1 APPLICANT PACK PRINCIPAL SECONDARY EDUCATION START DATE: JANUARY 2018 As a top performing Multi-Academy Trust, we offer access to a professional and supportive community of Academies, fellow Principals, and mentors to help develop and progress your career. Generous salary package based on experience and expertise + Performance Bonus + Private Medical Insurance + Harris Benefits including relocation allowance where necessary.
2 ROLE OVERVIEW As the academy looks to accelerate back to achieving academic excellence, Harris Federation seeks to appoint a new Principal of Harris Academy St John's Wood. This is a unique opportunity for a talented leader with vision, drive and ambition who can lead in reshaping the culture and ethos of this highprofile academy. This will be a large secondary academy located in St John's Wood - a few minutes' walk from the Jubilee line - with over 1,400 students, approximately 370 of which will be in the sixth form. Although located in an affluent area of London, the school serves an urban, highly multi-ethnic and disadvantaged intake. The school moved into first-class, purpose-built new buildings three years ago. The post would suit an ambitious leader looking either to extend their experience of Headship, or to start their first Principalship in a highly supportive and rewarding environment. For first time Principals, we can provide support in the form of individual mentoring from an experienced Harris Principal; for existing Headteachers, there will be strong opportunities to progress to Executive Principalship in the future. If you want to make a real difference to needy young people, while working as part of a highly successful and supportive academy team, then this could be the opportunity for you. Why work for the Harris Federation? As a top performing Multi-Academy Trust, we offer access to a professional and supportive community of academies, fellow Principals, and mentors to help develop and progress your career. Whatever your experience Harris can provide unrivalled career opportunities and professional fulfilment. Harris is a Federation and not a chain; each Harris academy is different, reflecting the particular aspirations and leadership style of its Principal. Eighty percent of our secondary academies are judged to be Outstanding by Ofsted with the remained being judged Good. We have the capacity and track record to support your success. There is a great deal of collaborative working and sharing of good ideas and what works within secondary at Harris. The successful candidate will be joining a friendly and outward looking group where professional development and progression opportunities are second to none. Harris Academy St John s Wood is a brand new secondary academy located in St John's Wood, central London, and serves an urban, highly multi-ethnic and disadvantaged intake. Open in September 2017, the academy joins the Harris Federation as a sponsored academy and has a fresh start on an exciting journey to achieve Outstanding in all areas within two years. The academy has new direction with the values of Dedication, Determination and Destiny. The school moved into first-class, purposebuilt new buildings three years ago.
3 INTRODUCTION TO HARRIS Our vision is that rather than have our academies working in isolation they will benefit from working as part of a wider Harris Federation. The Harris Federation is a supportive and highly successful group of 44 academies (currently 24 secondary academies including three all through), growing to 50 academies over time. All of the Harris academies collaborate very closely in sharing school improvement strategies and in supporting one another. It is clear that a group of academies working together will provide a powerful tool for school improvement and for raising standards. The Federation operates with a central Board of Directors providing strategic direction, which is able to speak for the Federation at a national level as well as with local academy Governing Bodies. The Harris Federation operates a number of focused school improvement groups covering senior leaders, phase leaders, subject leaders, a newly qualified teacher network, a thriving School Direct provision with over 160 trainee teachers and a number of other groups. A total of approximately 30,000 students are currently educated in Harris Schools. Lord Harris is also a major sponsor of the Harris Manchester College and Oriel Colleges in Oxford and Lucy Cavendish College Cambridge and we are working to link closely with these Colleges. The Federation is led by a Chief Executive Officer, Sir Dan Moynihan, previously an experienced and highly successful headteacher, with the overall aim of being able to derive the maximum possible educational, financial and personnel benefits from working in a group of co-operating schools, rather than working in isolation. The schools are run by their Principals, working as part of a supportive community. The aim is to reduce bureaucracy, share best practice, co-operate in course planning, professional development etc., and provide higher quality ICT, financial and premises support than would be available to any single school working alone. The successful post holder will have ample opportunity to progress in this role within the academy and with Harris as our group grows.
