Jordanhill School

Student Tutor Job Description

Almost all secondary teachers perform the role of student tutor. This is a key part of our
Pupil Support system and helps us to support our pupils and connect them to them to the
school. The role of the tutor varies from year group to year group

Key Functions

  Tutor time activities (10 minutes per day involving registration and discussing themed

activities that are usually linked to our school values or current projects)

  Monitoring

o  Attendance monitoring
o  Academic progress
o  Review of subject reports

o  Delivery of first level support
o
Individual pupil interviews
o  Supporting course choice processes

  PSHE

o  Delivery of Social Education programme
o  Delivery of Learning Skills programme in specialist subject

  Parent Contacts

o
o

Interim Parents’ Night
In relation to first level support – telephone, e-mail, meetings

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Commentary

1.  The tutor is the primary contact for the pupils. Tutors fulfil the function of being the

member of staff who ‘knows the pupil well’.

2.  Each tutor group (register class) has 25 pupils. Each of the 4 classes is linked to a single
Principal Teacher of Pastoral Care (Head of House) within the school’s vertical House
structure. The tutor and the Head of House work as a team to support the pupils and the
latter provides advice and support to the tutor.

3.  The tutor delivers the Personal and Social Education programme to his/her own tutor
group. In addition they are expected to be part of the team delivering aspects of any
learning skills programme through their own subject teaching.

4.  Each team of tutors meets with their Head of House on a regular basis e.g. every 4

weeks. These meetings normally take place at 3.35pm.

5.  In S1 and S3, the tutor or Head of House meets with the parents for 10 minutes to talk
through all aspects of the Interim reports issued in term 1 and wider issues of how the
pupil has settled into the school or the S3/S4 curriculum.

Staff Development

It is important to realise that undertaking the role of tutor is an important part of
professional learning for teachers and is essential in our delivery of health and wellbeing as
a responsibility for all. Skills will develop over a period of time.

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Objective

Specific
Objective

Range of Tasks

1.  Personal Support  Attendance

•  Take an active interest in and monitor the

attendance and punctuality of pupils and offer
them support.

•  Promote improvement in attendance and

Appendix 1

Illustrative examples of possible levels of
involvement in tasks
•  Collect and monitor absence notes from

parent/carers.

•  Contact parents/carers
•  Alert PT when attendance or punctuality causes

and Late-
coming

Health

Personal
welfare

punctuality.

concern.

•  Refer appropriate cases to PT.
•  Take an active interest in the health and well-
being of pupils and offer them support.

•  Communicate with support staff and PT so that

records can be kept up to date.

•  Refer appropriate cases to PT.

•  Alert PT when an apparent health issue causes

concern.

•  Take an active interest in the personal welfare of

•  Be aware of any change in the general well-being

pupils and offer them support.

of pupils and alert PT.

•  Be aware of staff duties and responsibilities

regarding child protection issues.

•  Refer appropriate cases to PT.

2.  Curriculum

Curriculum
and Timetable

•  Take an active interest in the curriculum and
timetables of pupils and offer them support.

•  Refer appropriate cases to PT.

•  Highlight issues relating to curriculum and

timetable e.g. when a change in a subject rota is
to take place, room displacements during
examinations, forthcoming option choice
programme.
Dealing with lost timetables, how to find
classrooms. New teachers.

Learning and
Teaching

•  Take an active interest in the teaching and
learning of pupils and offer them support.

•  Checking homework diaries/school planners to

see if there are any issues arising with

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•  Encourage pupils to raise standards or maintain

high standards.

•  Advise pupils on assessment and examinations.
•  Refer appropriate cases to PT.

homework.
Inquiring ‘how things are going’.

•
•  Asking pupils how they are progressing e.g. how
did your test go When is your assignment in
Geography due?

•  Advise on basic study skills, pupil queries about
exam arrangements etc.  Encourage exam
preparation.

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3.  Vocational
Support

Careers
Education

•  Take an active interest in the careers education of
pupils and offer them support where appropriate.

•  Refer appropriate cases to PT.

•  Be aware when careers interviews or careers

exhibitions are taking place and encourage pupils
to attend.

•  Be prepared to answer pupil questions on

careers as class teachers have always done.

4.  Personal and
social education
5.  Development of
a positive school
ethos

Education
Industry
Activities

Vocational
activities

•  Take an active interest in the EIL activities in which
their pupils are involved and offer them support.

•  Encourage pupils to take part in EIL activities.

•  Be aware of when Work Experience placements
are scheduled and express an interest in pupils’
placements.

