Job Application Pack. Head of School 100,000 (minimum)

Transcription

1 Job Application Pack Head of School 100,000 (minimum) September 2014

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3 Contents 4 Letter from the CEO 5 Section 1 The School Overview of the School Overview of the Trust Achievement Staffing and Leadership Curriculum Structure and Timetable Pastoral Structure Location and Site Governance Extra Curricular 7 Section 2 Our Trust Our Vision The Trust We Promote Group Ethos Securing Success 9 Section 3 The Role Strategic Development Growing Pupil Numbers Data and Achievement Finance and Governance Teaching and Learning Staffing Buildings and Estate Regulatory Compliance Community Engagement 11 Section 4 The Person Person Specification Matrix Job Description 18 Section 5 Working Practice of a Head of School 21 Section 6 Disclaimer

4 p4 Letter from the CEO Dear Colleague, Thank you for your interest in the position of Head of School at Meden School. This is an exciting role that will suit an ambitious, dynamic school leader with the skills to build on the rapid improvement that Meden has made over the last three years. Meden School is well on the way to becoming outstanding. Our next Head of School will take on a strong school ready for further development. The successful candidate will be offered appropriate levels of support through our highly regarded Multi Academy Trust and mentoring from a range of experienced school leaders. The position has arisen due the internal promotion of the current post holder. Applicants should provide a letter of application of no more than three pages (A4, Size 12 font) outlining: Why their career experiences to date equip then for the post; The impact they have made in their current role; Their initial priorities if appointed. A completed application form should also be submitted with the letter. Applications for this post must be received by midday on Monday 19th May, by or by post to: sedyvean@toothillschool.co.uk S Edyvean PA to the CEO Torch Academy Gateway Trust The Banks Bingham Notts NG13 8BL If you wish to visit Meden School or discuss any aspect of this role with a senior member of the Trust team, please contact Jonathan Taylor, Vice CEO of the Torch Academy Gateway Trust, by jtaylor@toothillschool.co.uk. Thank you for your interest. John Tomasevic CEO, Torch Academy Gateway Trust

5 p5 1 The School Overview of the School Meden School is situated in Market Warsop, Nottinghamshire. The school delivers an curriculum and has around 900 pupils on roll. Meden School was placed in special measures in March 2011 and in response to this the Torch Academy Gateway Trust was invited to sponsor the school. Since the Trust began working at Meden School, results have significantly improved and the school was placed in the top 10 most improved schools nationally in Meden School is now well placed to begin the next phase of its journey to becoming an outstanding school. Overview of the Trust The Torch Academy Gateway Trust is a dynamic and growing Multi Academy Trust based in the East Midlands. Our Trust Group is committed to providing high quality education to all our students, regardless of their backgrounds. Our track record demonstrates our ability to deliver our core goal: achievement for every child. Our portfolio of schools covers both secondary and primary phases, working in a range of contexts. Our values are central to the positive ethos that we develop throughout our group of schools. This approach is focused on securing success for all our learners and providing them with the very best life opportunities. We believe nothing is more important than making a difference to children. Achievement Meden School s primary focus over the last three years has been to raise achievement and aspiration. In 2010, only 32% of pupils achieved 5+ A*-C including English and Mathematics. In 2013, this figure was 59% (2012: 67%) and data indicates that 2014 will see another significant increase. In addition, staffing in the core subjects has been strengthened. There is a strong focus on ensuring students secure 5+ A*-C including core subjects. Meden School is well placed to meet new challenges as it moves forward. Staffing and Leadership Significant staffing changes have been made at Meden School since Meden School has a young staff profile and all appointments have been made with a clear focus on raising achievement. The Senior Leadership Team is experienced and pro-active. The team has been critical in raising achievement and developing an ethos of aspiration amongst students and staff.

