Treasure House (London) CIC
Teacher of English (GCSE, A-Level, SEND)
How your CV stacks up
Upload your CV to see how well it fits this job role
?%
Teacher of English
About Treasure House (London) CIC
Treasure House (London) CIC is an independent specialist school in Southwark, providing therapeutic education for neurodivergent learners aged 14–19. Founded in 2009 and led by neurodivergent Directors, we specialise in supporting young people when mainstream education no longer works for them. Our pupils commonly present with:
- Autism
- ADHD
- SEMH (Social, Emotional and Mental Health)
- SpLD (Specific Learning Difficulties)
- Anxiety
- Selective mutism
- Emotionally based school avoidance
Our distinctive provision includes:
- In-house Art Therapy, Occupational Therapy and Speech & Language Therapy embedded in the timetable
- Small group teaching (max. 8 students, often 1:2 or 1:3 ratio)
- Full qualification pathway from Entry Level through to A Level, including GCSE, ASDAN and Trinity Arts Award
- An Outstanding JCQ inspection (latest) and Good across all Ofsted judgements (Nov 2023)
Based at the Livesey Building, Old Kent Road, SE15.
Job Particulars
Role
Teacher of English (with additional leadership responsibilities)
Salary & Hours
- £40,000 per annum (inclusive of leadership duties)
- 9:30 AM – 4:00 PM (teaching hours: 10:00 AM – 12:00 PM & 1:00 PM – 3:00 PM)
- Monday to Friday, 39 weeks per year
Reporting To
Deputy Head / Headteacher
Key Responsibilities
Teaching Responsibilities
- Teach English to small groups (up to 8 students, often 1:1)
- Deliver:
- GCSE English (Foundation & Higher Level)
- GCSE English Literature (optional, cohort-dependent)
- A Level English & Literature (where required)
- Functional Skills English (Level 1/2) (where necessary)
- Support the HLTA in developing and delivering SEND development sessions
- Design and deliver occasional English workshops
- Write or select suitable schemes of work and ensure alignment
- Plan lessons with clear aims & outcomes, reviewing progress for continuous improvement
- Differentiate instruction to accommodate diverse learning styles and abilities
- Manage inappropriate behaviour per THLCIC Behaviour Policy, student contracts, and individual plans
- Set and mark homework as needed
- Comply with THLCIC Marking Policy
- Keep work areas tidy and organised
- Accompany students on off-site visits and participate in activities
- Assist other staff with English/Literacy sessions when required
Personal Responsibilities
- Attend weekly staff meetings
- Carry out ad hoc supervisory duties by mutual agreement
- Promote and adhere to THLCIC policies and procedures
- Comply with Health & Safety and Safeguarding Policies
- Follow the Staff Code of Conduct
Reasons to use Rodeo
Start with a chat, not a search bar
Grad scheme, placement, apprenticeship? Not sure what you want yet — that's fine. Your agent talks it through with you and turns "I have no idea" into a shortlist.
It searches the market for you
Every day your agent scans the market matching roles against what actually matters to you, not just keywords on a CV.
Only hits
No noise. No "maybe this fits." Just roles with a clear explanation of why they're right — and where to focus when applying.
Assessment, Feedback & Tracking
- Monitor and evaluate individual and subject-level progress per THLCIC Assessment Policy
- Generate progress reports, attainment levels, and estimated grades (written/verbal)
- Provide updates to families and external stakeholders
Student Support & Progress
- Foster general progress and wellbeing for individual students and the school
- Be a positive role model, embodying THLCIC’s values and ethos
- Uphold safeguarding per THLCIC Safeguarding Policy
- Guide students toward future progression, linking them with employers, experts, and educational providers
Staff Development
- Participate in INSET (In-service training) as required
- Attend CPD sessions by mutual agreement
- Undergo Performance Management per THLCIC Schedule
Additional Leadership Duties (Included in Salary)
-
Assessment Lead – Baselines & Monitoring Attainment
- Conduct entrance baseline assessments and ensure whole-school consistency
- Develop a clear, long-term tracking system for attainment and progress
- Analyse data to identify trends, gaps, and at-risk students, recommending interventions
- Support staff in data-informed planning and target-setting
- Provide progress reports and estimated grades for families and stakeholders
- Ensure compliance with THLCIC Assessment Policy and statutory requirements
-
Enrichment Lead – Lunchtime & Wider Activities
- Design and oversee a varied programme of lunchtime/enrichment activities
- Coordinate staff and external providers for clubs and unique experiences
- Ensure inclusivity, safety, and student-interest alignment in activities
- Incorporate student voice to refine the enrichment offer
-
School Newsletter Editor
- Compile regular school newsletters celebrating achievements and updates
- Gather and edit contributions from staff and students
- Ensure accuracy, accessibility, and compliance with safeguarding/data protection
-
Literacy Building & Decolonisation of the Curriculum
- Plan and coordinate literacy events (e.g., reading weeks, author visits)
- Lead curriculum review and diversification for representation and inclusion
- Develop a whole-school literacy policy
- Implement a whole-school decolonisation policy, collaborating to:
- Identify and reduce colonised curriculum content
- Strengthen literacy integration in all subjects
- Hold termly meetings with teaching staff to:
- Enhance subject-area literacy
- Address curriculum decolonisation
- Perform any other duties reasonably required by Directors/Deputy Head/Headteacher
Get help with your application
Your very own career expert that helps elevate your application to the next level.
Person Specification
We seek a passionate, highly expert English teacher with therapeutic education experience. Candidates must demonstrate self-awareness, demonstrating a unique ability to challenge traditional school setups and support our mission of transforming educational environments for neurodivergent students.
Qualities
- Deep commitment to therapeutic, attachment-aware education
- Knowledge of research on learning, mental health, and social dynamics
- Strong ethos of self-awareness and empathy
- Living values of inclusion, decolonisation, and best outcomes for all pupils
Qualifications & Training
- Degree in English or related discipline (highly desirable)
- Qualified Teacher Status (QTS) or equivalent teaching/tutoring experience
- Therapeutic training/qualification (desirable)
Experience
- Experience teaching in therapeutic, attachment-aware environments
- Minimum 3 years’ experience delivering GCSE English and A Level English
- Experience teaching Functional Skills English (desirable)
- Experience working with small groups and 1:1 teaching environments
- Previous subject leadership in English (desirable)
- Experience with assessment, baseline testing, and tracking progression (desirable)
Skills & Knowledge
- Expertise in GCSE and A-Level English syllabuses
- Ability to reflect on practice and adapt teaching approaches
- Strong pedagogical knowledge, capable of modeling high-quality teaching strategies
- Awareness of local/national resources supporting English education
- Excellent interpersonal and leadership skills
- Ability to differentiate instruction for neurodivergent students
- Proficient in safeguarding Knowledge & Data Protection requirements
- Strong IT skills for tracking, reporting, and administrative tasks
- Excellent communication skills, with the ability to inspire and collaborate
Personal Qualities
- Ability to embody THLCIC’s ethos and values
- Strong commitment to safeguarding and equal opportunities
- Dedication to maximising outcomes for all pupils
- Resolve and emotional resilience to work under pressure
- Discretion and confidentiality when handling sensitive information
Note: This Role Description may adapt in consultation with the postholder to reflect evolving needs.
“It took my CV and asked me questions relevant to understanding what kind of jobs to suggest for me. Suggestions were almost perfect. Jobs were exactly what I’ve been looking for.”
Jessica, London
Skills
Location