General Assistant
Frederick Bremer School
Waltham Forest
- £10,699 - £11,033 per year
- Expired
- Salary:
- Scale 1 P1-3
- Job type:
- Part Time, Fixed Term
- Start date:
- September 2020
- Apply by:
- 14 August 2020
Job overview
Required for September 2020
Position: General Assistant (Fixed Term- 1 Term)
Salary: Scale 1 Point 1-3 OLW
Pro rata
£10,699 - £11,033
Hours: 9.15 am —1.45pm
Pupil Roll: 900
Pupil Age range: 11-16 yrs
Co-educational
Do you believe every child deserves the very best education? Are you creative, enthusiastic, energetic and a committed team player? If so, we have the position for you! We are looking for a General Assistant to support with pupil monitoring and supervision during their break time, lunch time and lesson change overs.
This is a strongly good school, as evidenced by our Ofsted visit in 2019, and we are on a trajectory of continuous improvement. We are committed to high quality learning and teaching for all pupils, ensuring all pupils make rapid progress regardless of their starting point. The successful candidate will join an experienced and successful school committed to collaborative working. Frederick Bremer is a popular and over-subscribed school which enjoys excellent state of the art facilities in a modern building. At Frederick Bremer, staff have access to comprehensive CPD programme and structured career progression routes. We model the mantra ‘Humans first, professionals second’ and we take the support and well-being of our staff very seriously.
Frederick Bremer School is proud to be a community school, and we are representative of our local community. We believe that our role as practitioners is to support our young people to become the very best versions of themselves, and place a strong emphasis on holistic education and not just academic achievement.
We offer all staff a rewarding, supportive and happy environment to work in. Relationships are a strength of the school, and we want all staff to enjoy their place of work. We offer bespoke CPD programmes, and we would be particularly interested in applications from individuals who are ambitious for senior leadership opportunities in the future.
The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Offer of a position is subject to receiving satisfactory references and an Enhanced DBS Clearance
For more information and an application pack please see our website www.bremer.org.uk or contact HR on 020 8498 3340 or email recruitment@bremer.waltham.sch.uk. If you would like to visit the school before submitting your application please contact us.
Completed application forms should be returned or emailed to recruitment@bremer.waltham.sch.uk by 3pm Friday 14th August 2020. Interviews to be held during that W/C 17th August 2020.
Attached documents
About Frederick Bremer School
Frederick Bremer School is a mainstream, non-selective, co-educational secondary school for children aged 11-16, situated in Walthamstow, East London. There are 860 students on its roll.
The school has specialist provision for children who have autism spectrum conditions. It also has a large and highly specialist special educational needs team, which supports a large number of pupils with needs ranging from visual impairments to cognitive learning needs.
Frederick Bremer School was named after a local entrepreneur who invented the first petrol-driven car in 1894, which he drove around the local streets of Walthamstow.
Headteacher
Mrs Jenny Smith
Values and ethos
Frederick Bremer School’s motto is “The very best they can be”. The secondary school promotes the shared values of respect, responsibility and integrity. Its broad, balanced and inclusive curriculum places great emphasis on critical thinking. Teachers engage in ongoing debate about teaching practices, in order to ensure the best possible learning experiences for children. There is a pupil leadership programme, including an active school council.
Ofsted report
"The headteacher has been relentless in driving improvement over the last three years. As a result, the quality of teaching is increasingly strong and pupils are making rapid progress. Pupils’ personal development, behaviour and welfare are good. They enjoy being a part of the strong inclusive school community and have confidence in each other. The attainment gap between disadvantaged pupils and their peers in the school is closing quickly. Safeguarding provision is strong. Pupils are well informed about keeping safe; they feel safe in the school."
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