6 p6 Curriculum Structure and Timetable Meden School runs a 6 period day at KS3, KS4 and Post 16. KS3 covers Year 7 and Year 8 with KS4 delivered over three years. The school day begins at 8.30am with registration. Lessons are 50 minutes long with a break and a 40 minute lunch at 12.20pm. The school day ends at 2.45pm allowing suitable time for after school activities. Pastoral Structure Meden School uses a House based pastoral system, which combines horizontal tutor sets with vertical socialisation opportunities. The benefits of focused year based intervention, combined with the sense of belonging and community afforded by a House system, has proved very successful at Meden School. Location and Site Market Warsop is a small town on the outskirts of Mansfield, Nottinghamshire. Situated on the north Nottinghamshire coal field, Market Warsop has reinvented itself as a commuter suburb since the local mine closed. Meden School is situated on a large site at the edge of Market Warsop. The school benefits from extensive buildings and grounds, and a programme of renovation has resulted in significant improvements to the building stock and teaching areas. The school has access to excellent sporting facilities. Governance Meden School has an active and engaged group of Governors. The Chair of Governors, Mr Kevin Gray, has been in post since January A strong loyalty to the school and a good understanding of the local community have helped to shape and support the work of Meden School in raising achievement and aspirations. The Torch Academy Gateway Trust Directors continue to take a strong interest in Meden School, providing support and advice as necessary. Extra Curricular Meden School runs a wide range of extra curricular course, trips and enrichment activities.

7 p7 2 Our Trust Our Vision The Torch Academy Gateway Trust is committed to securing high levels of achievement for all students in our schools, regardless of their background. We believe that all young people can and should succeed in school. We are driven by a strong moral purpose to ensure the very best outcomes for our students in order to improve their life opportunities and enable them to live fulfilled lives. The Trust The Torch Academy Gateway Trust is a dynamic and growing Multi Academy Trust based in the East Midlands. Our Trust Group is committed to providing high quality education to all our students, regardless of their backgrounds. Our track record demonstrates our ability to deliver our core goal: achievement for every child. Our portfolio of schools covers both secondary and primary phases, working in a range of contexts. In addition we founded the Torch Teaching School Alliance, which links over 25 schools together sharing effective practice and developing new models for staff development. Our values are central to the positive ethos that we develop throughout our group of schools. This approach is focused on securing success for all our learners and providing them with the very best life opportunities. We believe nothing is more important than making a difference to children. We Promote Trust: All stakeholders work together to realise our vision Integrity: All decisions are based on the best interests of our students Mutual Respect: Ensuring a voice for all stakeholders Empathy: Teaching should be well planned, varied and stimulating Self Improvement: A commitment to supporting the development of our staff, students and wider community Group Ethos High expectations are essential to raising standards Everyone can succeed Barriers to learning must be challenged and overcome Teaching should be well planned, varied and stimulating Learning should be active, focussed and engaged High standards of behaviour are expected at all times Clear lines of accountability exist at all levels Developing staff and students to engage in effective teaching and learning

8 p8 Securing Success Our vision is to build capacity for sustained improvement. There are a number of short term strategies that can be initially used to enhance outcomes but it is our view that these need to be supplemented by a process that configures a school for long term improvement. This work is centered on transforming a school using our Pillars of Success improvement model. Transformation is achieved through the combination of a number of changes and improvements to each of these pillars within a school: Leadership CPD Curriculum Learning Organisation Care, Support, Guidance Performance Management Tracking and Intervention

9 p9 3 The Role Strategic Development It is essential that the Head of School has a clear, coherent and ambitious strategic vision for the school. They must ensure that their vision is communicated effectively and applied with rigour and drive. The strategic development of the school must be focused on ensuring the highest levels of achievement for the students we serve. Growing Pupil Numbers A critical element of the role will be to increase pupil admission numbers. It is expected that this will be achieved through enhancing the schools academic reputation and by direct, positive and proactive engagement with other stakeholders and educational partners. Data and Achievement The ability to manage and develop the harvesting of accurate data is an essential element of the role. It is also expected that this data will be expertly used to direct and influence a range of decisions, all designed to ensure the highest levels of student achievement. Finance and Governance The role demands sound financial management of the school. It is expected that financial decisions will be prioritised to ensure the well being and achievement of all students. It is also expected that the school finances will be managed in a way that ensures due diligence and avoids deficit. The good governance of the school includes excellent working relationships with the governing body, TAGT Directors and other stakeholders. Teaching and Learning A key priority is the development of outstanding teaching and learning. The role demands that a rigorous and fair system of observations, continuing professional development and performance management are applied to ensure the highest professional standards in the classroom. Staffing Critical to the role is the ability to manage and improve staffing within the school. It is expected that staff are suitably motivated, challenged and rewarded with the primary aim of ensuring outstanding professional practice. It is also required that staffing levels will be maintained in a manner appropriate to the needs of the school and the students who attend it.

