Salary Range: L19 L25 NOR: 600 total Required for Easter 2019

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1 We are looking to appoint an outstanding and inspirational Executive Headteacher as the driving force behind providing an exceptional education for the pupils at our two sites- Wroughton Infant School and Wroughton Junior School. Salary Range: L19 L25 NOR: 600 total Required for Easter 2019 The governors, children, staff and parents of the Wroughton Primary Federation are looking to appoint a dynamic, inspiring leader who is passionate about teaching and learning and the success of every child in our schools. This is an exciting role in which the new Executive Headteacher will create shared vision, cohesion and plan strategically for the future. Wroughton Infant and Junior schools are at the heart of a busy, thriving village with a strong community spirit. Each school has its own site with full facilities and they are in close proximity to each other within the village environment. There are three classes in each year group and the vast majority of children feed into a secondary school also located in the village. The vision of Wroughton Primary Federation is that it is a place where everybody thrives. The children experience a broad, innovative and creative curriculum, with an emphasis on developing skills to prepare them for the next stage of their education. The staff and governors of the new federation are looking for: A Head committed to the delivery of high standards, for both staff and children A talented teacher with a passion for learning and a determination to build on our achievements A Head who can demonstrate and values - creative and innovative thinking A Head with an approachable manner someone who can build and sustain good relationships with staff and parents A Head who has an appreciation for a broad and balanced curriculum and values the importance of both the arts and sport A leader who recognises and values the skills, talents and contribution of all staff, empowers middle leaders and has a proven democratic leadership style. A nurturing person who can communicate with primary children of all ages

2 A leader who is willing to become involved in the community and who recognises the importance of the schools, and their reputation within it A leader who values the excellence already in place and has the vision and drive to create cohesion throughout the federation whilst retaining individuality at both locations A Head with experience and knowledge of working with wider school partners, and who can play an integral part in the strategic planning for the future of both schools We can offer: An exciting and challenging opportunity Warm and welcoming schools with happy and enthusiastic children Schools with excellent practices Thriving schools with strong community links Skilled, loyal and creative staff with the success of all children at the heart of everything they do Applicants are welcome to visit both schools. Please contact the Junior school office on (01793) or juniors@wroughtonfederation.co.uk to arrange an appointment. Online application is preferred. Further information on both schools can be found on the Federation website: Closing Date: 7 th November 2018 Noon Interview Dates: Week Beginning 18 th November 2018 Applications to be sent to clerk@wroughtonfederation.co.uk We are committed to the safeguarding, protection and welfare of children and expect all staff to share in this commitment. The appointment will be subject to satisfactory references, qualifications and enhanced DBS checks. Swindon Borough Council is an equal opportunities employer

3 Role Profile School: Job Title: Salary Scale: Reports to: Responsible for: Purpose: Employment Duties: Additional: Wroughton Primary Federation Executive Headteacher ISR L19 L25 62,261-72,119 The Governing Body Children and teaching and support staff of both partner schools of the Federation. To provide strategic leadership of the Federation which secures the success and continuous improvement of the Federation s partner schools; to ensure a high quality education for all children and the highest standards of learning and achievement in accordance with statutory requirements. To be performed in accordance with the provision of the School Teachers Pay and Conditions Document, the 1998 School Standards and Framework Act, the required standards for Qualified Teacher Status the National Standards of Excellence for Headteachers This job description may be amended at any time following discussion between the governing body and the Executive Headteacher, and will be reviewed annually. Professional duties, responsibilities and key tasks 1. Strategy: shaping the future The Executive Headteacher will: (i) Create and communicate a shared vision, ethos and strategic plan for the partnership that inspires and motivates all stakeholders and reflects the needs of each school and the wider community. (ii) Translate the vision into clear objectives that promote and sustain school improvement. (iii) Write, update and monitor a Strategic Development Plan, consulting widely with governors and staff. (iv) Ensure that strategic planning takes account of the diversity, values and experience of each school and of the community at large. (v) Establish a robust and rigorous process of on-going review and continuous improvement in all aspects of the Federation s activity, both educational and operational. (vi) Maintain a strong communication strategy across the Federation that ensures that everyone in each school is

