Work with Us

We are very proud to be one of only a few schools nationwide that have a bespoke and fully timetabled Early Career Teacher programme. This allows us to be intuitive and dynamic during your training years and build upon our previous best practice.

Early Career Teachers (ECTs) bring an exceptional level of enthusiasm and new ideas to teaching and we are pleased to support a number of ECTs every academic year.

We provide a full support package to enable ECTs to develop their subject knowledge, practice their teacher craft and develop confidence in effective behaviour management. We offer all ECTs a three-week paid induction in the Summer Term preceding the commencement of their September contract. Thereafter, there is a full weekly programme of training provided by our Professional Tutor and other experienced staff.

Support provided for ECTs;

• Weekly meetings with a subject mentor and regular lesson observations
• Opportunities to observe other teachers, both in and out of their faculty
• Reduced teaching loading for two years and co-tutoring opportunities
• Training sessions that take place during the school day rather than after school
• A permanent classroom base for two years, located adjacent to experienced faculty staff
• Opportunities to take part in external training and to join staff forums and events
• Financial support by way of a £1500 interest free loan in the first year of employment

For more information about our Early Career Teacher programme please contact our Professional Tutor on mgibbons@harlingtonschool.org

View our ECT Induction Policy

We work with many Educational Partners to provide high quality teacher training provision. Student teachers are welcomed to the school on both long and short-term placements and we also provide pre–university work experience placements.

Student Teachers undergo a full programme of induction and training during their time at Harlington which are divided into three learning blocks as follows;

1. Block 1 includes time with our specialist provisions learning about additional student needs. A day is spent in our alternative provision, another with our EAL and SEND departments, and there are opportunities to shadow a duty member of staff. By the end of this block, it is expected that the programme has provided opportunities for student teachers to be familiar with the physical layout of the building, the ethos and practice underpinning our behaviour for learning policy, the range and diversity of our student body, and learn about different staff and their roles within school.
2. Block 2 is department based and gives student teachers in–depth experience of resources and teaching styles pertaining to their subject. All beginner teachers are fully supervised in their classroom practice and given support and increasing independence to try new teaching techniques. Attendance at faculty meetings provides further opportunities to gain experience in curriculum development, moderation and the sharing of good practice.
3. The final induction block provides an opportunity to explore how effective teaching is transferable and to see examples of good practice throughout the different faculties within the school.

Student Teachers play a full part in their faculty and the life of the wider school. They have opportunities to be paired with an experienced form tutor and to run and attend enrichment events.

Many of our student teachers are successful in gaining permanent employment at the school following their placement. We believe that the high retention rate of student teachers progressing into Early Career Teacher posts is a testament to the support and encouragement that student teachers enjoy whilst on placement at Harlington.

For more information about Teacher Training Placements please contact our Professional Tutor on mgibbons@harlingtonschool.org

Harlington School is committed to providing the best possible care and education to students and to safeguarding and promoting the welfare of children and young people as well as providing a supportive and flexible working environment to all members of staff.

In order to achieve these aims, it is of fundamental importance to attract, recruit and retain staff of the highest calibre who share this commitment.

The aims of the School’s recruitment policy are as follows:

• to ensure that the best possible staff are recruited on the basis of their merits, abilities and suitability for the position
• to ensure that all job applicants are considered equitably and consistently
• to ensure that no job applicant is treated unfairly on any grounds including race, nationality, ethnic or national origin, religion or religious belief, sex or sexual orientation, marital or civil partner status, disability or age
• to ensure compliance with all relevant recommendations and guidance including the recommendations of the Local Safeguarding Childrens Board and Safer
• Recruitment in Education and the code of practice published by the Disclose and Barring Service.
• to ensure that the School meets its commitment to safeguarding and promoting the welfare of children and young people by carrying out all necessary pre-employment checks