Job Introduction

Westminster is proud of its academic pre-eminence and reputation, which in Computer Science has been achieved by placing equal value on the academic and co-curricular activities in the department. We build on the pupils’ natural curiosity and enthusiasm for the subject by focussing their academic prowess and ability.

The department currently consists of two full-time members of staff with support from the Engineer-in-Residence. There are two computer rooms, one with desktop computers and a smaller conference style classroom. All pupils are expected to have access to an iPad and laptop for their studies.

Our pupils routinely achieve the top grades at both GCSE and EPQ (Artefact). This is achieved by encouraging pupils to adopt a strict academic approach whilst also exploring their own areas of expertise through independent projects, competitions and collaboration with other subjects. The department is very busy with increasing numbers year on year on at GCSE. We currently have 10 examination sets, five in Year 10 and five in Year 11, as well as 20 pupils taking EPQ in Year 12.

The ethos of the department was founded in the Maker movement, and this has informed and supported our decision to ensure that pupils are encouraged to experiment with micro-computers and processors such as Raspberry Pis, Arduinos, Circuit Playgrounds and Micro:bits. This in turn underpins our decision to offer an alternate course of study to the A Level in the Upper School through the EPQ Artefact. Pupils have produced some impressive and innovative cross-curricular projects which have allowed them to specialise and develop expertise in a wide range of artefacts, both software and hardware. Old Wesminsters who have gone on to study Computer Science at university have said that this course prepared them most for their university work especially those studying in the US. The Engineer-in-Residence supports the EPQ pupils where practical making is required.

Beyond the academic curriculum the department is very busy supporting pupils with their own projects and entering competitions. We have a rich robotics programme in both the Upper School and Lower School, participating in First Tech Challenge and First Lego League competitions, regularly qualifying for the National Finals. In addition, we have successfully entered pupils into the National Cipher Challenge, Bebras, OUCC, Perse Coding Challenge, PA Consulting Raspberry Pi Competition and the European Space Agency programme. We value these extracurricular activities as highly as our academic endeavours.

Role Responsibility

The Head of Computer Science is responsible to the Head Master for:

• the successful teaching of their subject and its contribution to the educational aims of the School in ways that will inspire pupils;
• the provision of leadership to departmental colleagues, playing a significant role in their review and professional development;
• the efficient administration of the department’s resources, facilities and budget;
• the effective representation of the department both within and beyond the School.
• the preparation of the department for ISI inspection.

Heads of Department also work closely with the Deputy Head (Academic) as their line-manager and can expect their full support.

As senior members of the staff establishment, Heads of Department are expected to be fully conversant with all school policies and to play their part in promoting good conduct among pupils both within departments and throughout the School.

Detailed Responsibilities and Duties

1. Providing Academic Leadership

The Head of Department provides strategic direction and leadership to the department. In doing so they will:

1. aim to see that the department has a collective vision of the subject and its teaching which celebrates diversity in both teachers and pupils, while ensuring the delivery to every pupil of an appropriate and positive experience of the subject;
2. ensure that, as far as possible, the department is following the most appropriate external examination syllabuses; keep up-to-date with changes in syllabus requirements and the merits of new qualifications being offered by the examination boards, disseminating these in a clear and unbiased way to teachers within the department; include all members of the department in decision making about how best to respond to change and development in their subject and syllabuses;
3. see that internal schemes of work, whether formal or informal, ensure that all pupils are taught in a demanding and inspiring way, which is also appropriate to their aspirations, abilities and previous experience of the subject;
4. ensure that the department is aware of, and develops, its contribution to pupils’ overall education – their enjoyment of academic life, their ability to manage their own learning and their capacity for reasoning and arguing;
5. ensure that the department has appropriate policies on, or practices in, use of IT, learning support, setting of prep, marking and assessment, plagiarism, and differentiation; offer guidance on the effective and timely measuring of pupils’ progress through the routine setting of preps which chart a range of developmental points (written note-taking, research and essays, oral and/or practical work as appropriate to subject), as well as through formal assessments of knowledge in tests and termly examinations; ensure that all pupil work is correctly marked and returned within an agreed timescale and includes formative and summative marking;
6. be well-informed about the range of ability of pupils within year groups, ensuring that strategies are developed and disseminated to teachers which enable all pupils, including those with special educational needs, to aim high and excel to be fully stretched; ensure that pupils feel actively encouraged by frequent, accurate and detailed feedback on their progress (for instance by the giving of dignioras and praebenda awards) and understand how best to set and fulfil targets for their further self-development in the subject;
7. ensure that departmental development plans, policies and practices are updated annually and aligned with the School’s aims and objectives;
8. keep the department well-informed about academic matters which are under discussion in the School and the wider educational environment;
9. see to it that the department contributes as required to the delivery of RSHE and Wellbeing, IT and other cross-curricular aspects of the School’s educational provision;
10. compile, edit and keep updated the departmental handbook and website, ensuring that their contents are well-known to all members of the department
11. provide regular opportunities for departmental pedagogical discussion, mutual observation and collaborative work review.

