Legatum Free School Queen Elizabeth Olympic Park Principal Application Pack

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1 David Ross Education Trust Legatum Free School Queen Elizabeth Olympic Park Principal Application Pack

2 Welcome Thank you for your interest in the leadership post at our free school at the Queen Elizabeth Olympic Park, Newnham, London. This pack contains: - Details about the sponsor and the David Ross Education Trust; - Information about the Legatum Free School; - The job description and person specification. We hope that you find the pack informative and useful. If you do have any further questions, then please contact us directly via the details below: Helen Stevenson hstevenson@dret.co.uk (01476)

3 Welcome When I established the David Ross Foundation, the sole aim was to provide children and young people with better life chances in the communities that we serve. The Legatum Free School offers an incredible opportunity to achieve this. The Trust has a once-ina-lifetime chance to build on the Olympic legacy and develop a school that can play an integral role in the ongoing regeneration East London. With the Queen Elizabeth Olympic Park as a backdrop, the school could not be in a better position to enable future generations to benefit from the incredible sporting successes we saw in the summer of Academic excellence and a strong commitment to sport will be at the heart of the free school. It will offer children and young people an outstanding range of opportunities and experiences, to allow them to discover what they excel at, inspiring them to work hard and achieve their best. David Ross

4 David Ross Education Trust Our approach The David Ross Education Trust works with primary and secondary academies and free schools across the East of England. The Trust is also delighted to have a grammar school and special school in our network. Our mission is to become the country s leading group of academies and free schools, committed to high quality academic education for all. This will be achieved by: - Developing fully the talents and potential of each pupil; - Providing an excellent academic education, supported by wide-ranging and exceptional sporting, cultural and artistic activities; - Fostering scholarship, hard work and conscientious application; - Enabling all pupils to become knowledgeable, confident, kind and courteous adults capable of playing a positive and active role in society. To deliver this, the Trust makes a commitment to ensure that: - Each academy and free school is graded by Ofsted as outstanding within five years of joining the Trust, maintains that status and is progressing towards being judged as world class by the Trust; - Each academy and free school achieves the highest academic results within its locality; - Each academy and free school develops a strong reputation for the quality of its sporting and cultural activities and for its pastoral care; - The Trust recruits and retains exceptional teachers and staff; - DRET s academies offer an attractive and professional working environment that ensures the most effective and able staff are rewarded.

5 David Ross Education Trust What makes DRET different? The Trust believes that each of its academies and free schools should have a unique ethos and character that responds to the needs of its local community. We strongly believe that parents should have choice and diversity and be able to choose from a range of schools within their area to best meet the needs of their child. Once that choice has been made we do everything possible to meet the needs of every child to ensure they become successful learners and develop into confident young people. It is essential that each academy and free school maintains its own identity and develops a unique offer to meet the needs of the students and the communities it serves. However the Trust wants to make sure that the whole is greater than the sum of the parts; with the help of our academies we have agreed some hallmarks which support the Trust s vision to provide young people with an outstanding well-rounded education. Our hallmarks are: - A house structure to foster a culture of mutual respect, teamwork and where students will develop a sense of ownership, responsibility and pride in their academy and their community; - An extensive co-curricular offer to broaden opportunity and experience for all students within their academy and across the network and to encourage all students to pursue and excel in an area they are passionate about; - An early and relentless focus on literacy both written and oral so that all students can access a broad curriculum offer; - A uniform code to nurture a sense of identity and responsibility; - A Governing Body and a Principal who exercise their local autonomy effectively in support of the Trust s aims and to achieve the agreed targets; - A commitment from all staff to delivering excellence and a culture of no excuses - so that every child can achieve.

6 David Ross Education Trust We believe that there are a number of ways in which the Trust s academies and free schools are different. DRET academies give a commitment to providing every child with memorable experiences, using our links to develop exciting and meaningful opportunities for all children. These activities will offer children the chance to explore and develop new interests, talents and skills and through its programme of support the Trust will do everything possible to nurture them. This is achieved by offering access to a wide-range of opportunities so everyone can find something they excel at. The David Ross Foundation develops sustainable partnerships with outstanding organisations such as: - Clare College and Peterhouse at Cambridge University - The University of Nottingham - Future Leaders - British Olympic Association - The Kallisher Trust - Opera North - Teach First - Uppingham Collegiate The Foundation s support for their outreach work provides increased opportunities for academies staff, students and communities.

