Teacher of Spanish
Ibstock School, Ibstock, Leicestershire, LE67 6NE15 days remaining to apply
Job start date
1 August 2025
Closing date
19 May 2025 at 9am
Date listed
2 May 2025
Job details
Job role
- Teacher
Visa sponsorship
- Visas cannot be sponsored
Key stage
- Key stage 4
Subject
- Spanish
Working pattern
- Full time, part time
Contract type
- Permanent
Pay scale
- MPS/ UPS
What skills and experience we're looking for
Qualification and Experience
Essential
Degree or equivalent qualification in relevant subject area
− Qualified teacher status
− Successful experience as a teacher of the subject at Key Stage 3 and Key Stage 4.
− Experience of teaching GCSE in relevant subject area
Desirable
Experience of working
effectively with teachers
in other subject areas
and/or key stages
Knowledge and Skills
Thorough and up to date knowledge of teaching of the subject up to and including GCSE and of wider curriculum developments in other key stages and across the curriculum
− Able to plan consistent and effective lessons and sequences of lessons to meet students’ individual learning needs, including gifted and talented students and students with special educational needs
− Able to ensure that the students in her/his classes and tutor group make good progress − Able consistently and effectively to use a range of appropriate strategies for teaching and classroom management
− Able consistently and effectively to use information about prior attainment to set well grounded and challenging expectations for students
− Able to monitor progress effectively and give clear and
constructive feedback to students
− Able to inspire trust and confidence
Desirable
Good knowledge of effective ways of supporting colleagues
− Links with wider
organisations to offer
enrichment opportunities
to students e.g. local
groups, the Historical
Association, NATRE etc.
Personal Attributes
Essential
An enthusiasm for working with students, and for engaging, motivating and inspiring them through highly effective teaching / learning.
− A team player, effective at building team commitment within his/her own team and across the school as a whole and who has enthusiasm for working with colleagues
− Initiative, flexibility, and an innovative “can do” approach
combined with analytical thinking
− Empathy, patience and a good sense of humour
− Integrity and tact, with ability to manage sensitive situations
− Able to work hard under sustained pressure while remaining cheerful and resilient − Able to react appropriately to problems and unexpected situations, making rapid decisions and taking the initiative
− Must be able to perform all duties and tasks with reasonable
adjustment, where appropriate, in accordance with the
provisions of the Disability Discrimination Act 1995.
What the school offers its staff
Professional Capital: ‘we believe in getting the right people, getting them to work together and getting them to stay’ STRATEGY DESCRIPTION Putting Your Trust in Our Trust We believe in your development. Everything we do is about creating a team of committed professionals who share our ambition for young people. If you believe in this too, we are committed to providing an exciting, enjoyable and rewarding working environment. Coaching Coaching is integral to our success. We support colleagues through coaching; enabling deep reflection, which has allowed us to build a bold, creative and aspirational culture, where collaboration with peers and new approaches to practice are encouraged. Personal Improvement Plan versus Performance Management Instead of the usual performance management, we encourage our staff to identify aspirational targets through our ‘Personal Improvement Plan’ (PIP) process. With your coach, you will look to make significant progress in a critical area of your practice; we believe in valuing the process of improvement not pass or fail numerical targets. Health and Wellbeing Strategies Having happy and healthy staff is key to a successful organisation. The Trust is committed to: providing employees with a safe, healthy and supportive environment in which to work recognising that the health and wellbeing of our employees is important providing a supportive workplace culture where individuals healthy lifestyle choices are valued and encouraged We are committed to supporting colleagues to overcome the stigma and discrimination of mental health issues within the work place. To show our commitment to this we have publicly signed up to ‘Mindful Employer’ and the ‘Charter for Employers who are Positive about Mental Health’. We believe it is important that we are role models to our students of how to be a healthy adult. We actively promote the importance of a work life balance, offering support to staff on managing stress and workload, as well as a physical activity programme. Access to coaching, counselling and supervision is also available to all staff. Equality and Equal Opportunities Our Trust and its schools are committed to ensuring equality of opportunity in line with the Equality Act 2010. The Trust seeks to reduce disadvantages, 12 discrimination and inequalities of opportunity, and promote diversity in terms of its students, workforce and our wider communities we serve. Presumed Professionalism We have a ‘Presumed Professionalism’ ethos across the Trust. Our staff are professional educators and we recognise the need to support staff to enable a healthy work life balance to allow maximum impact whilst working with our young people and each other. We achieve this by allowing staff to sign out during their free periods, as long as professional duties are not affected. See our policy for further details. Development of Professional Capital and Excellence As a Trust we always look to invest in our staff and pride ourselves on our ‘home grown talent’. We pride ourselves on this and believe this has the biggest impact on how our staff understand their communities and make a difference to the lives of our young people. Quite simply, our aim is to employ people who match our ethos and values and enable them to truly collaborate with colleagues across the Trust so that they are satisfied professionally. We provide outstanding training pathways which draw on excellence both within and outside of our Trust to enable you to build your professional capital. Examples of the many opportunities we encourage staff to take up externally include: The National Professional Qualification for Senior Leadership (NPQSL) The National Professional Qualification for Headship (NPQH) The National Professional Qualification for Middle Leadership (NPQML) The Outstanding Teacher Programme (OTP) Initial Teacher Training (ITT) Pathways are available at apprenticeship level, NQT, aspiring middle leader, Lead Practitioner and aspiring senior leader level. Some of these courses are led by staff within the Trust and others are externally accredited. In addition, the Trust provides the opportunity of becoming an associate SLT member, enabling middle leaders to gain insight and experience of leadership at the highest level within a school. Support staff have their own Personal Improvement Plan that they use as a tool to create a bespoke professional development plan. All support staff also receive Coaching and training opportunities, in order to help them feel empowered and in charge of their own development. Across the Trust we pride ourselves on equal opportunities for all staff, irrespective of background, gender, disability, religion, sexual orientation or age. Great Access to Progression and Further evidence of our investment in ‘home grown talent’ is that 86% of our TLR holders have been internal appointments. We have clear professional 13 Leadership Responsibility progression pathways within the CPD offered throughout the year at all levels within the Trust. Collaboration Across all Schools We are developing relationships across our Trust to enable collaboration to support learning and teaching outcomes. In addition, we are able to offer a joint CPD programme to draw upon expertise across the Trust. Staff work and meet regularly in teams across schools in the Trust and we hold an annual Strategic Planning Day, where each member of the Trust work together. Sabbatical and Flexible Working Policies We have developed a unique sabbatical policy to support staff to develop their interests. For some, this has been to develop professionally, whilst others have taken this time to experience travel with their family. See our policy for further details. Flexible working arrangements are also promoted across the Trust where possible, to enable our staff to manage their work life and family commitments. Strong Induction Process It is important to us that every member of staff has the right start to working in our Trust. The importance of a good induction is invaluable for new starters irrespective of previous experience. To support this, we have a New Staff Induction Day before the start of term, which enables colleagues to get a real understanding of what the school is about and what it means to be part of the Trust. This day also prepares new staff for our training (conference) days at the beginning of the Autumn term. In addition to this ALL staff are invited to visit a series of lessons across the school year. ECT Support Where possible we try to ensure that ECTs have reduced teaching loads to allow them more opportunities for CPD throughout the school week. This also allows for peer to peer observations and additional coaching to take place to develop their practice. 3D Networks 3D Networks are an opportunity for faculties to share good practice and new ideas with colleagues across the school, based on our unique 3D Learning and Teaching model. Attendance of Staff Our staff are committed to their roles and ensure that students are supported to maximise their outcomes. Levels of attendance are exceptionally high across all staff and well above national averages in the education sector and beyond.
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
Please complete the online application.
CVs are not accepted.
Additional documents
If you need these documents in an accessible format, please contact the school.
About Ibstock School
- School type
- Academy, ages 11 to 16
- Education phase
- Secondary
- School size
- 808 pupils enrolled
- Age range
- 11 to 16
- Ofsted report
- View Ofsted report
- School website
- Ibstock School website
- Email address
- c.allardyce@ibstockschool.co.uk
Ibstock Community College has 570 students on roll and is at the heart of the local community, serving families in Ibstock and the surrounding villages of North-West Leicestershire. We are at an exciting stage in our development with plans to expand from a Key Stage 3 (11-14) school to welcoming students from 11-16 from autumn 2022. We also anticipate exciting future developments and opportunities when we join LiFE Multi Academy Trust later this academic year.
As students, staff, parents and governors we share the following values and beliefs:-
Resilience
Equity
Success
Pride
Encouragement
Curriculum
Trust.
We are fully committed to safeguarding and promoting the welfare of children. An enhanced DBS disclosure is required for all posts.
Arranging a visit to Ibstock School
To arrange a visit and increase the chance of a successful application email c.allardyce@ibstockschool.co.uk.
School location
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