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Impington Village College


Schools and Colleges should create and maintain a safe learning environment for children and young people. Impington Village College is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment.

Welcome to the recruitment website for Impington Village College where you will find details of current vacancies for both Teaching and Support Staff.

Please return to the site at another time if you do not find any suitable vacancies today. We update this site regularly and may have something of interest to you soon.





Information on morris education trust 

Morris Education Trust

January 2017

Who we are

The Morris Education Trust (MET) is a Multi-Academy Trust that has been founded from out of the standalone academy trust of Impington Village College to develop a local family of schools initially within Cambridgeshire. We are passionate about and deeply committed to comprehensive, community-rooted education. Since children and young people have one chance to experience schooling, we will ensure that this unique opportunity is valued and enables all to flourish as individuals so that they can progress and take their place as positive, active and capable citizens in our world. Our schools will share and collaborate in a partnership which will ensure that education in our region is highly regarded across our nation and beyond. 

Our vision and values

Our vision is to grow a family of schools and colleges which are individual in character but united by a passion that we:

  • Will build a better world through education
  • Are stronger through community
  • Will achieve excellence as standard for all

Our family of schools will be bound by a shared set of values:

  • We value world class outcomes in progress, attainment and development for all.
  • We are a community of responsible, caring individuals who values the promotion and creation of a collaborative culture underpinned by positive human relationships.
  • We value the opportunity for all to engage in lifelong learning with creative freedom, enabling them to continue, develop and progress.
  • Wholly inclusive, we celebrate diversity and understand individual needs; we will cultivate a global outlook & prepare all to be international citizens.

What we want to achieve

Our aims are to:

  • Develop and grow a family of local schools operating successfully as a mixed phase/setting Multi-Academy Trust
  • Be an excellent Trust where students flourish and thrive as learners securing outstanding outcomes and all work in a climate of ‘high challenge, low threat’1
  • Ensure the Trust grows through efficient and effective use of all resources and maximises income generation consistent with the values of the Trust
  • Communicate successfully and engage positively with all stakeholders of the Trust
  • Ensure the Trust continues to promote its role at the heart of the whole community and its composite local communities

Excellence as Standard – our School Improvement Framework

MET will be bold and resolute in its operations to ensure our schools deliver excellence as standard2 for all learners and stakeholders. MET will be committed to the principles of collaboration and partnerships across individual institutions to ensure all flourish. We will engage with all collaboratively to ensure excellence as standard is achieved through roles and responsibilities that are shared within and across the Trust. We will ensure we operate within a culture of ‘high challenge, low threat’. 

MET will develop excellence as standard across seven aspects of its schools:

  • Excellence in teaching where staff take pride in their work and take responsibility for all learners and their outcomes
  • Excellence in learning so that all pupils grow and thrive, securing outstanding outcomes and progressing with confidence
  • Excellence of behaviour where all children and young people know and understand the importance of being well-behaved and model the most positive standards of behaviour
  • Excellence of experience so that the curriculum and wider offer within each school enables students to develop their gifts and to enjoy their time within the Trust
  • Excellence of care so that all children and young people are known and supported as individuals and make excellent progress as learners and as people
  • Excellence of leadership so that a culture of excellence is developed and sustained amongst all staff, enabling them to thrive and feel fulfilled in their work.
  • Excellence of engagement so that all families are proud to send their children to our schools and each school lies at the heart of its community

Letter from the Principal 

September 2017

Dear Candidate

This a great time to be joining Impington Village College. The Spring of 2016 saw IVC secure an excellent OFSTED report with the International Sixth Form once again recognised for its outstanding provision. This was followed by outstanding results in all areas in 2016 and 2017; IB (97% Pass Rate, Average Point score 34), BTEC (100% Pass and 54% Distinction*/Distinction) and GCSE (86% securing Pass in English, 79% securing a pass in Maths and 43% of all grades award at A*/A with Progress 8 at +0.63) that have seen IVC firmly established as one of the strongest educational establishments in the region. Looking to the future the success achieved in 2016/17 has allowed IVC to be the lead school in the development of the Morris Educational Trust, which is planned to rapidly expand and develop in 2017 and beyond, ensuring the spread of excellent educational practice for young people in the local area and fantastic professional development opportunities for our staff.