4 informed about and involved in the work of the Federation. (vii) Ensure that learning and collaboration across the Federation, for both children and staff, sits at the heart of all management decisions. (viii) Actively promote the positive image and reputation of the Federation and its partner schools. 2. Development: self and others The Executive Headteacher will: (i) Lead by example - with integrity, creativity, resilience, and clarity - acting as a role model for the highest professional standards and behaviours. (ii) Empower, develop and maintain strategic leadership capacity to support succession planning and which meets the needs of both schools in the partnership. (iii) Motivate and inspire stakeholders to create a strong, shared culture of learning within an inclusive environment. (iv) Develop a positive ethos that celebrates the achievement of all and fosters a culture of continuous improvement. (v) Build a collaborative learning culture within the partner schools and engage with other schools to build effective learning relationships. (vi) Ensure effective planning, coordination, support and evaluation, with clear delegation of tasks and devolution of responsibilities. (vii) Develop and maintain effective strategies and procedures for the induction and performance review of all staff. (viii) Develop and sustain a positive and effective programme of continuing professional development for all staff, including middle leaders. (ix) Set high expectations for all and address underperformance, challenging unacceptable practice and attitudes. (x) Regularly self-evaluate, set personal targets and take responsibility for their own personal professional development. (xi) Take an active part in the wider life of the partner schools. (xii) Ensure both self and others achieve an appropriate work/life balance. (xiii) Ensure that the performance management of staff reflects the aims and objectives of the partner schools. 3. Leading: teaching and learning The Executive Headteacher will: (i) Set high expectations and challenging targets across schools, monitoring effectiveness and evaluating learning outcomes. (ii) Ensure a partnership-wide focus on pupil achievement, using data and benchmarks to monitor progress in every child s learning. (iii) Support and develop innovative, creative and effective approaches to learning and teaching, responsive to the needs of the pupil community. (iv) Ensure a culture that supports and facilitates pupil engagement in, and ownership of, their own learning. (v) Implement strategies to maintain and continually improve the quality of teaching and learning across both schools. (vi) Ensure access to a broad and balanced curriculum. (vii) Contribute to the teaching in both schools. 4. Managing: the organisation The Executive Headteacher will: (i) Create organisational structures that reflect the schools values and enables the management systems, structures and processes to work effectively in line with legal requirements. (ii) Ensure the schools and their resources are organised and managed to provide an efficient, effective and safe learning environment. (iii) Recruit, retain and deploy staff effectively in both schools.

5 (iv) Ensure the leadership teams are empowered and able to support the smooth operation of both schools. (v) Exercise strategic, curriculum-led financial planning to ensure the equitable and effective deployment of budgets and resources, in the best interests of pupils achievements and the sustainability of the partner schools. (vi) Ensure the partnered schools resources are deployed to achieve value for money. (vii) Produce and implement clear, evidence-based improvement plans and policies for the development of the schools and their facilities. (viii) Manage and optimise the use of financial and human resources to achieve the schools educational goals and priorities. (ix) Ensure that the range, quality and use of resources is monitored, evaluated and reviewed to improve the quality of education for all pupils and provide value for money. (x) Ensure effective time management between each partner school to ensure an effective leadership presence on both sites. 5. Securing: accountability The Executive Headteacher will: (i) Develop effective working relationships with the Federation s Governing Body. (ii) Be legally and contractually accountable to the Governing Body and work with it to meet its responsibilities. (iii) Develop an ethos across the partnership of schools that enables everyone to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility for outcomes. (iv) Ensure individual staff accountabilities are clearly defined, understood and agreed and are subject to rigorous review and evaluation through performance management. (v) Develop and present an accurate account of partner schools performance to a range of stakeholders including governors, parents and carers, the local authority and Ofsted. 6. Safeguarding and welfare The Executive Headteacher will: (i) (ii) (iii) (iv) (v) (vi) Ensure a safe and supportive school culture. Ensure the welfare of children is safeguarded and promoted in line with current best practice and LA advice. Create and promote positive strategies for challenging all forms of prejudice and harassment. Identify key features of staff recruitment that help deter or prevent the appointment of unsuitable people. Develop and introduce policies and practices that minimise opportunities for abuse or ensure its prompt reporting. Ensure that partner schools comply with health and safety legislation and good practice.

