APPLICATION PACK PRINCIPAL

Transcription

1 APPLICATION PACK PRINCIPAL November 2014

2 Contents Welcome & covering letter Section 1 The Bristol Metropolitan Academy: History and Culture Section 2 The Metropolitan Way Section 3 Current Leadership Structure Section 4 Profile of Bristol Section 5 The Cabot Learning Federation Section 6 Job Description Section 7 Person Specification Section 8 Advertisement Section 9 Application process & key dates Section 10

3 Welcome Principal at Bristol Metropolitan Academy This opportunity is one that I hope will capture your imagination. Section 1 Thank you for your interest in the post of Principal at Bristol Metropolitan Academy. (BMA) This is one of the most exciting and different Principal advertisements you will read this year! This post offers the chance to lead an academy with a dynamic leadership team in a vibrant learning environment, where staff and students work together to make every day an excellent learning experience. You will have a chance to make a real difference to the lives of the students and the community surrounding the academy and to lead the academy on its journey to outstanding. Bristol Metropolitan Academy is an exciting place to be. Results have improved year on year, with 53% achieving an A*-C grade including English and Maths in 2014 and disadvantaged students achieving 49% A*-C, an improvement of 22% on Progress levels are amongst the best in the country. This reflects the academy ethos of high aspirations for every single child and makes it one of the most improved academies in the Cabot Learning Federation, in Bristol and across the South West. Bristol Metropolitan Academy is now embracing an ambitious plan for the future, which is quite simply to be one of the next outstanding academies in the Cabot Learning Federation. The goals that exist for future new developments, which I have summarised in this pack, are ones that the new Principal will shape and deliver. The Cabot Learning Federation (CLF) lends another unique aspect to your role as Principal. The CLF is the largest multi academy trust in the South West and the second most improved in the country. The Federation Trust has overarching responsibility for seven secondary academies and five primary academies led by myself, as Chief Executive Officer and my executive team. In each school, an Academy Council provides local governance, in line with the protocols as set out by the CLF Trust Board. Should you be appointed you will join the Federation Leadership team and have the opportunity to work with a fantastic group of CLF Principals and executive leaders who collaborate together with 1200 staff to provide the best possible outcomes for 6800 students from We refer to this in our strapline: collaboration for outstanding achievement. I became an Executive Principal in 2013 and was Principal of Bristol Metropolitan Academy before that. Now as CEO, I am proud to lead this unique organisation and understand both the journey we have been on and the fantastic opportunities that being a Principal in a Federation, and particularly our Federation, can bring.

4 Whilst putting this pack together I have tried to resist the temptation to swamp you with information that you might not have time to digest whilst at the same time giving you as clear a picture as I can of how this role will work. Further information can be found at or What you will find in this pack is information around the following areas: The journey at Bristol Metropolitan Academy. The Academy structure. A brief profile of the City of Bristol The Cabot Learning Federation and the ways in which we work across the academies Job Description and Person Specification Your application should include a letter of application as my goal is to try and discover more about your vision for learning as well as gaining an understanding of the experiences you have gained that have prepared you for a post such as this. It would be helpful if you could construct your letter around these four areas: 1. How will the experiences you have had in your career to date prepare you for the role of Principal at BMA? Please include any examples of particular innovations that have had a big impact. 2. What are the broader educational outcomes you would hope to achieve for the class of 2014, taking their GCSEs in 2019? 3. What makes a successful school leader and how would you measure your own success in July 2015 at the end of your first academic year in post? 4. What would you do in your first 100 days in post to establish yourself with staff, students and the wider BMA community? I hope that once you have read these details you will feel inspired to apply. I would be delighted to receive your application and learn more about you and the vision you have for developing the chances and outcomes for the staff and students at Bristol Metropolitan Academy, and more widely across the Federation. Yours sincerely Steve Taylor Chief Executive Officer Designate Cabot Learning Federation