We have a new and dynamic leadership team, a growing and influential team of Lead Practitioners and Middle Leaders and a Professional Development Programme that is second to none. IVC is a place where you will be valued and supported and have the opportunity to achieve success, enjoy your vocation and be invested in to become an outstanding practitioner and/or leader.

We would encourage you to visit IVC so you can see first-hand what we are all about, and to have the opportunity to discuss the role further. Please contact my PA, Valerie Hastings, for an appointment. I look forward to hearing from you.

Yours sincerely

Ryan Kelsall


Why Choose Impington? 

High Quality Professional Development:

  • INSET programme
  • Time is provided for training in everyone’s staffing allocation
  • NQT induction programme
  • Chance to run workshops for staff

Support for Teaching:

  • Investment in resources, facilities and the environment
  • Strong departmental support structure
  • Dedicated team of school cover supervisors

Health and Well-being:

  • Discounted use of Impington Sports Centre
  • Our own specialised HR manager
  • Flexible working arrangements 

Impington is an exciting place to pursue a career in teaching or supporting students’ learning so that they make outstanding progress.

We take staff well-being seriously using our IT systems, time budget and calendar scheduling to encourage working smartly. There is a full programme of exercise on offer: whether subsidised membership of our gym, pool or sports centre or staff run clubs on meditation, badminton, football, running and Tai Chi to mention a few. We offer staff Flu Jabs and support the cycle to work scheme. We have scheduled events to focus this year on exercise, diet and wider well-being across the year. We have established a well-being working party to monitor and promote this.

The College is major trainer of teachers: from the Faculty at the University of Cambridge, through our teaching schools alliance CASSA (Cambridge and Suffolk Schools Alliance) and links to Cambridge Partnership. We have a full programme of induction for new staff and NQTs alongside accreditation by the LA.

At whatever stage of your career we can develop you onto the next step. With non teaching staff this is often through using our strong in-house expertise or cascading from appropriate providers. For teaching staff this is particularly through our CASSA contacts drawing on expertise from a range of good and outstanding schools in Cambridgeshire and Suffolk. A group of our Lead Practitioners run a programme of INSET which is based on matching skills to our definition of outstanding learning: the Impington Experience. This requires all staff to work in peer to peer support. Where anyone falls short on an aspect of our high expectations for staff our first approach is to always put in the appropriate training, mentoring and coaching to improve the member of staff’s confidence in that area.

Teaching staff are expected to contribute ideas to each other on improving their teaching, for example, through our weekly ‘Top Teaching Tips’ and our programme of voluntary learning lunches and teas, besides the strong in Faculty training available. Our strong SEN provision makes us a leader in developing teaching assistants and SEN specialisms on site.

Impington is an international school that embraces the learner IB profile. As a result, we also have a range of training opportunities linking and learning about education in a global context.

Impington is unusual in its high commitment to research improving practice. We draw evidence about impact actively from within own student body. Many of our staff have and continue to be supported towards further academic study in education. We are part of the SUPER (Schools University Partnership for Educational Research) with the University of Cambridge giving us access to and allowing us to contribute to world class research. We have our own in house research journal, impact, which is widely read beyond the College and has inspired a number of imitators.

We welcome applications from anyone who likes the sound of this vibrant inclusive, international and inspiring educational atmosphere.

Why Cambridge? 

Cambridge is a compact cosmopolitan city with an abundance of social, cultural and leisure activities. Renowned for its world-class university, Cambridge also has a reputation as an international centre of excellence for technology and science. Within this unique and beautiful city stands outstanding architecture old and new together with an abundance of green open spaces; Jesus Green, Midsummer Common and Parker’s Piece as well as the picturesque Backs entwining the city centre where punting offers spectacular views of the historic city. 


This vibrant city has it all…. threatres, cinemas, museums, an abundance of cafes, bars and restaurants and a lively performing arts scene. In the summer months there are al fresco performances of music in the greens and parks and an 8 week Shakespeare Festival performed in idyllic and unique settings of Cambridge University’s private gardens. Cambridge Folk Festival is one of the premier music events in Europe and one of the longest running and most famous folk festivals in the world.
The compact and largely pedestrianised centre offers a wealth of shopping from the daily market in Market Square to an abundance of boutiques and independent shops as well the renowned Grand Arcade and the Grafton Centre.
Cambridge has an abundance of sporting facilities and many of the university managed sports facilities are available for hire to external groups. 


