Resident House Matron (Senior School) For January 2026, or sooner Welcome from the Headmaster Dear Candidate, There is an excitement around boarding here. Recruitment of boarding pupils at Barney has grown significantly over recent years both from within our own school community and from areas beyond the locality, including the international community. The House system at Barney forms the bedrock of our pastoral care; the four Boarding Houses and five Day Houses compete fiercely across a wealth of competitions and activities, spanning sports and the arts, to ensure they are the House that ‘Nails Up’ in true Barney tradition at the end of each term. Despite this healthy competition, close relationships are at the heart of our community. This is never more evident than within our Boarding Houses, and our Matrons are an integral part of the pastoral teams supporting our Boarders. Our two Senior Boys' Boarding Houses exist under one roof and form an environment that pupils aspire to part of; it is one of warmth and nurture, enthusiasm and House spirit and, overwhelmingly, a sense of family. We envisage the successful candidate becoming a valued member of this pastoral team; someone who understands Boarding, what it means to be a Barnardian and who is going to help us in our desire to provide a sector-leading Boarding experience. Yours faithfully, David Cresswell HEADMASTER The History of Barnard Castle School Barnard Castle School has a rich and enduring history, deeply rooted in a tradition of learning and community. The school traces its origins back to the nearby Hospital of St John, an educational and religious community established by John de Balliol in 1229. John de Balliol also founded Balliol College, Oxford, and his passion for education and opportunity remains central to our philosophy today. In 1883, with a generous gift from Benjamin Flounders, a Victorian philanthropist, and the proceeds of St John's Hospital, the present main school building was constructed. Since then, the school has grown and evolved, blending its historical foundations with a forward-thinking approach to education. In 2024, David Cresswell was appointed as Barney’s 11th Headmaster, continuing the school’s tradition of combining timeless values with future-focused ambition. Today, Barnard Castle School remains a place where the lessons of the past inspire the innovations of tomorrow, as we prepare our pupils to shape a changing world with courage, kindness, and integrity. Barnard Castle School: Shaping Tomorrow, One Step at a Time "Parvis imbutus tentabis grandia tutus" When you are steeped in little things, you shall safely attempt great things. At Barnard Castle School – or 'Barney' as it is affectionately known – we believe that small steps lead to big strides. Our vision is to inspire a generation of young people with the courage and kindness to dare greatly and shape a changing world. We want them to shape the future while proudly standing on the shoulders of those who came before them. Ambition – Daring to achieve, with the courage to innovate and the curiosity to explore. Character – Forged in challenge, strengthened by kindness, and rooted in integrity. Community – Honouring the past, strengthening our school and town, and building global connections that last a lifetime. These principles guide everything we do – from our academic programmes to our vibrant co-curricular offering. Our down-to-earth and inclusive community provides a safe environment for pupils to embrace challenges, pursue passions, and develop a sense of purpose that will stay with them long after they leave Barney. We are a school that blends tradition with forward-thinking ambition. Our origins trace back to the Hospital of St John, founded in 1229 by John de Balliol, who also established Balliol College, Oxford. That same love of learning and commitment to opportunity remains central to our philosophy today. As we look ahead to the 2030s, we continue to invest in modern facilities and innovative teaching approaches to meet the evolving needs of our pupils and the wider world. Barney is a place where connections are made and memories are formed. It is not unusual to see Year 11 pupils sharing lunch and conversation with younger peers or Sixth Formers mentoring new starters. Our pupils develop confidence, resilience, and humility as they grow – always encouraged to support and celebrate each other's successes. Staff at Barney play a crucial role in this journey. We seek teachers who share our purpose and are proactive in immersing themselves in the life of the school. Through our extensive 'Mind, Body, and Soul' programme, which runs from 4pm to 5pm, staff have the opportunity to lead activities they are passionate about, fostering authentic relationships beyond the classroom. We are also committed to helping teachers be the best versions of themselves. Our comprehensive Continuing Professional Development (CPD) programme offers opportunities to hone their craft, supported by regular teach meets, peer collaboration, and other innovative initiatives. We want teachers who are ambitious about their own development and passionate about lifelong learning, recognising that their growth directly benefits our pupils. Our location, on the edge of the historic market town of Barnard Castle – recently recognised as one of the safest in England – offers a unique combination of heritage, community spirit, and access to outstanding