Temple Learning Academy Phase Leader, EYFS and Year 1 Leadership L5-L9 Recruitment Pack March 2015
Temple Learning Academy Information for the post of Phase Leader, EYFS and Year 1 Dear Applicant Thank you for requesting further information about our all-through Free School which we are creating within inner-city Leeds. We are really excited about the opportunity to create a school which will deliver an enhanced, high quality education which will improve the life chances of children, young people, their families and drive an Ambition for Change throughout our community. We are determined to respond positively to a community which has a thirst for greater success. We are looking for an outstanding individual to lead on our vision and values inspiring all of our learners to reach the highest levels of success. As part of the Temple Newsam Learning Partnership Trust A Co-operative, you will share our vision and values and see the success of working collaboratively. If you share our vision and passion for young people and their families then we would like to hear from you. Yours sincerely Timothy Kitching Chair of Governors on behalf of Temple Learning Academy and Temple Learning Foundation
Temple Learning Academy Our Vision To increase parental choice for those seeking a high quality education in the heart of their community. Our vision is underpinned by a simple phrase that creates life chances within the community through promoting Ambition for Change. We are determined to respond positively to a community which has a thirst for greater success. Our learners will not only make rapid and sustained progress but will also develop a set of key skills that will allow them to flourish as active citizens in the wider society. The educational offer will meet our learners and the community needs and focus upon the core subjects along with enrichment opportunities and experiences to allow them to discover new interests, talents and skills. Background Temple Learning Academy is led by a Board of Directors and the Temple Learning Foundation. It is a partner of the Co-operative Temple Learning Partnership Trust (TNLP) which is a long established network of primary and secondary schools, each of which celebrates their unique and individual character whilst at the same time shares high expectations through working within a common set of co-operative values and principles.
The Academy The Academy will open in September 2015 with a two form entry, 60 reception age learners, and then two form entry into reception each year. Year 7 learners will join the school in September 2016. Age Range: 4-16 Number on roll: 60 Reception learners at September 2015, increasing to 1020 learners by 2021.. You will be key to the Academy s development; of the Early Years provision and supported by a small team. As a team we will provide: Family centred pre-school learning and early learning through play and discovery A balanced curriculum with strong foundations of literacy and numeracy Problem solving through challenges, project-based activities and applied learning access to a significant enrichment programme as part of an extended day Open access to learners and their families through an extended school day all year round The opportunity to build confidence by broadening learners real life experiences Access to wraparound care via an onsite extended services team Partners The Academy will work closely with local businesses and organisations such as Herd Farm,, Leeds Rhinos, Rugby Foundation, Opera North, Leeds United and the University of Leeds to provide enterprise opportunities for its learners. The Building Work around the site, previously the East Leeds Leisure Centre, Neville Road, Leeds, LS15 0NW, is taking place and the building will be ready for September 2015 for our initial Reception intake. This is a temporary location and the permanent Early Years classrooms will be built on site over the course of the year.
What are we looking for? I hope that this information has excited rather than daunted you. This is a fantastic opportunity for you to be involved in the development of a new school from the beginning and having a voice in how provision is shaped with like-minded people. We are seeking to appoint either an existing Early Years Foundation Stage leader who would like the challenge or an outstanding practitioner who feels ready to take on this challenge. In the first year you will be working alongside the Principal of Primary Phase, another EYFS colleague, a team of classroom assistants, SEND staff and pastoral staff. Want to know more? We would welcome visits from prospective candidates and so there are a number of opportunities to come and meet our Principal of Primary Phase and discuss the role and the opening of Temple Learning Academy Free School. Friday 20 March between 3.00-6.00 pm Monday 23 March between 4.30-7.00 pm Wednesday 25 March between 7.00-9.00 am Monday 30 March between 7.00-9.00 am *Other dates and times are available on request For all enquiries, to book an informal meeting please ring Matthew Browne (Principal of Primary Phase): 07791931496 or email m.browne@tmhs.co.uk. Closing Date: Wednesday 1 April at 12.00 noon Interview Date: Wednesday 22 April 2015 Website www.templelearningacademy.org.uk
How to Apply? Application forms must be completed in full and applicants should directly address the skills outlined in the person specification. As part of the application process you may include additional information on the application form of up to two sides of A4 outlining: 1. How your experience prepares you for this post 2. The challenges and opportunities of opening a brand new school Application forms can be downloaded from the TES website or email Diane Potter (HR & Marketing Director) d. potter@tmhs.co.uk. Completed applications should be returned by email to Diane Potter at d.potter@tmhs.co.uk. We look forward to hearing from you!