•  Take an active interest in pupil’s vocational

•  Encourage pupils to take part in University or

activities.

College open days.

•  Encourage pupils to take part in vocational

activities.

•  Delivery of PSE in accordance with school policy.

•  Encourage good citizenship e.g. good habits, self-

General

•  Promote the development of a positive school

ethos.

Behaviour
management

Recognition of
achievement

•  Take an active interest in the behaviour of pupils,

encourage good behaviour and offer them
support.

•  Encourage pupils to adopt positive attitudes.
•  Refer appropriate cases to PT.
•  Take an active interest in the achievements of

discipline, respect for others, work ethic,
responsibility, reliability, honesty, attitudes etc.

•  Encourage pupils to use their homework

diaries/planners and monitor the use of the
diaries/planners.

•  Contact with parents/carers e.g. using homework

diary/planner.

•  Encourage pupils to follow the school dress code.
•  Encourage pupils to follow the school behaviour

code.

pupils and encourage them to increase
achievements or maintain high levels.

•  Promote communication with parents/carers by
issuing school newsletters, information abut

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Safety and
security-
anti-bullying,
etc

•  Take an active interest in pupils’ safety and
security and offer them support when
appropriate.

•  Participate in arrangements for pupils’ safety and

security.

•  Promote and encourage pupil awareness of

personal and whole-school safety and security.

•  Refer appropriate cases to PT.

parents’ meetings etc.

•  Read out school bulletins/newsletters and

support school in matters that require teacher
support.

•  Encourage pupils to take part in school initiatives
eg charity efforts, extra curricular events etc
Inform PT of outstanding achievements.

•

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CLEANER – JOB DESCRIPTION AND DUTIES

General

The position of Cleaner at Jordanhill School is one of responsibility, requiring a person of high
standards, service and efficiency.  The duties include the day to day cleaning of the diverse school
estate and buildings, as well as vehicles, to include vacuuming, polishing, dusting, mopping and use
of commercial cleaning equipment. Cleaners form part of the Facilities team in school and report to
the Facilities Manager.

Job Description and Duties

Daily Duties

•  Thorough cleaning of areas allocated to the required standard/specification, as directed, using

correct techniques and cleaning equipment.

•  Undertaking training in use of methods, materials and equipment, as instigated by the Facilities

Manager.

•  Working safely using correct warning signs, protective clothing and safety equipment, being

mindful of hazards to other staff and pupils.

•  Compliance with the Health & Safety practices of the School.
•  Safe removal of litter and waste to allocated disposal points daily, taking particular care with
liquids, broken glass or other substances, which may be unsafe to other staff or pupils.
•  All floors to be thoroughly swept with special attention being paid to corners of rooms and

•

areas underneath furniture and fittings.
Locking and unlocking windows and doors as directed.  Windows to be open when sweeping is
in progress.

•  Rooms, stairs and corridor walls to be dusted.  Furniture to be polished.
•  Emptying vacuum cleaners and buffer vacuum bags.
•  All toilets, urinals, sinks, wash hand basins and showers must be cleaned and disinfected every

night.  An adequate supply of toilet paper, paper towels and soap to be maintained.

•  Any marks or writing on walls of rooms, corridors, toilets etc. to be removed and any damage or

breakages to be reported to the Facilities Manager or duty Janitor.

•  Replenishing supplies of toiletries etc. as directed. Wastage of cleaning materials should be

avoided.

•  Ensuring the Facilities Manager or Duty Janitor is aware of low stock levels of materials and

equipment for which you are responsible.

•  Ensuring all containers of cleaning agents are correctly labelled before use and are used safely
and in compliance with manufacturers written instructions and that all chemicals are securely
stored away when not in use.

•  Cleaning and checking all equipment used after use, checking cables for wear and tear and

storing away in a suitable safe area; notifying Facilities Manager or Duty Janitor of any faults
found or of any defective electrical sockets, lighting, vandalism etc., in your cleaning area.
•  Doors must be locked, windows secured and lights extinguished on leaving rooms/premises.
•  Ensure mops, cloths etc., are washed and left to dry as appropriate.
•  Assist in keeping chemicals and cleaning materials and equipment storage areas in a clean and

tidy condition.

•  Covering on a rota basis for absent colleagues when required, which may involve some changes

in hours/times.