To meet the growing demand for housing in this popular location there are a number of housing developments. CB1 in the centre of Cambridge offers a modern city lifestyle. Whilst major developments are under construction in the south of the city; Great Kneighton and Trumpingon Meadows and Northstowe to the north of the city, to name just a few.


Located only 50 miles north of London, Cambridge is well served by road and rail links, and is within easy distance of the major London airports, with Stansted 29 miles south of the city. Cambridge also has great transport links which include a guided bus and a planned second railway station and then of course there are the bikes. Because of its flatness, Cambridge is one of England's most bicycle-friendly cities with a vast expanse of cycle paths which extend out into the villages to give a great alternative to the car!

My Impington Experience 

Ryan Kelsall - Principal

I joined Impington Village College in September 2004 as a Graduate Trainee Teacher of Geography and Sociology. The support I received at Impington as a trainee teacher was excellent from both my mentor and my professional tutor and opportunity to work within an outstanding International Sixth Form and gain experience of both A-Level and the International Baccalaureate was invaluable. As a result I was able to secure a teaching position in September 2005 at a local school on my first interview and the extensive training and development I had been able to access at Impington Village College meant that after two years of teaching I was promoted to a senior teaching position.
In September 2013 I returned to Impington Village College to take up the role of Assistant Principal Maths and Data, this was a new role and one that I was excited to engage with, however it was the opportunity to once again work in a vibrant, diverse and supportive environment at Impington Village College that really motivated me to return. 2014 was a real time of change and significant development at Impington Village College and I was promoted to Vice Principal in the Spring of 2014 and have since worked closely with the Principal to widen our senior leadership team and develop the leadership capacity across the whole College. In January of 2016, to allow the College to expand further as a Multi Academy Trust, the previous Principal moved to an Executive Principal role and I became Principal of Impington Village College.
Impington Village College has not only provided me with the foundations to build a successful career in teaching but also provided me with the leadership development opportunities to become a successful leader in education. In my role as Vice Principal I am utterly committed to ensuring that Impington Village College continues to provide the opportunities that benefited me, to all staff ensuring that colleagues at Impington Village College have the chance develop and improve their practice and gain the experience and training required to further enhance their career prospects.

Christine Martin - Head of Keller House

I was recruited to IVC four years ago as Lead teacher: Biology, having taught for four years previously since qualifying from my PGCE. During the summer prior to me taking up my post at IVC I received a letter from Cambridge University informing me that staff at IVC had recommended me to apply for their School and University Partnership in Education Research MEd course (SUPER) due to my interest in research.

During my first and second year at IVC, I completed my SUPER MEd part-time with the school releasing me every Thursday to attend Cambridge University when required and I graduated in April 2014. During my third year at IVC I was appointed the position of Deputy of Lower School, which I completed alongside my Lead teacher role to gain experience in the pastoral side of school life. This lead to me successfully being appointed to Head of Keller House/ Overseeing Year 10 as the College progressed from a horizontal model to the vertical tutoring and house system.
Throughout my time at IVC I have also had many opportunities to professionally develop my skills in not only the academic side of my subject but also in my other passions like the Duke of Edinburgh Award where the college put me through my Hill and Moorland Leadership Award.

Leah Cooper - Lead Teacher: Key Stage 3 Progress

I first arrived at IVC in 2013 as a Science PGCE student with The University of Cambridge, on my second school placement. I had previously worked as a Teaching Assistant and harboured a personal interest in working with SEND students.
Throughout my PGCE, the Science department and my professional tutor were hugely supportive, encouraging me both in the classroom and with my written assignments.
As I neared the end of my PGCE, I was offered the opportunity to apply for a permanent position, and to complete my NQT within the school. After accepting the role, I began my NQT year within the science department, teaching a wide range of students from all backgrounds and abilities.
I then applied for, and was successful in securing, a TLR role within the SEND department. This opportunity has allowed me to fulfil my ambition of working more closely with students with additional needs. I have now successfully completed my NQT year, and begun my TLR, and look forward to spending another year with the staff and students of IVC.

Orris Gordon

I have been at Impington Village College for almost 18 years. It goes without saying that I truly love the place. As a student I always knew Impington was the best for education; boasting fantastic facilities, great teachers and academic results which would later provide a foundation for my career choices. Furthermore, the Performing Arts faculty, with a rich history of nurturing talented students of the arts, would enable me to embark on a fulfilling life as a professional dancer.