5 Bristol Metropolitan Academy: History and Culture Section 2 Bristol Metropolitan Academy (BMA) opened in September 2009, replacing the second of two predecessor schools. There has been a school on the present site since The most recent incarnations have been Whitefield Fishponds Community School (WFCS) and Bristol Metropolitan College (BMC), which was launched in April 2008 when the school community moved into brand new facilities built as part of Bristol s Pathfinder Building Schools for the Future Project (BSF). By July 2008, an Expression of Interest had been written by the Cabot Learning Federation (CLF) and submitted to the then DCSF, with the intention of the school joining the CLF as an academy in 2009, along with John Cabot Academy (JCA) and Bristol Brunel Academy (BBA). When BMA opened on September , this moment coincided with the formation of the CLF as a hard Federation. Since then the CLF has welcomed a number of additional secondary academies; Hans Price Academy in 2011 (HPA), Kings Oak Academy in 2012 (KOA), Bath Community Academy in 2013 (BCA) and most recently Hanham Woods Academy in 2014 (HWA). The CLF s vision to support the education of children from 0 to 19 was further enhanced in 2012 when five primary academies joined; Minerva Primary Academy, Frome Vale Academy, Begbrook Primary Academy, Summerhill Academy and Wallscourt Farm Academy. There are further plans for the CLF to open a Studio School in September The academies work together closely; the executive leadership team is led by the Chief Executive Officer and consists of the Primary Executive Principal, the Secondary Executive Principal, the Director of Finance, the HR Director, the Head of Compliance, and the Leader of the CLF Teaching School. While the relationship between the academies in the CLF is close, it is important to note that it is based on the concept of the sibling rather than the clone model. Each academy has its own ethos, context, strengths, challenges and opportunities and the Principals are expected to lead in such a way as to reflect this and best serve the needs of their specific cohort. At the same time, the group of 12 principals, together with the Executive Team, make up the senior leadership team of the CLF and, as well as full accountability for the performance of their own academy, all principals are expected and encouraged to take shared responsibility for the experience of all 6,800 students in the federation. Further information regarding the CLF is contained within Section 6. In 2012 the Academy was judged to be Good following its first full inspection by Ofsted and has been striving to achieve outstanding since this date, improving both standards and outcomes. The Academy has become increasingly popular with parents and the community, with numbers in Year 7 growing from 60 in September 2009 to 175 in September Under the current interim leadership, in 2014 the academy enjoyed its best Key Stage 4 outcomes to date in terms of both attainment and progress, with progress data among the best in the country (see below).

6 5ACEM % Eng A*-C % Maths A*-C % All 52.7% All 66.7% All 63.4% PP 49.2% PP 60.7% PP 62.3% Non PP 59.4% Non PP 78.1% Non PP 65.6% SA 73.3% SA 86.7% SA 73.3% SA+ & S 50.0% SA+ & S 75.0% SA+ & S 50.0% Non SEN 48.6% Non SEN 62.2% Non SEN 62.2% SEN 68.4% Eng 3LP % Maths 3LP % All 95.9% All 84.7% PP 93.6% PP 83.0% Non PP 100.0% Non PP 88.0% SA 86.7% SA 92.3% SA+ & S 100.0% SA+ & S 100.0% Eng 4LP % Maths 4LP % All 63.5% All 36.1% PP 61.7% PP 36.2% Non PP 66.7% Non PP 36.0% SA 60.0% SA 38.5% SA+ & S 25.0% SA+ & S 0.0% In September 2010 the Academy launched a Sixth Form provision as part of the CLF Post 16. By combining the strengths and capacity of the Academies, the CLF is able to offer an unrivalled choice of course to students from across the city. The CLF Post 16 was relaunched as one centre across five sites in September 2014, which includes students based at and following lessons at BMA. Bristol Metropolitan Academy is proud of the cultural diversity of the community it serves, acknowledging the unique context as a strength. There are upwards of 30 different languages spoken by students as a first language, the most predominant of which are Somali, Punjabi, Polish, Urdu and Bengali; a structured provision map exists to meet the needs of students with English as an Additional Language (EAL). The whole school approach to individual target setting and personalising intervention strategies provides the framework within which the issues of the Academy s high annual inward mobility rates are addressed. BMA offers a diverse range of curriculum experiences both in the timetable and via its broad extra- curricular offer. The academy has a track record of consistent sporting excellence across a range of mainstream and minority sports and in particular in basketball where the academy has been Bristol Champions for 15 years, often featuring in the later rounds of national competitions. Building on this strength BMA has launched a Basketball Academy with the short term aim of supporting students attitudes to study and the longer term aim of generating the next generation of professional basketball players. BMA students have also

7 excelled in art, music, expressive arts and drama and have participated in a range of local and collaborative performances, both within the CLF and beyond. Bristol Met is quite simply a great place to be. There is an all-pervading warmth of welcome and infectious enthusiasm, which inspires students, staff and visitors alike.