6 Executive Headteacher: Person Specification Evidence key: A = application R = references I = interview P = presentation C = certificates 0 = other (eg. task) Qualifications Essential Desirable Evidence A, C Qualified Teacher Status A, C Degree A Evidence of regular and appropriate professional development A, C Higher qualification in education and/or management A, C NPQH Key experience Teaching experience and proven ability across the full primary phase Serving or recent headteacher of primary school A Proven track record of raising educational standards

7 Recent experience of Ofsted inspection Leadership experience in two or more primary schools Strategy: shaping the future Essential Desirable Evidence, P, R Evidence of creative and innovative leadership and of its impact on organisations and individuals, P, R Experience of successful strategic planning and development within and across schools Proven track record of successfully leading and managing change, positively and effectively, P, R Strong track record of developing a culture that encourages participation, builds stakeholder esteem, recognises successes and celebrates good practice, P, R Able to establish robust and rigorous review processes and continuous improvement across all aspects of a school, P, R Experience of developing good communication strategies both within and between schools, P, R Familiarity with local, national and global education trends, P, R

8 Developing: self and others Essential Desirable Evidence Ability to lead, motivate and support staff to bring about improvements, R Strong commitment to the professional development of others in a school setting Experience of developing the skills of middle and senior leaders and succession planning, R Ability to make and take decisions and to delegate appropriately, R Experience of working with a range of external stakeholders to secure improvement, R Hold high expectations for all, dealing effectively with underperformance and challenging poor practice., R Evidence of coaching and mentoring skills, R Excellent performance monitoring and evaluation techniques, R

9 Experience of the performance management of staff Experience of staff recruitment Leading: teaching and learning Essential Desirable Evidence Ability to lead by example and inspire high quality teaching and learning, R, R Ability to inspire, demonstrate and support the highest expectations for all Ability to recognise and lead outstanding teaching and classroom practice, R, O Evidence of effective, creative curriculum design and management Evidence of significant contribution to raising standards for all learners and strategies for achieving excellence, R Managing: the organisation Essential Desirable Evidence, R Knowledge, understanding and experience of effective financial management

10 , R Experience of setting and managing school budgets, R Ability to produce and implement appropriate improvement plans and policies Experience and knowledge of sources of external funding and additional resources for schools, R Flexible and collaborative approach to management, R,O Project management knowledge or experience Evidence of policy creation through consultation and review, R Experience of successful liaison with outside agencies Securing: accountability Essential Desirable Evidence Experience of setting targets and monitoring progress against them R Capacity to sustain the ongoing improvement of results

11 Experience of effective working with governing bodies Experience of /strategies improving links with parents/carers Personal qualities, attributes & skills Essential Desirable Evidence All Creative, innovative thinker and problem solver I, P, R Enthusiasm, energy and commitment to follow tasks through to completion I, R Flexibility, adaptability and openness to new ideas, O, R Ability to work under pressure, meet deadlines, prioritise and manage time effectively I, P, O, R Approachable and caring manner I, P, O, R Passionate about teaching and learning I, P, O, R Dynamic and motivational leader

12 I, P, O, R Good interpersonal skills I, P, O, R Effective communicator I, P, O, R Able to build and sustain positive relationships with all stakeholders I, P, O, R Strong, resilient and optimistic when facing difficult or challenging situations I, P, O, R Good sense of humour Safeguarding and welfare Essential Desirable Evidence, R Commitment to safeguarding and promoting the welfare of children, R Thorough understanding of statutory safeguarding requirements Developing and ensuring a safe and supporting school culture, R

13 Please note: 1) In addition to the candidate s ability to perform the duties of the post, the interview will explore issues relating to safeguarding and promoting the welfare of children and young people including the candidate s: Motivation to work with children and young people Ability to form and maintain appropriate relationships and personal boundaries with children and young people 2) An enhanced DBS check will be required for the successful candidate. 3) References for short-listed candidates will be sought prior to interview and any relevant issues may be taken up at interview.