In between shows and touring the College would invite me back to teach and share my experiences with the students. These ‘Impington experiences’ became vital in developing my own pedagogic framework. The College has always been there supporting my needs as a progressing young professional.

For the last couple of years I have been teaching dance at the College and also working as a cover supervisor. During this time I have completed a research module at Homerton, Cambridge University, and the College is supporting me to train as a teacher and I am about to begin the initial teacher training programme with the Cambridge Partnership in September.   

application and recruitment process 

Equal Opportunities Statement

Impington Village College respects all who share in the life of the College as individuals and aspires to provide a quality of experience which gives them fulfilment and which develops their self-respect and self-esteem.

We place a high value on diversity and we aim to meet the needs of all taking account of differences of gender, ethnicity, culture, religion, language, sex, age, ability, disability and social circumstances. We recognise that equal opportunity does not necessarily mean treating everyone the same, and we encourage diversity to flourish. We seek to provide a positive working environment free from discrimination, harassment or victimisation. The College seeks to make all its members aware that they have a legal and moral duty to play their part in promoting a culture of equal opportunities for all.

Recruitment and Selection Policy Statement

Impington Village College has a Safer Recruitment and Selection policy that has been produced in line with the local authority taking into account “Keeping children safe in education 2014” and “Safeguarding Children and Safer Recruitment 2007”. This policy aims to ensure both safe and fair recruitment and selection is conducted at all times. Making safeguarding and promoting the welfare of children an integral factor in recruitment and selection is an essential part of creating safe environments for children. Resourcing the best people to work in our College not only helps to reduce the risk to children, young people and vulnerable adults, it also helps to raise standards overall. 

The Disclosure and Barring Service (DBS)

Impington Village College believes that people working in close contact with, or are in positions of trust with children or vulnerable adults, are suitable for their positions. As part of the recruitment process candidates selected for interview will be required to complete an Enhanced DBS Disclosure and provide evidence of identification. The successful candidate cannot commence work until a successful Enhanced DBS Disclosure has been received.

Declaration of convictions

The College will require the shortlisted applicants for all posts, paid or voluntary, to complete a form declaring all spent or unspent convictions, cautions, warnings or reprimands except those that are protected. This is on the basis that all roles in Colleges are covered by the Recruitment of Ex-Offenders Exemption Order. The declaration form will also include a question regarding any pending criminal prosecutions.

Some convictions or cautions (including warnings and reprimands) are deemed “protected” under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 as amended by the Rehabilitation of Offenders Act 1974 (Exceptions) order 1975 (Amendment) (England and Wales) Order 2013. This means that some spent convictions and cautions will become protected when specific conditions are met. Protected convictions and cautions will not be disclosed in a DBS check and the College cannot ask for information about protected convictions or cautions, or take these into account when considering an appointment. 

The Principal (or his/her nominee) will discuss any relevant, positive declarations with the applicant, However, they must not ask about anything that is protected. The disclosure of convictions, cautions or pending prosecutions will not necessarily prevent the applicant being appointed but the information will be considered as part of the pre-employment risk assessment in the same way as DBS disclosures.

Guidance and criteria for the filtering of convictions and cautions can be found on the Disclosure and Barring Service website at:

The Personnel Manager will email the necessary documentation to all short-listed candidates to complete regarding declaration/disclosure information. 


Reference requests will specifically ask the referee to confirm:

  • The referee’s relationship with the candidate
  • Details of the applicant’s current post and salary
  • Performance history and conduct
  • Any disciplinary action involving the safety and welfare of children, including any in which the sanction has expired
  • Details of any substantiated allegations or concerns relating to the safety and welfare of children
  • Whether the referee has any reservations as to the candidate’s suitability to work with children. If so, the College will ask for specific details of the concerns and the reasons why the referee believes the candidate may be unsuitable to work with children

References will be compared to the application form to ensure that the information provided is consistent. Any discrepancies will be discussed with the candidate at interview.