8 Section 3 The Metropolitan Way High Standards. High Aspirations. High Expectations.

9 High Standards. High Aspirations. High Expectations. The Metropolitan Way is a collection of ideals and principles, which binds all those who work and learn at the Academy, parents and members of the community and is designed to create the environment in which excellence will flourish. This document was originally launched when Bristol Metropolitan Academy (BMA) opened in September 2009 and was then reviewed in It outlines the fundamental vision at the heart of The Metropolitan Way and outlines specific guidelines relating to a number of areas. BMA is a founder-member of the Cabot Learning Federation (CLF), a hard federation which in the life-span of this Academy has grown from 3 to 12 academies (7 secondary and 5 primary). It would not be possible to consider the aims and objectives of this Academy without first considering the values and principles underpinning the CLF. The Metropolitan Way; vision and ethos Bristol Met has excellent learning at the core of every activity it undertakes and is committed to providing a learning experience for students and staff which rivals the best practices in the UK and the wider world. Bristol Metropolitan Academy will work in partnership with students, staff, parents, the community and the CLF under the 4 headings: High Standards. High Aspirations. High Expectations; Learning-centred, Student-centred; Friends together; A pride in Community. BMA constantly strives to be a place where: every child matters; high levels of attendance, punctuality and behaviour are the norm; there are core values and clear and easy rules for everyone to follow; we all work hard and are relentless in our pursuit of excellence; there are no excuses for underperformance; we have high expectations of everything we do; we achieve outcomes at least in line with the best schools and academies in the country; there is a healthy spirit of competition; important people visit to see our work and learn from us; students continue their learning beyond their time at BMA, including university and higher apprenticeships; achievement is regularly celebrated, including the achievement of alumni, who retain contact with us and invest back into the Academy; we ensure careful and thorough planning, attention to detail, excellent communication and value for money.

10 A pride in Community. Friends together. Learning-centred, student-centred. learning is at the centre of everything we undertake; learning is focussed on developing the knowledge, skills, understanding and attitudes we need now and in the future; the basic human need to learn and develop is actively nurtured; learning is personalised for the individual; learning is fun, exciting and interactive; we can learn new skills and follow courses that offer a personal challenge; we invest actively in our literacy and numeracy as we know that these skills underpin the rest of the curriculum; we seek opportunities to develop our problem-solving skills; we think of literacy as relating not only to language, but also to emotional, digital and cultural literacy, all of which we seek to develop; there is a flexible timetable which allows scope for student choice, practical learning and intensive and larger activities; learning opportunities are also available off-site; performance and other data is used actively and effectively to inform planning, teaching and intervention strategies. it is calm, safe and friendly; we are noticed, respected, cared for and heard; people are happy, have fun and want to be here - there are bursts of laughter; there are equal opportunities for all; we are inclusive and feel valued; we welcome the opportunity to collaborate with partners; we ensure that visitors to the Academy are received warmly and that we thoroughly cater for their needs throughout their stay. there is open, honest and frequent communication throughout the organisation; different cultures co-exist; we respect and understand ourselves, each other and our environment; we have a positive attitude and are all good ambassadors for the Academy; we contribute to the success of the whole Academy and have the courage to be different; everyone can take pride in the Academy, the achievements of those who learn and work there and its high-quality environment; we host community events and have a good relationship and positive image within the community; we can get a decent lunch and there is opportunity to sample and celebrate the food from other cultures.

11 For students this means that it is a place where: there are fairly applied, meaningful rewards for positive behaviour and consequences for negative behaviour; we have high independence and responsibility for our own learning; we are fully prepared for life beyond the Academy; we are prepared to become fully functioning members of the local and global communities; we have access to a programme of extension and enrichment which includes extra-curricular activities; we have access to relevant PSHE and citizenship education, counselling and advice (including relationships, sex and drugs education); we are inspired to develop ourselves; there are opportunities to take on leadership roles; we ensure that our appearance is in line with school expectations; we understand our own challenging targets and how best to achieve them; we support each other in our learning and the pursuit of our goals; our destiny is in our own hands. For staff this means that it is a place where: there are high levels of professionalism and respect; we are totally committed and work hard in a mutually supportive team; we are prepared to go the extra mile in order to ensure that students achievements and life chances are optimised; we lead by example; we ensure there is a high degree of consistency in our practice; we are accountable for our performance and that of the students with which we work; it is a safe and supportive place to work and be successful, with great opportunity for continuing professional and career development; we understand that students are children who are still growing and developing; children make mistakes and need to be nurtured and supported through this aspect of their learning; we retain the faith that every young person is able to achieve and that we have a crucial role to play in this process; we actively pursue positive relationships with parents and carers on behalf of our students and their progress.

