Westminster CE Primary Academy

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1 Assistant Principal Job Description and Person Specification Post title: Vice Principal EYFS, Curriculum and Attendance Academy: Westminster CE Primary Academy Pay range: Leadership Scale Line manager: Principal Core purpose: Early Years Foundation Stage Lead and develop the EYFS leaders to ensure that the provision is strong and accelerates children s learning. Ensure that children in EYFS are safe, well cared for and reach their potential. With the community engagement lead, establish strong supportive relationships with parents to enable pupils to make the best progress. Lead on data analysis and preparation of timely reports for the Principal, trust and governors. Use external and internal research and development to innovate and improve teacher practice across EYFS providing a research-led approach Plan for the development of EYFS contributing and reviewing to the Academy Development Plan. Provide expertise in and share current curriculum and assessment requirements in EYFS to inform the development of the provision, teaching and teacher planning and learning across so that students are best prepared for end of phase assessments and are school ready. In line with the academy quality assurance procedures, track, monitor and evaluate teaching and learning in EYFS in order to create a continual improvement model of development for teachers. Create an ethos in EYFS so that all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other. Ensure statutory moderation of EYFS is completed to ensure that standards are in line with national and external assessment standards. Ensure statutory assessment is reported in a timely manner. Curriculum Lead the development of the curriculum to ensure it has purpose and a clear design, it is implemented through well-taught and appropriately sequenced content, and there is designed assessment practice and consideration of an appropriate model of progression Use external and internal evidenced based research and development to innovate and improve teacher practice across the academy providing a research-led approach Support the Principal to create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other further develop knowledge and skills. Secure an excellent curriculum and assessment strategy providing a world class education system that achieves high standards for students Lead the development of core and non-core curriculum leaders to that they promote excellent teaching across the curriculum and ensure that there is progression in skills. Lead quality assurance of the curriculum to ensure that it delivers the vision for education set out in the school vision statement.

2 Hold all staff to account for their professional conduct and practice. Lead by example to foster an open, transparent and equitable culture. Regular report directly to the Governing body providing information on quality assurance of the curriculum, innovation and strategic development planning. To uphold the highest standards of professional and business ethics, and support the Governors in ensuring that this impacts on all aspects of the Academy decision making processes Attendance Strategically lead and motivate the attendance team to ensure that approaches to attendance have an impact on improving attendance. Develop the whole school approach to improving attendance. To uphold the highest standards of professional and business ethics, and support the Principal in ensuring that this impacts on your decision making processes To represent the academy at panels and external meetings, working groups and meetings as required by the Principal To undertake other duties and responsibilities as is reasonably directed by the Principal To prepare timely informative reports on attendance for BDAT, the Principal and governors. Duties and responsibilities 1. Qualities and Knowledge Hold and articulate clear values and moral purpose, focused on providing a world-class education for the pupils they serve. Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their pupils and staff, and towards parents, governors and members of the local community. Lead by example - with integrity, creativity, resilience, and clarity - drawing on their own scholarship, expertise and skills, and that of those around them. Sustain current knowledge and understanding of education and school systems locally, nationally and pursue continuous professional development. Work with political and financial astuteness, within a clear set of principles centred on the school s vision, ably translating local and national policy into the school s context. Communicate compellingly the school s vision and drive the strategic leadership, empowering all pupils and staff to excel. 2. Pupil s and Staff Demand ambitious standards for all pupils, overcoming disadvantage and advancing equality, instilling a strong sense of accountability in staff for the impact of their work on pupils outcomes.

3 Secure excellent teaching through an analytical understanding of how pupils learn and of the core features of successful classroom practice and curriculum design, leading to rich curriculum opportunities and pupils well-being. Establish an educational culture of open classrooms as a basis for sharing best practice within and between schools, drawing on and conducting relevant research and robust data analysis. Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other. Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning. Hold all staff to account for their professional conduct and practice. 3. Systems and processes. Ensure that the school s systems, organisation and processes are well considered, efficient and fit for purpose, upholding the principles of transparency, integrity and probity. Provide a safe, calm and well-ordered environment for all pupils and staff, focused on safeguarding pupils and developing their exemplary behaviour in school and in the wider society. Establish rigorous, fair and transparent systems and measures for managing the performance of all staff, addressing any under-performance, supporting staff to improve and valuing excellent practice. Exercise strategic, curriculum-led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of pupils achievements and the school s sustainability. Distribute leadership throughout the organisation, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making. 4. Self-Improving School Create an outward-facing school which work with other schools and organisations - in a climate of mutual challenge - to champion best practice and secure excellent achievements for all pupils. Develop effective relationships with fellow professionals and colleagues in other public services to improve academic and social outcomes for all pupils. Challenge educational orthodoxies in the best interests of achieving excellence, harnessing the findings of well evidenced research to frame self-regulating and self-improving schools. Shape the current and future quality of the teaching profession through high quality training and sustained professional development for all staff. Model entrepreneurial and innovative approaches to school improvement, leadership and governance, confident of the vital contribution of internal and external accountability. Inspire and influence others - within and beyond schools - to believe in the fundamental importance of education in young people s lives and to promote the value of education.

4 5. Commitment Demonstrate a commitment to: Equalities and the Equality Act 2010 Promoting the Trust s vision and ethos High ethical standards Relating positively to and showing respect for all members of the Trust and wider community Ongoing relevant professional self-development Safeguarding and child protection

5 Qualifications Qualified Teacher Status Educated to degree level Experience Successful teaching experience across the primary age range including EYFS Previous team leadership experience Understanding of how children learn in an inner city multicultural community Responsibility for leading school improvement in challenging circumstances Building and sustaining effective working relationships with staff, governors and parents in the wider community Experience of working in an inner city multicultural community Successful leadership of curriculum development DESIRABLE Evidence of personal commitment to continuous professional development Leadership course attendance within past two years Former responsibility at phase or whole academy level for raising standards Evidence of the development of policy or curriculum schemes of work Experience carrying out performance reviews SENCO/inclusion experience Leadership of attendance improvement strategy EVIDENCE References Knowledge and Skills Evidence of strong professional subject knowledge Understanding of New focus from OFSTED on curriculum Ability to plan lessons effectively for all pupils- setting clear learning intentions and ability to demonstrate best practice to colleagues Ability to coach and mentor individuals to achieve specific outcomes Ability to challenge and inspire colleagues Strong ICT skills Clear understanding and commitment to safeguarding Evidenced experience of raising standards within key whole academies priorities Evidence of understanding of strategic management in a large academy Understanding of use of data to raise standards References

6 procedures Ability to analyse data and pinpoint key issues in order to inform staff re way forward Personal Qualities To relish challenge and perform efficiently in this significant key role Ability to take responsibility for others performance To be able to lead by example Tenacity and commitment while working under pressure Ability to think strategically Ability to organise, prioritise and delegate The ability to synthesise information quickly and effectively whilst maintaining an intensive workload Ability to manage time effectively and work to deadlines with resilience. Good team player Ability to enthuse and motivate others Good communication skills both orally and in writing A commitment to engaging with our parents and the community we serve. Other Commitment to inclusive practice Commitment to pupils Support the Christian ethos and values of the school Good attendance and punctuality record Clear DBS check Governance experience/involvement with governors References

7 Print Name: Signature: Date:

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