Deep Cleans

•  Undertake cyclical deep cleaning which encompasses a range of activities including:

o  All walls to be swept down.
o  Woodwork and walls to be washed down.
o  Electric light shades to be washed.
o  Floors to be scrubbed, where floors have been sealed, resealing may have to be done.
o  Furniture to be washed and polished.

School Vehicles

•

Internal cleaning, removal of litter and hoovering of school vehicles

CLEANER – PERSON SPECIFICATION

Post
Summary of Role

Cleaner
The position of Cleaner at Jordanhill School is one of responsibility, requiring a person
of high standards, service and efficiency.  The duties include the day to day cleaning
of the diverse school estate and buildings, as well as vehicles to include vacuuming,
polishing, dusting, mopping and use of commercial cleaning equipment. Cleaners
form part of the Facilities team in school and report to the Facilities Manager.

Criteria
Education, Training,
Qualifications

Skills

Knowledge

Health

Other

Desirable
Training in various aspects
of H&S associated with
cleaning.
Experience of cleaning in a
professional/work
environment.

Experience of buffing and
vacuuming equipment.

Evidence

App. Form

Certificates

App. Form

Interview

References

Working knowledge and
familiarity with
commercial cleaning
techniques.

Service driven.

App. Form

Interview

App. Form

Interview

References

App. Form

Interview

References

Essential

Ability to understand and
comply with work
instructions (written and
verbal).

Methodical approach to
cleaning.

Ability to follow
manufacturers’
instructions with regard to
cleaning equipment and
chemical usage.

Applicants must be
physically fit and able to
undertake the range of
duties outlined in the job
description and duties.
Has an ability to work
alone or as part of a team.

Shows an enthusiastic and
positive manner.

Demonstrates a flexible
approach to the needs of
the school and facilities
team.

Able to deal with all types
of cleaning which may
involve dealing with
bodily fluids on occasion
(suitable protective
clothing will be supplied).

Competencies
Communication

Motivation

Customer Orientation

Attitude

Self-Development

Essential
Able to communicate
clearly in a way that
people understand.

See the importance of
sharing and
communicating well.

Keen to do things well and
work steadily to meet
targets.

Enjoy challenges and
works well when time is
short or when things are
difficult.
Treat customers fairly and
consistently in a
professional, polite
manner and provide a
high quality service on
time.

Happy to embrace and
engage in new ideas and
ways of working and is
able to see the good that
change can bring.

Keen to join in training
and keep up to date with
changes in skills and
knowledge required.

Desirable

Evidence

App. Form

Interview

References

App. Form

Interview

References

App. Form

Interview

References

App. Form

Interview

References

App. Form

Interview

References

Sort out enquiries and
problems promptly,
keeping customers up-to-
date.

Can go that extra mile to
exceed customer
expectations.

You offer support to
colleagues based on what
you know.

You seek out chances to
learn and develop.

References will be taken up post-interview with the applicant’s consent if they are being
actively considered for the position.

Satisfactory completion of a Protecting Vulnerable Groups (PVG) Scheme Record will be
required prior to taking up post as well as evidence to support eligibility to work in the
United Kingdom.

Teacher of Primary

Jordanhill School
Information for Applicants

www.jordanhill.gla

Job Title
Three posts:

Teacher of Primary
2 FTE Permanent and 1FTE (Temporary)Maternity cover

Deadline for application:   Friday 20 February 2026

Interview date:

Likely to be w/c 2nd March 2026

Start date:

Monday 10 August 2026 for permanent posts

 Monday 20 April 2026 for maternity vacancy.

Remuneration
Our teachers are paid on SNCT scales and are part of the SPPA pension scheme.

Welcome
Jordanhill School is an exciting place to work. We are
an all-through school educating children from
Primary 1 to Secondary 6 and we are renowned not
just for academic excellence, but for helping children
experience a rounded education involving sports,
music, drama and art. Underpinning our work is a
commitment to our vision, values and aims.

We are the local comprehensive school. No fees are
paid and there is no selection on any grounds other
than residency. Almost all our pupils live within the
catchment area and there is a very substantial
waiting list for places.

Jordanhill has the highest levels of attainment and
the highest percentage of pupils progressing to
Higher Education amongst state schools in Scotland.
Our success is founded on placing our pupils and
staff at the heart of our work.  We offer a wonderful
learning environment, excellent resources and a
commitment to help every child achieve to the very
best of their abilities.

Jordanhill School enjoys close links with neighbouring schools, both local authority and
independent, and the wider educational community.

This post offers an opportunity to become part of our highly successful Primary department
and contribute to the school’s reputation and success story. We look forward to receiving
your application.

