Housemaster / Housemistress - Beaufort House

Canford is ‘a school community where all are inspired to explore, empowered to express and challenged to excel’.

This vision is not just a form of words. It underpins how we live and work together, how we seek to educate and support our pupils and how we develop our staff who commit so much of themselves to those young people in our care. As a community we bring a sense of purposeful engagement and a courageous attitude to the challenges and opportunities which life brings; we aim high but pursue our goals with humble ambition and we strive to make a real and positive difference to our world through gracious leadership. 

Currently ranked among the top co-educational boarding schools in the country, Canford has a fine academic reputation, and the 250-acre site just outside Wimborne in Dorset offers an inspirational working environment where pupils are committed and willing to learn. 

Following the promotion of the current post-holder, with effect from September 2026, we are looking to appoint a well qualified, inspirational teacher (any subject considered) with a passion for promoting excellence in pastoral care and the capacity to motivate and lead both pupils working and living in Beaufort, one of our three girls’ boarding houses, as well as managing and developing the dedicated house staff team. 

The Housemaster/mistress is responsible for promoting and safeguarding the development and welfare of children and young persons both within the boarding house and in the wider school. The ideal candidate will be flexible, energetic, possess a good sense of humour and have the ability to be calm, firm and cheerful in dealing with adolescents. They will be confident in their ability to forge positive relationships with parents and guardians and will not only be an adaptable and supportive member of a team, but also able to work independently.

The successful candidate will have a track record of achievement and ambition and previous boarding school experience, but most importantly a strong, dynamic character with warmth and charisma.  Deep reserves of stamina, emotional intelligence and resilience are also essential qualities.  In addition, you must have excellent communication, management and teamwork skills and a high degree of administrative efficiency. With a focus on professional development and opportunities for career progression, Canford also offers an excellent benefits and accommodation package.

Broader school life

All members of staff are encouraged to play a full part in the co-curricular activities of the school, whether in sport, theatre, music, or art.  The pastoral side of the school is very strong, and over half the staff are involved in some way with house duties. An understanding of the boarding school system will be helpful but experience in the system is not required.

Canford has its own salary scale and accommodation may be available. 

Applicants are welcome to contact Richard Redwood, Deputy Head Pastoral, on rjr@canford.com, for further information.

Applications

Please ensure you include details of referees in your application. Please also upload a covering letter and full curriculum vitae. For queries contact the HR Department on 01202 847590 or by email: recruitment@canford.com

The closing date for completed applications is 15^th March 2026 and it is anticipated that interviews will be take place week commencing 16^th March 2026.

Pastoral

Overall Purpose

Each HsM has a team of four tutors (one of whom is residential in boarding houses), together with one or more matrons.  S/he will need to liaise closely with bursarial departments.  Their primary aim is to ensure the safety, support and pastoral well-being of all pupils in their charge, whilst providing a positive and fulfilling residential experience.  S/he will seek to encourage and inspire the members of the house, not only to achieve excellence in academic and co-curricular activities, but also to develop their social skills by living harmoniously with others.  In short s/he will help pupils to grow into confident, mature, civilised and successful young people.

HsMs should aim to establish a firm, fair and friendly atmosphere in house.  It is important to build as good relationships as possible with all pupils, by supporting in general, and by encouraging the best in each individual. Communications between all house staff and pupils should be good, and reasons for policy clearly explained. The intention is that the ethos in house will produce pupils who work hard towards exams to the limit of their ability, who become involved in school activities such as games, music, drama or any other worthy group, and who learn to live with others and become respected, well-motivated members of the house.

Each HsM has commitments to both academic and co-curricular programmes as required.