12 For parents and carers this means that it is a place where: we respect and support the ethos, rules and codes in the interests of my child and the other children and the smooth running of the Academy; we actively communicate with both pastoral and teaching staff, attending all parents evenings and other events designed to inform us of our child s progress; we attend and support performance events hosted at the Academy; we contribute to the improvement agenda by membership of the Parents Forum, Friends of Bristol Met and by responding to all requests for feedback. For Academy Councillors this means that it is a place where: : we place learning for life at the heart of governance; we treat all adults and young people with respect and dignity; we ensure young people and staff feel safe and secure and enjoy their learning; we support and challenge the Principal and the members of the Senior Leadership Team in order to secure improved educational outcomes young people who attend BMA; we listen and respond to the voices of young people and their parents/carers; we work with partners in the local Bristol community to foster a sense of collective pride in our successes; we ensure that there is excellent value for money; we work in partnership with our partners in the CLF to ensure we give as much as we gain.

13 Current Leadership Structure Section 4 Extended Leadership Team SLT Vice Principal Principal Finance Director Academy Leaders Assistant Principal Assistant Principal Assistant Principal Academy Business Manager Zone Team Leader Zone Team Leader Zone Team Leader Zone Team Leader Zone Team Leader Zone Team Leader (SENCO) Office Manager Head of House Head of House Head of House Head of House Head of House Inclusion Manager PL Dept. PL Dept. PL Dept. PL Dept. PL Dept. Learning Support IT, Resource & technicians Learning Community Learning Community Learning Community Learning Community Learning Community Student Support Admin Team

14 Profile of Bristol Section 5 Bristol is an old city with a proud maritime heritage the original town was listed in the Anglo-Saxon Chronicle of Bristol is a university town and has always welcomed visitors from far and wide. A proud multicultural city, a ten minute drive will take you from the heart of the city to the countryside. Bristol is centrally placed, two hours from London, the midlands and the south coast and a forty minute drive to south Wales. Bristol was hailed recently by the Sunday Times as the best city to live in Britain. There are a wide range of properties on the market from new apartments to family homes. Average prices in the area where the Academies are based are 307,000 for a detached property, 198,000 for a semi-detached and an overall average price of 205,000. Once languishing at the bottom of the school league tables there has been a major investment in schools in Bristol and the surrounding areas. This has led to a continued improvement in exam results both within the Cabot Learning Federation and schools across the wider area. There are several world-class attractions in Bristol, including Britain s most acclaimed historic ship the SS Great Britain, its iconic suspension bridge, (both built by Isambard Kingdom Brunel) the world s fifth oldest zoo, and an outstanding network of free city museums. Bristol is also home to Britain's oldest working theatre, The Bristol Old Vic, which was recently newly-refurbished and showcases some of the most cutting-edge theatre in the country. Bristol plays host to major festivals throughout the year, the Bristol Balloon Festival, The Harbour Festival, Brisfest and Grillstock to name but a few. From major West End shows, to stand-up comedy and performing arts festivals, Bristol has plenty of plays and productions to suit all tastes. There are also plans for an arena to be built by Bristol takes food seriously - we have award-winning restaurants, restaurants on boats, cafés and restaurants that are great for kids, and dining for grown-ups. We also host fantastic foodie events and markets throughout the year. Bristol's shopping quarter has over 500 stores, more than 50 cafes and restaurants, great cinemas and entertainment. There is also The Mall at Cribbs Causeway this is a great place to shop where you will find 135 top name stores, 7,000 free parking spaces and regular late night shopping. Bristol's harbourside remains the buzzing hub of the city. The harbourside is now an attractive, modern development filled with restaurants, bars, shops and hotels. With the long stretch of waterway making for lovely strolls on either side of the harbour,