10 p10 Buildings and Estate It is expected that the buildings and estate will be managed in a cost effective and considered manner in line with ensuring the best possible educational environment and experience for our students. Regulatory Compliance The role demands that all decisions made by the incumbent will ensure regulatory compliance. In the event that non-compliance is discovered in any aspect of the work of the school it is requisite that the matter be addressed immediately to the satisfaction of the Trust. Community Engagement The role demands the very best working relationships with the local community, feeder schools and other stakeholders. It is essential that strong links are developed to ensure the continued reputation of the school and the Trust.

11 p11 4 The Person Person Specification Matrix Factor Essential Desirable Qualifications Qualified Teacher Status Degree or equivalent; Strong record/commitment to continuing professional development; Good Honours degree (First or Second Class); NPQH and/or Masters level qualification Experience Substantial experience as a significant member of a Senior Leadership Team in a secondary setting. Taught in at least two secondary schools; Experience of raising standards in teaching and learning with improved outcomes; Ability to construct strategic plans; Experience of applying performance management procedures at a senior level Experience of recruiting and developing an effective team. Proven track record in self-evaluation; Strong personal commitment to CPD; Commitment to educational study beyond 1st degree; Experience of networking with a range of stakeholders including Business & Industry, Ofsted, DfE, HE etc; Effective financial and resource management. Skills and Knowledge Knowledge of current issues in teaching, including National Curriculum and Post 16 issues; Understanding of equal opportunities issues and their application to work; Exemplary teaching, including effective communication skills, ability to motivate students and staff, capacity to create good learning environment, commitment to communicative methodology; A clear understanding of the characteristics of high quality teaching and learning and achievement for all pupils; Ability to provide inspirational leadership and empower staff; Knowledge and understanding of the value added agenda, including levels of progress; Ability to initiate innovative curriculum design to meet the needs of all pupils; Ability to prioritise, plan and organise; Knowledge and understanding of the roles and responsibilities of the governing body; Understanding of safeguarding and promotion of children s welfare issues; Knowledge/involvement in other cross curricular initiatives/projects or whole school developments; Understanding of particular needs of pupils with SEN; Awareness of factors affecting language and learning across the curriculum.

12 p12 Personal Qualities Ability to articulate a passion for delivering high quality education to all stakeholders Well-developed analytical skills; Ability to reflect on your personal performance and adapt accordingly; Effective communicator in all forms; Team builder; Self-starter/initiator; Well-developed inter-personal skills; Innovation. Job Description Post: Head of School, Meden Department/Faculty: Executive Leadership Team Responsible to: The Executive Head Teacher Date of Issue: From September 2014 Professional Duties: As a teacher employed by the Torch Academy Gateway Trust you shall carry out the professional duties of a School Teacher as circumstances may reasonably require as provided for under the School Teachers Pay and Conditions document. A summary is attached for your information. Should circumstances arise which require this job description to be reviewed and amended, any changes will be discussed with you in the first instance. Should a disagreement arise, you will be afforded the opportunity of a meeting to resolve the matter with your Executive Head Teacher with members of the Governing Body as appropriate. You may be accompanied at this meeting by a representative of your Trade Union if you so wish. You are required to carry out your duties in line with the stated ethos and principles of the school. Directed time: This Job description allocates duties and responsibilities but does not direct the particular amount of time to be spent on any or all of them. Your Executive Head Teacher is responsible for maintaining a time budget on which you have been/will be consulted. You will be granted access to this at any reasonable time by arrangement with your Executive Head Teacher.

