Staff Vacancies

Job Description: Part-time Teacher of Computing Science and IT Hours: Part-time (0.8 FTE, days to be confirmed)

Location: Edinburgh

Reporting to: Curriculum Leader/ Depute Headteacher Senior School

Clifton Hall School is a fully independent Nursery, Primary and Secondary School, accommodating 400 children between the ages of three and eighteen. Situated in fifty acres of its own delightful countryside grounds on the western outskirts of Edinburgh, Clifton Hall has been educating children for over 90 years.

THE POST

TEACHER OF COMPUTING SCIENCE & IT – part time post from August 2026 (0.8 FTE)

The successful candidate for this post will be confident teaching Computing at all levels up to and including Advanced Higher, preparing pupils thoroughly for examinations. Specialist teachers also teach in the Junior School, candidates will be expected to deliver Junior ICT from primary 4 upwards.

The successful candidate will be directly responsible to the Curriculum Leader and Depute Headteacher Senior School.

1.Role Purpose

The Part-time Computing Science and IT Teacher will deliver high-quality teaching in line with GTCS Professional Standards, including the Standard for Full Registration and national expectations for teacher professionalism. These standards highlight professional values such as social justice, trust, respect and integrity, and underpin careerlong professional learning and reflective practice.

The post-holder will be responsible for the planning and delivery of the Computing Science and IT courses, including the Junior provision.

2. Key Responsibilities

A. Teaching & Learning

· Plan, prepare and deliver engaging lessons aligned with Curriculum for Excellence and school policies for Junior School and Senior School pupils.

· Assess, record and report on pupil progress using appropriate assessment strategies.

· Maintain positive discipline, ensure pupil safety and support wellbeing.

· Support pupils’ cognitive, social and emotional development, reflecting the GTCS Professional Standards.

B. Pastoral Responsibilities

· Build and maintain positive relationships with pupils, consistent with GTCS values.

· Provide pastoral support where required, modelling respectful, supportive and inclusive professional behaviour.

C. Professionalism & Collegiate Working

· Work collaboratively with colleagues, parents/carers and wider partners to support learning and achievement.

· Engage actively in professional learning, reflective practice and GTCS Professional Update processes.

· Contribute to departmental development, curriculum planning and improvement processes.

D. Cocurricular & Wider School Contribution

· Make a meaningful contribution to the school’s extra curricular programme.

· Help promote a positive school ethos through participation in events, supporting trips and assisting with school community activities.

3. Required Qualifications & Registration

· Full GTCS Registration is essential.

· Membership of the PVG Scheme for work with children is required.

4. Skills, Knowledge & Attributes

· Ability to plan and deliver high-quality lessons that meet the needs of diverse learners.

· Strong communication, organisation and interpersonal skills.

· A reflective, self-evaluative approach to teaching, aligned with GTCS expectations.

· Commitment to promoting equality, inclusion and positive relationships.

REMUNERATION/BENEFITS

The salary offered is in accordance with the national recommended pay scale. The pension offered is very competitive.

Staff parking on-site

Morning break and light lunch provided

Cycle to work scheme

Childcare Vouchers

Employee Assistance Line

School fee discount if spaces available

HOLIDAYS

Teachers are entitled to normal school holidays. Currently the school operates for 177 full days and up to four in service days per annum.

APPLICATION PROCEDURE

Please send your curriculum vitae with accompanying letter of application, explaining what particular strengths you could bring to Clifton Hall, and the names, addresses and contact details of two referees, one of whom must be your most recent employer (if applicable): by e-mail to [email protected]

The closing date for applications is 12noon on Friday 12th June 2026. Only short-listed candidates will be contacted and will be called to an interview on Thursday 18th June 2026.

Junior School Support for Learning Teacher
(from 24th August 2026)
Hours
1.0 FTE (full-time equivalent)
8.30am–4.30pm
177 teaching days and up to four in service days per annum.

Administrative Allocation
The role includes protected collegiate and non-contact time each day to support assessment, tracking, professional collaboration, meetings with staff and parents, and the coordination of Support for Learning provision across the Junior School.

Purpose of the Role
The Support for Learning Teacher will lead and develop an inclusive, strategic and evidenceinformed approach to Support for Learning across the Junior School. The successful candidate will work collaboratively with staff, pupils and families to identify and support additional support needs, ensuring that appropriate interventions, strategies and systems are in place to enable pupils to thrive academically, socially and emotionally.

The role will involve a balance of:
• strategic oversight of Support for Learning provision,
• direct pupil support,
• staff collaboration and professional guidance,
• assessment and tracking,
• and partnership working with parents and external agencies.

The successful candidate will play a key role in embedding inclusive practice across the Junior School, supporting staff in meeting a wide range of learner needs within the classroom environment whilst also delivering targeted interventions and withdrawal support where appropriate.

