Recruitment Information Pack. Head Teacher

Transcription

1 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 Trust Job Description and Person Specification The Rise School 1

2 Feltham Community College Browell s Lane Feltham Middlesex TW13 7EF Tel: info@theriseschool.com Web: Dear Applicant, May 2015 Thank you for your interest in applying for the post of Head Teacher at The Rise School. We hope that after reading the information provided within this pack you will be both encouraged to apply and excited by our school and the ambitions for our pupils. The Rise School opened in September It is a ground breaking, genuinely innovative school for children and young people, aged between 4 and 19, who have autism. Our pupils access the national curriculum at broadly age-appropriate levels, while still receiving the specialist support they need. We are co-located with a secondary school, Feltham Community College; this gives our pupils access to mainstream education which they might not otherwise benefit from. We believe that our pupils should have the same opportunities that most of us take for granted nationally only 15% of young people with autism go onto university, further education, training or employment however, we estimate that 85% of our pupils will! We are seeking a Head Teacher who will be an enthusiastic child-centred practitioner with the ability to lead our school forward within a rigorous professional environment focused on the progress and achievement of children. If you would like an informal and confidential conversation about the post and/or the opportunity to visit the school in advance of you submitting an application please contact Philip Moss on or Philipmoss@theriseschool.com The closing date for applications is noon on the 15 th May 2015 and interviews will be held on the 21 st and 22 nd May. I look forward to receiving your application. Yours sincerely Helen Baker Chair of Trustees Isabelle Morhall Chair of Governors 2

3 Head Teacher The Rise School Date: Applications to be received by noon on 15 th May 2015 Salary: Negotiable Location: West London Contract type: Full Time Contract term: Permanent The Trustees of The Autism Schools Trust are seeking to appoint a Head Teacher to The Rise School, a Special Free School in Feltham, West London for children and young people with autism aged The school opened in temporary accommodation in September 2104 and will move into its purpose built, state-of-the art building next academic year. We provide children and young people with a broad and challenging curriculum delivered by high quality teachers, teaching assistants and a team of classroom based therapists. We are co-located with Feltham Community College a mainstream school. Our secondary pupils access mainstream classes in the College, and follow individualised timetables. All pupils access the National Curriculum at broadly age-appropriate levels while still receiving the specialist support they need. Building a new school from scratch is not without its challenges - but the rewards are enormous! Not everything is in place yet. Some systems and processes still need to be developed. We will look to you to lead our committed team of teachers and support staff in establishing the school on a secure and firm foundation. Our ambition and commitment is to deliver an outstanding level of education and care. Are you attracted to the idea of being part of something to which you can make a significant and unique contribution? Do you thrive when you have the ability to design and build your own professional environment rather than inheriting and maintaining what is already in existence? If so, and you are have a proven track record of outstanding leadership within a special educational environment, we want to hear from you. Please visit our website: for more information about the school and to how to apply. For an informal and confidential discussion about the post please contact Philip Moss on or Philipmoss@theriseschool.com Closing date: noon Monday 15 th May 2015 Interviews: will be held on Thursday 21 st and Friday 22 nd May

4 The Rise School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. An enhanced DBS (Disclosure and Barring Service) with barred list check is required for all successful applicants. 4

5 About the Rise School The Rise School educates and supports children and young people with autism, aged 4-19 years, enabling them to access a broad and challenging curriculum alongside mainstream pupils. At the same time as concentrating on our pupils academic and social learning, we focus strongly on the transition to adult life, working with pupils and their families to maximise access to further and higher education and to employment. We have high expectations for our students, focusing not just on where they are aged 6 or 16, but where they are aged 30. The Rise School is co-located with Feltham Community College in West London, a secondary mainstream school. As a result of co-locating with Feltham Community College, the Rise School enables its pupils to access the national curriculum at broadly age appropriate levels whilst receiving the specialist support they need. This approach offers our pupils a wide range of qualification opportunities, including GCSEs, A-levels, and vocational BTECs. The Rise School uses a personalised, multi-disciplinary and evidence-based approach to support young people to learn and thrive. Every pupil has access to a team of qualified teachers, behaviour specialists, speech and language therapists and occupational therapists. About our Staff The Rise School recognises that our staff are key to our success. We look to recruit, retain and develop people who are professional and committed to our ambitions for our pupils. Benefits of working for The Rise School The Rise School currently offers the following benefits to staff: Access to the TPS Comprehensive induction Staff development and training Childcare Voucher scheme Employee Assistance Programme 5