2. Supporting Teaching and Learning

The Head of Department is responsible for supporting the successful delivery of their subject’s contribution to the education of Westminster’s pupils, both within and outside formal lessons. They will ensure:

1. that teachers are aware of new ideas, methods and resources within the subject, its particular contribution to knowledge, and have the opportunity to exchange ideas and good practice with other members of the department, with other departments at the School and with the educational world outside Westminster;
2. the occurrence of lesson observations and / or sharing of lessons on a regular basis to help cross-fertilization of ideas between teachers and pupils; and the encouragement of dissemination of information about good practice within and across departments where appropriate;
3. that displays and other material that might encourage wider interest in the subject, or support pupils’ learning, are provided in the department’s teaching areas;
4. that teachers have available the resources necessary to encourage enthusiasm for, as well as achievement in, the subject;
5. that pupils of all abilities and levels of interest have opportunities for engagement with the subject in a variety of ways, throughout the school day, and that appropriate deeper and wider engagement is available for those with a special interest in the subject;
6. that the subject is appropriately represented in the curriculum beyond the classroom, for instance by offering pupils the opportunity of developing their own interest in the subject through the LSA and Options programmes, promoting and supporting academic societies and lectures, as well as running one-off projects and field expeditions, educational visits or prize essays where appropriate;
7. that informed and detailed guidance on taking the subject is available to members of the department, pupils, parents, prospective entrants and teachers at relevant times, in particular when GCSE and A-Level choices are being made and when pupils are deciding about university courses, and other possible post-Westminster destinations;
8. that appropriate support is provided for those who wish to study the subject at university, both current pupils and, in accordance with the School’s policy on post A-Level applications, for Old Westminsters.
9. that administration for all competitions is carried out to support pupils entering national competitions.

3. Teaching Staff Management

The Head of Department has responsibility for the management of members of the department in their academic role and shares responsibility for their work in the School as a whole, their welfare and their professional development. They will:

1. provide departmental input into the School’s professional development and review process as required –normally every three years and also via interim reviews;
2. be aware of external opportunities for professional development in the subject and its teaching and bring these to the attention of members of the department as appropriate, identifying individual staff training needs and monitoring these, and offering development opportunities at regular intervals (these might be teaching-related to include refresher courses on treatment of topics or teaching techniques, or be subject- or career-related);
3. delegate responsibilities within the department and offer opportunities for developing new or changing aspects of the department’s remit, so that members of the department gain appropriate experience as part of their professional development; identify opportunities for the development of special areas of responsibility within departments (if appropriate) in order to give all teachers a sense of their own development and value within the department and to the subject;
4. mentor individual staff within the department and see this as key to an integrated and effective team (but formal appraisal should only be carried out within the framework of the School’s published policy on review and professional development);
5. construct, in conjunction with the Deputy Head (Academic), the departmental timetable; allocate teaching periods to teachers commensurate with their full- or part-time status, in accordance with the expected commitments of teaching staff and taking account of responsibilities which are weighted against teaching periods (for example special responsibility reductions); ensure that teachers within departments are appropriately qualified to teach the relevant topics on the syllabus;
6. ensure that communication within the department is effective and includes everyone in the department via regular (minuted) departmental meetings; meet all teachers within the department on a regular basis to ensure they are in touch with the teaching practices and expertise of individuals within it; be visible around the department and be equally approachable for pupils and teachers who may wish to discuss subject related issues with them;
7. take part as required in the process of appointing new staff, in liaison with the Head Master, the Deputy Head (Academic), other members of SMC as appropriate, and the Director of People;
8. take part if ever required by the Head Master in formal staff management processes, such as the disciplinary procedure;
9. manage, in conjunction with the Bursar and Chief Operating Officer, support staff and peripatetic teachers attached to the department;
10. be the first line of support in providing guidance, and if necessary action, for a teacher who is having difficulties with a class, or with individual pupils, because of poor behaviour, or lack of effort or a worrying lack of progress;
11. have care for the welfare of staff within the department in accordance with the School policy.

4. Administrative Responsibilities

The Head of Department is responsible for the following:

1. Check that all teaching and public areas of the department offer a safe environment for both pupils and teachers to work in and that all the activities in which the department engages are conducted safely, with full risk assessments being carried out when necessary, and for reporting any deficiencies or concerns appropriately;
2. Manage the department’s teaching area and keeping under review its use of space, liaising with the Bursar and Chief Operating Officer to ensure that decoration and maintenance is carried out to a high standard as required;
3. ensure that the departmental budget is a realistic projection of the needs of the department and that up-to-date records of expenditure are maintained during the year so that requirements for the future can be accurately assessed;
4. the provision, within the agreed budget, and management of the department’s resources;
5. ensure that all teachers are adequately resourced with books, materials and other equipment deemed necessary to carry out their teaching duties effectively;
6. the provision of books and other material to be issued to pupils and the maintenance of records of expenditure rechargeable to parents and passing these to the Bursar and Chief Operating Officer’s office in good time for accounting and billing purposes;.
7. implement the procedures which are associated with the department’s public examination entries, including managing any internal assessments which may form part of these, and, in particular, maintaining a formal document setting out how these will be conducted;
8. co-ordinate, and ensure the appropriateness and validity of, the department’s contributions to UCAS and other references;
9. manage the department’s contribution to the School’s admissions testing as required;
10. liaise with the Under Master and Deputy Head (Academic) to ensure that absent colleagues’ classes are appropriately covered, either within the department or externally;
11. ensure, during Lower School Expeditions, that the department can deliver its academic programme whilst simultaneously contributing fairly to the staffing of expeditions.

