Head of French
RGS Senior
0.8 FTE
From September 2026 or January 2027
Extensive individual support enables pupils to...develop a breadth of knowledge and enthusiasm for scholarship. This is a significant strength of the school.
ISI Inspection - 2025
Leaders maintain a school culture that actively promotes inclusion and mutual respect highly successfully. This is a significant strength of the school.
ISI Inspection - 2025
Co-education: phased entry from 2027
See our brochure for further details
Thank you for your interest in a position at the Royal Grammar School Guildford.
The RGS boasts a diverse, vibrant community of individuals in both teaching and support roles and we take pride in the success of our School.
The latest ISI inspection report identified two significant strengths within our School; "mutual respect" and "scholarship". We are incredibly proud of this achievement. Not only does it recognise the consistently high efforts by staff across the School, but the award of not just one, but two significant strengths by the ISI is extremely rare.
The academic standards in the School are excellent and are enriched by an extensive extra-curricular programme in which all academic staff are expected to participate; sports and the arts are important elements in School life.
We announced in December last year the exciting news that, beginning with Year 12 in 2027, RGS will become co-educational, offering girls the same opportunities that our boys enjoy. Transition will be phased and will progress organically through the year groups. You can read more in our brochure (see opposite).
The benefits of working at the RGS go beyond those listed in the job description. If you accept an offer of employment, you would be joining a staff body that collaborates professionally and socially across all departments.
The RGS is an exciting place in which to be a member of staff; I look forward to receiving an application from you.
Dr Jon Cox, Headmaster
The school is an inclusive and welcoming environment where pupils succeed academically and make the most of the extensive range of opportunities
Modern Languages is a lively department with a strong academic tradition. IGCSE and A Level results are excellent and student numbers are very healthy. The ten members of staff are highly committed and enthusiastic about their subjects, and the department's ethos allows them to develop and share their own creative approaches to teaching within an overall framework, which provides for a strong grammatical progression through a topic-based syllabus. They are supported by French, German and Spanish assistants.
Extracurricular activities are a key element of provision. A number of trips are organised to France, Spain and Germany throughout the year for students in the First to Sixth Forms. In addition, we organise a series of events to promote languages and to encourage our students to take every opportunity outside of the classroom to broaden their knowledge of the language(s) they study. These include competitions, plays in the target language, debating events, guest speakers, modern languages theatre productions, a language ambassador programme and our Languages Week.
The department is accommodated in a suite of rooms on the top floor of the new building. Each room is equipped with a touch screen and a whiteboard. There is access to the internet in every classroom and a range of language-specific websites are available to all teachers.
“
Teachers...engage students in highly sophisticated discussions, using probing questions to challenge their ideas and encourage scholarship.
Students joining in the First Form choose to study one of our core languages: French, German or Spanish. At the end of the Second Form, they continue with this and can also choose a second core modern foreign language. All students choose between French, German and Spanish as their compulsory language at IGCSE and a healthy number take two core languages at GCSE, alongside a classical language if they wish. In the Sixth Form, A Level courses in French, German and Spanish are on offer and numbers are on the rise. Next year one-quarter of sixth formers will be studying a language.
Our teachers have a high degree of autonomy in how they teach, but each year’s scheme of work has a course book to support it. These are Dynamo for 1st and 2nd form, Encore Tricolore and French for IGCSE for French, Listos and Spanish for Edexcel IGCSE for Spanish, Klasse and Edexcel GCSE for German.
Our sixth form courses follow AQA French, Spanish and German, but we use a large number of teacher-created resources to keep the teaching current and interesting. Students also attend weekly conversation classes with the Language assistant. Students sit Edexcel IGCSE and AQA A Level.
The school also runs a long-standing extracurricular languages programme offering Russian, Japanese, Arabic and Mandarin Chinese, taught by specialist teachers. Lessons take place before and after school as well as at lunchtime and students have the option to take GCSE, A level and HSK (Chinese) exams in these languages if they wish.
Job Title: Head of French
Responsible to: Head of MFL
Responsible for: Members of the French Department
Role Specification
The following description contains many of the roles and responsibilities of a Head of Department at the RGS. We encourage an ethos of continuing professional development and, to that extent, expect those in the role to be working towards these descriptors in collaboration with, and with the support of, their Line Manager.