6 How to find us Our address is: The Rise School Feltham Community College Browell s Lane TW13 7EF We are located on the same site as our mainstream partner school Feltham Community College. If you are travelling to The Rise using public transport: Tube: Hatton Cross then either 285 or 490 bus to Browells Lane and five minute walk. 90 bus to Feltham - Leisure West and eight minute walk Bus: 285 from Kingston or Heathrow to Browells Lane, 90 from Northolt to Feltham Leisure West, 490 from Richmond or Hatton Cross to Browells Lane, 117 from West Middlesex University Hospital or Staines to Feltham Station, 235 from Brentford or Sunbury to Feltham Station Train: 10 minute walk from Feltham station. 6

7 About Autism Autism is a lifelong developmental disability which affects 1 in 100 people in the UK. It affects the way a person communicates and how they experience the world around them. Autism is described as a spectrum condition; this means that while people with autism, including Asperger s Syndrome, share certain characteristics they will be highly individual in their needs and preferences. Some people with autism are able to live relatively independent lives but others face additional challenges, including learning disabilities, which affect them so profoundly that they need support in many areas. About the Autism Schools Trust The Autism Schools Trust (AST) is a multi-academy trust, and is a partnership between Ambitious about Autism (AAA) and Dimensions two national organisations that have excellent track records in supporting people with autism. The AST was formed in December 2012 to setup its first school The Rise. Ambitious about Autism is a national charity for children and young people with autism. It provides services, raises awareness and understanding, and campaigns for change. Through TreeHouse School and Ambitious College, the charity offers specialist education and support. AAA s mission is to help children and young people with autism to learn, thrive and achieve. Dimensions is a specialist provider of a wide range of services for people with learning disabilities and people who experience autism. It is a not-for-profit organisation, supporting around 3,500 people and their families throughout England and Wales. Dimensions has been providing support packages for families for almost 40 years. It offers a range of support services to children and adults of all ages, including those with complex needs or challenging behaviour. Dimensions enables people to be part of their community and make their own choices and decisions about their lives. The AST aims to create inspirational schools that use evidence-based approaches to enable children with autism to learn and succeed. Our Vision: Our Mission: A world in which children and young people with autism live, work and thrive as part of communities that are ready to receive them. To support inspirational and evidence-based schools in preparing children and young people with autism for adult life. 7

8 The Rise School Head Teacher Job Description Job Title: The Rise School Head Teacher Position in the Organisation Reports to: Responsible for: Chair of Rise School Governing Body The Rise School staff. Main Relationships: Leadership Team, Partner School, Autism Schools Trust, Governing Body, Staff Main Purpose of the Job To provide leadership for the Rise School, which ensures high quality education and support for all pupils and improved standards of learning and achievement in accordance with statutory requirements and the values and standards of the Autism Schools Trust. Duties and Key Responsibilities Leadership Be legally responsible for Rise School and be the School s named safeguarding lead. Develop and ensure effective implementation of the School s strategic and operational plans (including the School Development Plan and SEIF) in line with the policies and principles of the Autism Schools Trust. Monitor, appraise and report on the performance of the school to the Governing Body and Board and relevant external bodies. Provide leadership which identifies, promotes, encourages and rewards the highest standards of educational, behavioural and health practice at the School. Support the School s Chair of Governors and Governing Body in executing their role, particularly that relating to statutory compliance. Recruit and lead the School s leadership team in order to deliver plans effectively. Develop the School s policies and processes for ratification by the Governing Body, maintaining consistency with all education and other relevant legislation and best practice guidance, with particular regard to safeguarding children and young people and Equalities Act Learning Environment Ensure that the individual needs, experience, interests and abilities of each pupil are met and provide the best environment to ensure that each pupil is learning according to their personalised planned curriculum, based on best practice and developed in accordance with 8