John Anderson
Rector (Principal and Chief Executive)

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Jordanhill School

Jordanhill School is situated in the West End of Glasgow. We are fortunate to be a combined
Primary and Secondary School with a total school roll of approximately 1050, aged from 4 to
18. Primary has 66 pupils per year P1 to P7; Secondary 99 pupils per year S1 to S4 and 195 in
S5/S6. Almost all pupils stay on to complete an S6 allowing us to offer an extensive
programme of Advanced Highers. We open our S6 experience to Glasgow City pupils and
regularly have around 30 pupils attending S6 from schools across the city.

Jordanhill School was founded in 1920 as part of the teacher training facility at Jordanhill
College and was managed by the College until 1 April 1988.  From this date the school has
been managed by a Company, limited by guarantee and incorporated under the Companies
Act 1985, which bears the name Jordanhill School. The school is also a registered charity
(SCO 04463).

Jordanhill School is funded directly by a grant from the Scottish Government, under the
provisions of the Jordanhill School Grant Regulations 1988. Jordanhill is the only mainstream
Grant Aided school in Scotland.  We are not part of a local authority which gives us significant
autonomy to tailor our teaching and policies to our own pupils and staff. We work closely with
Glasgow City Council with all staff entitled to participate in GCC CPD and other supports.  We
work closely with neighbouring Primary and Secondary schools, both state and independent.
We are also member of SCIS which allows staff access to support, CPD and networking with
colleagues from the independent sector too.

Primary department

The Primary has a role of
462 organised into 16
classes. P1-2 classes have
22 children in each and the
rest of the school has 33
pupils per class.

We offer a wonderful
learning environment,
excellent resources, and a
commitment to help every
child achieve to the very
best of their abilities. As an
all-through school, we take
advantage of our close
links with colleagues in the Secondary department to allow our pupils to experience
Secondary input, especially in upper Primary. Both Primary and Secondary staff work together
on whole school activities. We also work closely with our colleagues in Glasgow City schools
on professional learning activities, including assessment and moderation.

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The Primary department is led by the Primary Headteacher supported by the Primary Depute
Head Teacher and two Principal Teachers. The Primary senior leaders work in close
partnership with Jordanhill School’s Rector and Depute Rector as part of the Senior
Leadership Team.

The Primary department receives generous support from the PTA and the school’s
Educational Amenities Trust allowing it to offer an exciting range of enrichment activities.

Salary
Teachers at Jordanhill School are paid on the national scales (SNCT).

As of 1st April 2011, the School has not recognised the Chartered Teacher status of new
members of the teaching staff for salary purposes.

Find out more about Jordanhill School

Please visit our website to find out more about Jordanhill School:
www.jordanhill.glasgow.sch.uk

The Journal captures the life and work of the school and is published twice per year. The Art
department contributes extensively to the Journal with pupil work featuring prominently in
every edition. You can view copies of the Jordanhill Journal on our website here.
www.jordanhill.glasgow.sch.uk/journal/

Page | 4

Teacher of Primary

About you

We seek an individual who loves inspiring young people and is passionate about education.

We are proud of our school but we also recognise that we have much to learn and we are
ambitious to grow. You will have drive, energy, vision and commitment to develop our pupils
to their fullest potential.

We seek an individual with the ability to inspire and motivate while adopting a well-grounded
approach.

We welcome applications from probationer teachers as well as more experienced teachers
looking for a new challenge.

Personal qualities

•  Role model professionalism in all communications and interactions with others
•  Communicate openly, honestly and with integrity and warmth
•  Build rapport with others and work constructively with others
•  Respond to and act positively on feedback
•

Invest in promoting a culture of high standards, ambition and solution-focussed
approaches
Invest in promoting and upholding the school’s vision, values and aims

•

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Person Specification
The successful applicant will be expected to:

  Demonstrate a sound knowledge of the Primary curriculum and an ability to plan the

learning and teaching experiences for every child.

  Have a sound understanding of the importance of assessment as an integral part of the

planning evaluation and moderation cycle.

  Engage in departmental development work in relation to Curriculum for Excellence and

the School Improvement Plan Priorities.

  Show a profound interest in their own professional development

  Show a commitment to extend the use of ICT in the delivery of courses and in carrying out
related administrative tasks, as required. Participation in training events organised by the
school is essential.

  Demonstrate a commitment to the wider life of the school through involvement in wider

achievement activities.