JOB DESCRIPTION POSITION Phase Leader, EYFS and Year 1 RESPONSIBLE TO: Academy Principals SALARY SCALE Leadership L5-L9 Main Purpose The post-holder will be expected to manage their own performance and development within the EYFS and one phase of the academy (this includes Year 1), encouraging all staff in the same areas to do the same by sharing an ongoing commitment to improvement. The post-holder will be expected to provide professional leadership and management of the EYFS and one phase of the academy. The post-holder will be required to exercise their professional skills and judgement to carry out the professional duties set out below in a collaborative manner. Making an impact on the educational progress of learners beyond those directly assigned Encourage learners motivation and enthusiasm, securing positive attitudes to learning and high standards of behaviour in the EYFS and across one phase. Monitor, evaluate and review learner progress, achievement and attainment across the EYFS and one phase and ensure appropriate action plans are in place where issues are identified. Monitor, evaluate and review the quality of learning and teaching in the EYFS and across one phase in accordance with academy policy. Challenge underperformance of learning and teaching in the EYFS and across one phase by promoting a high challenge high support culture.
Support curriculum leaders in the development and implementation of curricular and cross curricular initiatives and project based learning opportunities (PBL). Support teachers, support staff and the Inclusion team to promote inclusive teaching methods. Support the pastoral care of learners in the phase. In conjunction with the educational visits curriculum leader, oversee the organisation of educational visits and curriculum enrichment activities within the phase. Liaise closely with other Phase Leaders to ensure continuity and progression across all academy phases. Leading, developing and enhancing the teaching practice of others Have a detailed professional knowledge of the EYFS including an understanding of the knowledge, progression of early childhood development. Be accountable for the work of teachers and support staff in the EYFS and those assigned to the phase. Monitor, evaluate and review the quality of learning and teaching in the EYFS and across one phase and share judgments with teaching and support staff as appropriate. Develop and improve EYFS subject knowledge and pedagogy. Ensure the promotion of methods that enable all learners to learn effectively, including Home Learning. Enable colleagues to challenge and inspire learners, expecting the most of them, so as to deepen their knowledge and understanding of the EYFS and the curriculum within the phase. Take responsibility for the induction of new staff in the phase. Identify key professional development needs and ensure that these needs are addressed through the provision of high quality coaching and mentoring. Contribute to continuing professional development (CPD) activities with particular reference to phase/ EYFS issues. Disseminate examples of good practice in learning and teaching, effective planning and provision across the EYFS and the phase. Leadership and Accountability 1. Actively support the aims and ethos of the academy as a member of the Senior Leadership Team. 2. Establish good relationships, encourage good working practices and support. 3. Oversee aspects of the phase organisation and management, including preparing agendas and chairing phase meetings. 4. Support and motivate all staff. 5. Act as a Performance Management Team leader in accordance with the academy s policies and procedures. 6. Attend and play an active part in Senior Leadership Team meetings. 7. Develop links and liaise with governors, the local authority and the wider academy community including strong partnership with Trust partner schools. 8. Co-ordinate strategies to achieve identified Development Plan priorities evaluate and report on the effectiveness and make suggestions for further improvement. 9. Take part in and respond to issues regarding self-evaluation including making contributions to the development of the SEF. 10. Lead professional development in the identified areas through example. 11. Be accountable for a curriculum budget directly linked to the subject/ area in line with relevant targets and with academy policy.