  • References will only be sought for short listed candidates. It is usually our policy to obtain references prior to interview. If you have concerns regarding this please contact us.
  • The first reference must be your present or most recent employer
  • If any of your references relate to your employment at a school or college your referee must be the Head teacher or Principal. (If you are a serving as Head teacher or Principal, or were previously employed as one, then your referee should be the Chair of the Governing Body.)
  • If you are a newly qualified teacher then one of your referees must be your college tutor
  • If you are not currently working with children but have done so previously the second reference must be that employer
  • A minimum of two professional references will be obtained covering five years work history
  • Please do not give relatives or people solely in the capacity as friends as a referee

Pre-employment checks

The following pre-employment checks will be undertaken before any new employee begins work at our college – this applies to casuals and volunteers (with the expectation of medical clearance):

  • References – see above
  • An identity check – we will obtain verification of the candidate’s identity in order to comply with the requirements of the Immigration, Asylum and Nationality Act, 2006
  • Verification of qualifications relevant to the post
  • Verification of any appropriate professional registration
  • Verification of successful completion of the induction period (for those who obtained QTS after 7th May, 1999)
  • And we will obtain a satisfactory DBS certificate
  • A prohibition from teaching check
  • A check to establish the person’s right to work in the UK
  • Verification of medical fitness – the successful candidate will be asked to complete a confidential medical questionnaire (permanent members of staff only)

The successful candidate will be informed that we will not confirm their appointment until all of the above checks have been completed satisfactorily. 

Once appointed all support staff are subject to completing a satisfactory six month probationary period.

Policy Statement on the Recruitment of Ex-offenders 

In accordance with the Disclosure and Barring Service Code of Practice this policy is made available to all job applicants at the outset of the recruitment process.  The DBS Code of Practice is available at

  • As an organisation which uses the Disclosure and Barring service, the Governing Body of the school complies fully with the DBS Code of Practice and undertakes not to discriminate unfairly against any subject of a Disclosure on the basis of conviction or other information revealed.
  • We meet the requirements in respect of exempted questions under the Rehabilitation of Offenders Act 1974. A DBS check will therefore be carried out before appointment to any job at the school is confirmed.  This will include details of convictions cautions and reprimands, as well as ‘spent’ and ‘unspent’ convictions. A criminal record will not necessarily be a bar to obtaining a position.
  • We are committed to the fair treatment of applicants on all protected grounds and in relation to all history of offending.
  • We promote equality of opportunity for all with the right mix of talent, skills and potential and welcome applications from a wide range of candidates, including those with criminal records.  We select all candidates for interview based on their competencies, qualifications and knowledge.
  • Application forms and recruitment information will contain a statement that job applicants will be required to disclose their criminal record if they are invited to interview and a DBS check will be carried out if they are offered the job. The information will only be seen by those who need to see it as part of the recruitment process.
  • At interview, or in a separate discussion, we ensure that an open and measured discussion takes place on the subject of any offences or other matter that might be relevant to the position.  Failure to reveal information that is directly relevant to the job sought could lead to withdrawal of an offer of employment.
  • We undertake to discuss any matter revealed in a Disclosure with the person seeking the job before withdrawing a conditional offer of employment.
  • We ensure that people at the school who are involved in the recruitment process have access to professional advice to identify and assess the relevance and circumstances of offences.  We also ensure that they have received appropriate guidance in the relevant legislation relating to the employment of ex-offenders, e.g. the Rehabilitation of Offenders Act 1974.

Having a criminal record will not necessarily bar you from working at the school.  This will depend on the nature of the position and the circumstances and background of your offences.

  • Teaching Assistant Level 1

    Published 07 December 17

    Impington Village College

    Teaching Assistants Level 1 – full time 32.5 hours per week

    Required as soon as possible

    Salary: Level 1: £15,246 - £15,613 (£12,982 - £13,295 pro rata for term time working)

    At Impington Village College we have a large and highly regarded SEND and an Enhanced Resource unit. We have students from 11-16 with a wide range of learning, behaviour and physical disabilities.  We also have a post-16 provision and Enhanced Resource unit for young people with statements of SEND.

    We would like to hear from candidates who:

    • Want to work with SEND students across the age, ability and subject range either on a one to one basis or in small groups
    • Understand the importance of the College’s inclusive ethos
    • Have high expectations for standards of achievement and behaviour

    You will need an excellent level of education including GCSE English and Maths as well as IT and communication skills.

    Our College is committed to Equal Opportunities and to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. This position is subject to a satisfactory references and an Enhanced DBS check.  We do not accept CVs.