Key Responsibilities

Strategic Development of Support for Learning
• Lead the development and implementation of a staged approach to Support for
Learning across the Junior School.
• Contribute to the ongoing development and review of the school’s Support for Learning and ASN policies, procedures and practices.
• Develop clear systems for identification, assessment, intervention, monitoring and review of pupil needs.
• Ensure Support for Learning provision is evidence-informed, appropriately targeted
and measurable in impact.
• Promote inclusive classroom practice and support staff in implementing appropriate
differentiation and support strategies.
• Contribute to the development of a nurturing and inclusive ethos across the Junior
School.
• Advise Depute Headteacher-Junior School on emerging pupil needs, trends and priorities across the Junior School phase.
Supporting Pupils
• Provide targeted Support for Learning interventions for pupils through:
o 1:1 support,
o small group teaching,
o in-class support,
o and short-term withdrawal interventions where appropriate.
• Assess and monitor pupil progress to inform next steps and interventions.
• Support pupils with a range of additional support needs including literacy, numeracy,
processing, attention, emotional regulation and organisational difficulties.
• Work collaboratively with class teachers to ensure continuity between classroom
learning and Support for Learning interventions.
• Develop personalised targets and support strategies for identified pupils.
• Review and adapt interventions regularly to ensure they remain appropriate and effective.
Supporting Staff
• Work collaboratively with Junior School teachers to identify and assess pupil needs
at an early stage.
• Support teachers in developing strategies, differentiation approaches and inclusive
practices within the classroom setting.
• Offer professional guidance to staff regarding appropriate support pathways and interventions.
• Contribute to staff understanding of universal and targeted support strategies.
• Assist staff in implementing and reviewing support plans and classroom-based interventions.
• Support consistency of practice across the Junior School.

Assessment, Tracking and Record Keeping
• Maintain accurate, organised and up-to-date Support for Learning records and documentation.
• Coordinate and oversee:
o IEPs (or school equivalent documentation),
o Child’s Plans,
o support plans,
o review notes,
o and relevant pupil records.
• Ensure timely uploading and management of documentation on iSams relating to diagnoses, external agency reports and relevant pupil information.
• Track and analyse assessment data across the Junior School to:
o identify emerging needs,
o monitor pupil progress,
o inform intervention planning,
o and evaluate impact over time.
• Undertake and interpret diagnostic and standardised assessments where appropriate.
• Develop systems for monitoring and evidencing the impact of Support for Learning
provision.

Liaison and Partnership Working
• Liaise regularly with Junior School staff to:
o identify thresholds for Support for Learning involvement,
o review pupil progress,
o plan appropriate interventions,
o and adjust provision where necessary.
• Meet and communicate regularly with parents regarding pupil progress, strategies
and next steps.
• Offer parents’ evening appointments twice annually for families of pupils receiving
Support for Learning.
• Produce written progress reports outlining achievements, areas for development and
recommended next steps.
• Liaise with external agencies and professionals where appropriate, including Educational Psychologists, Occupational Therapists and other relevant professionals.
• Attend and contribute to:
o child planning meetings,
o pastoral and support meetings,
o J1 transition meetings,
o J7–S1 enhanced transition meetings,
o S1 enrolment visits and transition days
o and regular Junior School staff meetings.

Professional Responsibilities
• Participate fully in the annual Professional Review and Development (PRD) process
in line with GTCS standards.
• Engage in relevant professional learning and remain informed of current developments in Support for Learning and inclusive practice.
• Contribute positively to the wider life and ethos of Clifton Hall School.

Person Specification
Essential Criteria
• Fully GTCS registered teacher (Primary or Support for Learning registration)
• Experience working with children with additional support needs within a primary or
junior school setting
• Demonstrable understanding of inclusive practice and staged intervention
approaches
• Experience of planning and delivering targeted interventions for pupils with a range of
learning needs
• Ability to work collaboratively with teachers, parents and external agencies
• Strong organisational, communication and record-keeping skills
• Ability to analyse assessment information and use data to inform next steps and
interventions
• Commitment to nurturing, child-centred and inclusive approaches to education
• High level of professionalism, discretion and confidentiality
• Excellent interpersonal skills and ability to build positive working relationships with
pupils, staff and families

Desirable Criteria
• Previous experience within a Support for Learning or ASN-focused role
• Experience of writing and reviewing support plans, Child’s Plans or equivalent
documentation
• Experience using diagnostic or standardised assessments to identify pupil needs
• Knowledge of current Scottish legislation and guidance relating to ASN and inclusion
• Experience supporting pupils with literacy difficulties, dyslexia, attention or
processing difficulties, emotional regulation needs and/or social communication
differences
• Experience contributing to whole-school inclusive practice or staff professional
learning
• Familiarity with iSams or similar pupil management systems
• Additional qualifications or professional learning relating to Support for Learning, ASN
or inclusive practice

Remuneration/Benefits
The salary offered is in accordance with the national recommended pay scale. The pension
offered is very competitive.
• Staff parking on-site
• Morning break and light lunch provided
• Cycle to work scheme
• Childcare Vouchers
• Employee Assistance Line
• School fee discount if spaces available

Application Procedure
Please send your curriculum vitae with accompanying letter of application, explaining what particular strengths you could bring to Clifton Hall, and the names, addresses and contact details of two referees, one of whom must be your most recent employer (if applicable):
by e-mail to [email protected]
The closing date for applications is 12 noon on Friday 5th June 2026. Only short-listed candidates will be contacted and will be called to an interview on Thursday 11th June 2026