Teacher of Science
Malcolm Arnold Academy
Northamptonshire
- Expired
- Salary:
- MPS/UPS: £25,714-£41,604
- Job type:
- Full Time, Permanent
- Start date:
- November 2021
- Apply by:
- 17 October 2021
Job overview
Malcolm Arnold Academy is seeking a Teacher of Science (with the possibility of additional responsibility for the right candidate) who is aligned with our mission to broaden the horizons of children through the provision of a world class education.
Our True North, as a school, is an education that is ambitious, broad and knowledge-rich, and that equips our pupils to live full, rich and successful lives.
We are looking for a teacher/leader of Science who loves teaching, has significant subject expertise, knows the powerful knowledge in their subject and thrives on effective delivery in their classroom.
We are also keen that applicants are allied with our DRET Way; the compass of our Trust and also our MAA Way which describes how we work. The fundamentals for us are:
Unbeatable learning climate through our Warm:Strict philosophy
Unapologetically high expectations for and of the students in our care
Clear boundaries, rules and routines so students feel safe and calm
Acquisition of powerful knowledge as a goal in itself
Students gaining a knowledge base that is ambitious and empowering.
Rigorous and challenging academic curriculum,
Broad range of sport, art and musical opportunities.
Teachers who are subject experts and make use of evidence-based teaching methods Direct and effective teaching, so knowledge is learnt and remembered
About our Academy
Malcolm Arnold Academy, Church of England School, is an Ofsted rated Good school - in every category (May 2018). We welcome young people from Year 7 through to Year 13.
More of our students than ever before are now heading to some of the country’s top universities, opening up a wealth of new possibilities and helping to raise aspirations and shape characters.
Strong grades, self-confidence and outstanding life experiences gained through our enrichment programme are all hallmarks of a Malcolm Arnold Academy education.
About you
If this aligns with your vision and philosophy, we would love to hear from you.
What we can offer you
Full-time teaching hours – permanent role
MPS/UPS
Access to Teachers’ Pension Scheme
Excellent provision for your professional and leadership development
Apply now – to complete our on-line application form please visit our website. Please note that we cannot accept CVs without a completed form.
We look forward to receiving your application.
Early applications are advised. We receive high numbers of applications for our roles and therefore have to close the vacancy prior to the closing date in order to review candidates' details against our job criteria before shortlisting or re-opening the vacancy.
An enhanced DBS check is required for all successful applicants.
The David Ross Education Trust is an equal opportunity employer. We are committed to providing a fair, equitable and mutually supportive learning and working environment for our students and staff.
It is our objective to ensure that job applicants and staff are treated solely on the basis of their merits, abilities and potential. We do not discriminate against any applicants on the basis of any protected characteristics.
About Malcolm Arnold Academy
- Malcolm Arnold Academy
- Trinity Avenue, Northampton
- Northamptonshire
- NN2 6JW
- United Kingdom
About the Academy
Malcolm Arnold Academy is one of the David Ross Education Trust (DRET) schools. It is a popular and oversubscribed co-educational secondary school based in Northampton, Northamptonshire, for students aged 11-18. It has approximately 1300 pupils on roll, with around 130 of these pupils comprising our sixth form.
Malcolm Arnold Academy is a Good school, with our most recent OFSTED report being in May 2018, citing us as Good in all inspection judgement categories.
Executive Principal
Megan Morris
The DRET vision for education:
Crafting an unbeatable learning climate through our Warm:Strict philosophy, we hold unapologetically high expectations for and of the students in our care. We have clear boundaries, rules and routines because students deserve to feel safe and calm in school.
We value the acquisition of powerful knowledge as a goal in itself, as an entitlement for all children. We invest significant time and resource into ensuring that students gain a wide, broad knowledge base to enable them to become active members of their community in the future. Alongside a rigorous and challenging academic curriculum, students also experience a broad range of sport, art and musical opportunities ensuring that they have the richest experience a secondary education can give.
Our teachers are subject experts and make use of evidence-based research to ensure they pass on their knowledge to students in the most direct and effective ways, ensuring that it is learnt, remembered and that it supports every child to achieve their fullest potential.
We know that the way we do things is as important as what we do; that is why the DRETWay is the True North of our mission’s compass.
Ofsted report
The trust, governors and senior leaders know the school well. They are determined that all pupils will make at least good progress. The school’s values of ‘friendship, truth, peace’ underpin the ethos of the school. There is a strong culture of openness, honesty and respect. Pupils make good progress across a range of subjects and all current year groups. The leadership of the school’s work with pupils who have special educational needs (SEN) and/or disabilities is strong. Pupils make good progress from their starting points, including pupils in the school’s specialist provision. The school’s work to promote pupils’ spiritual, moral, social and cultural understanding is a strength of the school and contributes well to pupils’ personal development and good behaviour. The curriculum is regularly reviewed and adapted to meet the needs of pupils. The extra-curricular opportunities offered to pupils are outstanding and make a significant contribution to pupils’ personal development. Procedures to safeguard pupils are robust. Pupils feel safe and are taught well how to keep themselves safe. The school provides good support to vulnerable pupils.
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