Pastoral Support

• See that any requirements of the Children Act are adhered to: particularly promoting and safeguarding the welfare of all pupils for whom s/he is responsible or with whom s/he comes into contact; ensuring compliance with the school’s Child Protection Policy Statement at all times; and reporting any concerns to the school’s Designated Safeguarding Lead or the Headmaster.
• Foster as good links as possible with the parents by way of welcome, regular information about their children, alerting them whenever a significant problem appears, hosting receptions during the year and promoting opportunities which will build a strong house community for all families.  HsMs should be available for consultation with parents at other times to deal with problems arising at school or at home.
• Welcome all new members of the community and see that they are properly inducted into the house and school.
• Have an overview of the academic progress of pupils in their House, liaising with the pupil’s tutor as appropriate.
• Attend mid-week chapel and school assembly with their house whenever possible.  HsMs are expected to attend Sunday Chapel on community weekends.
• Hold house assemblies so that pupils are given information and guidance.
• Be available to all pupils in house for help and guidance, be it academic, social or personal.  This may involve being regularly called upon during “out of hours”.
• Seek to develop leadership, teamwork and other crucial ‘soft skills’ in all pupils.
• In term time, crises may occur at any time and duty staff/SLT duty member may need to seek advice and guidance from the HsM who should be contactable and should advise duty SLT if offsite for more than two hours’ duration.
• Be responsible to the Headmaster for all aspects of life in the house.
• Arrange that all assessments are discussed between the pupil and a member of the tutorial staff.
• Set high standards of personal behaviour and manners and expect these from all pupils.

Compliance and Administration

• Be aware of all appropriate legislation including the National Minimum Standards for Boarding and ensure that these are maintained appropriately within the House.
• Write house reports positively, with as much encouragement as possible, while also ensuring that important matters are communicated clearly.
• Keep clear, well sorted records of all pupils; these would include assessments, reports, letters from parents and prep schools, medical details and occasional notes which may have importance in the future, wherever these are not kept on the School’s MIS.

Managing House Staff and Operational Matters

• Give clear guidance to their Head of House and House Pupil Leaders, and work with them to create a happy, positive, forward-looking house.
• Give a positive lead to the tutors, matron and any others working in the house, so that a good atmosphere is created.  
• Promote, support and help to develop where possible the professional skills of their house staff.
• Organise a fair duty rota for staff to ensure that the house is supervised at all times, whilst ensuring that reasonable rest breaks for staff are observed throughout the term in accordance with the working time directive (which can be advised by HR),. 
• Attend all staff and HsMs’ meetings as organised by the Deputy Head Pastoral, Assistant Head Pastoral and Lead HSM.  Attend full staff meetings and be there to represent the interests of their pupils as well as to keep other staff informed of any relevant facts needed for an understanding relationship between a pupil and his/her teachers.
• Work closely with the Deputy Head Pastoral and Assistant Head Pastoral, contributing to the review and development of pastoral initiatives.
• See that buildings are properly looked after:  that breakages and faults are reported to the Estates team, and that pupils are encouraged to treat the school property with respect.
• Be responsible for any financial controls in the house. 
• Assist in the recruitment of pupils to the school by a) building up the closest possible relations with the feeder schools; b) meeting prospective parents in Long Gallery and discussing with them matters domestic and educational; c) hosting drinks parties (sponsored by the Admissions Office) for current and prospective parents.

Teaching

Overall Purpose

All teachers should make a positive contribution to good practice in the school by generating enthusiasm for the work in their departments, building good relationships with colleagues, parents and pupils, and by encouraging and establishing high standards in the teaching and learning of a specific subject or group of subjects.  In addition, they are asked to contribute fully to the wider educational offering including pastoral and co-curricular provision and to the development of the whole school community in accordance with the aims of the school.

All staff are expected to promote the safeguarding, wellbeing and welfare of all pupils at all times.

The core teaching hours take place from 0800 to 1800 Monday to Saturday, with wider contribution required for pastoral and co-curricular activities during evenings and weekends

Workload will be determined by the SLT in discussion with the teacher.  Duties are likely to vary from teacher to teacher, but will include the following:

Academic responsibilities

• Prepare and deliver effective lessons according to schemes of work or as set out by the Head of Department/Line Manager.
• Set and mark work regularly for all pupils.
• Keep accurate records of pupils’ progress and achievements.
• Apply assessment framework as laid out by the Deputy Head Academic
• Set and mark a share of the internal examinations within the Department
• Set and mark coursework as required
• Write internal and external assessments/reports as required
• Attend and contribute to Departmental meetings
• Show willingness to share ideas and contribute to Departmental Resources
• Take a share of responsibility for activities organised by the Department (eg field trips, lectures, societies)
• Attend INSET meetings as required – demonstrate active engagement with CPD and an ability to share and apply this learning effectively.
• Attend Staff meetings as required
• Adopt a professional approach to teaching modelling behaviour expected of pupils