9 national standards and assessed needs and capabilities. Ensure that attainment and achievement are systematically recorded, appraised and reported and used to plan individual objectives. Establish an environment of good order and behaviour at the School, to enable every pupil to maximise the opportunity to develop their full potential. Pupil Welfare Ensure that Rise complies with statutory and best practice guidance on obligations for safeguarding and promoting the welfare of all children and young people. Ensure that the health and care needs of each pupil are assessed and met through effective systems and appropriately trained and qualified staff. Monitor the welfare of pupils, preparing regular reports to the Governing Body, and, ensuring that appropriate communication and liaison exists with families and carers, education, health and social care organisations and other professionals involved in pupils welfare. Ensure that all staff and others working with pupils are properly appointed and monitored in accordance with Rise policies, conform to legal requirements of safeguarding procedures and receive induction training and support to meet the welfare needs of pupils. Staff Leadership and Management Review the leadership structures in the school, making recommendations to the Governing Body as required. Support the school leadership team to fulfil their operational responsibilities by providing the professional leadership and organisational support, personal and professional development, and the staffing and financial resources thus enabling them to carry out their duties. Create an atmosphere of support and trust within the school staff in which everyone feels heard and valued and in which concerns and ideas for improvement can be properly discussed and debated and in which the leadership team is supported and respected in its decisions. Ensure that staff resources and all other school resources are effectively and efficiently managed to maximise the educational experience of every pupil and so that Rise attracts and retains high quality staff from trainees to specialists. Ensure the appointment and training of new staff is effective and timely, and that all staff have access to professional advice, training and development appropriate to their needs and the demands of the organisation, allowing them to develop and flourish as professionals. Support opportunities for staff development and encourage innovation and imaginative solutions to staffing needs in the school. Support career progression and ensure good 9

10 succession planning carried out within Rise School. Establish procedures to allow the efficient operational deployment of staff, ensuring that sickness/absence, visits and events, visitors, training, courses, etc are effectively managed and staff resources deployed appropriately. Together with the Trust s HR function, monitor staffing indicators and specific staff needs, respond to trends and changes in staff performance and ensure that staff welfare remains paramount for Rise. Resource Management Develop, propose, manage, monitor and report on the School s income and expenditure budget. Ensure the school produces an annual report and accounts and meets its statutory financial legal reporting requirements. Ensure that the school s commissioning activities are carried out to meet the school s and statutory requirements and be best value. Ensure the efficient use of financial resources, spending these against priorities agreed. Ensure the school complies with all health and safety requirements. Promote income generation activities using the total resources of the school, in keeping with the school s ethos. Ensure effective management of the schools premises and compliance with statutory and schools requirements. Educational development Develop, monitor and report on the School Development Plan and the School Self-Evaluation Form. Ensure pupil progress is tracked including at the levels of whole-school, pupil subgroups and individual pupils. Provide advice, support and expertise to the Autism Schools Trust on the development of new schools and the organisation as a whole. Identify opportunities within the school for new developments and support a climate of entrepreneurial activity within The Rise (see Resource Management, above). Stakeholder management Work proactively to develop a strong partnership with the partner host school. 10