It is not expected that Heads of Department will personally implement all that follows, but rather lead teams and create a culture in which other staff willingly take responsibility and collaborate in a team effort.
The post holder will be responsible for the following aspects of the department: Strategic leadership; Staff development; Student experience; Coordination.
The Head of French takes responsibility for French teaching in KS3-5. They teach alongside and manage five colleagues in the MFL department who teach French as either their sole language or in combination with Spanish or German. The Head of French is line-managed and supported by the Head of MFL in delivering high standards of teaching and exam performance in all Key stages and in promoting languages in the wider school community. One MFL GCSE is compulsory at the RGS and healthy numbers take two and continue to A level study.
Heads of Department will look beyond the day-to-day operational management of their department and have a shared vision for the future, identifying and implementing medium term strategic development priorities.
a) To establish a medium-term vision for the department.
b) To plan and implement strategic departmental priorities and projects, consistent with the School’s Development Strategy.
c) To be aware of curriculum requirements and lead the department’s curriculum planning and delivery in accordance with school policy and in conjunction with the Assistant Head (Curriculum).
d) To maintain one’s own high standards of continuing professional development including inter alia improving qualifications and expertise, keeping up to date with subject and pedagogical developments and examination requirements and attending training courses as appropriate.
e) To nurture an inclusive culture within the department to enable all staff to perform at their best.
Heads of Department will put people at the heart of their leadership and will support the wellbeing and professional development of all members of the team they line manage.
a) To manage and motivate departmental staff, empowering them to deliver an excellent programme of study for pupils in all year groups.
b) To support the professional development of the department’s teachers, including regular meetings to support achievement of their Personal Development Strategies.
c) To regularly monitor and evaluate the assessment of pupils by the department’s teachers and ensure its consistency with school and/or departmental policy.
d) To ensure a clear shared philosophy for the development of teaching and learning within the department.
e) To regularly monitor and evaluate the quality of teaching within the department, implementing appropriate strategies where intervention is required.
f) To ensure teachers new to the department receive appropriate support, including induction, guidance, supervision, observation and feedback.
Heads of Department will ensure that the student experience is of the highest possible quality, and regularly monitor and support the quality of teaching, learning and the learning environment.
a) To inculcate a love of the subject and encourage all pupils to achieve excellence in their work in accordance with their ability and potential.
b) To take appropriate opportunities to develop pupils’ character through promotion of the School’s Values.
c) To support pupils’ progress consistent with the school’s Learning Habits and its ethos of ‘Scholarship for All’.
d) To monitor pupils’ academic progress and achievement including their performance in internal and external examinations and adjust provision, as required.
e) To provide feedback and raise any performance or wellbeing concerns with pupils, parents, tutor, Head of Year or other staff, as required.
f) To promote interesting, engaging and rewarding extra-curricular opportunities for pupils and ensure staff participation across the entire department.
g) To support pupils’ application to study beyond the School, through appropriate provision of classes including inter alia extension classes, mock interviews and feedback on university applications.
Teacher of Mathematics, joined
2017
What's the best thing about working at the RGS?
You are treated professionally and the boys are a pleasure to teach. An excellent environment to grow as a teacher.
If you could give one bit of advice to your younger self what would it be? Be kind to yourself.
Ian Teacher of Biology, joined
2022
If you could choose any other career, what would it be?
Professional sportsman! (In a dream life. Never got even close!!)
What Staff groups are you involved in?
Staff football after work; trips to the pub; fantasy football wine league; staff prayer on a Friday before school.
