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 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.
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.
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. 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
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.
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: 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.