4 JOB DESCRIPTION The academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. Objectives As Principal, to provide the leadership and management necessary to secure high quality teaching and learning to rapidly raise standards of achievement. Core Purpose of the Principal To provide professional leadership in securing the academy s success, ensuring high quality education for all its students and improved standards of learning and achievement. The Principal is the leading professional in the academy. Working with the Governing body and Harris Federation, the Principal will provide leadership and direction for the academy to ensure that it achieves an outstanding quality of education swiftly. The Principal is responsible for the continuous improvement in the quality of education; for raising standards; for ensuring equality of opportunity for all; for the development of policies and practices; and for ensuring that resources are efficiently and effectively used to achieve the academy s aims and objectives. The Principal should also secure the commitment of the wider community by developing and maintaining effective networks with, for example, other schools, higher education institutions, employers, careers services and with the Harris Federation. The Principal is responsible for creating a productive, disciplined learning environment and for the day-to-day running, management, organisation and administration of the academy.
5 Key Outcomes The Principal s effective leadership will result in an academy where: there is a positive ethos that reflects the Academy s commitment to high achievement, effective teaching and learning, and good relationships; staff, governors and parents have confidence in the leadership and management of the Academy; staff and governors recognise their accountability for their tasks and contribute fully to the development and successful implementation of policies and practices; the life of the Academy and the curriculum effectively promote students spiritual, moral, social and cultural development and prepare them for adult life; effectiveness is kept under rigorous review, and links with the wider community contribute to students attainment and personal development; efficient and effective use is made of staff, accommodation and resources; delegated responsibilities to ensuring that finance and administration are effective, and the carefully costed development plan is focused on improving educational outcomes. Students who: make progress to at least expected or better than expected standards; show good improvement in their literacy, numeracy and information technology skills; know the purpose and sequence of activities; are well prepared for tests and examinations; are enthusiastic about the subjects they are studying and are highly motivated to learn more; benefit from the Academy s specialism; through their attitudes and behaviour, contribute to the maintenance of a purposeful working environment. Federation Board and Governors who: fulfil their statutory responsibilities and hold the Academy to account for the quality of education it provides and the standards students achieve. Teachers who: ensure rapid improvement of all pupils; have a secure knowledge and understanding of the subjects they teach; set high expectations for all pupils; plan lessons that address the needs of all pupils within the class; employ the most effective approach(es) for any given content and group of pupils, including e-learning; pace lessons appropriately, using time and resources effectively; regularly mark and assess pupils work and reinforce and extend pupils learning and achievement through setting consistent and challenging homework; understand the importance of a regime of rules and discipline; are systematically monitored, evaluated and supported in their work; set challenging yet realistic targets that are aspirational for all pupils.
6 Parents who: enjoy an effective partnership with the Academy which contributes to their child s learning; understand and support the work of the Academy; are kept fully informed about their child s achievements and progress. The Principal should have knowledge and understanding of: what constitutes quality in educational provision, the characteristics of effective schools, and strategies for raising pupils achievement and promoting their spiritual, moral, social and cultural development and their good behaviour; strategies to achieve effective teaching and learning of English and Maths; the application of information and communications technology to teaching and learning, and to management; how to use comparative data, together with information about pupils prior attainment, to establish benchmarks and set targets for improvement; requirements and models for the curriculum and its assessment; effective teaching and assessment methods, including the use of information and communications technology; political, economic, social, religious and technological influences that have an impact on strategic and operational planning and delivery; different leadership styles and practices and their effects in different contexts within the school; management, including employment law, equal opportunities, legislation, personnel, external relations, finance and change; the national policy framework and the complementary rules and functions of government and national bodies; the statutory framework for education now in place, and its importance to the key tasks of headship; the implications of information and guidance documents from different sources including DfE, LAs, the Harris Federation and national bodies and associations; governance at national, local and school levels; the contribution that evidence from inspection and research can make to professional and school development; strategies for teaching pupils about the duties, opportunities, responsibilities and rights of citizens; strategies for teaching pupils about ethnic and cultural diversity; challenges of raising attainment in a multi-ethnic community; the need to prevent children from being drawn into terrorism ( the Prevent duty ).