13 p13 Part A Policy relating to the working practices of a class teacher Areas of responsibility and key tasks: A: Planning, teaching and class management, to: Teach allocated pupils by planning their teaching to achieve progression of learning through: identifying clear teaching objectives and specifying how they will be taught and assessed; setting tasks which challenge pupils and ensure high levels of interest; setting appropriate and demanding expectations; setting clear targets, building on prior attainment; identifying SEN or very able pupils; providing clear structures for lessons maintaining pace, motivation and challenge; making effective use of assessment and ensuring coverage of programmes of study; ensuring effective teaching and best use of available time; monitoring and intervene to ensure sound learning and discipline; using a variety of teaching methods to: i. match approach to content, structure information, present a set of key ideas and use appropriate vocabulary; ii. use effective questioning, listen carefully to pupils, give attention to errors and iii. misconceptions; select appropriate learning resources and develop study skills through library, I.C.T and other sources; ensuring pupils acquire and consolidate knowledge, skills and understanding appropriate to the subject taught; evaluating their own teaching critically to improve effectiveness. B: Monitoring, assessment, recording, reporting to: assess how well learning objectives have been achieved and use them to improve specific aspects of teaching; mark and monitor pupils work and set targets for progress; assess and record pupils progress systematically and keep records to check work is understood and completed, monitor strengths and weaknesses, inform planning and recognise the level at which the pupil is achieving; prepare and present informative reports to parents. C: Other professional requirements, to: have a working knowledge of teachers professional duties and legal liabilities; operate at all times within the stated policies and practices of the school; establish effective working relationships and set a good example through their presentation and personal and professional conduct; endeavour to give every child the opportunity to reach their potential and meet high expectations; contribute to the corporate life of the school through effective participation in meetings and management systems necessary to coordinate the management of the school; take responsibility for their own professional development and duties in relation to school policies and practices; liaise effectively with parents and governors; take on any additional responsibilities which might from time to time be determined.

14 p14 Part B Policy relating to the working practices of a Head of School This section clarifies your additional duties and responsibilities related to the specialism of the post, at the time of issue (if applicable). Leadership Spine Range based on experience In addition to general and additional duties, you may be asked to undertake any other duties which may reasonably be regarded as within the nature of the duties and responsibilities of the post as defined, subject to the proviso that normally any changes of a permanent nature shall be incorporated into the job description in specific cases. This job description does not form part of the Contract of Employment. In addition to the requirements of a class teacher, areas of responsibility and key tasks: A: Strategic direction and development of the school (Vision Leadership) in co-operation with, and under the direction of, the Executive Head Teacher that: Supports the Executive Head Teacher in leading the visioning process, aligned to the agreed strategic intent, in the school through consultation with the school stakeholder groups and communicates it through verbal and written communication to staff, students, parents and governors; Builds the coalition of support from the school governing body and its committees for the school based vision, ensuring that the school Chair of Governors is well informed and able to contribute effectively at Trust Strategy Group level; Creates a strategic map for the school, that is well documented, and which supports the Trust vision, goals and timelines, and commits the school to an implementation programme that will turn vision into reality; Communicates the school vision within the school and its wider community, sometimes with the Executive Head Teacher, as part of a joint strategy; Works with leaders across the school to promote a positive ethos and climate about the change agenda and the role that teams and individual staff members play within this process; Creates and implements a coherent strategy for the delivery of the school specialism. B: Leading provision that: Replicates the message from the Executive Leadership Team that focuses upon high standards and achievement for all; Promotes and communicates the Trust s vision for a Learning Culture to the school and its stakeholders; Leads the teaching and learning agenda for the school, that creates a discrete school based profile of continuous improvement and success, understood and supported by all in the school and its community; Creates the curriculum for the school that is the most appropriate for the students at the school and which meets National Curriculum requirements with a willingness to share the thinking about the strategy and implementation across the federation; Implements and leads the raising standards agenda in the school, deploying leaders to take responsibility for other key strategies such as performance, attendance and behaviour; Makes appropriate arrangements for each student to take part in a daily act of collective worship; Ensures that learning is at the core of all activity within the school, making sure that through this all students can achieve success; Maintains an accurate and up to date assessment against agreed Key Performance Indicators, including the quality of teaching and learning and leadership; Takes responsibility for managing the underperformance of staff, communicating processes and procedures that are in place and their impact to the Executive Head Teacher;