natural beauty. We also benefit from partnerships with world-class universities in Durham, Newcastle, and York, enhancing our pupils' educational experience and broadening their horizons. At Barney, we believe that ambition, character, and community are not abstract ideals but lived experiences. Together, we take small steps every day – steps that build towards remarkable achievements and a future as bright as the generations of Barnardians who came before. Our Vision ● To be viewed as the leading independent co-educational day and boarding school in the North of England. Our Purpose ● Our purpose as a school is to inspire minds and build character, within a down-to-earth, inclusive community where everyone belongs, and hard work and good humour thrive. Our aim ● Our aim is to create a safe environment where pupils love their school, embrace small steps toward great achievements, and are willing to dare greatly to shape a changing world. Our Key Features A Seamless Educational Journey We are proud to offer a supportive environment where students can complete their entire educational journey. At every stage, we nurture their growth, ensuring smooth transitions and a deep understanding of each student’s unique needs, all within a close-knit, inclusive community that helps them flourish and prepares them for life beyond Barney. Fully co-educational Boarding and Day School We fully embrace co-education, ensuring equal opportunities for all students, regardless of gender. Our strong boarding community enriches the school, enhancing cultural literacy through our international students. The extended school day and week provide ample time to deliver a broad and varied educational experience. Resilient Characters & Brave Minds We have always offered an education that goes beyond exams, which is more crucial now than ever in a rapidly changing world shaped by globalism, AI, and evolving careers. Our students need strong character, adaptable soft skills, and a values-driven foundation to thrive in this uncertain future. With resilience and a supportive community, they are empowered to dare greatly and achieve beyond what they thought was possible. A Broad Entry Life is about engaging with people of diverse abilities and talents, celebrating personal growth rather than just top grades. As long as we can support individuals in accessing our education and they demonstrate the core character traits we value, we are committed to supporting them on their journey. Traditional yet Innovative Barney’s rich history and cherished traditions have shaped generations of strong, humble individuals. While we honour these beloved ‘Barneyisms,’ we remain focused on staying relevant and forward-thinking as we move further into the 21st century. Job Description Job Title: Resident House Matron (Senior School) Reporting to: Boarding Housemaster/Mistress (HSM) Responsible to: Deputy Head Pastoral/Head of Boarding Role Type: Full time, term time, permanent Start date: January 2026 or sooner Overall Purpose Purpose The position of House Matron is one of significant importance and responsibility. The Matron has a special role in helping the HSMs to create a happy and well-disciplined atmosphere throughout the House. The success of a Matron’s appointment depends on the establishment of a harmonious relationship with the HSMs, based on mutual trust. Working under the direction of the HSMs, the House Matron is required to play a key role in the pastoral care of all the pupils in the boarding house on a day-to-day basis, with particular responsibility for the physical, social and emotional well-being and presentation of the pupils in the House. Ultimately, the objective of the House Matron is to play a significant role in establishing a ‘home away from home’ environment in which the boarders are at ease and are happy. Key Responsibilities Overall Responsibilities The following is a description of the responsibilities and duties of a House Matron. A list of expected responsibilities and duties can be neither definitive nor exclusive. Much depends on the way in which the House team works together. The expected responsibilities and duties, however, of a House Matron include: • The Matron is a member of the residential House team, along with the HSMs and Assistant HSMs. The Matron is responsible for the pastoral care, health and welfare, and health education of the boys/girls in the House. There are other non-residential members of the House team which include House Tutors. • The Matron reports directly to the HSMs on all matters relating to the welfare of pupils and the fabric of the House. The Matron ensures that the right care is given to the pupils and monitors their well-being at all times. This is done by facilitating and contributing to the various routines of the House, which seek to promote the confidence of the pupils within a happy atmosphere. These routines encourage high standards of dress, cleanliness and respectful relationships with staff and fellow pupils. • The Matron should be an approachable, kind and friendly person who is available to all pupils without discrimination or favouritism. It is the nature of the role that pupils may confide in them from time to time and the Matron will need to listen and exercise sound professional judgement. This will require a caring attitude in line with understanding of the principles of confidentiality and information sharing, so that matters can be dealt with