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
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
This is a great time to be joining Impington Village College. The College has continued to improve, innovate and deliver success since the spring of 2016 which saw IVC secure an excellent OFSTED report, with the International Sixth Form once again recognised for its outstanding provision. This was followed by record breaking results in all areas in both 2016 and 2017; with an IB pass rate in excess of 95% in both years, and at GCSE Progress 8 scores of +0.64 and +0.66 respectively. As a result IVC is now firmly established as one of the strongest educational establishments in the region, a fact reflected in the over 260 first choice applications for year 7 for 2018.
Looking to the future the success achieved in 2016 and 2017 has allowed IVC to be the Lead School in the development of the Morris Educational Trust, which has expanded and developed in 2017 to incorporate the Cavendish School for Autistic students due to open in 2020, and Witchford Village College, ensuring the spread of excellent educational practice for young people in the local area and fantastic professional development opportunities for our staff.
In late 2017 IVC was appointed the lead school in the new Morris Teaching School Alliance, and this has already opened opportunities for collaboration and further improved our professional development offer for many colleagues beyond Impington Village College.
Our successes have enabled us to focus our efforts on developing the culture and experience at Impington for the benefit of staff and students, whilst retain out high standards and expectations for all. Our focus on wellbeing in 2017/18 has had a tangible impact on the experience of colleagues at the college and the new enrichment programme (iCAS) and curriculum model for 2018/19 is sure to do the same for students.
We have a highly efficient, effective 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 look forward to welcoming you to IVC so you can see first-hand what we are all about. If you wish to discuss any matters professional or personal, please contact my PA, Valerie Hastings to arrange a meeting. As a matter of course I will arrange to meet with all new colleagues during October of your first term, to discuss your first few weeks and ensure all is in place to allow you to flourish at Impington Village College.
Why Choose Impington?
High Quality Professional Development:
- Bespoke INSET programme including both teaching and leadership
- Reduction in teaching allocation for all staff to support professional learning and wellbeing
- NQT induction programme and coaching programme for RQTs
- Bursaries available for professional development and completion of Masters in Education
- Chance to run workshops for staff
- Links to the Morris School Alliance, for which Impington is the Lead School
- Investment in resources, facilities and the environment
- Strong departmental support structure and highly experienced and effective middle leadership
- A commitment to retaining a fully inclusive ethos, including extensive support and SEND provision
- The chance to experience all key stages and particularly the International Baccalaureate Diploma
- Participate in our new, exciting curriculum including the delivery of enrichment as part of iCAS
Health and Well-being:
- Discounted use of Impington Sports Centre
- Full wellbeing directory Health and Wellbeing
- 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 a Flu Jab 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 wellbeing 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), CTSN (Cambridgeshire Teaching Schools Network) and the Cambridge Partnership. We have a full programme of induction for new staff and NQTs as well as continuing support for RQTs.
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.
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. www.cambridge.gov.uk/major-growth-sites-detail
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
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.
I have been at Impington Village College for almost 23 years. It goes without saying that I truly love the place. As a student and a local lad I always knew Impington was an incredible place for education; boasting great facilities, fantastic teachers and amazing 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 had always been there supporting my needs as a progressing young professional and providing me opportunities to further develop my performance and teaching skills.
After my teach-direct (on-the-job) training I was offered a full time role which later developed in to the position of Assistant Director of Performance. Progression is key to life at Impington and this was another fantastic opportunity for the establishment to provide me with appropriate skills, training (iMLDP – middle leadership programme) and experience to fulfil my aspirations.
I joined IVC in September 2014 as a Teaching Assistant working in the SEND Department. During this time I developed an interest in working with vulnerable students.
During my second year at IVC, I applied for the position of an Administrator within the Pastoral Care Department and was successful in securing this role. This gave me the opportunity to learn about the non-academic side of the College and it gave me further knowledge of the accessible support that was available to students and families. Working in this environment made me enthusiastic to want to seek a career in Pastoral Care and to be able to support those students who needed it the most.