Duties and Responsibilities

Subject to the policies of the school, the post holder shall perform such tasks, as the Rector
shall direct having reasonable regard to overall workload related to the following:

•  Teaching assigned classes together with associated preparation, marking and

feedback

•  Developing the school curriculum
•  Assessing, moderating, recording and reporting on the work of pupils
•  Preparing pupils for examinations and assisting with their design and administration
•  Providing advice and guidance to pupils on issues related to their education and

personal development

•  Working in partnership with parents, support staff and other professionals to meet the

needs of children, young people and families in the learning community

•  Assisting in the development of Personal Learning Plans/Pupil Support Plans to

promote positive outcomes for a diverse range of pupils

•  Undertaking appropriate and agreed professional learning to continuously improve in

line with school priorities and the GTCS standards

•  Maintaining and developing knowledge and skills and contributing to the professional

development of colleagues including probationary and student teachers

•  Participating in issues relating to school planning, raising achievement and individual

review

•  Promoting and safeguarding the health, welfare and safety of pupils including
supervising pupils in the grounds, dining/recreation areas or at school events

•  Managing pupil behaviour and promoting positive relationships consistently and in an

informed manner

•  Contributing towards good order and the wider needs of the school including

promoting our school vision, values and aims, and supervising pupils at collective
activities (Appendix 3).

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Professional Learning
All teachers in permanent posts will have met the Standards for Registration (GTCS) and are
expected to perform to the standards exemplified therein. All teachers must meet the
requirements for Professional Update established by GTCS. Professional learning needs
will be assessed against the revised GTCS Standards and the development needs of the
school. As teachers progress through the salary scale, they will be expected to evaluate
their professional skills against the Standard for Career-Long Professional Learning (2021).

http://www.gtcs.org.uk/standards/standards.aspx

Selection Criteria for the Post of Teacher of Primary

Selection
Criteria

Qualification
and
Registration

Essential-Acceptable levels for

effective job performance
•  Full GTCS Registration*
•  Required to join the PVG scheme for this

type of regulated work

Desirable-The attributes of the
ideal candidate

•  Evidence of post graduate or

equivalent study

•  Other relevant qualifications

Experience

•  Experience in teaching using a range of

•  Experience of teaching at

teaching strategies

•  Experience of planning and delivering the

curriculum

•  Experience of working with pupils with

additional support needs

different stages with evidence
of impact

•  Experience of developing

assessment practices and
procedures in collaboration
with colleagues within and
outwith the establishment

•  Experience of leading

Professional
Knowledge
and
Understandin
g

•  A secure knowledge of the curricular

•

framework e.g. Curriculum for Excellence

•  Ability to plan coherent, progressive and
stimulating teaching programmes which
match children/young people needs and
abilities

•  Knowledge of how current developments

can support effective teaching and learning

•  Knowledge and understanding of literacy,
numeracy, health and wellbeing in the
context of the curriculum

•  Awareness of current policy on inclusion
•  Demonstrate an understanding of
assessment principles to enhance
teaching and learning.

•  Sound understanding of the practices that
make great teaching and the techniques
pupils can use to become better learners.

innovative teaching and
learning approaches with
demonstrated impact
Involvement in developing
initiatives in line with the
curricular framework e.g.,
Curriculum for Excellence at
establishment, cluster or
authority level

•  Commitment to research/
practitioner enquiry with
evidence of impact

•  Advanced understanding of
pedagogical techniques and
their evidence base.
•  Evidence of work with

Education Scotland or local
authority

Page | 7

Professional
Skills and
Abilities

•  Ability to teach with enthusiasm to

motivate and inspire pupils

•  Self awareness and critical reflection of
own strengths and areas to develop
•  Effective written and oral communication
•  Effective digital skills
•  Effective classroom management and

organisational skills

•  Ability to use a variety of media and

interact positively with children/young
people individually and collectively

•  Ability to manage children/young people’s

behaviour fairly, sensitively and
consistently

•  Ability to work co-operatively with other

staff and parents

•  Experience of assessment, moderation
recording and reporting at school level

•  Ability to respond sensitively and

appropriately to challenging situations

•  Evidence of highly  effective
strategies to support a wide
range of children/young
people’s needs

•  Experience of working with

other professionals beyond the
school

•  Experience of assessment,
moderation, recording and
reporting at cluster, local
authority or national level
•  Experience of leading initiatives
to enhance own and/or others’
practice

•  Evidence of ambitious work to

raise standards

Professional
Values and
Personal
Commitment

•  Evidence of CLPL which has had a positive

impact on self and pupils
•  Evidence of self-evaluation
•  Willingness to actively develop the ethos of

•  Evidence of CLPL which has
had a positive impact on
colleagues

•  Commitment to and

the establishment

•  Commitment to support the development
of children and young people to develop
their skills

•  Demonstrate commitment to be ambitious
for self, colleagues and young people.

experience of out of class
activities/wider achievement
•  Supporting positive and active

partnerships within the
community

Other

*Teachers currently on the induction scheme would be expected to attain Full Registration by the end
of June 2026.