Co-curricular expectations:

Canford offers a wide and varied co-curricular programme including Sport, Music, Drama, CCF, Outdoor Adventure and Community Service.  Typically, a full-time teacher without additional responsibilities would contribute 4 afternoons sessions (Monday to Saturday) per week, throughout the academic year.  This would be pro-rata for part-time staff:

• Activities will be allocated which best align with a teacher’s skills and interests, where possible.
• A requirement to support weekend and evening activities during term-time
• An expectation to support School trips outside term-time. 

Pastoral expectations:

• House duties will be required, allocated during evenings and weekends.  Part-time teachers will be provided a pro-rata allocation.
• Staff attendance at assembly, chapel each week. 
• Other expectations include:
• All staff will be allocated tutees and will be required to meet the expectations of a Canford tutor, including tutor meetings in line with expectations set out by the School.
• An expectation to drive on School business, which may require you to complete a mini-bus driving assessment qualification (depending on ability/qualification).
• Timely completion of compliance training such as safeguarding, first aid and annual declarations to confirm an awareness and understanding of the School’s policies and procedures.
• Support marketing and admissions events such as Open Day, admissions assessment processes and other events involving feeder schools both on and off site where required.
• Support colleagues and engage with wellbeing initiatives both for pupils and staff.

No job description can fully encompass every aspect of this role and duties and responsibilities may vary from time to time.

Knowledge / Experience

Pastoral

Essential

• An honours degree in a relevant subject
• A track record of achievement and ambition
• Significant experience of classroom teaching and excellent subject knowledge
• Experience of working within a boarding or day house in a boarding school context
• Experience of managing staff
• Diplomacy and decisiveness in the implementation of policy and problem solving
• Sympathy with the values of a liberal education
• Excellent management and teamwork skills
• Expert classroom management skills & rapport with pupils
• Excellent interpersonal, relationship building and communication skills with well developed pastoral instincts
• A considerable work rate and high degree of administration efficiency
• Good/effective ICT skills
• Love of working with young people
• Enthusiasm to participate in the School community, supporting a wide range of activities
• Strong, dynamic character with warmth & charisma
• Deep reserves of stamina, emotional intelligence and resilience
• Proven aptitude for organisation and quick logical thought
• Attitude, style and presence of a role model for both pupils and staff
• Collegiate spirit and light touch
• Willingness to work on professional development and to assist others to do so
• Willingness to continue learning throughout your career

Desirable

• A recognised teaching qualification such as a PGCE
• Experience of classroom teaching
• Understanding and experience of dealing with pastoral problems within the boarding school environment
• Ability and experience working in co-curricular areas such as sport, music, drama etc
• L3 Safeguarding

Teaching

Essential:

·       •    An honours degree in a relevant subject
•    A track record of achievement and ambition
•    Excellent subject knowledge
•    Excellent communication skills
•    Expert classroom management skills and rapport with pupils
•    A considerable work rate and high degree of administration efficiency
•    Good/effective ICT skills
•    Love of working with young people
•    Enthusiasm to participate in the School community, supporting a wide range of activities
•    Strong, dynamic character
•    Excellent interpersonal skills with good pastoral instincts 
•    Stamina, emotional intelligence and resilience
•    Willingness to work on professional development and to assist others to do so
•    Willingness to continue learning throughout your career
•    Proven aptitude for organisation and quick logical thought
•    Attitude, style and presence of a role model for pupils

Desirable

•    A recognised teaching qualification such as a PGCE
•    Experience of classroom teaching
•    Understanding of the boarding school environment
•    Experience of working within a boarding school
•    Ability and experience working in co-curricular areas such as sport, music, drama etc

Canford School is committed to equity, diversity and inclusion in all areas of our Community and encourages applications from all suitably qualified candidates. 

Canford School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. 

All successful job applicants will be required to undergo child protection screening.