as they arise while the welfare and happiness of the pupils in the Matron’s care is ensured. To this end, Matrons make themselves available for training courses and professional development, in accordance with the INSET programme structured by the Head of Boarding and the Bursar. A Matron’s role is to participate fully in the life of the House. Consequently, each Matron is welcome to attend all meals and is encouraged to eat with pupils. Attendance at House matches, helping with House plays, supporting concerts and being an integral part of social events in the life of the pupils will form part of daily life. This involvement helps develop a positive and supportive relationship with the pupils, who appreciate and draw courage from their Matron’s interest in and encouragement of their various activities. • A Matron should establish close relationships and good communication with parents, taking an early opportunity to do so at the start of a pupil’s career at the School, and being available to talk to parents, especially at the beginning and end of every term, half term and at exeat weekends, or when it is likely that parents will be visiting for matches, concerts, plays, etc. • Although the role is not primarily a disciplinary one, the Matron must uphold the authority of the House Master, the School and the application of the School’s rules and policies, with which they should be well acquainted. The Matron plays a crucial part in ensuring continuous adult supervision of the pupils. • The Matron coordinates pupils’ travel arrangements to and from School, for example ordering taxis to or from airports or mainline railway stations via the transport secretary. Duties General Welfare • To be responsible, in conjunction with the HSMs, for the pupils’ general welfare, health and presentation. • The Matron will be expected to help new pupils to settle in and to look after all pupils in the house, both on a day-to-day basis and in helping them individually to cope with any crises in their lives. This will involve listening to their problems over a wide range of issues. A Matron is expected to help the HSMs to create a friendly and happy atmosphere in the house. A Matron will also often be a point of contact with parents. • The Matron is expected to ensure that the pupils are well turned-out and appropriately dressed. • The Matron should be monitoring the behaviour of pupils within the house, both good and bad, and alert the HSMs to both types. • The Matron is expected to assist the HSMs on “social” occasions and in entertaining pupils. • The Matron is expected to support the pupils in their everyday activities where possible, watching them in sports, music, drama etc. • With the recognised importance of the Children’s Act and National Minimum Boarding Standards for Boarding Schools, the role of the Matron on the pastoral side is of vital importance. It expected that the House Matron will undertake continuing professional development with a focus on formal qualifications from the Boarding School Association. A Matron is expected to be aware of child protection procedures in the school and will undertake compulsory training annually. • The Matron should monitor pupils’ daily routine (including punctuality, meal attendance and diets) to help the pupils meet expected standards. Matrons, either individually or in coordination with each other, provide a first-aid presence at House matches during sports afternoons. Health • To assess illness, then to deal with minor problems and to refer to the School Nurse at the Medical Centre all other medical matters, in accordance with the advisory notes issued by the school Doctor. • To arrange physiotherapy and medical appointments and to accompany and transport pupils as necessary. • To act as a first aider in the event of a medical emergency in the House, liaising with the School medical staff and external organisations, and to take emergency cases to hospital where appropriate. • To keep in-house medical files up-to-date and ensure that the absences list is accurate. • To communicate effectively with HSMs, Assistant HSMs and parents where necessary. Housekeeping • To ensure that there is a clean and pleasant environment in the House throughout the term. S/he works with the Domestic Services Management Team who are responsible for the cleaners and the standards the School requires. • To supervise the collection and redistribution of pupils’ laundry. Liaising with the Domestic Services Management Team to ensure that the pupils’ personal clothing and items throughout the House (like curtains) are kept in good repair and are named. • To liaise with the HSMs in ensuring that satisfactory and safe standards are maintained in the House, including reporting any necessary repair or maintenance work to the Maintenance Team. • To be in charge of securing pupils’ rooms at the end of term and at half terms. This could involve preparation if the House is being let out during the holidays or for clearing up after refurbishment work. • The matron liaises with the HSMs on necessary reports and improvements to the furnishing, furniture and fabric of the House. Other: • The Matron should be familiar with the School’s health and safety policies as they relate to boarding Houses and assists the House Master in implementing them. • The Matron should be familiar with the fire-safety procedures of the House as sometimes they are the responsible person on site in the event