15 The Cabot Learning Federation Section 6 Introduction The journey that has seen the development of the Cabot Learning Federation (CLF) began in September 2007 when John Cabot Academy (JCA) and Bristol Brunel Academy (BBA) were opened on the same day. In September 2009 we were joined by Bristol Metropolitan Academy (BMA) and the CLF was formed, jointly sponsored by Rolls Royce PLC and the University of the West of England. CLF employs just over 1200 staff who educate around 7000 children, which creates huge opportunities for staff experience and expertise to be moved between the schools. Our current strategic plan, Shifting Gears, was launched in 2013 and runs until It contains six priorities in the following areas: Attainment of our students Developing our Post 16 provision Recruitment, training and workforce development Leadership and governance The 3-19 learning journey Sustainability The Academies Bath Community Academy Begbrook Primary Academy Bristol Brunel Academy Bristol Metropolitan Academy Hanham Woods Academy Hans Price Academy Minerva Primary Academy John Cabot Academy King s Oak Academy Frome Vale Primary Academy Summerhill Academy Wallscourt Farm Academy

16 A vision for 3-19 Education The vision we outlined in 2007 when we began this journey, was one that would see children from the age of three educated through to Post 16 and university. In September 2012 we opened our first four primary academies. This is the fulfilment of a vision the sponsors have had for the past seven years and was built around the idea of a locally-based federation, taking responsibility for the quality of education in our part of Bristol and the South West, where staff could move between the schools to ensure that our best practice was given to more children than was possible in a single building. In simple terms our aim is to create outstanding educational provision in our part of the city a reality. In addition, we are attracted to the notion that a parent could choose a CLF Academy for their three year old knowing that they could remain in a CLF Academy until they have completed their A Levels. In September 2012 this vision for a 3-19 federation became a reality. Looking ahead, we are continuing to work with South Gloucestershire Council on the development of primary provision in a new building at King s Oak Academy, and on a project to open a Studio School on another South Gloucestershire site, both in September We are also commencing a new build project for Minerva Primary Academy under the Priority Schools Building Programme. The CLF aims to improve students life chances, developing and accrediting their knowledge, understanding and key skills as well as students contribution to their own academy, CLF and the community. In this way the CLF seeks to contribute to growth in the economic well-being of the local community and provide a powerful motivator for students to strive constantly to improve on their personal performance. The hall marks of the CLF are: Dynamic leaders, who lead from the front, set the tone and establish a can do culture; Strong systems for quality assuring the curriculum, teaching and student progress; Passion about the quality of the teaching experience and the range of settings required for improved learning; A curriculum to serve the needs of the community; Tracking of the progress of students with ardent regularity; Timely intervention in order to ensure students do not fall behind; Creative commitment to recruitment and retention and professional development of an outstanding teaching and support workforce. As a Learning Organisation for the 21C, the CLF aims to establish an ethos in its academies which promotes a first-rate learning experience by: Inspiring and sharing innovation Drawing upon local, national and international thinking

17 Leading and communicating excellence to raise and sustain high standards of attainment Valuing the partnership with families and children and their communities Building capacity to accelerate change Providing opportunities for student and staff leadership development Being actively involved with and accountable to partners The CLF seeks to ensure outstanding achievement by ensuring Outstanding curriculum design Outstanding specialism Outstanding teaching, learning and assessment Outstanding leadership Outstanding governance and sponsorship Outstanding student information, advice and guidance Outstanding community cohesion Financial Overview of the CLF In 2013/14, Cabot Learning Federation has a revenue budget of 37m and capital funding of around 14m. The budgeted surplus for the year was 453k, and has been consistently forecasting a surplus outturn in excess of budget, of around 500k. The CLF has healthy reserves balances, and while anticipating cost pressures at some of its academies, has budgeted for an overall surplus of 350k in the current financial year.