11 Develop and manage the School s communication plans with key stakeholders. Arrange for the views of the School s stakeholders to be surveyed regularly. Ensure effective plans and resources are in place to empower pupils, families and carers to communicate their needs and views. Act as the principal conduit of the relationship between the School and families of pupils, particularly at times of transition and other times of difficulty, as well as prospective families and pupils. Support the appropriate professionals in the case of cared-for children. Work strategically with Local Authorities and other commissioners to support the development of the school and organisation. Act as the School s principal ambassador promoting the School s reputation widely with key stakeholders and securing opportunities for collaboration with local, regional and national partners. Work with the Autism Schools Trust Board to ensure that communications are in line with policies and supportive of the organisation s overall purpose. Admissions Manage the process of admissions to the school, including support for Appeals in keeping with due process. Manage all activities related to SEN and Tribunal appeals, including co-ordinating the school s response and representing the school at hearings, or deciding on representation. Develop and manage a personal work programme Actively participate in the organisation s performance management processes including the appraisal and competency review process and the induction. Proactively maintain the knowledge, skills and networks needed to deliver this role. Work effectively with the Chair of Governors, Directors of the Trust, Executive team to fulfil this role and support the work of the organisation. Support The Rise s core values and carry out all responsibilities with due regard to Safeguarding Children and Equal Opportunities policies and procedures. This job description is not an exhaustive list. The postholder may be required to undertake other duties as directed by their Manager. 11

12 Personal Specification Head Teacher Knowledge/Qualifications / How measured (Application Form, Interview, Test, Presentation) Qualified Teacher Status Application A relevant degree or an equivalent professional qualification Application Masters Degree or higher qualification in education Application Specialist SEN qualification Application National Professional Qualification for School Leadership (NPQH) or relevant previous headship or deputy headship in a maintained or non maintained school Application Qualification or previous head teacher experience either in mainstream, non maintained or independent special school Knowledge and awareness of current developments and forthcoming changes in education in general and SEN in particular A knowledge, awareness, interest and passion for developing policy and practice of SEN and education of pupils with autism both in special schools and the mainstream environment Knowledge and understanding of education policy Knowledge of national developments in meeting the needs of children and young people with a diagnosis of autism Knowledge of how local authorities manage SEN resources and meet needs of children with autism Understanding and awareness of the needs, aspirations 12

13 and concerns of families of children with autism Knowledge and commitment to the principles of evidence based practice in autism education Experience Experience of working with children with special needs Application /Interview Experience in education of children with autism Application /Interview Evidence of relevant professional development Application /Interview Experience of leading and managing multidisciplinary teams to provide first class operational capacity Experience of successfully shaping and leading teams in an environment responsible for providing a range of special needs Successful experience of strategic planning including preparing performance frameworks, such as school development plan Experience of working with assessors and evaluators of performance Experience in working effectively with a range of school partners including parents, external professional and local authorities Experience of curriculum development within SEN provision Experience of curriculum development for pupils with autism, with particular attention on upper years Successful experience of curriculum planning, assessment and evaluation of pupil progress Experience of producing IEPs and working with a range of assessment tools and with pupil behaviour plans Experience of and commitment to promoting and safeguarding the welfare of children and young people Taken a lead or deputised as the Safeguarding lead Experience of partnership working at a strategic level Experience of developing innovative and responsive 13

14 services Experience of working with a wide range of external audiences in the context of autism/sen Experience of working at executive level with multi professional colleagues Experience of managing budgets of 1m+ Experience of managing commissioning of providers within a school environment. Experience of working within the governance structure of academy, independent or NMSS special school Skills & Attributes A personal commitment to working to the highest professional standard promoting a culture of continuous improvement to support the delivery of innovative and responsive services for children, young people and families Able to relate and communicate with a range of different audiences Able to communicate with enthusiasm, integrity, resilience, sensitivity, good humour and energy Interview Able to inspire motivate and support pupils, parents and staff Able to build and develop teams capable of achieving excellence in goals and objectives Flexible in adapting to the teaching approaches used at Rise. An awareness and commitment to ABA Financial and resource management skills Effective skills in leading and managing staff of the school and in building the capacity of the education team Able to work effectively with staff colleagues, Governors and Trustees 14