Heads of Department will ensure that operational management and communication is highly efficient and effective.
a) To organise regular departmental and 1:1 meetings, and maintain a record of minutes.
b) To actively participate in various committee meetings such as Heads of Department, Strategy Groups and Cluster Groups, including sharing best practices and implementation of School and departmental policies.
c) To develop and maintain professional networks with other subject heads, exploring collaboration opportunities and sharing best practices.
d) To advise the Headmaster in the recruitment and performance of the department’s staff.
e) To collaborate with other stakeholders including, inter alia, Learning Support, Examinations Office, Careers and Higher Education, Teacher Training and Scholarship.
f) To prepare an annual analysis of the department’s public examination results, identifying areas of success and plans to address areas for improvement. These should be discussed annually with the Headmaster and Assistant Head (Curriculum).
g) To maintain and present such departmental records and information as the Headmaster may require, including inter alia the Departmental Handbook, departmental policies, HoDs information to parents and colleagues about the work and achievements of the department, Curriculum Guides, Pupil/Parent Options Evenings, up to date schemes of work and pupil performance.
h) To be responsible for departmental rooms, equipment, liaison around safety and risk assessments (where applicable), stock control, expenditure and associated budgeting.
i) To maintain current, high quality displays of work in departmental areas.
j) To be available to meet regularly with the relevant SMT Line Manager and keep them informed of any relevant matters relating to the department.
k) To ensure that adequate work has been set in the case of departmental staff absence
Leadership
• Ability to inspire and manage a team to work towards a common goal.
• Ability to communicate enthusiasm and vision to staff, pupils and parents.
• An individual who strives for the highest standards at all times.
• Measured, reliable and confident decision-maker who is calm and positive under pressure.
• Patient, firm and empathetic when faced with difficult situations.
• The ability to identify problems and propose/execute positive solutions in collaboration with Line Management.
Skills and abilities
• Proven track record as an outstanding teacher with strong subject knowledge.
• Knowledge and understanding of effective teaching and learning styles.
• Ability to use data to record, monitor and analyse performance.
• Competent in the use of ICT for teaching and departmental leadership.
• An excellent organiser, including strong time management and prioritisation skills.
• A collaborator, looking beyond the interests of the department.
• Strong communication skills.
Personal qualities
• Kind, compassionate and respectful of others.
• Intellectual curiosity, enthusiasm and the ability to inspire a love of learning.
• Demonstrates integrity and discretion.
• A proven ability to build effective working relationships.
• Flexibility and adaptability in the face of a changing educational landscape.
• A desire to contribute towards the extra-curricular activities of the department and the school, and to ensure the involvement of others.
• Commitment to safeguarding and to promoting the welfare of pupils.
• Commitment to diversity and inclusion within the school community
Qualifications
• To have an appropriate academic qualification or equivalent experience.
• To have a teaching qualification (or equivalent experience).
• Evidence of ongoing professional development.
a. Classroom management: teaching staff will determine clear boundaries of behaviour, based on mutual respect and trust. High expectations will be set and a range of strategies will be used to manage classes effectively, with praise, sanctions and rewards used consistently and fairly.
b. Formative and summative assessment: of student work, consistent with departmental marking policy and on a sufficiently regular and timely basis.
c. Maintaining classrooms and equipment: staff will treat all school property with respect and care and, equally, ensure their students do likewise.
d. Reporting on student progress: teaching staff will complete reports and grades in a prompt and timely fashion as and when required by the school in the appropriate directed manner and style.
e. Professional Development: teaching staff will reflect on and seek to continually improve their practice through, for example, collaboration with other staff, engaging with CPD courses opportunities and the school’s Personal Development Strategy (PDS) appraisal process.
f. Planning: teaching staff will be able to demonstrate evidence of planning in terms of where the lesson fits within the scheme of work and then delivering well-structured lessons using an appropriate range of teaching practices.
g. Special Educational Needs: teaching staff will make themselves aware of and accommodate pupils’ specific learning and medical needs.
Supporting and enriching our school community
a. Appearance: teaching staff should wear smart business dress which mirrors the dress code of the students, or appropriate RGS issue co-curricular clothing when required.
b. Attendance: teaching staff are expected to support school events, such as assemblies; and attend those events as required by the Headmaster, including: Open Day, Junior and Senior Prizegiving Ceremonies, Commemoration Service, Parents’ Evenings, Field Days, Development Days and the Entrance Examination day.
c. Co-curricular contribution: teaching staff, including part-time staff on a pro-rata basis, are expected to make a significant contribution to the co-curricular life of the school. An example of what constitutes a significant contribution is taking a team with fixtures and after school practices, helping with a club or society and being involved with a house. Staff are matched to their skills as much as possible and so may contribute in equivalent ways to the example above.
d. Duties: teaching staff are expected to play their part in covering lessons and undertake duties as part of the ‘staff duty rota’, and carry out any other responsibility as reasonably requested by the Headmaster.
e. Pastoral contribution: teaching staff are expected to play a full role in the pastoral life of the school; this will include taking a Tutor Group when required.
f. Punctuality: staff should ensure prompt attendance within school contracted business hours.