7 About Legatum Free School Why a free school? In 2013, the DfE approved DRET s proposal to open a through school on the Queen Elizabeth Olympic Park. The number of people living in the area has grown significantly with the investment in East London prior to the 2012 Olympic Games. This, combined with the increase in housing stock as the Athletes Village is redeveloped into residential property, has meant there is a real need for new education opportunities for both primary and secondary pupils. That is why the Trust felt it right to develop a through school next to the Olympic Park. It will be able to benefit from the outstanding sporting facilities that remain from 2012, while embracing best practice from both DRET s existing network of academies and from our network of exciting partner organisations. The free school will open in September 2015.

8 About Legatum Free School The admissions criteria would include 10% based on sporting talent by special application. Students admitted via this criterion will include: - Those already achieving a high level of performance in their chosen sport - Those with a potential to reach international level as identified by the relevant National Governing Body - Those who can demonstrate a serious commitment to training - Those with a determination to achieve at the highest level both academically and within their chosen sport(s) Sport will be the heartbeat of the school, and will be used to develop and grow our students in mind, body and spirit. The school will become a hub for local sports participation, and a centre of sporting excellence, delivering a true sporting legacy to the young people in the area. The Queen Elizabeth Olympic Park has fantastic potential to deliver a lasting legacy to the new districts created by the Games. The Legatum Free school will be a school at the heart of this legacy. It will raise aspirations ensuring better outcomes and attainment for the pupils and students of Newham. The free school will build on the diverse background of every child and young person and member of the community. Currently the school population in Newham reflects over 137 different spoken languages. The curriculum at the school will be a broad curriculum offering a range of pathways. The school will operate an extended day to incorporate a wide ranging enrichment programme focused on sports, but also including a commitment to other subjects too. The school will have a house structure (which is a common feature across all our academies) focused on student welfare and developing students social skills along with creating opportunities to take on house responsibilities. The houses will nurture an ethos and culture in which students can understand the importance of caring for each other, of team participation, of responsibility for self and others and in which students could develop a pride in their school. Our proposal is to operate a specialist sports school as an all-through free school with capacity for approximately 1770 students; a 3FE primary school and a 6FE secondary school, including a 240 place 6th form.

9 About Legatum Free School Aspirations and Outcomes The proposed free school will: - Ensure all students achieve their academic and personal potential - Be rated as outstanding within five years - Take its place in the network as somewhere that teachers and leaders want to work and students want to learn - Be a school which students and parents will choose - Help to energise and regenerate its local community, by working to improve opportunities and raise aspirations for all. - Celebrate and champion sporting excellence, with a high number of students competing in local, regional and national teams Clear measures for success will be shared by leaders, staff, pupils and students, as follows: - All pupils to leave the primary phase of the free school having achieved at level 4 in line with national expectations in English and Mathematics. Level 5 will also be in line with national expectations, therefore 25% of the cohort reaching level 5 in RWM or physical activity that they will develop a lifelong passion for - Every student will engage in some form of physical activity, beyond the curriculum expectations, throughout their school career - Attendance to be above the national expectation - The school to be oversubscribed by year three of opening - No students excluded - All lessons to be judged good or outstanding within five years of opening - School judged by Ofsted to be outstanding within 5 years of opening - Annual feedback via questionnaires from students, parents and stakeholders to be positive - All incidents of bullying, racism or other forms of harassment or violence in the school will be appropriately dealt with - School invited to take part in local community events - School to delivers its aims and objectives consistently and within budget - All students achieving five grade A*- C including English and Mathematics to exceed national expectation - All Students achieving five A*- G 100% - All students to achieve at least two levels of progress per Key Stage - Every pupil and young person to find at least one sport

