Teacher

Background

Amberleigh Care is an employee owned, specialist therapeutic child care and education service with two operating sites – in essence these are independent residential schools (we do not have day pupils). We are not the same as other residential schools in that we have a very defined profile of looked after young people – we do one thing – and we are experts in that field. This means that we have very carefully matched and long-term stable placements. Our students make exceptional progress, there can be great diversity of ability. Attendance, behaviour and attainment are excellent. Wellbeing and relational, pastoral approaches are built into our practice. Our working model informs the way staff and trained and supported and our multidisciplinary teams are diverse in age, gender, experiences and backgrounds. It works – for children, for staff and for placing local authorities. Students are aged 11-18 and all boys. Our schools are registered with Ofsted/ Estyn (based on location) and measured against the usual school standards and regulations.

This role is based in Redhill, Telford

All applicants should have the right to work in the UK as Amberleigh Care are unable to sponsor any visa applications at this time

We are seeking a teacher who is competent in ICT and/or Food Technology. A second subject will also be allocated.

JOB DESCRIPTION

Reward:

• We operate an  adapted academic calendar which means that not all our holidays align with mainstream. We have the same 13 weeks of school holidays but they are distributed more across the year (mainly through a shorter summer beak). This means that we have very regular breaks – typically 3-4 weeks of delivery between holidays. This provides a better pattern for teachers and students and supports work life balance.
• There is a lot of  support in the day to day , very visible and accessible SLT, close working with other teams on site, a real ‘community’ feel, regular supervision in additional to other support spaces.
• The directors all work across the organisation on both sites – so there is  very visible, accessible and involved leadership.
• There are  very extensive career development opportunities – development of specialist knowledge but also a wide range of internal and external CPD around the additional needs of the students and the therapeutic approaches to understanding and supporting them.
• As specialist practice settings, roles are varied and there are lots of opportunities for off site visits, activities and networks – both with and without the students.  The schools are very outward looking , and we engage widely with our local communities.
• Staff (and boys) have a very big say in the decision making in our service, both day to day and more longer term. One method is our  annual employee survey which informs our service plan…. Have a look at what staff told us in 2025
• We provide  all the usual benefits and perks – contributory pension, annual leave that builds with service, employee assistance scheme, loyalty and recruitment bonuses. There are salary scales for Teachers and the company provides annual % uplifts to scales over and above annual progression (via performance appraisal)
• This is a  values based service, doing specialist work that really makes successful difference to the lives of the young people.

Responsibilities:

• You will be part of a small team of teachers, supported by a school administrator and led by the Head and Deputy.
• You will be responsible for your curriculum/ subject areas – preparing, planning and delivering the lessons.
• There will be differentiation to meet the needs of your students and creativity to engage interests and expose the students to new experiences and learning.
• Class sizes are small, typically 3 students, and so there is a high level of individual engagement, pastoral support and guidance.
• There are various internal meetings, reporting tasks, assessments and other administrative activities that you would associate with teaching looked after or SEN pupils.
• In addition to the staff team meeting, as a therapeutic setting we have additional support and reflection spaces to engage with – some just for the teaching team, some for the wider adult team and some that involve the students too.
• Safeguarding and managing boundaries is a key part of the role – but we do this with very open communication and active use of relationships – we have very low levels of incidents, safeguarding referrals or more extreme challenging behaviours.
• We have our own residential team on site and our own therapy team – so part of the role is about integrating with that wider team – the whole service operates as a ‘therapeutic community’ and so we have a lot of spaces for staff to reflect on their work in teams and together with the boys.
• This is work based on the relationships between everyone – boys, staff, up, down and sideways – we place a lot of support on helping staff develop their own self-awareness in relationship to others.
• A more detailed ‘technical’ Job Description in relation to teaching and learning and educational systems is available to support interested applicants.

Requirements:

• We are interested to hear from people with a wider range of experiences and backgrounds.
• We are looking for qualified teachers, but at any stage in their career development. We are registered to provide induction processes for new entrants to the profession.
• You need to be over 21 years of age – but there is no upper limit.
• You need to hold a full driving licence (essential)
• A sense of humour, life skills, broad interests, liking young people, resilience, creativity, problem solving etc – the boys need a variety of role models around them.