18 Post 16 All of our academies, with the exception of HPA, are schools. We took the decision three years ago to align the Post 16 offer at Bristol Brunel Academy, Bristol Metropolitan Academy, John Cabot Academy and King s Oak Academy under one structure and during that time we have seen students accessing a wide range of courses that are located at the four academies and where the students can access transport three times each day to travel to the location for their teaching. In , around 40% of Post 16 students moved between at least two academies. In the last academic year there were over 500 students in our Post 16 and from September 2014 we expect this to rise to just short of 600. For September 2014 we have made some further changes. We have appointed a new Director of Post 16 and three Assistant Directors of Post 16 who will combine Post 16 leadership across the Federation with specific Post 16 responsibilities for each of the four academies. Our priorities, in terms of Post 16, for the coming months are these: To improve outcomes at AS and A Level; To ensure that Post 16 is financially sustainable as Post 16 funding is reduced; To rationalise the number of site locations for Post 16; To create an academy council for Post 16 that has board representation; To introduce a single exam centre number for CLF Post 16 performance. The CLF Leadership structure The CLF now has 12 academies with Hanham Woods Academy joining us in September The Principals in each academy work closely with each other to deliver the improvements we need to see, as well as working together as system leaders across the organisation. Many of them have a Federation commitment as well as the responsibility for outcomes in their own academies. Leadership The CLF is led by the CEO and Executive Team. This team is responsible for the performance of all of the CLF academies, and for the strategic and business management of the Federation. The current structure of this team is: CEO Steve Taylor Executive Principal, Secondary Vacant Executive Principal, Primary Mandy Milsom Leader of Teaching School Improvement Team Claire Carter Finance Director Anna Klimczak Head of Compliance Bryony Green HR Director Ian Payne. Leader of the CLF Teaching School Claire Carter

19 The CLF Governance Model The graphic below describes the structure of our governance model and you will see that we place the risk register at the centre of the model. If we are outstanding at anticipating and mitigating risk, then the CLF will be outstanding and sustainable in the years ahead. We are demanding of ourselves and understand the responsibilities we have to the wider community to ensure that our systems and processes are robust and able to demonstrate to external scrutiny that we are responsible and accountable. In a multi-academy trust the board is the governing body and the sponsors have the majority of places on the board. Each academy has an academy council with a number of key responsibilities delegated to it from the main board. The chair of academy council is currently a board member. The Audit and Scrutiny group 'owns' a number of the key operational and organisational risks. The finance, people development, estates and ICT are smaller working groups that feed information to and from the other groups.

20

21 CLF Performance In 2014, at the end of the federation s fifth year, the federation enjoyed its best set of outcomes, featuring the following headlines at Key Stage 4: 5 of the 6 academies posted headline attainment (5ACEM) scores which were an improvement on the outcomes of of the 6 academies posted their personal best 5ACEM scores The CLF was one of only 7 of the 27 large sponsors to improve on the previous year s 5ACEM outcomes, indicating steady improvement in a turbulent climate. Its improvement of 4% represents the second highest improvement of any sponsor in the country. In English, all 6 academies improved on their attainment scores from 2013, with 4 posting best ever scores. In maths, 4 of the 6 academies improved on their attainment scores from 2013, all of them posting best ever scores. The CLF overall score was also a personal best. For the first time CLF overall scores in English and maths were both above the previous year s national average. The percentage of students making expected progress in English improved in 5 of the 6 academies. All of these recorded personal bests on this measure and were all

22 above the previous national average. The CLF overall score was also a personal best and above the national benchmark. The percentage of students making expected progress in maths improved in 4 of the 6 academies. Of these, 3 recorded personal bests on this measure. The CLF overall score was also an improvement on the previous year The gap between the performance of disadvantaged and other students narrowed, both in terms of attainment and progress across the CLF. On the 5ACEM measure, the CLF, which had previously had a gap greater than the national average (27%), managed to reduce the gap from 31% to 21%. The performance of individual academies against this measure can be seen below. The Role of the CLF Teaching School and Teaching School Improvement Team In 2011 we applied successfully to become a teaching school and were in the first cohort to be designated. We wanted to achieve this status for the following reasons; We wanted to expand our model of ITT and to be more creative in the structure of the programme; We wanted to create a vehicle under one umbrella for all of the training programmes that we have in operation; We wanted to develop a school improvement team and saw the introduction of Specialist Leaders in Education (SLE) as the means to achieve this; We were keen to develop and deepen research and development across the federation. Claire Carter was appointed to lead the Teaching School in November 2011 having previously been operational director with responsibility for leadership and innovation at the SSAT. In September 2014 we believe the teaching school has been a great success and this has been confirmed by our recent re-designation for the next four years. Whilst we were able to use the 'Outstanding' status at JCA within our application, the delivery of the teaching school activity is far more widespread than that provided by just one academy, we are a Federation teaching school. Our alliance is made up of all of our CLF Academies, plus partner schools from beyond the federation who bring expertise in primary, secondary, post 16 and special school phases. Our ITT programme has 27 school direct trainees, and the majority of the first and second cohorts from are now NQTs in CLF Academies and alliance schools. We have a team of 45 Specialist Leaders in Education delivering support that ranges from one half day per week to full time staff working in all of our academies;