Whilst in my current position I was given the opportunity of a secondment to a Student Manager’s position to cover maternity leave for a year.
An opportunity for a permanent position for House Manager became available, which I was able to secure. During my two years in this role, I gained confidence with working with teachers, students, families and outside agencies.
IVC offered me the chance to complete a Level 6 course on Careers Guidance and Development to allow me to support the CEIAG Program in the College. I now deliver careers guidance to students in Years 7-11 and organise various career events for students.
IVC has not only supported me in my professional development, but has also supported a personal interest of mine, which is Mindfulness. I recently trained to be a Mindfulness Teacher and we have currently introduced Mindfulness as part of the curriculum in Year 7 and part of the enrichment programme for the rest of the year groups.
Ellen Hadley - Pastoral Support Team - Responsible for Year 7 and Transition
I joined IVC as a Teaching Assistant upon completion of my Masters degree in Clinical Psychology in September 2017. Through my role as a member of the SEND department, my professional development was supported through training in areas such as epilepsy, attachment and speech and language disorders. This experience enabled me to deliver needs-based interventions, such as speech and language sessions, to students.
After a year as a Teaching Assistant, I joined the House team as Wallenberg House Manager. As the College progressed to form the Pastoral Support Team in September 2019, I was appointed as Year 7 and Transition Pastoral Support Officer. I was empowered to make the role my own and to identify areas, such as Child Protection, where I would like to develop my professional skills. From this, I was provided with shadowing opportunities and training courses to support my development.
Whilst working at IVC, I have always felt supported and valued by my line manager, allowing me to focus on giving my all when working with our students. The unending support I have received has resulted in me working towards my ambition of supporting students, no matter what their needs may be.
Georgina Chivers- Head of Keller House
Impington Village College is the second school I have taught in. I started here in 2016 and was straight away impressed by the ethos of the college. I started at IVC in the role of a Science teacher, the Science department were incredibly supportive and I felt very welcome and was treated as a member of the team from day 1. I was particularly impressed by the wellbeing provision in place for both staff and students at the college - there is a real sense of everyone caring for everyone else and wanting to help boost each other to help them succeed.
During my first year at IVC I expressed an interest in taking on a pastoral role within the college. I was allowed to shadow one of the Heads of House and opportunities were created for me to gain experience in this area of school life. In 2017 I was offered the role of deputy head of Turing house. During my year in this role, I took part in the Impington Middle Leadership Development Programme and was able to hone my skills as a leader within the college. In 2018 I took over the role of Head of Keller house and I have thoroughly enjoyed this role since.
Jose Patricio – Deputy Head of Keller
I first arrived in IVC in 2013 as a Teaching Assistant and for that first year I supported a number of SEN students, mainly in PE lessons but also in Maths, English, Languages and Humanities. Although I was already a qualified teacher, I arrived in the country a year before and had just 3 months of experience working as a supply teacher, so working as a Teaching Assistant was a great opportunity to see and learn the ethos of the English education system.
The following two years I was employed as a Cover Supervisor and also given the opportunity to be a part-time PE teacher as a maternity cover. This experience was extremely important as it enabled me to develop my teaching skills and it also gave me the chance to experience all subjects IVC has to offer. One thing I particularly enjoyed was the opportunity to build relationships with the IVC students across all year groups- experience of this made me realise that I wanted to work in the pastoral element of education.
During my fourth year I was employed as a full time PE teacher and was then given the opportunity to be Deputy Head of Keller House in 2018. I am currently completing the Impington Middle Leadership Development Programme.
I couldn’t be more grateful on how IVC supported the progression of my teaching career, as every single step taken at IVC was extremely important to help me develop as a professional.
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: https://www.gov.uk/disclosure-barring-service-check/overview.
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
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 https://www.gov.uk/government/publications/dbs-code-of-practice
- 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.