of an alarm or fire. • The provision made by the School for the welfare of boarders is regularly inspected by the ISI. Matrons play a vital part in implementing and exceeding the requirements of the National Minimum Boarding Standards, and the Matron should be aware of these. • The Matron is required to own, insure and drive a car so as to be able to accompany pupils to hospital or similar. The School provides additional ‘occasional business use’ comprehensive motor insurance cover (details of which are available from the Bursar). Mileage will be reimbursed in accordance with HMRC’s Fixed Profit Car scheme. Copies of MOT certificates should be given to the Bursar. Support The Matron will be appraised by the HSMs on an annual basis, but routine communication will be ongoing. Professional development is encouraged and will be discussed as part of the Performance and Development review. The Matron will be provided with a self-contained flat in the boarding house to which they are attached. They are an important part of the School’s residential community. House matrons are residential during term time. Hours of work It is not possible to lay down specific hours of work to cover emergencies, such as a pupil’s illness during the night, but in general a Matron is expected to be available to deal with both routine matters and emergencies as they arise. There will be times of extreme activity and pressure as well as times that are less busy. One full day and evening off per week is granted during term time, which is decided between the HSMs and Matron. All Matrons are on duty over weekends. Holidays School holidays can usually be taken in their entirety except for the requirement to work for a minimum of two working days before the start of each term and two days after the end of term, together with the domestic staff, in order to clean and prepare the House for use by the pupils or for a holiday let. Any adjustment should be agreed with your HSMs. Role Criteria The ideal candidate will demonstrate a passion for student success and personal development, with the ability to inspire and lead by example. They will have a proven record of strategic leadership, a commitment to academic and pastoral excellence, and a deep understanding of the challenges and opportunities in post- 16 education. Person Specification Education and qualifications A good general education Driving licence (preferably own car) Food hygiene certificate Emergency first aid certificate Level 2 safeguarding child protection qualifications Experience Boarding School Matron Nursing Residential care Experience in an educational or medical environment General office administration Working as part of a team Working unsupervised and on own initiative Working with children out of their home environment Working at a supervisory level Skills Good verbal and written communication skills Ability to work well in a team Ability to supervise domestic staff Ability to work quickly and calmly under pressure Ability to prioritise and manage own work Ability to offer a high level of pastoral care to pupils Proficient IT skills Personal qualities Ability to motivate and work with pupils Ability to develop a culture of mutual respect with pupils Emotional resilience A caring disposition and an empathy with and understanding of young people High level of discretion Patient, unflappable, flexible and adaptable Good manner with parents and guardians, and other staff A good sense of humour Essential Desirable X X X X X X X X X X X X X X X X X X X X X X X X X X X X X The school is committed to safeguarding and promoting the welfare of children. All adults in the School community are expected to follow its child protection procedures. Recruitment Process Enquiries If you have any questions about the role in advance of applying, please contact our HR department at hr@barneyschool.org.uk The successful candidate is offered an attractive and competitive salary. The School offers a pension package with The Pensions Trust Flexible Retirement Plan Defined Contribution Scheme. Other benefits include, use of our gym, sports facilities and swimming pool, free meals during term time, free parking and access to various social activities throughout the year. Applications If you feel that you can meet the above requirements, then please submit a letter of application along with the Barnard Castle School application form to the Headmaster. Only applications containing the requested information will be considered. Applications should be sent to: Mrs C J Riley Barnard Castle School Barnard Castle County Durham DL12 8UN Information about Interviews: Telephone: 01833 696076 Email: hr@barneyschool.org.uk Deadline for applications: 12.00 noon, Monday 3rd November 2025 Online Longlist Interviews (Online): The afternoon of Wednesday 5th November 2025 Shortlist Interviews at School: Tuesday 11th November 2025 Applicants should read carefully the application procedure – guidance for applicants, Policy on the Recruitment of Ex-offenders and the Disclosure policy and the Safer Recruitment policy. Barnard Castle School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. This post is exempt from the Rehabilitation of Offenders Act 1974 and all applicants will undergo child protection screening, including checks with past employers and an enhanced DBS and Barred list check with Disclosure and Barring Service. Barnard Castle School is an equal opportunities employer