7 Skills and Attributes Leadership skills the ability to lead and manage people to work towards common goals. The Principal should be able to use appropriate leadership styles in different situations to: create a secure commitment to a clear vision for an effective school; initiate and manage change and improvement in pursuit of strategic objectives; prioritise, plan and organise; direct and coordinate the work of others; build, support and work with high-performing teams; work as part of a team; devolve responsibilities, delegate tasks and monitor practice to see that they are being carried out; motivate and inspire pupils, staff, parents, governors and the wider community; set standards and provide a role model for pupils and staff; seek advice and support when necessary; deal sensitively with people and resolve conflicts. The Principal should have the professional competence and expertise to: command credibility through the discharge of his or her functions and to influence others; provide professional direction to the work of others; make informed use of inspection and research findings; apply good practice from other sectors and organisations. Decision making skills: the ability to investigate, solve problems and make decisions. The Principal should: make decisions based upon analysis, interpretation and understanding of relevant data and information; think creatively and imaginatively to anticipate and solve problems and identify opportunities; demonstrate good judgment. Communication skills: the ability to make points clearly and understand the views of others. The Principal should: communicate effectively orally and in writing to a range of audiences; negotiate and consult effectively; manage good communication systems; chair meetings effectively; develop, maintain and use an effective network of contacts.
8 Self-management skills: the ability to plan time effectively and to organise oneself well. The Principal should: prioritise and manage time effectively; work under pressure and to deadlines; achieve challenging professional goals; take responsibility for own professional development. Attributes: personal impact and presence; adaptability to change circumstances and to new ideas; energy, vigour and perseverance; self-confidence; dedication, hard work and commitment; enthusiasm; intellectual ability; reliability and integrity; commitment; sense of humour.
9 The Principal should draw upon the attributes possessed and displayed by all successful and effective teachers in the context of their leadership and management roles including: Key areas of headship Expertise in headship is demonstrated by the ability to apply professional knowledge, understanding, skills and attributes to bring about expected outcomes. The Principal will work with Governors, the Harris Federation, Senior Leadership Team and other colleagues in relation to the following five key areas. The Principal should also understand the roles of others in the academy as set out in the national standards and should support them as appropriate in fulfilling those roles. Strategic direction and development of the Academy The Principal working with the Governing Body should develop a strategic view for the academy in its community and analyse and plan for its future needs and further development within the local, national and international context. The Principal should: lead by example, provide inspiration and motivation and embody for the students, staff, governors and parents the vision, purpose and leadership of the Academy; create an ethos and provide educational vision and direction that secures effective teaching, successful learning and achievement by pupils and sustained improvement in their spiritual, moral, cultural, mental and physical development and prepares them for the opportunities, responsibilities and experiences of adult life, and secure the commitment of parents and the wider community to the of The Academy; create and implement a strategic plan underpinned by sound financial planning, which identifies priorities and targets for ensuring that pupils achieve high standards and make progress, increasing teachers effectiveness and securing school improvement; ensure that all those involved in the Academy are committed to its aims, motivated to achieve them, and involved in meeting long-, medium- and short-term objectives and targets that secure the educational success of the Academy; ensure that the management, finance, organisation and administration of the Academy support its vision and aims; ensure that policies and practices take account of national, local and school data and inspection and research findings; monitor, evaluate and review the effects of policies, priorities and targets in practice and take action if necessary.
10 Teaching and learning The Principal should: create and maintain an environment and a code of behaviour which promotes and secures good teaching, effective learning, high standards of achievement, good behaviour and discipline, and which enables teachers to meet the standards set out in the professional development framework; determine, organise and implement the curriculum and its assessment; monitor and evaluate them to identify and action areas for improvement; ensure that improvements in English, Maths and information and communications technology are priority targets for all pupils, including those with special educational needs; ensure that pupils develop study skills to learn more effectively and with increasing independences; monitor and evaluate the quality of teaching and standards of learning and achievement of all pupils, including those with special educational or linguistic needs, to set and meet challenging, realistic targets for improvement; create and promote positive strategies for developing good race relations and dealing with racial harassment; develop effective links with the community, including business and industry, to extend the curriculum and enhance teaching and learning; create and maintain an effective partnership with parents to support and improve pupils achievement and personal development. Leading and managing staff The Principal should lead, motivate, support, challenge and develop staff to secure improvement. The Principal will: maximise the contribution of staff to improve the quality of education provided and standards achieved and ensure that constructive working relationships are formed between staff and pupils; plan, allocate and evaluate work undertaken by groups, teams and individuals, ensuring clear delegation of tasks and devolution of responsibilities; implement and sustain effective systems for the management of staff performance, incorporating appraisal and targets for teachers, including targets relating to pupils achievement; motivate and enable all staff in the Academy to carry out their respective roles to the highest standard, through high quality continuing professional development based on assessment of needs; lead professional development of staff through example; support and coordinate the provision of high quality professional development by methods such as coaching, drawing on other sources of expertise where appropriate (for example, higher education, and subject associations); understand the expectations of other staff and ensure that trainees and newly qualified teachers are appropriately trained, monitored, supported and assessed in relation to the statistics for teaching; sustain motivation and that of other staff; ensure that professional duties and conditions for employment as set out in the School Teachers Pay and Conditions document, including those for the Principal, are fulfilled.