Nicola
Head
Matthew
Head
of Lower School, joined 2010
What’s the best thing about the RGS? The enthusiastic, positive pupils who have a real desire to learn.
If you could give one bit of advice to your younger self what would it be? Do what you enjoy, not what you feel you should do.
of Learning Support, joined 2017
What do you love about your department?
That we work as a team and recognise one another's expertise. We look to each other for support and guidance.
What Staff groups are you involved in? Staff/Parent/Student choir.
a. Awareness and modelling of school policies: teaching staff will read and act upon, or in accordance with, all the relevant school and departmental policies, and complete the annual ‘staff awareness’ form.
b. Equal opportunities: staff are expected to adhere to the School's equal opportunities policy.
c. Ethics and behaviour: staff will uphold public trust in the profession and the reputation of the school by maintaining the highest standards of ethics and behaviour, within and outside school. They will show tolerance of and respect for the rights of others and not undermine Fundamental British Values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. They will ensure that their personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
d. Safeguarding: staff are expected to be aware of and comply with all aspects of the School’s safeguarding policy and to undergo initial and ongoing training; and be responsible for promoting and safeguarding the welfare of the students for whom they are responsible.
e. Student safety and wellbeing: staff will display the highest possible regard for student safety and wellbeing in accordance with policies, procedures and reasonable good sense at all times, whether on or off school premises.
Your career at the RGS begins with a warm welcome and comprehensive induction. You will be introduced to department colleagues, key people within the School and fellow new starters from across the departments.
Opportunities to get involved in wider school activities are many and varied; sporting fixtures, theatre productions and field trips to name just a few. Then there are the social groups set up by and for colleagues which include a running group, book club, theatre trips, football, crochet and a wind band. However you choose to get involved, you are guaranteed to find yourself among like-minded individuals.
Kalpesh Teacher of Mathematics, joined 2024
What's the best thing about working at the RGS? Amazing culture and atmosphere where everyone is learning.
What is your motto in life? Be the change you wish to see in the world.
Aldona Finance Manager, joined 2023
What do you love about your department? Kindness and friendliness.
What do you enjoy doing in your spare time? Bake, sport, hiking, time with my children
Jill Deputy Head,
joined 2016
What's the best thing about working at the RGS? Working in a school where you are given professional freedom, trust and the resources to do your job.
If you could give one bit of advice to your younger self what would it be? Enjoy the moment.
In addition to joining a successful and sociable staff body you will also receive the following benefits:
Remuneration
Pension
Fee reduction
Relocation
Medical
QTS status
Career progression
Gym
Dining
Employee Assistance Programme
Well above the national scale, comparing favourably with others in the independent sector.
Choice of TPS or defined contribution scheme. The overall employer contribution in either case is 25% to include pension and benefits.
Fee reduction for child(ren) of staff is available (after a qualifying period and subject to success at the entrance examination).
A generous relocation package for those living outside the area. There is a mortgage subsidy scheme as well as a rental scheme.
Private medical scheme.
Full support for a new member of staff wanting to achieve QTS status.
The RGS has a proven track record of career progression, both within the School and promotion to other schools.
Use of on-site gym at certain times of the day.
Lunch and refreshments are provided during term time.
A free, confidential counselling & wellbeing support service that can support you, your partner or spouse, and dependent children over 16 still living at home.
The RGS is a kind, inclusive, tolerant community where diverse opportunity, personal development, high achievement and collaborative partnership define who we are.
Our values of inclusivity, scholarship, integrity, respect, courage and collaboration underpin all we do.
Students come to the RGS from around 140 different schools in Surrey and the neighbouring home counties and this number is growing each year. We regularly receive four applications for every place.
