lovely team.
What is your motto in life?
Live for the moment, don't put things off
Jill Thorpe
Deputy Head, joined 2016
What's the best thing about working at the RGS?
Working in a school where you are given professional freedom, trust and the resources to do your job.
If you could give one bit of advice to your younger self what would it be? Enjoy the moment.
a. Awareness and modelling of school policies: teaching staff will read and act upon, or in accordance with, all the relevant school and departmental policies, and complete the annual ‘staff awareness’ form.
b. Equal opportunities: staff are expected to adhere to the School's equal opportunities policy.
c. Ethics and behaviour: staff will uphold public trust in the profession and the reputation of the school by maintaining the highest standards of ethics and behaviour, within and outside school. They will show tolerance of and respect for the rights of others and not undermine Fundamental British Values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. They will ensure that their personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
d. Safeguarding: staff are expected to be aware of and comply with all aspects of the School’s safeguarding policy and to undergo initial and ongoing training; and be responsible for promoting and safeguarding the welfare of the students for whom they are responsible.
e. Student safety and wellbeing: staff will display the highest possible regard for student safety and wellbeing in accordance with policies, procedures and reasonable good sense at all times, whether on or off school premises.
Your career at the RGS begins with a warm welcome and comprehensive induction. You will be introduced to department colleagues, key people within the School and fellow new starters from across the departments.
Opportunities to get involved in wider school activities are many and varied; sporting fixtures, theatre productions and field trips to name just a few. Then there are the social groups set up by and for colleagues which include a running group, book club, theatre trips, football and a wind band. However you choose to get involved, you are guaranteed to find yourself among like-minded individuals.
We are proactively committed to creating a diverse staff body, which reflects the community that we teach. At RGS we value diversity and inclusion; we want to attract the best people for the roles available. This is regardless of age, ethnicity, sexual orientation, gender, disability, socioeconomic status or religious beliefs.
Nicola Strivens Teacher of Learning Support, joined 2017
What do you love about your department? That we work as a team and recognise one another's expertise.
What Staff groups are you involved in? Staff/Parent/Student choir.
Jo Matysiak Teaching Assistant, joined 2023
What's the best thing about working at the RGS? Lunch and people.
What is your motto in life?
Always find the reason to laugh.
Karen Poon Teaching Assistant, joined 2023
What do you love about your department? How lovely everyone is.
What do you enjoy doing in your spare time? Walking, Reading, Cooking.
In addition to joining a successful and sociable staff body you will also receive the following benefits:
Hours of work
Remuneration
Fee reduction
Private healthcare
Full time
Well above the national scale, comparing favourably with others in the independent sector.
Fee reduction for son(s) of staff is available (after a qualifying period and subject to success at the entrance examination).
Private medical cover is available for all staff. This is paid for by the School, but is a taxable benefit so there is an indirect cost to the individual.
Pension Choice of TPS or defined contribution scheme. The overall employer contribution in either case is 25% to include pension and benefits.
Commuting Loan
Gym
Dining
Employee Assistance Programme
Interest-free loans are available for rail season ticket holders.
Use of on-site gym at certain times of the day.
A choice of hot lunches, a delicious salad bar and range of desserts are provided daily in the staff dining room during term time.
A free, confidential counselling & wellbeing support service that can support you, your partner or spouse, and dependent children over 16 still living at home.
The RGS is a kind, inclusive, tolerant community where diverse opportunity, personal development, high achievement and collaborative partnership define who we are.
Our values of inclusivity, scholarship, integrity, respect, courage and collaboration underpin all we do.
Boys come to the RGS from around 140 different schools in Surrey and the neighbouring home counties and this number is growing each year. We regularly receive four applications for every place.
The RGS curriculum aims to combine breadth with balance. In the first three years all boys study a broad range of subjects, choosing options at the end of their third year which sees them sitting ten GCSE subjects including English Language, English Literature, a Modern Foreign Language, Mathematics, three separate sciences and a humanities subject. From the Third Form, a Tutor Period is introduced during which boys study Information Technology, Problem Solving, First Aid, Health Education and Study Skills. It is also during this time that initial careers and higher education guidance is given which then continues throughout the boys’ time at the School.