Phase Leader, EYFS and Year 1 Person Specification Minimum Requirements Essential Desirable Measured by: A Application Form B Assessment C Interview D References Qualifications QTS A Experience Knowledge Proven exemplary classroom practice in a primary school with substantial experience in the EYFS Observing and evaluating teaching and giving feedback to a teacher Monitoring and evaluation of learning and teaching leading to effective planning to raise standards Evidence of continuing professional development Effective involvement with parents A thorough knowledge and understanding of the National Primary Strategies, National Curriculum and Early Years Foundation Stage Excellent understanding of curriculum and pedagogical issues, particularly those related to the EYFS Assessment and review of children s progress and development in the EYFS and within the phase using assessment for learning strategies Child Protection Procedures and safeguarding children Creative and effective learning and teaching styles to engage, motivate and enable children to progress A positive and effective approach to behaviour management Effective strategies to include and meet the needs of all learners within teaching the EYFS and the phase including,d B,D,D
Leadership and Management Skills Personal Skills and Attributes under-achieving groups, EAL, SEN and G & T learners How to analyse, understand, interpret and respond to academy performance data Encouraging parents and carers to work co-operatively with the Academy and involve them in the children s education Promote and sustain high standards for all children Understand and value the process of monitoring, evaluating and review as an aid to raising standards Take a lead role in innovative curriculum development Contribute to self-evaluation exercises and whole Academy development Manage the performance of other members of staff Organise professional development activities for the EYFS and issues relating to the phase Inspire, lead and motivate the children and staff to influence the quality of learning and teaching and initiate change Share expertise, skills and knowledge and to encourage others to follow suit Organise and manage work/life balance of self and others Seek advice and support when necessary Maintain consistently high standards and expectations in all that you do Have personal impact and presence to be able to initiate change and achieve excellence Demonstrate a high level of commitment and professionalism Have excellent written and verbal communication skills Be able to create and maintain effective partnerships with staff, governors, parents/carers, learners and the wider community Be a good team player and be able to lead and inspire by being an excellent role model Be able to work independently A,B,C,D,D A,B,C
Safeguarding Children and on own initiative Have good time management skills and an ability to plan and prioritise work and tasks for you and your phase team Maintain a personal commitment to professional development linked to the competencies necessary to deliver the requirements of this post Demonstrate commitment to inclusive practice and equal opportunities Be approachable, positive, flexible and enthusiastic with a good sense of humour Support and promote the ethos and vision of the Academy Contribute to the enrichment opportunities available to every learner Committed to the safeguarding and promoting the welfare of children and young people Safer Recruitment training from NCSL achieved,d B,C,D C,D
Guidance on Completing our Application Form Application Form Making an Application If you wish to be considered for this post please complete the enclosed application form providing full details of your education, qualifications and employment history, including any unpaid or voluntary work. Where there are gaps in your employment please state the reasons why (eg gap year, career break, unemployed, etc). Use a black pen or type your application form and ensure that your application form arrives before the closing date. It is not the Academy s policy to accept late applications (although exceptions may be allowed in the case of disabled applicants who receive information in a different format, or who have difficulty in completing an application form). Please remember to sign the declaration on the final page of the application form. You will note that we require details of two referees, one of which must be your current or most recent employer. CVs are not accepted as part of the application process. Supporting information This section of the form is very important. It gives you an opportunity to explain why you are applying and why you are the best person for this job. Use the job description and person specification as your guide and give specific examples, where possible, to demonstrate how you match the requirements for this post. If you do not have enough space, please attach a separate sheet. For teaching posts: in addition to the application form, please submit a formal letter of application (up to 2 sides of A4 no smaller than font size point 11) detailing your experience of teaching and learning and the impact your contribution will make in terms of raising standards at our Academy. Interview and Selection Process Those candidates who meet all the requirements for the post will be short listed and details of the interview programme will be confirmed in writing. As part of the selection process, in addition to assessing your skills and knowledge against the requirements of this role, specific questions will be asked to assess your suitability to work with children. Under the Disability Discrimination Act 1995 and 2005, we are legally required to consider making reasonable adjustments to ensure that disabled people are not disadvantaged in the recruitment and selection process. We are therefore committed to meeting, wherever possible, any needs you specify on the application form. Please contact the Academy if you need to discuss this in any detail. We will consider any reasonable adjustments under the terms of the Disability Discrimination Act to enable an applicant with a disability (as defined under the act) to meet the requirements of the post. Canvassing You must not canvass members of the Academy s Governing Body which includes Elected Members of the Council. This means you must not seek their support or attempt to ask them to influence the decision if you do, you will be disqualified. Induction and Continuous Professional Development The Executive Principal and Governing Body are committed to ensuring your well being and continuous professional development in this role. On appointment you will receive an appropriate induction programme that will help familiarise you with the culture of the Academy, local practices, policies and expectations. You will be offered the opportunity to further develop your professional knowledge by participating in local training events and, where appropriate, working towards further qualifications.