11 Efficient and effective deployment of staff and resources The Principal should deploy people and resources efficiently and effectively to meet the specific objectives in line with the strategic plan and financial context by: working with the Governors, the Federation and senior colleagues to recruit staff of the highest quality; working with senior colleagues to deploy and develop all staff effectively to improve the quality of education provided; setting appropriate priorities for expenditure and ensuring effective administration and control; managing and organising accommodation efficiently and effectively to ensure that it meets the needs of the curriculum and health and safety regulations; managing, monitoring and reviewing the range, quality, quantity and use of all available resources to improve the quality of education, improve students achievements, ensure efficiency and secure value for money. Accountability The Principal should: provide information, objective advice and support to the Governing Body and Harris Federation to enable them to meet responsibilities for securing effective teaching and learning and improved standards of achievement, and for achieving efficiency and value for money; create and develop an organisation in which all staff recognise that they are accountable for the success of the Academy; present a coherent and accurate account of the Academy s performance in a form appropriate to a range of audiences, including governors, DfE, the local community, Ofsted, the LA and others to enable them to play their part effectively; ensure that parents and pupils are well informed about the curriculum, attainment and progress and about the contribution that they can make to achieve the Academy s targets for improvement. Quality The Principal should: develop, maintain and operate appropriate systems of quality assurance in all aspects of the academy s operation.
12 PERSON SPECIFICATION Qualifications (1, 4) Experience (1, 2) Knowledge, skills and abilities (1, 2, 3, 5) Essential Qualified Teacher Status, Degree, Further relevant professional studies. Senior Leader in a Primary/Secondary school. Leadership in curriculum development and in monitoring and evaluation strategies. Proven track record of raising attainment in an urban, multi-ethnic environment. Track record of raising standards in English and Mathematics and good knowledge of raising standards in Literacy and Numeracy. Good understanding of inclusion. Leadership in staff development. Some experience of budget management. Thorough knowledge and understanding of current curriculum developments and how pupils learn. Understanding of principles and demonstrable application of school improvement and school effectiveness. Demonstrable ability to plan strategically, to lead, motivate, develop and inspire staff, and to manage change. Demonstrable commitment to equality of opportunity and inclusive education. Understanding of how academy specialisms can motivate and develop pupils. Understanding of multicultural issues in the context of the secondary school. Knowledge and understanding of principles and practices of performance management for all staff within an academy setting. High-level ability to analyse and interpret pupil performance data and set challenging but realistic targets. Ability to ensure an ethos and structure for sound discipline which enables all pupils to achieve. Leading on action planning evaluation. Ability to work effectively as part of the academy team and with governors, pupils and parents. Ability to work effectively with members of the Desirable Relevant Further Degree or NPQH. Management experience in more than one school, leadership in pastoral and curriculum development. Successful experience of raising the attainment of a range of ethnically diverse students. Working with a school in challenging circumstances. Involvement with academy specialisms. Creation of strong links with the local community. Understanding of issues related to challenging schools. Understanding of delivering a community education provision.
13 Equality issues (2, 5) Other Requirements (1, 2, 5) local community in developing the academy as a community resource. Ability to communicate orally and in writing to a variety of audiences. Demonstrable knowledge and understanding of equality issues and legislation. Able to integrate quality policies into service delivery and employment practices. Ability to work under pressure and be resilient in the face of challenge. Ability to prioritise. Experience of working as part of a Federated or similar structure of associated schools. This acts as selection criteria and gives an outline of the types of person and the characteristics required to do the job: Essential: without which candidate would be rejected Desirable: useful for choosing between two good candidates Measuring attributes: 1 = Application Form 2 = Interview 3 = Test 4 = Proof of Qualification 5 = Practical Experience We will consider any reasonable adjustments under the terms of the Disability Discrimination Act (1995), to enable an applicant with a disability (as defined under the Act) to meet the requirements of the post. The post holder will ensure that Academy policies are reflected in all aspect of his/her work, in particular those relating to; (i) Equal Opportunities (ii) Health and Safety (iii) Data Protection Act (1984 & 1998) Please make sure, when completing your application form, you give clear examples of how you meet the essential and desirable criteria.