10 Job description Post title: Principal Reports to: CEO Core Purpose of the Principal The overall responsibility of the Principal is to provide dynamic and professional leadership for the primary and secondary school ensuring high quality education for all its students and improved standards of achievement. To be able to inspire, challenge, motivate and enable all members of the school community to carry the vision forward. 1. Strategic Direction and Development a. Work with the Governing Body to develop and communicate a shared educational vision for the school that expresses the core values of the Trust and is responsive to the needs of the local community as a whole, and motivates and inspires others. b. Work closely with other Academies within the Trust and all key stakeholders to achieve this vision and secure their commitment to its enactment. c. Translate the vision into agreed objectives, operational and business plans, and develop appropriate mechanisms for regular monitoring and review. d. Provide vision leadership and direction e. Promote social, cultural, moral and spiritual development in all students 2. Leading Teaching and Learning a. Secure and sustain outstanding teaching and learning b. Lead the development and implementation of the Sports Specialism c. Demonstrate a personal enthusiasm for and commitment to the learning process d. Demonstrate the principles and practice of effective teaching and learning e. Access, analyse and interpret information f. Initiate and support research and debate about effective teaching and learning and develop relevant strategies for performance improvement g. Ensure that a high quality educational experience is available for all pupils and students who attend the school h. Drive innovation in education ensuring the school is able to respond to a changing external environment and that the skills, learning and aspirations of students are developing and enhanced at all key stages. i. Determine curricula that are informed by current knowledge and best practice to develop the potential of all students and equip them for the demands of 21st century. j. Encourage creative, responsive and effective approaches to learning and teaching. k. Monitor, evaluate and review classroom practice; celebrate and promote excellence; challenge under-performance at all levels and ensure appropriate action.

11 Job description 3. Leadership of Self and Working with Others a. Provide dynamic, consistent and motivational leadership for the school and its teaching staff, ensuring the successful delivery of the vision, ethos, aims and objectives of the school. b. Set high standards and expectations for personal, student, and staff behaviours and actions in support of the achievement of the school s intended outcomes. c. Develop and maintain respect across all stakeholders, inspiring individuals to contribute positively to shared ideas and plans for the school. d. Implement the performance management framework for teaching staff for the delivery of agreed outcomes and of high quality services through high quality people performance. e. Foster and environment where continuous professional development is an integral part of the school s ethos. f. Develop the capacity, through coaching and other appropriate means, of the educational leadership and management, particularly the SLT within the school. g. Foster an open, fair equitable culture and manage conflict h. Develop, enable and sustain individuals and teams i. Give and receive effective feedback and act to improve personal performance j. Keep abreast of educational developments and best management practice in order to introduce appropriate innovation, whilst building on the best of the Trust s ethos and vision. 4. Securing Accountability a. Engage in a systematic and rigorous self-evaluation of the work of the school and work closely with the Governing Body to ensure that the process informs school improvement priorities b. Ensure effective management of the school budget and best practice in financial matters

12 Job description 5. School Ethos and Strengthening the Community a. Create effective means of communication to ensure that all sections of the school community (including parents and carers) are kept informed about, consulted on, and have an understanding of the aims of the school, its policies, procedures and future direction. b. Create strong links and collaborative ways of working with all stakeholders including the wider community, other Academies within the Trust and neighbouring schools, ensuring the school is at the heart of the community. c. Work with other public and voluntary sector agencies, clubs and societies in the local community to develop extended services to enable the wider community to access knowledge, skills and learning opportunities. d. Work with the Trust to support the achievement of locally determined educational priorities and initiatives. e. Build wider links to ensure that national, public service, social enterprise and international perspectives feature in the school s approach. f. Develop positive solutions to achieving diversity, dignity and equality in all aspects of service delivery and engagement with the broader community. g. Create a culture where all members of the school community respect others and their physical surroundings. h. Provide appropriate systems of pastoral care to support the personal development of all students and create a caring climate in which self-confidence and social responsibility are encouraged. i. Develop amongst teaching staff an outward perspective and desire to contribute to the wider life of the Academy. 6. Management of the Organisation a. Deliver effective operational management for the delivery of education within the school s budget and in accordance with financial and organisational structures of the Trust. b. Work to, and report on, targets for achievement of the school and personal targets as agreed by the Trust. c. Work within a defined organisation structure which enables effective and efficient ways of working and supports the achievement of the schools objectives. d. Work with the Trust, Local Governing Body and other Headteachers to manage all education resources within allocated budgets; actively seek opportunities for cost-improvements and ensure that value for money is at the core of all financial activities. e. Within the school s strategic plan, recruit, deploy, develop and motivate a committed, effective and diverse education workforce whose members have a clear understanding of the vision of the academy and of their personal role in enabling and promoting high quality learning. f. Work with the Trust, Local Governing Body and other Head teachers to ensure that there are robust, reliable mechanisms for appropriate risk management in all school educational activities. g. Act in accordance with Trust policies and legislation affecting the conduct of the school, particularly governing health and safety matters and employment rights. h. Monitor and evaluate student and organisational progress to ensure that objectives are being achieved

