Teacher of English
Ashlawn School, Rugby, Warwickshire, CV22 5ET13 days remaining to apply
Start date details
January 2027 - subject to vetting
Closing date
1 October 2026 at 12am (midnight)
Date listed
18 September 2026
Job details
Job role
- Teacher or lecturer
- View all Suitable for early career teachers (555)jobs
Visa sponsorship
- Visas cannot be sponsored
Key stage
- Key stage 3, Key stage 4
Subject
- English
Working pattern
- Full time
Contract type
- Permanent
Full time equivalent salary
- MPS / UPS
Additional allowances
MPS/UPS
Teacher of English job summary
Ashlawn School is recruiting a Teacher of English to join our successful school. You will join a driven and passionate team of teachers who are committed to delivering the English curriculum in engaging and innovative ways that brings out the best in all of our learners. You will be an excellent teacher who has the ability to inspire, motivate, challenge and support their students to ensure that they make excellent progress. You will have the opportunity to teach Key Stage(s) 3-5 and to motivated students who have a thirst for knowledge.
It is very important to us at Ashlawn School that all of our teachers feel valued, listened to and mentored well so that they have opportunities to develop. As a Teaching School, we offer exceptional teacher training and high-quality professional development opportunities catered to individual needs. As a result of this, we have many success
stories of teachers that have joined us and been quickly promoted to positions of leadership at all levels.
The successful candidate will:
● Be a motivated individual with excellent subject knowledge in English with knowledge of current trends in teaching within this area
● Be committed to supporting students to succeed
● Be able to contribute to the successful team
Our aim is to enable all students to achieve their potential academically and personally, regardless of ability or disability. We aim to increase whole school and community awareness of the importance of quality and equity of opportunity for all students and are committed to providing an integrated and inclusive curriculum to meet individual needs, promoting positive achievement and independence for all.
Teachers make the education of their pupils/students their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils/students.
PART ONE: TEACHING
A teacher must:
1. Set high expectations which inspire, motivate and challenge pupils/students
● Establish a safe and stimulating environment for pupils/students, rooted in mutual respect.
● Set goals that stretch and challenge pupils/students of all backgrounds, abilities and dispositions.
● Demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils/students.
2. Promote good progress and outcomes by pupils/students
● Be accountable for pupils/students’ attainment, progress and outcomes.
● Analyse pupils/students’ data and exam performance to inform planning and intervention.
● Plan teaching to build on pupils’/students' capabilities and prior knowledge.
● Guide pupils/students to reflect on the progress they have made and their emerging needs.
● Demonstrate knowledge and understanding of how pupils/students learn and how this impacts on teaching.
● Encourage pupils/students to take a responsible and conscientious attitude to their own work and study.
3. Demonstrate good subject and curriculum knowledge
● Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’/students’ interest in the subject, and address misunderstandings.
● Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship.
● Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.
● If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.
● If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
4. Plan and teach well structured lessons
● Impart knowledge and develop understanding through effective use of lesson time.
● Promote a love of learning and children’s intellectual curiosity.
● Set homework according to the School timetable and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils/students have acquired.
● Reflect systematically on the effectiveness of lessons and approaches to teaching.
● Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5. Adapt teaching to respond to the strengths and needs of all pupils/students
● Know when and how to differentiate appropriately, using approaches which enable pupils/students to be taught effectively.
● Have a secure understanding of how a range of factors can inhibit pupils’/students’ ability to learn, and how best to overcome these.
● Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’/students’ education at different stages of development.
● Have a clear understanding of the needs of all pupils/students, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
6. Make accurate and productive use of assessment
● Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
● Make use of formative and summative assessment to secure pupils’/students’ progress.
● Use relevant data to monitor progress, set targets, and plan subsequent lessons.
● Give pupils/students regular feedback, both orally and through accurate marking within the agreed time, and encourage pupils/students to respond to the feedback.
● Follow the School’s assessments reporting policies.
7. Manage behaviour effectively to ensure a good and safe learning environment
● Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the School, in accordance with the School’s behaviour for learning policy.
● Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.
● Manage classes effectively, using approaches which are appropriate to pupils’/students’ needs in order to involve and motivate them.
● Maintain good relationships with pupils/students, exercise appropriate authority, and act decisively when necessary.
8. Fulfil wider professional responsibilities
● Make a positive contribution to the wider life and ethos of the School including extra-curricular.
● Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.
● Deploy support staff effectively.
● Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
● Communicate effectively with parents with regard to pupils’/students’ achievements and well-being.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes, which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside School, by:
● treating pupils/students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position;
● having regard for the need to safeguard pupils’/students’ well-being, in accordance with statutory provisions;
● showing tolerance of and respect for the rights of others;
● not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
● ensuring that personal beliefs are not expressed in ways which exploit pupils’/students’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the School in which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks, which set out their professional duties and responsibilities.
PART THREE: PERSONAL TUTOR (where applicable)
● To act as a personal tutor within the Year system.
● To be responsible for the well-being and academic progress of their personal tutor group.
● To act as the first point of contact for parents.
● To monitor and improve attendance rates for the tutor group.
● To be responsible for the School's reward system within the tutor group.
● To meet regularly with the Progress Leader and attend year team meetings.
● To support inter-form and extra-curricular activities as arranged by the Pastoral team.
● To ensure that pupils/students follow the School's uniform policy.
● To ensure that pupils/students follow the School's rules and policies.
● To set a good example in terms of dress, punctuality and attendance.
Other duties and responsibilities of a MPR Teacher:
Carry out other duties that the Headteacher may reasonably request. Transforming Lives Educational Trust is committed to safeguarding the welfare of children and expects all staff to share this commitment.
An Enhanced DBS Disclosure is required for all staff within the Trust
The post holder will have a shared responsibility for the safeguarding of all children and young people. The post holder has an implicit duty to promote the welfare of all staff, children and young people and to be committed to promoting diversity and inclusion.
Further information about the job
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Applying for the job
This school accepts applications through their own website, where you may also find more information about this job.
CVs will not be accepted for this application.
View advert on external website (opens in new tab)About Ashlawn School
- Organisation type
- Academy, ages 11 to 18
- Education phase
- Secondary school
- Size
- 1564 pupils enrolled
- Age range
- 11 to 18
- Ofsted report
- View Ofsted report
- Website
- Ashlawn School website
We are a school where excellence is at the heart of everything we do. We believe passionately in education and we know that Ashlawn provides the very best educational experience for all its young people.
We are a happy school where high standards and expectations lead to outstanding academic results for all our students. Respect for each other and high standards of behaviour are values which we all share and for which we are all responsible.
Our colleagues are committed to providing an inspirational environment where our students are engaged and enthused, and where learning enables all young people to realise their academic potential and acquire the skills and values they need for life’s journey. Whilst academic success is important, we recognise that there is more to education than exam passes; confidence, adaptability, learning skills, creativity and resilience are all necessary life skills. Success is celebrated in all aspects of school life as we recognise the needs of each individual and where everyone really does matter.
As a bi-lateral school, Ashlawn is the perfect blend of tradition and innovation. We are a forward-thinking and exciting centre of learning with excellent results and our young people are proud to belong to a school which offers the range of opportunities that our unique curriculum affords. Our record of success is reflected in our A level and GCSE results and we are committed to providing the highest standards of provision.
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