14 HOW TO APPLY PLEASE CLICK HERE TO START YOUR APPLICATION. For a confidential discussion with Sir Dan Moynihan, CEO of the Harris Federation, please call To arrange a visit to a Harris Secondary Academy, please contact the CEO s office at Thank you for your interest in the Harris Federation. We look forward to receiving your application. If you think a career with us is right for you, discover more at:
Thank you for your interest in the Harris Federation. APPLICANT PACK PRINCIPAL HARRIS PRIMARY ACADEMY ORPINGTON START DATE: JANUARY 2018 As a top performing Multi-Academy Trust, we offer access to a professional
Professional Standards and Job Description for Subject and Learning Leaders These standards set out the knowledge, understanding, skills and attributes which relate to the key areas of subject and student
JOB DESCRIPTION Post Title: Deputy Head Teacher (Leadership Pay Spine 22-26) SPECIFIC ROLES AND RESPONSIBILITIES Within the context of this job description, Deputy Head Teachers will have particular responsibilities
St Albans Girls School Specialist Business and Enterprise Academy Head of Performing Arts Salary: MPS/UPS + TLR + Outer London Fringe INTRODUCTION Research and inspection evidence demonstrate the close
WEST THORNTON PRIMARY ACADEMY Creating Futures for All West Thornton Primary Academy Rosecourt Road Croydon CR0 3BS Website: www.westthorntonacademy.org.uk DEPUTY HEADTEACHER RECRUITMENT PACK March 2016
King Edward VI Handsworth School GIRLS GRAMMAR SCHOOL, 11-18 HEADTEACHER CANDIDATE INFORMATION King Edward VI Handsworth School GIRLS GRAMMAR SCHOOL, 11-18 As one of the top state schools in the country,
APPLICANT PACK Performing Arts Teacher Start date: September 2018 Salary: MPS + Harris Bonus + Health Care Cash Plan + Harris Benefits Teachers have high aspirations. Their enthusiasm for their subject
Job Description Post Title: Location: Reporting to: Grade: Head of School Bridgeview and Whitehouse The Executive Headteacher L13 L19 Principle Responsibility The Head of School will promote and support
Seva School: Secondary Headteacher Job Description Accountable to: Salary: Governors Negotiable Over-arching Areas of Responsibility The Strategic Direction of Seva School (with Governors), Leading Learning
Principal application pack January 2019 WELCOME TO ST PETER S CE ACADEMY Thank you for your interest in the post of Principal at St Peter s CE Academy, a two-form entry junior school set in the community
Assistant head teacher Teaching and learning- Job description Salary: L12-16 Line managed by: Principal Specific responsibilities Key roles Practical tasks Areas to line manage Teaching and Learning Assessment
Application Pack for Headteacher September 2018 Contents Letter from Dawn Haywood, Deputy CEO About WAT Goals and Aspirations by 2022 What makes WAT unique? Our Academies Rivers Primary Academy Job Description
Principal Job Description Purpose of the Job Provide vision, leadership and direction for the college and ensure it is managed and organised to meet its aims and targets. Maintain a culture that promotes
Middlesex Learning Partnership Head of School Barnhill Community High Information for applicants Our Vision In the Middlesex Learning Partnership we believe in the power of learning to transform the lives
Headteacher Job Description & Person Specification JOB DESCRIPTION Headteacher (From September 2016 or earlier) Salary range L27 to L33 About the role We are looking for an exceptional candidate with a
Francis Baily Primary School - Headteacher Job Description Salary Range L23 L29 A. Purpose of the Post: The Headteacher, who is accountable to the Governing Body, will continue the school s current ethos,
Ashton Park School Application for the post of Headteacher January 2018 Please see our website for full and current information about our school https://www.ashtonpark.net/ Ashton Park Secondary School
HEAD TEACHER What are we looking for? Onslow St Audrey s School has been an academy since 2012. The Governing Body is looking for a truly exceptional Headteacher with the drive and ambition to take forward
WILD BANK Wild Bank Community School Job Description Deputy Head Teacher This appointment is with the governing body of the school under the terms of the contract signed, with the governors as employers.