13 Job description 7. Supporting the Work of the Trust a. Develop strong, positive relationships with Trust colleagues; contribute to collaborative work across Trust Academies; and support other staff in participating in Trust work. b. Participate in Trust and sector-wide activities in order to share best practice, contribute to the development of Trust strategies and policies and promote the academy and the Trust in a national and local context. c. Undertake any other duties reasonably deemed appropriate to the role. 8. Specific Responsibilities a. To report to the CEO and Chair of the Local Governing Body as appropriate. b. To report to the Local Governing Body, at school level, on school performance and the implementation of Trust policies, thereby ensuring full involvement of the Governors in strategic planning, business activities, monitoring and building relationships with the wider community. Notes: All school and academy leaders are subject to the requirements of the Head teachers National Standards together with the Operational framework. These criteria will formpart of the individual s professional development, performance management and review to be carried out by the CEO. All school leaders are subject to the requirements of the OFSTED measures of effectiveness, which will be monitored by the CEO, and the Chair of the Local Governing Body. The above responsibilities are subject to the general duties and responsibilities contained in the statement of Conditions of Employment. This job description allocates duties and responsibilities but does not direct the particular amount of time to be spent on carrying them out and no part of it may be so construed. This job description is not necessarily a comprehensive definition of the post. It will be reviewed at least once a year and it may be subject to modification or amendment at any time after consultation with the holder of the post. The duties may be varied to meet the changing demands of the school at the reasonable discretion of the CEO. This job description does not form part of the contract of employment. It describes the way the post holder is expected and required to perform and complete the particular duties as set out in the foregoing.

14 Person Specification The Person Specification is related to the requirements of the post as determined by the Job Description. Short listing is carried out on the basis of how well you meet the requirements of the Person Specification. You should refer to these requirements when completing your application. Essential Desirable Measured Experience - Experience as a successful Head Teacher or Deputy/Assistant Head in a secondary or large primary school - Evidence of successful curriculum leadership - Successful establishment of links with the local community - Excellent track record as an effective innovator of education - Proven team worker - Committed to the highest standards in all areas of school life - Successful management of OFSTED process - Experience of driving up standards and school improvement - Experience of working with a SEN unit and/or embedding SEN policies - Experience of working with children of different cultures - Application - Interview - Degree or Equivalent - NPQH qualification - Application Education & Qualifications - Teaching qualification - Recent and relevant management development / training - Recent and relevant short course experience - Successful management of whole school improvement strategies - Extensive experience of developing staff and of team building - Successful management of health and safety issues - Successful risk management strategies - Interview - Application - In-depth knowledge and understanding of current educational priorities - Evidence of effective School development planning - Understanding of the role of governors - Development of a sport leadership programme - Application Interview Leadership and Management - Successful leadership of innovation and change - Successful management of monitoring and evaluation strategies of quality of Teaching and Learning, student outcomes, quality of provision and efficiency - Successful experience of promoting equality and diversity, inclusion and appropriate strategies for children with special educational needs

15 Person Specification Essential Desirable Measured - Successful experience of working with children from disadvantaged backgrounds Attributes Skills Leadership and Management cont... - Wide experience of managing change, leading innovation and transformational learning and meeting challenges successfully - Motivation to work with young people particularly relating to safeguarding and promoting their welfare - Ability to form and maintain appropriate relationships and personal boundaries with young people - Emotional resilience in working with challenging behaviours; and attitudes to the use of authority and maintaining discipline - Outstanding leadership skills - Outstanding classroom practitioner; strategic management, resource management, development planning; personnel management and financial management skills - Effective interpretation, analysis and use of data - Well-developed interpersonal and communication skills (including written, oral and presentation) - Innovative and versatile with a high level of drive, energy and enthusiasm - Actively involved in at least one sporting discipline - Able to develop and maintain good relationships with staff, parents, students, governors and the community - Able to deal sensitively with people and achieve positive outcomes - ICT Skills - Interview - Successful management of health and safety issues - Successful risk management strategies - Understanding of the role of governors - Application - Interview

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