15 p15 Leads staff at the school in positive and active participation in joint activities across the Trust as agreed with the Executive Head Teacher; Participates in appropriate network opportunities. C: Leading and managing staff to: Create and maintain a positive culture and ethos in the school; Ensure there is a clearly understood and effective performance management system in the school, in line with the Governing Body s Performance Management Policy; Ensure that there is a high quality induction process in the school for staff and students; Monitor the quality of training that is provided within the school and delivered by external providers; Assure the quality of the work of individuals and teams across the school, and reports progress, concerns and successes to the school governing body and the Executive Head Teacher; Takes responsibility for own professional development as well as participating in and inputting to the development of the partnership. D: Managing the organisation to: Work with the Executive Head to create an organisational structure for the school that reflects the aims of the Trust as well as the needs of the school; Take responsibility for the school SEF, Improvement Plan and all the implementation of school policies using tools and frameworks provided by the Executive Head Teacher; Support the Executive Head Teacher in drawing up an annual Budget Plan working with the lead school Finance Officer; Support the Executive Head Teacher in managing the school finances with the lead school Finance Officer to achieve the school goals and priorities within the budget plan agreed by the Governing Body; Recruit new staff to the school, in partnership with the Executive Head Teacher, using best practice procedures and ensuring the safeguarding of students; Manage the school learning environment to ensure that it is fit for learning, safe and appropriate to the needs of the curriculum being delivered and complies with Governing Body directions; Advise the Executive Head Teacher on issues of Health and Safety / day to day management of the school as they arise; Ensure that the range and provision of equipment and resources being deployed within the school is safe and effective in meeting the needs of the curriculum being delivered and complies with Governing Body directions. E: Securing accountability that: Assures the quality of the educational provision being delivered to the students in the school and reports Key Performance Indicators and progress towards targets to the Executive Head and school Governing Body; Enables and facilitates staff working alongside colleagues from other schools, including attendance at meetings and where relevant, participate in teacher exchanges where visiting staff join the school for short periods of time; Ensures that staff have team and individual targets and goals within the school and understand how they will be assessed in terms of the fulfillment of these in line with the Governing Body s Performance Management Policy and the Quality Assurance Policy; Develops clear and effective communication links with all members of the school governing body, so that they play a full and effective role in developing the school, at both full meeting level and committees; Produces a clear and coherent analysis to staff, parents, governors and other audiences on the performance of the school in public tests and exams.

16 p16 F: Strengthening the community to: Ensure that the cultural diversity of the school community is celebrated and reflected in the curriculum and enrichment programme of the school; Create and implement positive strategies for challenging racial and other examples of prejudicial behaviour; Actively promote collaboration across the Trust, with other network schools, partners and the LA as agreed with the Executive Head Teacher; Create positive and active links with the community living close to the school and the wider community embraced by the school s catchment area; Develop sustainable links with the local Primary feeder schools; Create effective links with a range of agencies that are able to support the needs of students in the school; Create a forum for student voice to flourish in the school; Ensure that the school has a clear communication and marketing strategy including prospectus and brochure, up to date website and provides good news stories to the media; School specific responsibilities and tasks: Take on any additional responsibilities which might from time to time be determined by the Executive Head Teacher.

17 p17 Part C Policy relating to the working practices of a Performance Management Team Leader (in addition to the class teacher role) In addition to the requirements of a class teacher and any other agreed responsibilities, in the context of the school s Performance Management Policy, the team leader will: A: Set objectives Working with an agreed number of teachers, establish processes to understand their concerns, aspirations and day to day working situations; Gain an understanding of levels of achievement in the teachers classes and their relationship to overall school targets and aspirations; Agree and record specific objectives according to the school s established documentation framework; Agree and record support requirements relating to training, development and any specific conditions required by the teachers relating to the achievement of the objectives; Implement any necessary action, liaison or communication to ensure that the support mechanisms are in place and effective. B: Monitor progress towards objectives Agree appropriate strategies for checking on progress towards the agreed objectives, which will include classroom observation, data collection and analysis, informal and formal meetings as required; Implement the process of monitoring and maintain that any such records as are agreed between the parties concerned; Provide regular feedback to teachers on their progress. C: Review progress in relation to objectives Establish relevant structures and processes to review with teachers their achievements at the end of the performance management cycle; Complete the appropriate documentation; Within the agreed school procedures, make any necessary communications in relation to performance related pay. D: Review and develop the Performance Management process and practice Take part in the monitoring and review of the Performance Management process within the school with a view to its continuing improvement; Undertake any necessary personal training needed to perform the role effectively.