    Closing Date: 10am Wednesday 3 January 2018

    Please go to our website for an application pack and application form. If you require any further information please contact Susan Kay, HR Manager on

    New Road, Impington, Cambridge, CB24 9LX Tel: 01223 200400

    Job Description 

    Name of School:     Impington Village College

    Line Manager:         SENCO

    Grade:                       Teaching Assistant Level 1

    Teaching Assistants are required to attend a one-hour training sessions after school  every Tuesday and will receive either overtime or time in lieu for attending these sessions.

    Main Purpose of Job

    To enable students to become independent learners and make progress by the following:

    1. under the guidance of the class teacher, support teaching and learning in the classroom
    2. assisting the teacher in creating and maintaining a purposeful, orderly and supportive learning environment
    3. promoting the inclusion of all pupils ensuring they have equal access to opportunities to learn and develop
    4. providing general support to the class teacher in the management and organisation of the pupils and the classroom
    5. to be responsible for promoting and safeguarding the welfare of children and young people within the school

    Main Responsibilities

    Support for the Teacher

    • Assist the teacher with the planning and preparing of teaching resources which focus on differentiation for SEND students to allow independent learning and progress
    • Provide feedback that will assist with recording the achievements and progress of pupils
    • To be proactive in managing behaviour and promote self-control, independence and integration
    • To accompany teachers and classes on educational visits as required
    • To work with the class teacher to complete administration tasks and prepare displays

    Support for the Curriculum

    • To use and prepare specialist equipment, plans and resources necessary to support learning activities, taking into account pupil’s interests, language and cultural backgrounds
    • To assist with the development of Literacy, Numeracy and ICT skills and to support their use in learning activities

    Support for the Pupils/ Families

    • Under the direction of the teacher carry out pre-determined tasks to support student learning and progress
    • To establish and develop productive working relationships with pupils acting as a role model
    • To work with pupils, understanding how to motivate and encourage them to develop and achieve
    • To provide support for pupils to broaden and enrich their learning
    • To promote the inclusion and acceptance of all pupils within the classroom and encourage pupils to interact and work co-operatively with others and engage in all activities
    • To work with small groups of children and to take responsibility for their learning
    • To support a child with disabilities or special educational needs
    • To support children in mixed ability groupings ensuring that they understand tasks and learning objectives

    Support for the School

    • To be aware of and comply with policies and procedures relating to child protection, health and safety, security and confidentiality, reporting all concerns to an appropriate person
    • To contribute to overall ethos/work/aims of the school
    • To contribute to the identification and execution of appropriate out of school learning activities which consolidate and extend work carried out in class
    • To attend and participate in regular meetings, and in training and other activities as required
    • To assist in the general care of the school environment
    • To assist with pupils at the beginning and end of the day and in the playground as required
    • To support the appraisal system for support staff

    Person Specification 






    Good basic education to GCSE level in literacy and numeracy, or the equivalent (grade C or above)

    A relevant qualification in Childcare and/or Education


    Previous experience of working with children either in a paid or voluntary setting

    Preferably in an educational environment



    Personal Skills and Attributes




    Enthusiasm and commitment to supporting pupils with learning difficulties



    The ability to:

    • assist children on an individual basis, in small group and whole class work;
    • explain tasks simply and clearly and foster independence;
    • supervise children, and adhere to defined behaviour management policies;
    • safeguard and promote the welfare of children



    Ability to relate well to and communicate effectively with children



    Good verbal and written communication skills



    Ability to work constructively as part of a team



    Good organisational skills


    Read More
  • Part-time Teacher of Italian (Maternity Cover)

    Published 06 December 17

    Currently 14 teaching hours per fortnight + PPA

    Required as soon as possible

    “Impington Village College is one of the best secondary schools in the country” Telegraph 16/09/2016

    Impington Village College is part of the Morris Education Trust and we are looking to appoint an exceptional teacher with energy, enthusiasm and who is committed to the development of creative and engaging teaching and learning in Italian.  This role will offer the opportunity to teach Italian at KS5 to native speakers as part of the International Baccalaureate Diploma in our ‘Outstanding’ (Ofsted 2016) international sixth form.

    Italian is one of the most spoken languages in the College, with thirty per cent of the Sixth Form being native speakers and keen to retain their connections with their first language and literature.

    This is also a great time to be joining Impington Village College.  The College has delivered spectacular outcomes over the last two years, placing us in the top 5% of all schools nationally and establishing Impington as a leading provider in the region, including a Progress8 score of 0.66 and an IB Diploma pass rate of 97%, with an average point score of 34. The College received an excellent Ofsted report in Spring 2016, and this was followed by a successful application to be the Lead School in our new Teaching School Alliance, the newly-formed Morris Teaching School Alliance.