5. Representing the Department

The Head of Department represents the department inside and outside the School. They will:

1. speak for the department to parents, colleagues in other departments, the SMC, the Governors and ISI inspectors;
2. maintain an appropriate image for the subject within the School;
3. contribute to the development of the School’s academic policies, in particular by membership of the Heads of Department Committee;
4. look to extend and maintain regular contact with feeder schools (including the Under School), universities, examination boards and other schools (e.g. the Eton Group) as appropriate, keeping the Deputy Head (Academic) informed of any significant news or developments.

The Ideal Candidate

Please refer to the below (attached) person specification.

Equal Opportunities

We are an equal opportunities employer. We therefore encourage candidates to apply irrespective of age, disability, marriage or civil partnership status, pregnancy or maternity, race, religion and belief, gender identity, sex or sexual orientation.

Safeguarding and Child Protection

Westminster School is committed to safeguarding and promoting the welfare of children. Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure and Barring Service.

Package Description

Required for: September 2025

Location: Dean's Yard - Westminster School

Contract: full-time, permanent

Salary: Westminster School has its own salary scale, and new members of staff are placed at a point relevant to their qualifications and experience. Details of salary will be discussed at interview with those candidates who are short-listed. 

There is also an associated responsibility allowance with this role.

The deadline for applications is 09:00 on Monday 11th November 2024. Interviews will take place w/c Monday 18th November.

About the School

Working at Westminster

Westminster School is a busy, purposeful and vibrant place to be and an excellent workplace. The community is made up of 750 pupils, 120 teaching staff and 108 support staff.

Our teaching staff — the Common Room — are friendly and welcoming and all new teachers quickly become part of the rhythm of life here, both inside and outside the classroom. Common Room social events are regular and varied, with plenty of opportunity to socialise outside working hours.

It also does not matter where you come to us from. Some teachers come to us straight from university or having just taken a PGCE. Some have taught in independent schools before while others come from the state sector, or another industry altogether. The common ground is that all our teachers have a great knowledge and love for their subject and are willing to be fully involved in the life of the School and the lives of the children who study here. The School has a vibrant co-curricular programme that offers a wide range of opportunities beyond the academic curriculum. We welcome candidates who can contribute their energy and expertise to the co-curricular life of the School as well as the academic.

At Westminster we will always select the best candidate for every position. However, we know we can only truly choose the best person on every occasion if a broad and diverse pool of candidates see the job advertised and are encouraged to apply.

As such, we continue to work on how our job roles are encountered, and particularly welcome applications from groups who have traditionally been underrepresented here.

Westminster School is for everyone, regardless of gender, ethnicity, sexual orientation or any other protected characteristic. We hope you are encouraged to apply.

The School

Westminster School is a selective day and boarding school for boys aged 13 to 18 and girls aged 16 to 18. There are approximately 360 boys in the Lower School (Years 9 to 11) and 400 boys and girls in the Upper School (Years 12 and 13). One quarter of the pupils board, and the School is structured and run as a boarding school, with an extended day and week and a strong House-based system of pastoral welfare, for boarding and day pupils alike.

Westminster is an ancient school, whose origins can be traced to a charity school established by the Benedictine monks of Westminster Abbey. Its continuous existence is certain from the early 14th century. Henry VIII personally ensured the School’s survival by statute and Elizabeth I, who confirmed royal patronage in 1560, is celebrated as the School’s foundress. Westminster is rare amongst long-established schools in remaining on its original site in the centre of London. Its proximity to Parliament and Westminster Abbey, and the use of the Abbey for its chapel, together with the stimulating diversity of the South Bank and West End, account in part for its special atmosphere and outlook.

The School is one of the foremost centres of academic excellence both in this country and internationally. Central to its academic ethos is the dialogue between teachers and their pupils, whether in the classroom or in tutorials, inspiring enjoyment of intellectual enquiry, debate and search for explanation and the development of skills of rational, independent thought well beyond any standard examination syllabus. The desired environment is happy, busy and purposeful; the pupils are intellectually, socially, ethically and politically engaged, with plenty of opportunities to develop initiatives and to articulate and defend their views, in line with the enduring values of the liberal tradition reflected in the School’s Charter. That tradition is fully committed also to the nurture of each pupil’s spiritual, moral, emotional and physical development and wellbeing – with a particular emphasis on drawing out individual talent wherever it lies - and to the preparation of young people for fulfilled private and public lives beyond School.

Westminster School