Psychology Teacher
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Claremont School
East Sussex, United Kingdom
Date Added: May 6, 2025
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Description
Teacher of Psychology
(CSS)
JOB DESCRIPTION
Overview
We are looking to appoint a committed and inspiring teacher of Psychology to lead this thriving
department at Claremont Senior School. The right candidate will be a passionate teacher with
outstanding subject knowledge, who has high expectations of student attainment. They will be able
to enthuse and inspire pupils to progress in Psychology A level, which is consistently one of the most
popular subjects in our Sixth Form.
Claremont Sixth Form has a track record of consistent academic success, with 40% of our Sixth Form
grades in 2024 at grade A or A*. We offer a stimulating and inspiring working environment, where
learning is at the centre of everything that we do. As a proudly non-selective school, we look to ensure
all pupils explore their talents fully and achieve their potential.
Claremont Senior School is an independent school, which is Ofsted rated “Outstanding”. The school
is part of the International Schools Partnership, with a network of schools in Europe, Asia, the Middle
East and the Americas. There are excellent opportunities for career development, a strong culture of
teacher continual professional development and a comprehensive programme to support trainee and
ECT teachers.
Location: Claremont Senior School
Line Manager: Head of Faculty (Science and PE)
Teacher of Psychology (Subject Lead) - Key Responsibilities
1. Safeguarding: to ensure appropriate action is taken in a timely manner to safeguarding and
promote children’s welfare, demonstrate a regular commitment to safeguarding training,
keep accurate and detailed records of concerns on Myconcern, and adhere to all safeguarding
related policies, including online safety, prevent, whistleblowing, and the code of conduct at
all times.
2. Learning and Teaching: to plan, deliver and evaluate Psychology lessons for year 12 and year
13 students, putting the learning needs of students at the centre of what you do. You will
assess, record and report on the development, progress and attainment of students in line
with school and faculty policy. You will set learning objectives and targets for your students
and ensure regular feedback is given to pupils on their progress and how they can improve.
Differentiation is a central part of this role and you will be expected to identify and support
gifted and talented pupils, and work with learning support and the EAL department to ensure
all children that you teach make progress and fulfill their potential. You will develop cross-
curricular links within your faculty and across the school as a whole. Prioritising professional
development, you will stay up to date with developments in your subject and ensure that the
curriculum which you teach remains in accordance with exam board criteria and is also
relevant, engaging and outward-looking.
3. Wider School Responsibilities: you will be a form tutor and support your tutees with pastoral
issues, and their academic progress across their subjects. You will represent your academic
department at parents' evenings, options' evenings and open days. You will look to develop
co-curricular opportunities within the school, and run clubs for students to help them build
skills to become "future ready". You will attend all termly inset days, allocated duties, staff
meetings and whole school events eg Speech Day, House events and school trips. You will
participate and contribute towards the whole school Continuing Professional Development
(CPD) programme and seek out opportunities to ensure you continually evolve and improve
your teaching practice.
4. Improvement Planning: As subject lead, you will have a reflective and proactive approach and
continually evaluate and measure the effectiveness of your teaching, based on student
experience and public exam results. You will set objectives, in conjunction with your Head of
Faculty, to move your department forward in the medium and long term. You will participate
in learning visits with colleagues and be part of wider learning conversations within the school.
You will oversee your departmental budget to ensure effective use of resources for maximum
impact.
ISP Principles
At ISP, we put learners and learning first.
1. Begin with our children and students. Our children and students are at the heart of what we
do. Simply, their success is our success. Wellbeing and safety are both essential for learners
and learning. Therefore, we are consistent in identifying potential safeguarding issues and
acting and following up on all concerns appropriately.
2. Treat everyone with care and respect. We look after one another, embrace similarities and
differences and promote the well-being of self and others.
3. Operate effectively. We focus relentlessly on the things that are most important and will
make the most difference. We apply school policies and procedures and embody the shared
ideas of our community.
4. Learn continuously. Getting better is what drives us. We positively engage with personal
and professional development and school improvement.
ISP Teacher Role Profile - Key competencies
1. Atmosphere. You enable students to learn in a safe, open, caring, collaborative and inclusive
atmosphere. Your students feel confident to have open and honest conversations about their
learning and how they can get better. You create a positive atmosphere by building
relationships, behaviors, and inclusive learning experiences that support a good struggle for
all your learners. You engage in professional and respectful dialogue with colleagues and the
wider school and ISP communities about learning and teaching, with a shared commitment to
getting better.
2. Shared Ideas. You know and model your school’s values and contribute to its mission and
vision through your daily actions. Through all aspects of learning and teaching, you create a
strong sense of shared behaviors and purpose for learners and their learning.
3. A Focus on Learners and Learning. You put learners and their learning first. Your
understanding of the difference between learning and the factors that affect learning enables
you to plan and support a good struggle for all your students to get better. You are committed
to your personal and professional learning and development, engaging in a series of learning
visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You
are an active and valued member of dynamic learning communities,
4. Learning and Teaching. You put learners and their learning first in your design and facilitation
of learning outcomes, content and experiences, which are underpinned by positive and
supportive relationships. You understand the types and phases of learning and apply your
knowledge, skills and understanding of these to effectively facilitate learning, teaching, and
assessing to meet the personalised needs of each student. You empower students to lead
their own learning, supporting them to monitor, assess and adjust their learning in response
to feedback. You continuously inquire into the process of learning, making evidence-informed
decisions and taking action to further improve learning and teaching.