Deputy Headteacher L22-27 (Inner London) Required for September 2017 Educating tomorrow s leaders, university ready and serving our community An Introduction from our Acting Headteacher Dear applicant,
Firs Primary School Prospective Headteacher Pack Contents Letter from Chair of Governors Job Description Person Specification Information about the Firs Primary School Dear Candidate I am delighted that
LEEDS COLLEGE OF BUILDING JOB DESCRIPTION Post Title: Reporting to: Responsible for: HEAD OF MATHS ASSISTANT FACULTY DIRECTOR Teaching staff Main purpose of the post: The quality of teaching and learning
Teacher of Maths (Full time, fixed term maternity cover) We are looking to appoint an inspirational and enthusiastic teacher of Maths who has the ability to engage and enthuse students and staff with a
Details about the post: Grade: TLR2B- 4,440.00 Type of post: Key Stage 5 Mathematics Co-ordinator Start date: September 2018 or January 2019 Reason for vacancy: This post has arisen due to the promotion
@LEADAcadTrust Candidate Information Pack: Headteacher Warren Primary Academy Warren Primary Academy Warren Primary Academy is an Outstanding school situated to the north of Nottingham City with approximately
APPLICATION PACK HEAD OF TEACHING & LEARNING Jerry Clay Academy Striving to be the best we can be CONTENTS 2. Contents 3. Welcome to our School from the Chair of Governors 4. Opening letter from the Headteacher
Temple Learning Academy Joint Principal (Secondary Phase) Recruitment Pack January 2017 Temple Learning Academy Information for the Joint Principal (Secondary) of the Temple Learning Academy. Dear Applicant
National Standards for Headteachers in Wales Consultation Document Date of Issue: 20 September 2004 Action Required: 15 November 2004 School Leadership Knowledge and Skills ACTIONS Personal Qualities and
Hillside Primary School Phase Leader of Learning Job Description Postholder: Job Title: Phase Leader of Learning Salary: Current salary + TLR 2a Responsible to: Headteacher and Governing Body Job Purpose:
Head Teacher and APIE Lead Practitioner Application Packs Head Teacher and APIE Lead Practicioner recruitment: Umubano Primary School, Kigali, Rwanda: 2015 18 www.umubanoprimary.org Background and Vision:
JOB DESCRIPTION Assistant Headteacher (Curriculum & Teaching and Learning) NAME OF SCHOOL: Thomas Buxton Primary School POST TITLE: Assistant Headteacher GRADE: Leadership Scale L8-12 RESPONSIBLE TO: Headteacher
RHYL HIGH SCHOOL DEPUTY HEADTEACHER VACANCY INFORMATION PACK Letter from the Headteacher Dear Prospective Applicant, Post of Deputy Headteacher Thank you for your interest in the Deputy Headteacher post
Hale Primary School, Children s Centre & Nursery Deputy Head Role Description & Specification 1. Job Description 1.1 Role: Deputy Head Accountable to: The Head teacher, the Chairperson representing the
Principal Candidate Information January 2019 Mission Our Mission Inspired by the Good Shepherd We follow His footsteps and are united as one family in God s love. We reach for the stars as we strive for
Avishayes Primary School & Early Years Centre Academy Trust Aim High, Achieve Together Headteacher Information Pack Contents Letter from the Chair of Governors Page 3 Important Information Page 4 Overview
Park Avenue Eastbourne BN21 2XR www.ratton.co.uk Tel: 01323 504011 OUR VISION Developing caring, confident and creative students who achieve excellence TEACHER OF COMPUTER SCIENCE & ICT Ratton is a good
Job Description Behaviour and Pastoral Lead Responsible to: The Head of School/Headteacher and Governing Body of the school Main purpose of the job To carry out the duties of this post in line with the
Dear Applicant, Thank you for applying for the position of at The John Wesley CEM Voluntary Aided Primary School. The John Wesley School provides a very supportive environment to pupils and staff, encouraging
Headteacher at Wilmington Grammar School for Boys L24 L28 Contents 1. Introduction 2. Headteacher Post 3. Senior Leadership Team Structure 4. Job Description: Headteacher 5. Person Specification 6. Application