The RGS curriculum aims to combine breadth with balance. In the first three years all students study a broad range of subjects, choosing options at the end of their third year which sees them sitting ten GCSE subjects including English Language, English Literature, a Modern Foreign Language, Mathematics, three separate sciences and a humanities subject. From the Third Form, a Tutor Period is introduced during which students study Information Technology, Problem Solving, First Aid, Health Education and Study Skills. It is also during this time that initial careers and higher education guidance is given which then continues throughout the students’ time at the School.
The RGS boasts a thriving Sixth Form with all students studying four subjects in the Lower Sixth and then continuing with three or four subjects to A Level in the Upper Sixth. This is complemented by a range of General Studies courses which are coeducational, organised jointly with Guildford High School.
All students are encouraged to engage in independent research and activities throughout their time in the School via our Scholarship for all programme. Whilst not curricular, there is an expectation that staff will support this provision as their experience and expertise enables.
All members of the teaching staff help with co- and extra-curricular activities, of which there is an impressively wide range. Music, Art and Drama all flourish with performances, exhibitions and workshops. There is a well-equipped auditorium, a large Art School and a purpose built Music Department. We have a very active clubs and societies programme that takes place before, during and after school each day. All the Third Form take part in our curricular, weekly expedition and adventure programme, EXAD. We have five Field Days per year and also offer overseas expeditions, a large Duke of Edinburgh’s Award Programme and numerous sports tours. Staff are invited to attend and support all of these events.
Guildford is a vibrant and exciting place in which to live. Rich in history, it is a welcoming town with a flourishing and varied cultural life. Entertainment is diverse with a number of lively and nationally renowned venues including G Live, the Yvonne Arnaud theatre and the eclectic Electric Theatre. There are outstanding sport and leisure facilities which include the state-of-the-art training venues and sports complexes of Surrey Sports Park and Guildford Spectrum. Guildford offers one of the south east’s best shopping experiences with the iconic High Street combining exclusive and popular national chains as well as a number of independent retailers. Dining options cater for every taste and budget with local traditional and gastro pubs in nearby Surrey villages drawing customers from a wide area.
Educationally, Guildford is thriving. RGS Guildford and Guildford High School are regularly ranked in the top ten single-sex schools in the country. RGS also enjoys close links with other girls’ schools, Tormead School and St Catherine’s, Bramley. The University of Surrey was awarded ‘University of the Year for Graduate Employment’ by The Times and The Sunday Times Good University Guide 2022.
Guildford has the advantage of being very accessible and enjoys excellent transport links. London is just over a 30-mile drive via the A3 and well served by trains (just 29 minutes to Clapham Junction and 39 minutes to London Waterloo). International airports London Gatwick and London Heathrow are only 30 minutes from the town.
Areas of Outstanding Natural Beauty are close by; the Surrey Hills and North Downs are on the School's doorstep and provide opportunities to enjoy the stunning countryside; the south coast is approximately one hour by car.
William Cobbett “
The town of Guildford, which I, who have seen so many, many towns, think it is the prettiest, and…most happylooking, that I ever saw in my life.
The setting:
The Surrey Hills
North Downs
South Downs
Picturesque villages
The south coast
Travel by rail:
Clapham Junction 29 minutes
London Waterloo 39 minutes
Portsmouth Harbour 60 minutes
Gatwick Airport 45 minutes
Travel by road:
London 32 miles via the A3; Heathrow 22 miles; Gatwick 34 miles via A3 and M25; Portsmouth 44 miles; Brighton 59 miles
North Downs
The Royal Grammar School Guildford meets the requirements in respect of exempted questions under the Rehabilitation of Offenders Act 1974. All applicants who are offered employment will be subject to an enhanced criminal record check from the DBS before the appointment is confirmed. This will include details of cautions, reprimands or final warnings, as well as convictions. It is of fundamental importance to The Royal Grammar School to ensure, so far as possible, that those who take up appointments do not pose a risk to the children in its care.
We are proactively committed to creating a diverse staff body, which reflects the community that we teach. At RGS we value diversity and inclusion; we want to attract the best people for the roles available. This is regardless of age, ethnicity, sexual orientation, gender, disability, socioeconomic status or religious beliefs.
Please note: applications will be considered on receipt and we reserve the right to close applications early.