5. Evidence of Learning. You gather, document and analyse evidence of learning from various
sources and use this to identify targets and action steps for improving learning. You support
students in knowing the different ways their learning can be evidenced and how to use
feedback and learning advice to get better. Evidence enables you to make secure judgments
about your students’ learning in line with their personal learning goals, age and stage
appropriate expectations, and local, national and international benchmarking. You document
and share evidence of learning to answer the questions: “What are my students learning?”
and “How do I know?”.
6. Leadership for Learning. You see yourself as a leader for learning and demonstrate the same
vision, values and commitment as school leaders to support students to continuously learn
and get better. You take responsibility for where students are now with their learning and the
targets and action steps needed to improve. You support students to become leaders of their
own learning by helping them develop their voice, choice and ownership of their learning
process.
7. Learning Spaces. You create and use spaces to support and demonstrate the school’s shared
ideas about learners and learning and the ways in which students are getting better. You
ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive,
and enable students to play an active role in their development.
8. In Partnership with Parents and Carers. You work in partnership with parents and carers,
communicating with them regularly about their child’s learning, inviting their feedback and
using this feedback to improve learning. You help parents and carers understand the school’s
shared ideas about learners and learning in ways that help them to engage confidently when
talking about what their child is getting better at, what their next steps are, and how they will
be supported at home. You ensure that the individual needs of parents and carers are
understood and that they feel informed and involved as valued members of the school’s
learning community.
9. Improvement Planning. You are committed to learning and getting better and ensure this
improvement happens strategically and effectively. You are active and accountable for your
contribution in setting your own professional goals, targets and action steps that focus on
improving learning and gathering evidence to demonstrate these. You contribute to
department and school learning improvement planning where possible and view the school’s
learning improvement plan as the central focus for getting better together.
Skills, Qualifications and Experience
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Qualified teacher status (QTS)
Relevant subject degree
Strong technical knowledge and proactive approach towards continuing professional
development
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Articulate, communicative, and strong attention to detail
Works well as part of a team
Organisation skills: well organised and able to prioritise tasks
A flexible, "can do" attitude
Benefits
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A varied role, within a fast-paced environment
A supportive and friendly team
Competitive salary scale
Remission of fees in line with the School fees discount policy
Free dining and refreshments during term time
Free on-site parking
A walk away from Bodiam Castle
Employee Assistance Programme – a 24-hour individual assistance programme
Company Pension
Access to iSP Learning Hub – an online professional development platform with hundreds of
courses to widen your knowledge and support career growth
Part of the ISP group of schools, with opportunities for international career development
and international learning opportunities
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Safeguarding & Safer Recruitment
Claremont School is committed to safeguarding and promoting the welfare of children and young
people and expects all staff and volunteers to share this commitment. All post holders are subject
to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent
covering the previous 10 years employment history.
About Claremont
Claremont School is an independent day and boarding school. The Nursery and the Prep School are
based in St Leonards on Sea, and the Senior School is located in Bodiam, East Sussex. The school is
nonselective and welcomes children and young people from a large catchment area spanning 25
miles. In addition, one third of the students in the Senior School are international boarders.
Children join Claremont aged 1, and the school offers a British curriculum throughout with GCSEs and
iGCSEs at KS4, and A Level and Btecs at KS5. In addition, the school delivers outstanding programmes
in Performing Arts (winning an award for outstanding School for Performing Arts in 2021) and in
football where students can join the Football academy and look to become professional players.
Results and Value-Added at Claremont are outstanding, with Senior School results beating national
averages year on year, as well as more local independent selective schools. We believe that successful
schools are the ones that put learning at the heart of everything they do, always aiming to create
rounded individuals that can forge successful careers and lives, in a rapidly changing world. Claremont
aims to be the "School of Choice" for the local area and supports its young people to excel in all that
they do in a safe and inspiring environment.
Claremont School is also part of the International Schools Partnership (ISP) group, comprising
committed colleagues in financially responsible schools around the world, where learning is at the
heart of everything we do for our students, colleagues, and parents. We are committed to getting
better, all the time.
ISP was founded by an experienced team of committed educationalists and operators who have
worked together over many years. ISP’s growing group of private schools are located in the UK, the
USA, Canada, Spain, Italy, Switzerland, Costa Rica, the United Arab Emirates, Qatar, Malaysia,
Mexico, Chile, Colombia, Ecuador and Peru, educating children and students from 2–18 years of age.
ISP has expanded to 92 schools that employ over 8,000 staff and deliver multiple curricula to over
56,000 students located across the globe.
ISP Commitment to Diversity, Equity, Inclusion, and Belonging
ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and
retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender
expression, age, disability status, neurodivergence, socio-economic background or other
demographic characteristics. Candidates who share our vision and principles and are interested in
contributing to the success of ISP through this role are strongly encouraged to apply.
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International Schools Partnership
The Old Town Hall, 4 Queens Road, Wimbledon, SW19 8YB, United Kingdom | T: +44 (0)20 3405 2404 | E: [email protected]
