Subject Leader (Head of Department) Languages: MFL and EAL ORCHARD SCHOOL BRISTOL part of Trust in Learning (Academies) Application Pack April 2018

Transcription

1 Subject Leader (Head of Department) Languages: MFL and EAL ORCHARD SCHOOL BRISTOL part of Trust in Learning (Academies) Application Pack April 2018

2 Welcome Letter Orchard School Bristol key background information Job Description Person Specification Child Protection and Safeguarding Explanatory Notes How to Apply

3 Dear Applicant Thank you for your interest in the position of Subject Leader for Languages at Orchard School Bristol. We are a mixed academy serving young people in North Bristol. Our students reflecting our richly diverse local community, and we place no limits on the aspiration of our students. Our mission statement inspire today, empower for life lies at the heart of all that the school does. The Subject Leader role at Orchard School is an exciting opportunity to make impact at a school on a rapidly-improving journey. We are at the start of a new chapter and are looking for someone passionate about Modern Foreign Languages and English as an Additional Language, with excellent teaching and learning awareness, a flair for leadership and innovation, as well as a clear commitment to supporting the vision for the school. We are looking for a Subject Leader who can deliver French and Spanish confidently, who can create an exciting curriculum to inspire our students, and who has a strong understanding of the specific skills required to raise achievement at GCSE level. You will be leading the languages team, the EAL team, the school s Equality & Diversity focus and celebrations, and be keen to establish global links. You need to have strengths in mentoring new staff and delivering CPD across the school. We want to build our languages provision, and you must be committed to developing this department to become a vibrant hub for languages. Applying for this role means you are an excellent practitioner who has made an impact on students outcomes over the last few years. Prior leadership experience is a real advantage. You are: - an outstanding, innovative and creative classroom practitioner - an enthusiastic team player, keen to develop your leadership skills - able to demonstrate your impact on raising standards - committed to the highest achievement for all students - passionate about teaching and learning - able to deliver French and Spanish to GCSE - able to provide strategic direction to our EAL team and across the staff body We offer: - Enthusiastic students, willing to learn and achieve - Excellent student behaviour and a calm learning environment - A bright, happy place in which to learn and work - A professionally stimulating environment which values the contributions of all staff - A commitment to professional development, including the NPQML or equivalent - The opportunity to build a curriculum area and establish a reputation across Bristol as an outstanding department

4 As a member of Trust in Learning Academies, our aim is simple: to become the outstanding educational provision our community deserves. We are building success on the core ORCHARD values of being: Open-minded, Respectful, Creative and Curious, Healthy, Ambitious, Responsible and Determined. If what we are doing resonates with you, and you are keen to work closely with us driving standards, developing our culture of high aspirations and even higher achievement, then please do apply. I welcome visits from prospective applicants and recommend you contact Jackie Gibson, my PA, on or j.gibson@osb.school to arrange a tour. Julia Hinchliffe, Headteacher Orchard School Bristol Key Background Information About Orchard School Bristol Orchard School Bristol is very much a good school. It achieved this rating from Ofsted in October 2015 and gains in a number of areas have been made since then. It is a school with strong relationships at its heart and these pay dividends in ensuring that Orchard School s inclusive and ambitious values secure positive outcomes for the students it serves. Education changes lives and the school invests its energy in inspiring all students to become successful, well-rounded, confident and courteous young people who are a credit to their families, their community and their school. All schools have aims for their students but at Orchard the school prides itself in providing that little bit extra and the most recent Ofsted inspection recognises this. When Ofsted visited the school and delivered a verdict of Good across all areas, the inspectors noted: Teachers set very high expectations. Excellent relationships between teachers and pupils ensure a good pace of learning. Pupils conduct themselves well in lessons and at social times. A harmonious atmosphere is evident between pupils from a very wide range of different backgrounds, cultures and beliefs. Pupils enjoy school and feel safe. Pupils personal development and confidence are being effectively developed.

5 The school has moved on again from here, successfully introducing Ready to Learn, which enables staff to maximize every minute of learning. Attendance is rapidly improving; students are focusing on developing leadership skills, and a new Prefect system is being established. It really is an exciting time to be joining Orchard School. Outcomes and Progress Planned changes to the school s curriculum over the last three years have resulted in a positive trend of improvement in both attainment and progress. In many areas attainment and progress of students matches their peers locally and nationally outcomes saw a dip in figures, but we are confident that our data for 2018 will put us back on our rapidly improving trajectory. There is much more to accomplish as the school builds upon the successes of the last few years. Staff The school has highly motivated staff that represent the brightest and best in the profession and there is a well-established programme of professional development. This includes a commitment to working with colleagues from TiLA in supporting inter-school work and collaboration across Teaching, Learning, Assessment and Quality Standards, as well as Pastoral and Wellbeing CPD sessions for Orchard School teaching staff. Staff are encouraged to be creative in lessons and subject leaders are receptive to new ideas while ensuring standards among their team members are as high as possible. A recent staff survey shows that staff thrive at the school and enjoy being part of the community. Facilities The school was built in 2007 and as such has modern facilities, with extensive playing fields and grounds, and is well located in North Bristol. Staff and students use modern equipment and the school environment is both welcoming and highly professional. Leaders have invested much time in creating a school environment which is conducive to the best learning and to make sure that facilities for staff are top class and as good as they can be. There is ample parking for staff and many cycle to work as well. Working in Partnership The school works to support the aspirations of the community it serves with young people and their families at the centre of all it does. The school works with a wide range of community partners in realising this. The school seeks to open its doors to the community.