    We are looking for an excellent practitioner who has:

    • strong subject knowledge at KS5 and experience of teaching the International Baccalaureate programme
    • the ability to support, challenge and inspire our students encouraging them to achieve the best they can  
    • a strong classroom presence to achieve high levels of student engagement and progress
    • the qualities to play a full role in maintaining and enhancing the current high standards in the Faculty/Sixth Form

    IVC can provide you with:

    • excellent career pathway opportunities with a culture of looking to promote from within
    • a full programme of CPD  and as IVC is a strategic partner within CASSA Teaching Schools Alliance, access to outstanding professional development and research opportunities
    • support to teachers who wish to undertake a Masters in Education through our links with Cambridge University “SUPER Programme”
    • funding and support to complete the CMI Leadership and Coaching qualification

    Closing Date 10am Wednesday 3 January 2018

    Please see our website – vacancies section – for further information and an application form:   If you wish to apply for the role please apply using an IVC application form and return to Susan Kay HR Manager at  

    IVC is committed to Equal Opportunities and to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. An enhanced DBS disclosure will be required and pre-employment checks are undertaken on all post-holders.

    We do not accept applications by CV

    Job description 


    Post Holder:



    Post Title:

    Teacher of  Italian


    Post Purpose:

    Under the reasonable direction of the Principal, carry out the professional duties of a school teacher as set out in the current School Teachers' Pay and Conditions Document (STPCD).

    To implement and deliver an appropriately broad, balanced, relevant and differentiated curriculum for students and to support a designated curriculum area as appropriate. 

    To monitor and support the overall progress and development of students as a teacher and tutor.

    To facilitate and encourage a learning experience which provides students with the opportunity to achieve their individual potential.

    To contribute to raising standards of student attainment.

    To share and support the College’s responsibility to provide and monitor opportunities for personal and academic growth.

    To be responsible for safeguarding and promoting the welfare of students and to ensure that teaching and learning takes place in a safe environment


    Reporting to:

    Lead Practitioner:  Languages


    Responsible for:

    The provision of a full learning experience and support for students

    Achievement and standards within any classes taught


    Working Time:

    Full time as specified within the STPCD


    Place of Work:

    Your principal place of work will be Impington Village College but you may be required to work at other schools and sites within Morris Education trust by mutual agreement.



    IVC Main Scale/UPS


    Disclosure Level:

    Enhanced DBS + Barred List Check

    2. Teaching


    To teach students according to their educational needs, including the setting and marking of work to be carried out by the student in College and elsewhere.


    To assess, record and report on the attendance, progress, development and attainment of students and to keep such records as are required.


    To provide, or contribute to, oral and written assessments, reports and references relating to individual students and groups of students.


    To ensure that ICT, Literacy, Numeracy and subject specialism(s) are reflected in the teaching/learning experience of students.


    To undertake a designated programme of teaching.


    To ensure a high quality learning experience for students which meets internal and external quality standards.


    To prepare and update subject materials.


    To use a variety of delivery methods which will stimulate learning appropriate to student needs and demands of the syllabus.


    To maintain discipline in accordance with the College’s Behaviour Policy, and to encourage good practice with regard to punctuality, behaviour, standards of work and homework.


    To undertake assessment of students as requested by external examination bodies, departmental and College procedures.


    To mark, grade and give written/verbal and diagnostic feedback as required.

    3. Operational & Strategic Planning


    To assist in the development of appropriate syllabuses, resources, schemes of work, marking policies and teaching strategies in the Department/Faculty.


    To contribute to the Department’s/Faculty’s Development Plan and its implementation.


    To plan and prepare courses and lessons.


    To contribute to the whole College’s planning activities.

    4. Curriculum Provision


    To assist the Lead Teachers and Lead Practitioner to ensure that the curriculum area provides a range of teaching, including extra-curricular activities, which complements the College’s strategic objectives.

    5. Curriculum Development


    To assist in the process of curriculum development and change so as to ensure the continued relevance to the needs of students, examining and awarding bodies and the College’s Vision and Strategic Priorities.

    6. Staffing


    To take part in the College’s staff development programme by participating in arrangements for further training and professional development.


    To continue personal development in the relevant areas including subject knowledge and teaching methods.