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Collective Activities

The teacher working week consists of several elements:

•  Maximum class contact time (including any class cover)
•  Personal preparation and correction
•  Management time (where appropriate)
•  Collective time (the balance of time remaining)

In utilising collective time, the school will seek to provide a minimum of direction and will
operate on the basis of trust, mutual support and the promotion of teacher professionalism.
We recognise that the contribution of many staff extends beyond their contractual
obligations and that we will continue to rely on that commitment to maintain the quality of
pupil experience.

Collective activities can be divided broadly into two sets:

Staff Focused: Curriculum,
Communications & Planning

  Additional preparation and correction
  Preparation of reports, records etc.
  Meetings: staff, planning, department etc.
  PRD and professional learning
  Curriculum development
  Parents’ meetings
  Board and PTA activities
  Trade union meetings

Pupil Focused: Out of School Hours

Learning (OSHL)

  Supported study
  Music
  Sport
  Extended trips
  Additional supervised pupil

activities
e.g. clubs, dances…

Both sets of activities are prominent in the school calendar, which is constructed to ensure
an appropriate balance of demands during the year. Due to the nature of their posts, some
teachers make a large contribution to OSHL activities. Such specific contractual
requirements are addressed within their job descriptions.

The contribution of other teachers also forms part of their job description:
Contributing towards good order and the wider needs of the school including supervising
pupils at collective activities.
By sharing tasks, we ensure that no individual is overburdened and strengthen our common
sense of purpose.

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Candidate Guidance: Completing the application form

Step 1: Complete an application form and ask your line manager to complete a reference. We
will review all applications and references.

We ask that you send a reference alongside your application for the closing date.

This reference should be completed by your current line manager/employer.

•  Please write in any style that best suits your presentation, with use of bullet points or

narrative text as you feel appropriate. Normal text, not block capitals.

•  When completing the text boxes, it is often helpful to offer a heading in bold above

each paragraph and to limit your examples to two or three of your best examples that
you feel illustrate your work. Make sure that your examples offer evidence of impact.

•  A focused, concise response which emphasises impact will be preferred over one that

is either overdetailed or fails to properly prioritise information.

Step 2: Successful applicants will be invited for a school visit. This will involve a tour of
Jordanhill School, and a meeting with the Primary Headteacher. This is an important part of
the process for you as it will help answer any questions you may have about the role. We
hope that this will energise you and encourage you for the next stage of the process.

Step 3: You will be invited to take part in a selection process which is likely to include an
interview and lesson.

Candidate Guidance: How to prepare for interview

•  Be authentic and think about why you are the best person for the job and what you do

well.

•  We are not interested in jargon, cliches and padding!  We want to hear about your

knowledge, experiences, training, reflections and growth, and how you will apply this
to the role.
It is also important to show humility: what do you still have to find out? what support
and training will you need?

•

It is recognised that for many applicants you may be at a very early stage in your career.  Such
factors are therefore identified as desirable in the selection criteria. It is however essential
that you demonstrate an appreciation of these issues and the capacity to deal with them in
the future.

Page | 10

Right to Work in the UK
Should you be asked for interview you will be required to produce original ID to confirm your
Right to Work in the UK.

For further information about eligibility to work in the UK please visit the Government website
UK Visas and Immigration at:  https://www.gov.uk/government/organisations/uk-visas-and-
immigration

Protection of Vulnerable Groups (PVG)

This post is considered Regulated Work with Children and/or Protected Adults in terms of the
Protection of Vulnerable Groups (Scotland) Act 2007. The post is covered by The
Rehabilitation of Offenders Act 1974 (Exclusions and Exceptions) (Scotland) Order 2003 (as
amended), and any unspent and certain spent convictions must be disclosed. For details of
which spent convictions must be disclosed see the Disclosure Scotland website:
https://www.mygov.scot/working-jobs/finding-a-job/disclosure/

The preferred candidate must obtain a satisfactory PVG scheme disclosure prior to a formal
offer of employment being made by Jordanhill School.

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