6 Job Description Job Title: Subject Leader Languages Responsible to: Senior Leader, SLT LINE MANAGEMENT ACCOUNTABILITY: Under the line management of the appropriate Senior Leader, to support, hold accountable, develop and lead the department to ensure high standards of learning and teaching, excellent outcomes, and care for the wellbeing of staff and students. To contribute to school development, self-evaluation and quality assurance procedures in line with the vision and values of the whole school. PURPOSE OF THE POST: To provide professional leadership and management for this area of the curriculum, keeping abreast of latest curriculum developments and pedagogy. To bring cohesion across these areas with respect to setting high standards, securing high quality teaching, providing the best possible learning experiences for students and ensuring progress and exceptional outcomes. To ensure that opportunities exist within and beyond the curriculum to enrich the experiences of students and to ensure that they have an understanding of the creative world and are confident in taking part. To ensure that the work of the department is celebrated within the school and beyond. To meet Teachers Standards when leading any learning MAJOR FOCUS OF ACCOUNTABILITIES: Strategic Direction Provide strategic direction for the whole team across all subjects within the department. Develop and implement practices for the subject area which reflect the school s commitment to high achievement and which are consistent with national/school best practice. Establish short-, medium- and long-term plans for the development and resourcing of the subject in both Key Stages. Lead on the design, coordination and delivery of GCSE/equivalent courses. Monitor the progress made in achieving subject plans and targets, and evaluate the effects on teaching and learning in both Key Stages. Produce reports on performance, including the use of value added, in line with School Self-Evaluation procedures. Delegate appropriate responsibility to colleagues within the department.

7 Create a positive working environment within the department, focused on excellence for all. Teaching and Learning Research best practice and provide guidance on latest pedagogy in your subject areas. Introduce innovative teaching and learning strategies in line with whole school practice, to ensure students are engaged in an enjoyable and developmental learning experience. Monitor and evaluate the quality of teaching and standards of students achievements, setting targets for improvement. Report in a timely way to all stakeholders Ensure student attainment is at least in line with school targets Plan and implement the curriculum, bringing about change as identified or directed. Ensure schemes of work are innovative and well developed. Develop the use of ICT across the department. Be responsible for the development of literacy, numeracy and key skills in subject area, where appropriate. Ensure lessons are challenging and effective, meeting the needs of all students. Monitor and evaluate the quality of teaching/learning and standards of achievement, setting targets for improvement, observing lessons, ensuring all assessment requirements and procedures are fulfilled and setting challenging performance management targets for those line managed that reflect school and subject area development plan requirements. Contribute to staff INSET and CPD. Network locally, nationally or beyond, to ensure the school s awareness of best practice, and profile, is enhanced. Leading and Managing Staff Provide support, challenge, information and development necessary to sustain motivation and secure improvement in teaching across the team. Provide support to staff as required, to ensure consistency in our whole school behaviour strategy Help recruit and select teaching and support staff, taking part in the interview process. Make appropriate arrangements for cover in the Department by liaising with Cover Supervisor/relevant staff. Model professional behaviour in line with Orchard values, promoting high expectations Resource Management Secure and allocate resources to support effective learning and teaching within the subject area(s). Ensure that Health and Safety policy and procedures, including Risk Assessments are carried out in line with national requirements Monitor and control the use of resources, maintaining appropriate inventories, and keeping within your budget

8 Student Development Develop within the Department a culture of praise for both staff and students to develop value and self-worth, monitoring the use and effectiveness of whole school rewards/sanctions Liaise with the Pastoral team, SENCO or appropriate agencies to identify and support those students underachieving. Oversee, and with colleagues deliver, a programme of enrichment activities, including those held after school Publicise and deliver opportunities for students in Languages, which promote aspiration and enthusiasm for all students The Major Focus of Knowledge and Skills: Subject Leaders demonstrate knowledge and understanding of: School improvement and effectiveness strategies including the process of school selfevaluation and subject development in the light of inspection findings. Processes and systems for quality assurance within subject area. Principles and practices in relation to managing learning and teaching, people, policy and planning, resources and finance. Principles and practices of effective leadership and management of change. The application of ICT to learning, teaching and management of the subject area. Principles of curriculum planning and educational enhancement, eg extracurricular activities including booster classes, trips and visits. GENERAL AND REVIEW: Undertake such duties as may from time to time be reasonably assigned by the Headteacher as commensurate with the grade of the post, operating within the provision of the School Teacher's Pay and Conditions of Employment. To fulfil duties of a teacher and tutor (where applicable), outlined in the main scale teacher job description. Take responsibility for your own continuing professional development, including attendance at in-service training, to develop job performance and to ensure personal development. This job description is not necessarily a comprehensive definition. It will be reviewed periodically and when appropriate. It may be subject to change or modification at any time after consultation.

