Role and employment particulars

Pay

BSA scale T1–ML2, £26,000–£39,000 gross per year for full-time employment. The offer confirms the appointment point using consistent, objective criteria. This is BSA’s own scale. Progression is subject to BSA’s pay arrangements and is not automatic.

Hours

Normal full-time attendance Monday–Friday, 08:15–16:30, with a genuine 20-minute unpaid break each day, giving 39 hours 35 minutes paid work per week. The timetable must provide sufficient time for teaching preparation, assessment and leadership within agreed working arrangements.

Working year

The current HR08 schedule provides 182 pupil days plus 5 INSET days and 10 additional working days at T1–T6 (197 days), or 15 additional working days at ML1–ML2 (202 days). Full leadership duties apply at either grade.

The offer and contract must specify the applicable schedule, dates and paid annual leave before acceptance; any different agreed arrangement must be recorded expressly. School closure days are not all statutory annual leave.

Purpose and accountability

Deliver effective English teaching and improve academic curriculum quality, pupil achievement and inclusion. Lead colleagues through clear expectations, practical support and proportionate review.

Work within delegated authority; formal employment decisions, staffing budgets and school-wide policy remain with authorised senior leaders.

English teaching

• Plan and teach a coherent sequence of learning in reading, writing, speaking and listening, vocabulary and comprehension, including literature and functional communication as appropriate to each programme.
• Use starting points, assessment and feedback to adapt teaching, address gaps and prepare pupils for relevant English qualifications, including GCSE or Functional Skills where offered.
• Maintain accurate assessment, attendance and progress records; communicate with parents, carers and relevant professionals, and contribute to reviews and transitions.

Academic leadership from appointment

• Lead the planning, sequencing and review of the allocated academic curriculum. Coordinate relevant subjects and pathways with subject specialists, including suitable post-16 progression. Teach only within demonstrable subject competence.
• Line-manage allocated academic staff through objectives, regular one-to-ones, supervision, induction support, probation and appraisal contributions. Give clear feedback and follow BSA procedures when concerns arise.
• Use pupil work, assessment, classroom visits and pupil feedback to identify strengths and priorities. Organise moderation and coaching, monitor agreed actions and evaluate their effect on learning.
• Lead departmental meetings and professional development. Share manageable approaches to planning, assessment, literacy and inclusive teaching; consider staff workload and wellbeing when setting expectations.
• Work with examinations staff to support accurate entries, assessment integrity and authorised access arrangements. Monitor achievement, engagement and progression without overstating outcomes.
• Report priorities, risks and progress to the SLT link. Maintain proportionate evidence for school improvement and inspection, reflecting practice and outcomes rather than paperwork alone.

Inclusion and pupil welfare

• Work with the SENCO, pastoral staff and families to implement relevant support plans and reasonable adjustments, including for pupils with SEND and SEMH needs.
• Maintain a calm, respectful learning environment. Apply behaviour and attendance procedures fairly, address bullying and discriminatory behaviour, and escalate barriers to participation promptly.
• Promote pupils’ personal development, respectful relationships and preparation for further education, employment and adult life within the approved curriculum.

Person specification

Candidates must demonstrate the essential criteria through the application, interview, relevant teaching or leadership activity, qualification checks and references. Reasonable adjustments will be available throughout recruitment.

Essential criteria

• Secure English subject knowledge and evidence of effective planning, teaching, assessment and feedback for learners with differing starting points.
• Ability to undertake full academic leadership immediately: set expectations, organise provision, coach colleagues, hold constructive professional conversations and follow through on improvement actions.
• Understanding of inclusive practice, SEND, SEMH and positive behaviour support; ability to implement reasonable adjustments and work with specialist staff.
• Sound safeguarding judgement, professional boundaries and commitment to the welfare of children and young people.
• An appropriate teaching qualification, or an explicitly agreed and supported route to achieve one within three years under BSA’s requirements. A development route must not compromise teaching quality or immediate leadership capability.
• Clear written and spoken communication, reliable organisation and secure, accurate record keeping; ability to work respectfully with pupils, families, colleagues and external professionals.

Desirable criteria

• QTS, QTLS, PGCE, a Level 5 teaching qualification or a relevant equivalent.
• Experience of academic team leadership, curriculum improvement, moderation and staff development.
• Experience of GCSE English, Functional Skills, post-16 pathways or teaching in an independent, specialist or alternative provision setting.

Safer recruitment and appointment

BSA is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment.

This teaching post involves regulated activity with children; it is an offence for a barred person to apply to undertake that activity. Appointment is subject to satisfactory identity, right-to-work, references and employment-history checks, qualification verification, enhanced DBS with children’s barred-list information, teaching prohibition and section 128 management checks, and relevant overseas checks.

Appropriate health and fitness checks follow a conditional offer.