    To engage actively in the Appraisal process.


    To ensure the effective/efficient deployment of classroom support.


    To work as a member of a designated team and to contribute positively to effective working relations within the College.

    7. Quality Assurance


    To help to implement College quality procedures and to adhere to those.


    To contribute to the process of monitoring and evaluation of the curriculum area/department in line with agreed College procedures, including evaluation against quality standards and performance criteria.  To seek/implement modification and improvement where required.


    To review from time to time methods of teaching and programmes of work.


    To take part, as may be required, in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the College.

    8. Management Information


    To maintain appropriate records and provide relevant accurate and up-to date information for the College’s Management Information System, registers etc.


    To complete the relevant documentation to assist in the tracking of students


    To track student progress and use information to inform teaching and learning.

    9. Communications & Liaison


    To communicate effectively with the parents/carers of students as appropriate.


    Where appropriate, to communicate and co-operate with persons or bodies outside the College.


    To follow agreed policies for communications in the College.


    To take part in liaison activities such as parents’ evenings, review days and liaison events with partner schools.


    To contribute to the development of effective subject links with external agencies.

    10. Management of Resources


    To contribute to the process of the ordering and allocation of equipment and materials.


    To assist Lead Practitioner and Lead Teachers to identify resource needs and to contribute to the efficient/effective use of physical resources.


    To co-operate with other staff to ensure a sharing and effective usage of resources to the benefit of the College, department and the students.

    11. Pastoral System


    To be a Lead Tutor to an assigned group of students.


    To promote the general progress and well-being of individual students and of the Form Tutor group as a whole.


    To liaise with the Head of House to ensure the implementation of the College’s Pastoral System.


    To register students, accompany them to assemblies, encourage their full attendance at all lessons and their participation in other aspects of College life.


    To evaluate and monitor the progress of students and keep up-to-date student records as may be required.


    To contribute to the preparation of action plans and progress files and other reports.


    To alert the appropriate staff to problems experienced by students and to make recommendations as to how these may be resolved.


    To communicate as appropriate, with the parents of students and with persons or bodies outside the College concerned with the welfare of individual students, after consultation with the appropriate staff.


    To contribute to PD, citizenship, careers-related learning and enterprise according to College policy


    To apply the Behaviour Policy so that effective learning can take place.

    12. College Ethos


    To play a full part in the life of the Morris Education Trust and College community, to support its distinctive vision and ethos and to encourage staff and students to follow this example.


    To support the College in meeting its legal requirements for worship.


    To promote actively the Trust’s corporate policies.


    To comply with the Trust’s Health and Safety policy and undertake risk assessments as appropriate.

    13. Safeguarding


    To be aware of safeguarding and promoting the welfare of children and vulnerable adults and to report any concerns in accordance with the Trust’s Safeguarding/Child Protection policies.


    To undertake regular safeguarding/child protection/prevent training, adult protection training as required by the Trust .

    Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified.

    14. Signatures

    The College will endeavour to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition.

    This job description is current at the date below but will be reviewed on an annual basis and, following consultation with you, may be changed to reflect or anticipate changes in the job requirements which are commensurate with the job title and grade.

    Person specification 

    To support your application candidates should be able to show evidence of the following:




    Qualifications and Experience:



    A teaching qualification


    Honours degree


    The ability to teach IB Italian  


    Can demonstrate excellent classroom practice


    The ability to support extra-curricular activities


    Knowledge and understanding :



    The National Curriculum/QCA Schemes of Work


    A range of teaching and learning styles


    Strategies to raise standards of student attainment


    An effective curriculum to meet the needs to different learners


    A significant interest in languages that will engage and excite students


    Leadership & Management skills:



    An educational philosophy


    A commitment to comprehensive education


    Motivate and inspire both children and adults


    Potential for leadership


    Personal & Professional attributes:



    Good interpersonal skills


    Initiative, resilience and stamina


    Innovation, creativity and critical reflective thinking


    Good organisational skills and ability to meet deadlines


    ICT competence


    An ability to communicate clearly to a range of audiences


    An ability to work hard under pressure


    An ability to share high expectations of achievement and behaviour


    Safeguarding and Promoting the welfare of children:

    At interview candidates should be able to demonstrate:



    The ability to form and maintain appropriate relationships and personal boundaries with children


    Emotional resilience in working with challenging behaviours


     Date: December  2017

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