9 Person Specification Key: 1. Application Form 2. Other documentary evidence including references 3. Interview process 1. Experience and qualifications Appointment Criteria Essential (E) Desirable (D) Assessment Method 1.1 Good Honours degree or equivalent E 1/2 1.2 Qualified Teacher Status (QTS) E 1/2 1.3 A higher degree D 1/2 1.4 Successful track record of improving outcomes E 1/2/3 1.5 Substantial successful teaching experience, across the ability range, at KS3 and at KS4 (evidence own classes / departmental data from last 3 years) 1.6 Evidence of engagement with recent and relevant CPD 1.7 Experience in a school/setting serving a diverse and multi-cultural community 2. Leadership skills the ability to lead others 2.1 Build, support and challenge high performing teams 2.2 Evidence of involvement in a successful change programme 2.3 Experience in embedding an ethos of shared responsibility for the outcomes of the school 2.4 Able to direct the work of others and hold to account 2.5 Has a proven track record of supporting others to achieve their potential E 1/2/3 E 1/2/3 D 1/3 Essential (E) Desirable (D) Assessment Method E 1/2/3 D 1/3 D 1/3 E 1/2/3 E 1/2/3 Essential (E) Desirable (D) Assessment Method 3. Knowledge, understanding and skills 3.1 An excellent teaching practitioner E 2/3 3.2 Effective communication skills able to write E 1/3

10 accurately and effectively for all audiences 3.3 Experience of developing parental D 1 engagement 3.4 Experience of presenting in local/national forum D 1/2/3 3.5 Ability to maintain a high work rate and to juggle a range of tasks and competing priorities 3.6 Recent experience in innovative curriculum development 3.7 Able to interpret data in a variety of formats, to impact on outcomes E 1/3 D 1/2/3 E 1/2/3 Essential (E) Desirable (D) Assessment Method 4. Values and beliefs and personal attributes- be able to demonstrate through experience 4.1 A commitment to inclusive education and the E 1/3 belief that all can succeed 4.2 Maintaining high expectations and standards of E 1/2/3 participation, achievement and behaviour 4.3 Enthusiasm, energy and ambition E 1/2/3 4.4 Able to embed equality in all aspects of work E 1/2/3 4.5 Tact and sensitivity E 1/2/3 4.6 Flexible, adaptable and reflective E 1/2/3 4.7 Sense of humour E 1/3 4.8 Aspirations for Senior Leadership D 1/3

11 Safeguarding Policy The Trust is committed to Safeguarding and Promoting the Welfare of all of its pupils and students. Each pupil/student s welfare is of paramount importance. The Trust s Child Protection and Safeguarding Policy applies to all adults, including volunteers, working in or on behalf of the Trust. The policy can be found on our web site: The five main elements of our policy are to: ensure we practice safe recruitment in checking the suitability of staff and volunteers to work with children raise awareness of child protection issues and equip children with the skills needed to keep them safe develop and implement procedures for identifying and reporting cases, or suspected cases, of abuse support pupils who have been abused in accordance with the agreed child protection plan establish a safe environment in which children can learn and develop. Safer Recruitment: Trust in Learning (Academies) is committed to safeguarding children and young people. All post holders are subject to a satisfactory enhanced Disclosure and Barring Service clearance. Our policy and practice is in line with the Department for Education s Keeping Children Safe in Education Guidance We ensure that all appropriate measures are applied in relation to everyone who works for the Trust who is likely to be perceived by the children as a safe and trustworthy adult including e.g. volunteers and staff employed by contractors. Safer recruitment practice includes scrutinising applicants, verifying identity and academic or vocational qualifications, obtaining professional and character references, checking previous employment history and ensuring that a candidate has the health and physical capacity for the job.

12 Explanatory Notes Applications will only be accepted from candidates completing the Trust s Application Form. Please complete ALL sections of the Application Form which are relevant to you as clearly and fully as possible. CVs will not be accepted in place of a completed Application Form. You will also be asked for a letter of application. Interview Process After the closing date, short listing will match your skills/experience against the criteria in the Person Specification. You will be selected for interview entirely on the contents of your application form and your letter of application, so please read the Job Description and Person Specification carefully before you complete your form. We will seek references on shortlisted candidates and may approach previous employers for information to verify particular experience or qualifications before interview. Any relevant issues arising from references will be taken up at interview. You should be aware that provision of false information is an offence and could result in your application being rejected or summary dismissal if you have been selected, as well as possible referral to the police and/or DBS and/or other relevant investigating bodies.

13 How to Apply 1. To apply please complete the Trust in Learning (Academies) Application Form. Your letter of application should address how and why you feel that you are equipped to fulfil this role noting your personal values, attributes, your ability to lead others and your knowledge and experience to date. Closing Date: 9am Tuesday 24 April 2018 Interview Day: Wednesday 2 May 2018 Applying: Completed Application Forms should be returned to jobs@osb.school