The RGS boasts a thriving Sixth Form with all boys studying four subjects in the Lower Sixth and then continuing with three or four subjects to A Level in the Upper Sixth. This is complemented by a range of General Studies courses which are co-educational, organised jointly with Guildford High School.
All boys are encouraged to engage in independent research and activities throughout their time in the School via our Scholarship for all programme. Whilst not curricular, there is an expectation that staff will support this provision as their experience and expertise enables.
All members of the teaching staff help with co- and extra-curricular activities, of which there is an impressively wide range. Music, Art and Drama all flourish with performances, exhibitions and workshops. There is a well-equipped auditorium, a large Art School and a purpose built Music Department. We have a very active clubs and societies programme that takes place before, during and after school each day. All the Third Form take part in our curricular, weekly expedition and adventure programme, EXAD. We have five Field Days per year and also offer overseas expeditions, a large Duke of Edinburgh’s Award Programme and numerous sports tours. Staff are invited to attend and support all of these events.
Guildford is a vibrant and exciting place in which to live. Rich in history, it is a welcoming town with a flourishing and varied cultural life. Entertainment is diverse with a number of lively and nationally renowned venues including G Live, the Yvonne Arnaud theatre and the eclectic Electric Theatre. There are outstanding sport and leisure facilities which include the state-of-the-art training venues and sports complexes of Surrey Sports Park and Guildford Spectrum. Guildford offers one of the south east’s best shopping experiences with the iconic High Street combining exclusive and popular national chains as well as a number of independent retailers. Dining options cater for every taste and budget with local traditional and gastro pubs in nearby Surrey villages drawing customers from a wide area.
Educationally, Guildford is thriving. RGS Guildford and Guildford High School are regularly ranked in the top ten single-sex schools in the country. RGS also enjoys close links with other girls’ schools, Tormead School and St Catherine’s, Bramley.
Guildford has the advantage of being very accessible and enjoys excellent transport links. London is just over a 30-mile drive via the A3 and well served by trains (just 29 minutes to Clapham Junction and 39 minutes to London Waterloo). International airports London Gatwick and London Heathrow are only 30 minutes from the town.
Areas of Outstanding Natural Beauty are close by; the Surrey Hills and North Downs are on the School's doorstep and provide opportunities to enjoy the stunning countryside; the south coast is approximately one hour by car.
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The town of Guildford, which I, who have seen so many, many towns, think it is the prettiest, and…most happylooking, that I ever saw in my life.
William Cobbett
The setting:
The Surrey Hills
North Downs
South Downs
Picturesque villages
The south coast
Travel by rail:
Clapham Junction 29 minutes
London Waterloo 39 minutes
Portsmouth Harbour 60 minutes
Gatwick Airport 45 minutes
Travel by road:
London 32 miles via the A3; Heathrow 22 miles; Gatwick 34 miles via A3 and M25; Portsmouth 44 miles; Brighton 59 miles
The North Downs
The Royal Grammar School Guildford meets the requirements in respect of exempted questions under the Rehabilitation of Offenders Act 1974. All applicants who are offered employment will be subject to an enhanced criminal record check from the DBS before the appointment is confirmed. This will include details of cautions, reprimands or final warnings, as well as convictions. It is of fundamental importance to The Royal Grammar School to ensure, so far as possible, that those who take up appointments do not pose a risk to the children in its care.
Further details will be sent to applicants invited to interview which will expand on the above.
We are proactively committed to creating a diverse staff body, which reflects the community that we teach. At RGS we value diversity and inclusion; we want to attract the best people for the roles available. This is regardless of age, ethnicity, sexual orientation, gender, disability, socioeconomic status or religious beliefs.
Please note: applications will be considered on receipt and we reserve the right to close applications early.