14 Prospective Candidates Information Thank you for showing an interest in our advertised position The following information aims to give you a brief insight into the ethos and vision of the Federation and how we work together collaboratively across our schools. We welcome visits to our schools for any prospective candidates. We look forward to your application if you feel you would like to join our team and make our vision a reality. About the Federation Wroughton Primary Federation was formed in 2016 and includes Wroughton Infant School and Wroughton Junior School The Schools are 3 form entry and have a specialist area for IT, a library, welfare room, a multi-purpose hall, resource room, music room and dining halls. The grounds of the School are attractive with a large pond and Eco-Garden in the Junior School and large hard play areas. We have a well-resourced E-Learning Suite in the Junior School that is used throughout the year by Year 2 as part of the transition between the schools; we have a full time technician to support all pupils and resources. Vision Aims and Values When pupils join our community of learners, they are at a critical stage in their development as young people. Each child brings with them a unique and complex web of skills and needs. As passionate educators, we seek to enhance these skills and respond to these needs so that they feel confident in aspiring to a positive future. We strongly believe that whilst in our care, every child deserves the opportunity to realise their fullest potential. By promoting an environment which seeks to remove barriers to learning and nurture individuals, we encourage the very best from our pupils. The Wroughton Primary Federation is committed to helping children recognise and develop their many talents and, at all times, be Proud to Belong.

15 Aims of The Schools Our aim is to provide a safe, caring and inspirational environment conducive to learning. Where all adults work in close collaboration to ensure that children are happy, safe and can achieve. Where learning is recognised as a valued and lifelong experience. Where every child is recognised and valued as an individual. Where the learning and developmental experience is stimulating and varied, memorable and meaningful. Where children develop a sense of self-worth through their confidence, creativity, social skills and interests. Where children are encouraged to develop their intellect and academic potential. Where children are encouraged to reflect on their accountabilities as learners and have ownership of the process. Where an awareness of citizenship and their role within the local and wider communities is fostered in each child. Where parents, staff, pupils and governors are justifiably proud of the children and the school. The School Curriculum The basis of the curriculum at Wroughton, in common with all schools, is the National Curriculum with religious education. However the children s studies will not be limited to these requirements alone. For example Spanish is taught from Year 1 and all children follow a programme of Personal, Social Citizenship and Health Education. The planned curriculum is intended to develop the children s knowledge, experience, imagination and self-confidence. Children are encouraged to be independent in their learning, but also to be part of the School community to which they can make their own contribution. Teaching methods will vary according to the child s needs, available resources and the learning objectives. We aim to match work as closely as possible to the child s attainment level while providing realistic challenges. In considering what learning for the 21st century should look like, we have made changes to our curriculum, thinking about a set of skills that should underpin all our learning experiences. In order to immerse the children in learning that is rich in context, memorable, relevant and challenging, we link our learning in each term to a whole school enquiry or Big Question. Taking care to refer to the National Curriculum, and underpin each enquiry focus with a progression of skills, we have made a commitment to innovation and creative thinking. If we don t encourage our learners to think collaboratively and ask questions about the world around them, they will not feel motivated to form their own opinions, or empowered to make decisions which will shape their future. Enquiry Learning has shown us all that many minds thinking together, can achieve so much more than just one mind ever could. We seek to improve learning through opportunities, challenge and enjoyment. We believe strongly that each hour of each day is an opportunity for a child to learn something new or master a skill. Learning is a process with a start point and from that any number of end points, depending on what a child is learning and what stage of learning they are at. Where learning is at its strongest a child is either developing or mastering new knowledge. Our drive, as a school, is to identify, support and challenge children at all stages of their learning to maximise their individual potentials.

16 The Role of the Governing Body The Governing Body provides support and challenge to the Executive Headteacher and Heads of School in ensuring every child makes good or better progress and that parents and carers are fully involved in their child s education. The Governors are active in supporting our schools: they have a variety of experiences and perspectives and come from a range of backgrounds. We value their expertise and input into making our schools successful. The Leadership Group The schools have a Head of School in each school and Year Group Leaders leading each year group. The goal is to support development and to underpin the collaborative intentions of the Federation. The Heads of School will meet on a regular basis to consider consistency and improvement and any cross-federation initiatives. We hope this has given you a flavour of what we are about at the Wroughton Primary Federation and look forward to hearing from you in the future. If you require any further information please do not hesitate to contact us using the contact details on the Job Advertisement. You nurture pupils appreciation of art. Classrooms and corridors are interesting and inviting, because display work is innovative and high quality. Pupils are offered a wide variety of extra-curricular activities at lunchtime and after school. These activities broaden pupils experience well. For example, pupils from the school choir recently enjoyed taking part in a concert at a local theatre'. Ofsted 2018