23 We have 2 senior network leaders in Mathematics and English whose job is to lead bespoke academy support and develop the curriculum 3-19; We run internal leadership programmes for CLF staff as well as delivering national programmes through our NCTL licensed provision (NPQH, NPQSL and NPQML); We are one of the first 32 national Maths Hub schools in England and are an early adopter for Core Mathematics post 16.

24 Section 7 Job Description In choosing the Principal, the panel will be looking for an outstanding individual with the vision to embrace the ideas of the CEO and Executive Team, Sponsors, and Federation Trustees to lead an exceptional Academy. Job Title: Responsible to: Principal, Bristol Metropolitan Academy The CEO, The Federation Trustees, and the Academy Councillors of Bristol Metropolitan Academy Job Purpose The Principal will: o Provide inspirational leadership and direction of the Academy which will ensure its continuing success, high quality education and high standards of achievement for its students. o Develop an educational provision that realises the ambition and priorities of the students, employers and stakeholders o Create the best environment & ethos that will promote and secure the achievement of both students and staff. o Have a vision for celebrating and developing a culturally diverse school. o Be a visible presence around the Academy, building the confidence of staff, students and parents through leadership of the highest quality. o Play an active and dynamic part in supporting the development of the Cabot Learning Federation as a result of being a provider and receiver of support Leadership The Principal will: o Provide leadership that secures the delivery of high standards and attainment for all students of Bristol Metropolitan Academy and be responsible for the internal organisation, management and control of BMA. o Develop and communicate CLF and BMA values, aims, policies and plans to staff, students and parents. o Recruit students to BMA, in collaboration with leaders of other educational provision in the area o Ensure that the decisions of the Federation Trustees are carried out and that the needs of the students, their parents and the community are met.

25 o Monitor and evaluate the effectiveness of teaching and learning and focus upon the raising and maintaining of standards and expectations. o Work in partnership with Local and National Network partners. Teaching and Learning The Principal will: o Provide leadership that will deliver excellence of provision across and throughout the curriculum and will develop and provide innovative ways of learning. o Ensure that high-quality teaching and learning secures great outcomes for students. o Ensure that the students enjoy a safe and healthy environment in which standards of behaviour encourage learning and the social development of students. o Provide an innovative and balanced curriculum that matches the needs of all students. o Develop successful and inclusive approaches to teaching, including supporting students with special educational needs and disabilities and of the more able. o Achieve a harmonious and supportive community through the effective management of staff and students. o Involve students in the decision making processes and develop policies and practices that treat students as partners in the learning process. o Ensure that student welfare, behaviour management and anti bullying policies and procedures are effectively implemented and managed. o Ensure that there is an effective assessment, recording and reporting system of student progress. o Sustain and meet the high expectations of staff and students. o Monitor and evaluate the curriculum for both quality and value for money. Leading and Managing People The Principal will: o Spend time observing all aspects of school activity and be capable of deciding what requires changing. They must be intolerant of mediocre. o Use their experience and knowledge they will clearly understand and communicate what they want to change to. They will be confident in their decision making. o Share their vision with others they will inspire their team to join the change and keep aligned to the purpose. o Maintain determination, tenacity and self belief to keep going, even when faced with opposition and setbacks. They will have a strong sense of urgency.