18 p18 5 Working Practice of a Head of School Professional duties 45.1 A Head of School s professional duties must be carried out in accordance with and subject to: (a) the provisions of all applicable legislation and in particular the Education Act 1996 and the Act; (b) any orders and regulations having effect under the applicable legislation and in particular the Education Act 1996 and the Act; (c) the instrument of government of the Head of School s school; (d) where the school is a voluntary, foundation or foundation special school, any trust deed that applies to the school; (e) any scheme prepared or maintained by the authority under section 48 of the School Standards and Framework Act (18) 45.2 A Head of School s duties must be carried out in accordance with and subject to the following: (a) in the case of a school which has a delegated budget: (i) any rules, regulations or policies made by the governing body and for which they are responsible; and (ii) any rules, regulations or policies made by the authority with respect to matters for which the governing body is not so responsible; (b) in any other case, any rules, regulations or policies made by the Head of School s employers; (17) O.J. No.L307, p.18 which was implemented by the Working Time Regulations 1998 (S.I. 1998/1833). (18) 1998 (c.31) as amended by section 40 and Schedule 3 to the Act and by section 57 of the Education and Inspections Act 2006 (c. 40). 48 (c) the terms of the Head of School s appointment. Delegation 46.1 The professional responsibilities of a Head of School under paragraph must not be delegated other than in accordance with paragraph Subject to paragraph 46.1, a Head of School s responsibilities may be delegated to a Deputy Head Teacher, Assistant Head of School or other member of the staff in a manner consistent with their conditions of employment, having regard to the nature and extent of their management responsibilities, and maintaining a reasonable balance for each teacher between work carried out in school and work carried out elsewhere.

19 p19 Professional responsibilites 47.1 A Head of School may be required to undertake the following duties: (a) Whole school organisation, strategy and development 47.2 Provide overall strategic leadership and, with others, lead, develop and support the strategic direction, vision, values and priorities of the school Develop, implement and evaluate the school s policies, practices and procedures. Teaching 47.4 Lead and manage teaching and learning throughout the school, including ensuring, save in exceptional circumstances, that a teacher is assigned in the school timetable to every class or group of pupils: (a) in the first, second, third and fourth key stages, for foundation and other core subjects and religious education: and (b) in the preliminary stage Teach. Health, safety and discipline 47.6 Promote the safety and well-being of pupils and staff Ensure good order and discipline amongst pupils and staff. Management of staff and resources 47.8 Lead, manage and develop the school workforce, including appraising and managing performance Organise and deploy resources within the school Promote harmonious working relationships within the school Maintain relationships with organisations representing teachers and other members of the school s workforce Lead and manage the school s workforce with a proper regard for their well-being and legitimate expectations, including the expectation of a healthy balance between work and other commitments. Professional development Promote the participation of staff in relevant continuing professional development Participate in arrangements for the appraisal and review of their own performance and, where appropriate, that of other teachers and support staff.

20 p Participate in arrangements for their own further training and professional development and, where appropriate, that of other teachers and support staff including induction. Upper pay range Advise the relevant body whether a teacher at the school who applies to be paid on the upper pay range should be paid on that range. Communication Consult and communicate with the governing body, staff, pupils, parents and carers. Work with colleagues and other relevant professionals Collaborate and work with colleagues and other relevant professionals within and beyond the school including relevant external agencies and bodies. Rights conferred 48.1 In addition to the provisions of paragraph 51 the following rights apply: Dedicated headship time 48.2 A Head of School is entitled to a reasonable amount of time during school sessions, having regard to their teaching responsibilities, for the purpose of discharging their leadership and management responsibilities. Daily break 48.3 A Head of School is entitled to a break of reasonable length in the course of each school day, and must arrange for a suitable person to assume responsibility for the discharge of their functions as Head of School during that break. Source Document For further information and to reference the original Department for Education document please see: file/271275/130806_2013_stpcd_master_final.pdf

21 p21 6 Disclaimer The contents of this document serve as guidance to candidates and in no way forms a comprehensive or complete list of expectations or duties. The Working Practice section of this document forms a basis of expectation relating to the incumbent but the Torch Academy Gateway Trust reserve the right to direct additional duties to any Head of School at their discretion. The Torch Academy Gateway Trust is committed to safeguarding and promoting the welfare of children and young people and we expect all staff and volunteers to share this commitment. All staff will be required to undergo an enhanced Disclosure and Barring Service search in line with DfE requirements. All contracts issued by the Torch Academy Gateway Trust are subject to a probationary period.