References Pre-employment checks If you are short listed we will normally take up references before the interview date. One of your referees must be your current or most recent employer. Two satisfactory references must be received before we confirm any offer of an appointment. The information we request will relate to salary, length of service, sickness absence record, skills and abilities, suitability for the job, disciplinary record and suitability to work with children. Copies of references or references that are addressed to whom it may concern will not be accepted. On receipt of references, your referees may be contacted to verify any discrepancies, anomalies or relevant issues as part of the recruitment verification process. Disclosure and Barring Service (DBS) Employment at this Academy is subject to an enhanced check with the Disclosure and Barring Service (previously the Criminal Records Bureau). Police and appropriate barred list checks will be made. All such checks must be satisfactory before we confirm any offer of an appointment. Under the Rehabilitation of Offenders Act 1974 (Exemption Amendment) Order 1986, there are a number of jobs where we must take account of convictions, even though they are spent. All posts at this Academy are regarded as such. However, spent and/or unspent convictions may not necessarily make you unsuitable for appointment. Validation of Qualifications All short listed candidates will be asked to bring original certificates of relevant qualifications to interview. These will be photocopied and kept on file and may be confirmed as genuine with the relevant awarding bodies. Right to Work in the United Kingdom Under the Asylum and Immigration Act 1996, it is a criminal offence to employ anyone who is not entitled to live or work in the United Kingdom. Applicants can expect us to ask for proof of this at interview stage, where you will be asked to provide some original documentation to confirm that you are eligible to work within the UK. Photographic proof of identity will also be required. Medical Assessment A satisfactory medical assessment will be required for all new staff before we confirm any offer of an appointment. Academy Policies Child Protection Temple Learning Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. We have designated senior members of staff who are responsible for referring and monitoring any suspected case of abuse. All members of staff will receive training in line with our child protection policy. Whistle Blowing We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so. Therefore our policy is to ensure that all staff are made aware of their duty to raise concerns about any inappropriate attitude or actions of colleagues. Code of Conduct and Personal Behaviour The Academy believes that it is essential for standards of conduct at work to be maintained to ensure delivery of quality services and also to protect the well-being of all its employees and learners. The Executive Principal and Governing Body regard everyone working at our Academy as a role model to our learners. As such employees should conduct themselves with integrity, impartiality and honesty. Furthermore, everyone in the Academy has an absolute duty to promote and safeguard the welfare of children. Registered teachers are in addition bound by the codes and professional values of the Department for Education s National College for Teaching & Leadership. While registered teachers are bound by the code, the Academy considers the principles to apply to all staff employed at the Academy. Equal Opportunities We are committed to promoting best practice in our efforts to eliminate discrimination and to create a working and learning environment where all are treated fairly and with respect as outlined in our Equality and Disability Policy. We take action to ensure that nobody is treated less favourably than anyone else because of their colour, race, sex, ethnic or national origin, religion, gender, sexual orientation, disability, age or marital status. To monitor effectiveness of Equal Opportunities policies we need to monitor the number of applications by sex, race and disability. You are therefore requested to provide this information on the application form.