26 Communication and Partnership The Principal will: o Develop and maintain the partnerships with employer and local schools, further and higher education organisations o Develop and maintain partnerships with parents, students, trustees, councillors, outside agencies including the DfE, Local Authority and other local and national partnerships o Work with the other CLF Academies to help raise achievement for students who attend any of our Academies o Maintain an effective system of record keeping, reporting and communication with parents and students to ensure that the aims relating to each student s progress are achieved. o Ensure that good communications are maintained throughout BMA. o Present a coherent and accurate account of BMA s performance in a form appropriate to a range of audiences. o Ensure that parents and students are well informed about curriculum attainment and progress and are able to understand targets for improvement. Resource Management The Principal will: o Be responsible for the sound management of the School within the budget allocated under arrangements for academies within the Federation. o Produce regular reports for the Academy Council and Federation Trustees on the educational and financial aspects of the Academy. o Manage all available resources and allocate them to support effective learning and teaching. o Maintain and control the use of those resources. o Advise the Council, working alongside the Federation Director of Finance on the formulation of the annual budget in order that the Academy secures its objectives. o Work with the Executive Team, Federation Trustees and Council where appropriate to recruit and retain staff of the highest quality. o Work with colleagues to deploy all staff effectively in order to improve the quality of education provided. o Ensure that there is regular monitoring of the budget and the oversight of the use of resources. o Manage and organise accommodation efficiently and effectively to ensure that it meets the needs of the curriculum as well as health and safety requirements. o Ensure that the allocation and use of accommodation provides a positive learning environment that promotes the highest achievement for all. o Seek to ensure that there are adequate resources for the Academy.

27 Accountability The Principal will: o Work closely with the Executive Team, the Federation Trustees, the Academy Council, and its sub committees as appropriate. o Provide information, objective advice and support to the Academy Council to enable it to meet its responsibilities for securing effective teaching and learning, high standards of achievement and efficiency and value for money. o Recognise that the Academy Council, the Federation Trustees and the CEO are accountable for the success of the Academy and that the Principal is accountable to the CEO and Academy Council. o Create and develop an organisation in which staff recognise they share accountability for the success of the Academy. o Develop and encourage good relations between the Academy and the local and wider community. o Work closely with other schools, locally, nationally and internationally.

28 Person Specification Section 8 The person specification is related to the requirements of the post as determined by the job description. One of the measures that will result in the short listing of candidates is the degree of match there is between the candidates experience and the person specification as outlined below. Experience Essential o Experience of full age range o Experience in at least two different secondary schools, o Building and sustaining effective and successful working relationships with partner organisations and external stakeholders including businesses o Excellent track record as an effective innovator of education and manager of change o Experience of successful behaviour for learning strategies o Effective budget and resource management Education & Qualifications Essential o Degree and teaching qualification o Qualified teacher status o Recent and relevant leadership development/training Leadership & Management Essential o Understanding the mission and purpose of the Studio Schools movement and how the independence could be exploited to its fullest extent o Outstanding leadership qualities that have had an impact upon whole school improvement o Understand and support the CLF ethos of shared leadership and strategic Desirable o Experience of working in a school in an urban environment o Experience of working in an Academy or Studio School o Experience of working in an Outstanding school o Successful track record of senior leadership in the education sector Desirable o Post-Graduate further study o Masters Qualification o NPQH (Candidates appointed without this must be willing to gain the qualification at the earliest opportunity) Desirable o Experience of working with other school clusters or other significant partnership

29 planning o Extensive experience of developing staff and building teams o In depth knowledge and understanding of current educational priorities and developments in education o Understanding of the Studio School curriculum framework Skills and qualities Essential o Able to create a clear vision and translate this into workable plans o An enthusiast for education and a belief in the potential of young people and staff and their capacity to succeed o Able to demonstrate a passionate and visionary approach to teaching and learning o Well- developed interpersonal and communication skills (including written, oral and presentation) o Enthusiasm, vision, drive, adaptability and resilience o Able to be a strong visible presence within the school leading by example and holding high expectations of self, staff and learners Desirable o Effective personal ICT skills relevant to day to day practice o Able to understand, analyse and make effective use of a wide range of data o Commitment to equality and diversity o Able to think differently, strategically, and creatively in approach to solving problems Quality of Application Essential Desirable o Presentation o Current CV (feel free to include this with your application if you wish) o Quality of content o Direct relevance to this post

30 Advertisement Section 9

31 Application Process & Key Dates Section 10 The recruitment process will begin with an advert placed in the TES on Friday 14 November The applications will consist of:- A covering letter. A completed application form The dates below summarise the main elements of the process. 14 November 2014 TES advert Noon 28 November 2014 Closing date for all applications Between the closing date and the interview date Steve Taylor to visit identified candidates in their current schools. An appointment in advance will be made. w/c 8 December 2014 Formal Interviews for the post of Principal Your application should be returned for the attention of: Human Resources Federation House King s Oak Academy Brook Road Kingswood Bristol BS15 4JT Tel: hr@clf.cabot.ac.uk