Job Description Job Title: Deputy Headmaster/Mistress Accountable to: Headmaster/Mistress Main Responsibilities Assist the Headmaster/Mistress in managing this all-through school, having oversight of routines,
a Headteacher Job Description and Person Specification b c Badgerbrook Primary School Badger Drive, Whetstone, Leicester, LE8 6ZW www.badgerbrook.leics.sch.uk 1 P a g e Letter from the Chair of Governors
Post Grade Working hours Art & Design Teacher MPR/UPR/NQT Full time / Part time Start Date 1 September 2017 We are looking for an enthusiastic, innovative and inspiring teacher, to join our friendly, supportive
David Ross Education Trust Legatum Free School Queen Elizabeth Olympic Park Principal Application Pack Welcome Thank you for your interest in the leadership post at our free school at the Queen Elizabeth
Curriculum Team Leader Geography Candidate Information Pack Dear colleague Thank you for taking the time to find out about our Salisbury school and the possibility of working here with us. Sarum Academy
Headteacher Application Pack Lambourn C of E (Controlled) Primary School www.lambournschool.org.uk Contents Letter from the Chairs of Governors p 3 Lambourn C of E Primary School p 4 Staffing Structure
Diocese of Nottingham The Federation of All Saints and St Margaret s Catholic Primary Schools Executive Headteacher Applicant s Pack March 2018 Dear Applicant, Thank you for your interest in applying for
Citizenship Survey Visits Generic grade descriptors and supplementary subject-specific guidance for inspectors on making judgements during visits to schools Subject feedback letters, following survey visits,
1 I could not be more excited about Pinner High School, present and future. I have the best job in education: leading a new project with supportive local schools committed to sharing their expertise; an
DIRECTOR OF MORRIS TEACHING SCHOOL ALLIANCE This is an exciting role for an innovative leader who is passionate about shaping the future of school-to-school improvement. This is a unique opportunity for
Uxbridge High School TEACHER BUSINESS STUDIES INFORMATION PACK SEPTEMBER 2018 CONTENTS 1. WELCOME FROM THE PRINCIPAL 2. PROUD TO MAKE SUCCESS HAPPEN 3. PROFESSIONAL DEVELOPMENT AT UHS 4. JOB DESCRIPTION
JOB DESCRIPTION DEPUTY HEADTEACHER For Catholic voluntary aided schools in the Archdiocese of Birmingham St. Peter s Catholic School Indicative Salary Range L18 L22 Responsible to: The Headteacher Responsible
HAD OF SCHOOL JOHN TAYLOR FR SCHOOL JANUARY 2018 2 Welcome Governors welcome letter 4 John Taylor Multi Academy Trust letter from the CO Mike Donoghue 7 National Forest Teaching School 9 Job Details 10
JOB DESCRIPTION PRIMARY DEPUTY HEADTEACHER For Catholic voluntary aided schools in the Archdiocese of Birmingham Abbey Catholic Primary School Deputy Head Teacher Indicative Salary Range (ISR) Responsible
Stour Valley Community School Cavendish Road, Clare, Suffolk CO10 8PJ www.stourvalleycommunityschool.org 01787 279342 Headteacher Application Pack February 2018 APPLICATION DEADLINE Monday 19 March - 8:00am
MENSTON PRIMARY SCHOOL ASSISTANT HEADTEACHER Key Facts and Statistics Type of School Community Primary School Location Menston, West Yorkshire Denomination None Age Range 4 to 11 Years Co-Educational or
TEACHERS ADVERT/JOB DESCRIPTION/PERSON SPECIFICATION Mainstream Teachers and Senior Teachers required for the Hungerford Primary School Part of The Bridge London Trust Salary Grade: Teacher Pay Scale +
Reflective Guidance for Teachers Standards Standard 1 Set high expectations which inspire, motivate and challenge pupils o Is the trainee able to create and maintain a positive, purposeful, safe and secure
Headteacher s Recruitment Pack March 2016 Dear Applicant, Thank you for your interest in the post of Headteacher of Willingdon Community School. We believe this is an ideal opportunity for either someone
Recruitment Information Pack Head Teacher Contents Introduction from Helen Baker, Chair of Trustees and Isabelle Morhall, Chair of Governors The Advert About the Rise School About Autism About Autism Schools
