Teacher of French Part-time (0.6)
Borden Grammar School
Sittingbourne
- £25,714 - £41,604 per year
- Expired
- Job type:
- Part Time, Permanent
- Start date:
- 1 September 2022
- Apply by:
- 6 June 2022
Job overview
Teacher of French (MPS/UPS)
Part-time preferred (0.6) / full-time negotiable
Start date : 1 September 2022
Information for Applicants
The successful candidate will be able to teach French preferably from Key Stage 3 to 5.
The success that MFL has achieved is due to a strong team ethos and commitment on the part of all staff to the highest standards of teaching. French and Spanish are both well established and popular options at GCSE in KS4 and at A level in KS5. Extra-curricular visits and day trips are common place across all three key stages; a willingness on the part of the successful applicant to contribute to this ethos would be an advantage.
This is a post for a suitably qualified and ambitious French teacher that wants to join a committed and supportive department. The school is open to employing either an experienced colleague or someone new entering the profession. However you will be committed to achieving high standards in all areas of school life and can show the potential to contribute a great deal to the future development of the French Department at Borden Grammar School. Your appointment will help Borden to maintain the high standards achieved within MFL across all key stages.
Our recent Ofsted report described the school as a “harmonious community” and the successful applicant will be someone who believes this is an essential quality that we wish to maintain. However, the report also indicated that there remains work to be done on improving the quality of the curriculum and consistency in teaching and learning in order to achieve improved progress and outcomes
Attached documents
About Borden Grammar School
Borden Grammar School is a boys-only, grammar, non-denominational secondary school with sixth form situated in Sittingbourne, Kent. It is supported by its own single-academy trust, the Borden Grammar School Trust. Smaller than average for a school of its kind, it will provide 822 places for secondary and sixth-form students, when fully subscribed.
An academy converter, Borden joined its own single-academy trust in January 2012.
Headteacher
Ashley Tomlin
Values and Vision
As you enter our school you will be forgiven for failing to notice our school motto written on the entrance hall carpet. Whilst dating back to before the second world war it remains as valid as it has ever been. ‘Nitere porro’ means ‘to strive forward’ and is both a description and a goal. We are a small and personal community school committed to supporting and inspiring our young people to achieve their potential in a modern world. This means creating successful young people who understand that their future matters and so always try their best. However, the goal is not just a personal one. We genuinely want all our students to leave us with a fully developed ‘moral compass’ able to navigate the world and driven to make it a better place.
This over-arching goal is underpinned by three core aims,
To Support:
For Borden to be a happy and vibrant community, providing the skills, aptitudes, self-discipline and independence needed for future success.
To Inspire:
For all students to have high aspirations and to become ethical leaders of their future.
To Achieve:
For every student to aim, and achieve, higher.
At Borden you will find that students are honest, friendly and proud to belong to a great school. It is a school where each day students learn as much about themselves as about the constantly changing world in which they live. Alongside this you will discover that the teachers possess the expertise to stretch, support and challenge the brightest students.
Ofsted
“The leadership team has maintained the good quality of education in the school since the last inspection. [The headteacher has] continued to raise standards and [has] tackled the areas for improvement well, with a clear focus on improving key aspects of teaching, learning and assessment. The school is improving because of the clear leadership that [the headmaster] and [their] senior leadership team provide. There is a strong sense of community and pupils are rightly proud of their school and the opportunities it offers.”
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