Assistant Principal Job Description and Person Specification Post title: Vice Principal EYFS, Curriculum and Attendance Academy: Westminster CE Primary Academy Pay range: Leadership Scale 14-19 Line manager:
Deputy Head of Academy THE RUSSETT LEARNING TRUST Letter to candidates Dear Applicant Reference: Deputy Head of Academy Thank you for your interest in The Russett School. Once you have read the information
Teacher of English MPS/UPS Information for Applicants Start date : Easter or September 2018 Weavers Academy Striving for success, focusing on learning Dear Applicant Thank you for showing an interest in
Application Pack for Deputy Head Teacher at Seven Sisters Primary School and Centre - October 2018 Contents: Letter from the Head Teacher 1 Selection Process and Procedure 2 About Our School and Community
RECRUITMENT OF HEADTEACHER AT KING ALFRED S ACADEMY Information for Applicants PART OF VALE ACADEMY TRUST CONTENTS OVERVIEW 3 KING ALFRED S ROLE WITHIN THE VALE ACADEMY TRUST 6 WHAT DOES OUR LEARNING COMMUNITY
HOLY TRINITY CHURCH OF ENGLAND PRIMARY SCHOOL HOLY TRINITY C.E. PRIMARY SCHOOL 01 The Governing Body of Holy Trinity C.E. Primary School Eagans Close, East Finchley, London N2 8GA Tel: 020 8883 1824 Fax:
Deputy Norwood Green Infant and Nursery School Deputy Head teacher Recruitment Pack Autumn 2017 Deputy September 2017 Dear Candidate, Thank you for your interest in the role of deputy head teacher at Norwood
Our Lady of Lourdes Catholic Primary School Headteacher Job and Person Specification Key school facts and statistics Type of school ge Range Location Denomination Co-educational or single sex Number of
Job Description Job Title: Deputy Headteacher Salary Scale: L18-L23 Start: September 2018 (earlier if possible) Reporting to: The Headteacher Specific responsibilities of the post will be agreed on appointment
Details about the post: Grade: Main Scale/Upper Scale Type of post: Teacher of Mathematics Start date: September 2018 / January 2019 Reason for vacancy: This post has arisen due to an establishment requirement.
Uxbridge High School TEACHER - MFL INFORMATION PACK JANUARY 2018 CONTENTS 1. WELCOME FROM THE PRINCIPAL 2. PROUD TO MAKE SUCCESS HAPPEN 3. PROFESSIONAL DEVELOPMENT AT UHS 4. JOB DESCRIPTION 5. PERSON SPECIFICATION
St Jude s Church of England Primary School A village school in the heart of the city Welcome to St Jude s St Jude s Church of England Primary School Dear Colleague, Thank you for your interest in becoming
Director of Sixth Form Permanent Full-Time Closing date: 09.02.17 Interviews: 22.02.17 and 23.02.17 Dear Candidate I am delighted that you have requested further information regarding the position of Director
Teacher of Religious Studies Salary MPS/UPS, Permanent / Full-time Al Hijrah School Burbidge Road Bordesley Green Birmingham B9 4US Required January 2016 Al-Hijrah School is a well established (4-16) Voluntary
Sheffield Inclusion Centre Assistant Headteacher information pack Dear Applicant Thank you for your interest in the position of Assistant Headteacher at Sheffield Inclusion Centre. We are the primary and
000 City Learning Trust Director of Mathematics (L20-L24) Applications are invited for the above post within the City Learning Trust. We are seeking an exceptional leader of Mathematics to become the Trust
INFORMATION FOR APPLICANTS: Trust Strategic Leader of EAL Nursery A B C All Will Succeed 1 WELCOME TO THE ESSA FOUNDATION ACADEMIES TRUST We recruit people for attitude and train for skills We aim to recruit
Trainee Progress Indicators & Assessment Descriptors Teachers Standards 2017-2018 Secondary ITE Programmes Faculty of Education at Manchester Metropolitan University. (Adapted as Progress Indicators from
Trainee Progress Indicators & Assessment Descriptors Teachers Standards 2018-2019 Secondary ITE Programmes Faculty of Education at Manchester Metropolitan University. (Adapted as Progress Indicators from
Liden Primary School Deputy Headteacher Job Description Post title: School: Pay range: Line manager: Deputy headteacher Liden Primary School L8-L12 The headteacher and governing body Supervisory responsibilities: