Application ack for the post of Lea Valley Academy rincipal
Dear Applicant, We are delighted that you are interested the position of rincipal of Lea Valley Academy. As our new rincipal you will be the school s third headteacher since its opening in 1975, and you will lead our school into the next phase of its development. You will already have wide leadership experience in more than one school and are now looking for a second headship where you can make your mark. We will expect you to bring creativity, vision and resilience to the leadership challenges ahead. As part of the newly established Cedars Learning Trust we will offer you: Autonomy and support in your leadership A team who share a passion for education A diverse community striving for excellence Networking opportunities both locally and nationally ersonal fulfilment from making a difference Lea Valley Academy is currently known as Lea Valley High School, and will be the founder school of the Cedars Learning Trust. The name of the Trust has been selected carefully to ensure that any future partners will retain their unique identity, and make an equal contribution to the Trust going forward. Lea Valley High School has been successfully led by Janet Cullen since she took up post in September 1995. During this time the school has been transformed from a low base with only 640 students and less than 13% gaining 5+ A C, to last summer achieving a rogress 8 measure which places Lea Valley in the top 22% of schools nationally. Upon the successful appointment of the new principal, Janet will take over the role of CEO of the Trust. The new rincipal of Lea Valley Academy will build on our values of Aspiration, Innovation and Respect. The challenges you will face include building on the academic success achieved so far and positioning the school as first choice for parents and students in the diverse educational landscape within Enfield. In addition to our successful post 16 programme which encourages every student to consider A levels, the school has forged a new relationship with ro Direct Football Academy and from September 2017, will offer a superior football and education programme in which students can marry their football prowess with a full A level or BTEC programme with pathways. Developments like these showcase how we continue to improve performance whilst retaining the distinctive elements of our curriculum and skilfully navigating it through inevitable future change. A future in which such changes are viewed not as obstacles to be avoided, but through strong and effective leadership, are embraced by all the school community as opportunities to innovate in order to improve. Governors have an effective partnership with the rincipal and the Senior Leadership Team, supporting and challenging them in equal measure. The governing body are proactive in determining and carrying out our strategic functions and together, work closely to provide principled and clear direction for our school. A new chapter is about to begin for Lea Valley Academy. We are resolute and passionate in our determination as a Governing Body to appoint a new candidate as rincipal, who will have all the skills, understanding, enthusiasm and commitment to build on our strengths and to continue to raise standards even further. lease visit the school website www.lvhs.org.uk or contact Anna-Louise O Toole on aotoole@lvhs.enfield.sch.uk or 01992 704 612 to receive any further information. We look forward to receiving your application. Yours faithfully George Reeve Chair of Governors
Required: September 2017/January 2018 Type of role: ermanent, Full time osition Salary: Group 7: L34 L39 (Outer London) Closing Date: 18th April 2017 at 12 noon Interview Date: 20th and 21st April 2017 What we are looking for in our new rincipal The Cedars Learning Trust will be established from 1st June 2017, with Lea Valley Academy as the founder school. We wish to develop the Trust with partners confident in their own identity and so have chosen a name which will support each partner retaining their unique character. We are now at the exciting stage of recruiting a new rincipal for the newly established Lea Valley Academy. At the Cedars Learning Trust we believe that school makes a difference to the life chances of young people. Lea Valley High School has a successful history in creating opportunities for students past and present. Lea Valley s vision to create an inspiring learning environment that encourages high expectations, and where every student can reach their potential, strive for success and embrace limitless opportunities, has set the foundations for placing the school in the top 22% of schools nationally with a rogress 8 score of 0.27. Our Sixth Form students routinely progress to top Russell Group universities which include Oxford and Cambridge. Building on this success is the challenge going forward for Lea Valley Academy. The stories of our students are not always straightforward. The key for us is to open new horizons and share possibilities to enable each young person to create their individual life journey. These outcomes arise from our values which are based on Aspiration, Innovation and Respect. Our current rincipal, Janet Cullen, who has led the school successfully for 22 years will take on the role of Chief Executive Officer, upon the successful appointment of the new rincipal. We are looking to appoint a talented individual who has the educational stature and leadership skills to continue our upward journey by driving the vision forward, sharing our values and setting high expectations. As rincipal you will have the overall responsibility for the school, and work with the CEO to develop the Cedars Learning Trust. Our offer to you will include autonomy and support in your leadership journey, networking opportunities both locally and nationally, and the personal fulfilment of making a difference. Your unwaveringly high aspirations for pupils drive the school s improvement plans. Leaders continue to focus sharply on pupils welfare and achievement. Ofsted 2016 TO ALY All details are downloadable from the website, please visit: www.lvhs.org.uk. lease send completed applications to: aotoole@lvhs.enfield.sch.uk We are committed to safeguarding and promoting the welfare of children. This post is subject to safer recruitment measures, which will include an enhanced criminal record check via the Disclosure and Barring Service.
Appointment of rincipal School: Lea Valley Academy Telephone: 01992 763666 Website: www.lvhs.org.uk School Group Size: 7 NOR 1160 Salary Range: To be determined depending on experience Start Date: September 2017 or January 2018 Selection Arrangements The rocess Thank you for your interest in the post of rincipal of Lea Valley Academy. Closing date for applications is 18th April 2017 at 12 noon. Longlisted candidates will be invited to attend for interview on the 20th April 2017 and there will be a final shortlist for a panel interview on the 21st April. We look forward to receiving your application; please do not hesitate to contact Anna-Louise O Toole if you have any queries either by email aotoole@lvhs.enfield.sch.uk or phone: 01992 704612 All documentation, including the application form can be found on the school s website. lease include a separate statement of no more than 2 sides of A4. Referees In order to comply with the guidance on safer recruitment, you are requested to provide referees in line with the following guidance: Existing Headteachers or Acting Headteachers currently employed in a community or voluntary controlled school are required to provide: One reference from the Chair of Governors of their current school One reference from the Authority One reference from their previous employer if employed by them within the last 5 years. Existing Headteachers or Acting Headteachers currently employed in an academy, foundation or voluntary aided school are required to provide: One reference from the Chair of Governors/Chair of Trustees of their current school One reference from their previous employer if employed by them within the last 5 years, otherwise one from another professional. Existing Deputy Headteachers and others currently employed in any school or academy, are required to provide: One reference from their current headteacher One reference from their previous employer if employed by them within the last 5 years, otherwise one from another professional.
Job Description QUALITIES AND KNOWLEDGE Hold and articulate clear values and moral purpose, focused on providing a world-class education for all students. Demonstrate optimistic personal behaviour, positive relationships and attitudes towards students and staff, and towards parents, governors and members of the local community. Lead by example with integrity, creativity, resilience, and clarity drawing on their own scholarship, expertise and skills, and that of those around them. Sustain wide, current knowledge and understanding of education and school systems locally, nationally and globally, and pursue continuous professional development. Work with political and financial astuteness, within a clear set of principles centered on the school s vision, ably translating local and national policy into the school s context. Communicate compellingly the school s vision and drive the strategic leadership, empowering all pupils and staff to excel. STUDENTS AND STAFF Demand ambitious standards for all pupils, overcoming disadvantage and advancing equality, instilling a strong sense of accountability in staff for the impact of their work on students outcomes. Secure excellent teaching through an analytical understanding of how pupils learn and of the core features of successful classroom practice and curriculum design, leading to rich curriculum opportunities and pupils well-being. Establish an educational culture of open classrooms as a basis for sharing best practice within and between schools, drawing on and conducting relevant research and robust data analysis. Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other. Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning. Hold all staff to account for their professional conduct and practice. SYSTEMS AND ROCESSES Ensure that the school s systems, organisation and processes are well considered, efficient and fit for purpose, upholding the principles of transparency, integrity and probity. rovide a safe, calm and well-ordered environment for all pupils and staff, focused on safeguarding pupils and developing their exemplary behaviour in school and in the wider society. Establish rigorous, fair and transparent systems and measures for managing the performance of all staff, addressing any underperformance, supporting staff to improve and valuing excellent practice. Welcome strong governance and actively support the governing body to understand its role and deliver its functions effectively in particular its functions to set school strategy and hold the rinciapl to account for pupil, staff and financial performance. Exercise strategic, curriculum-led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of pupils achievements and the school s sustainability. Distribute leadership throughout the organisation, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making. A SELF-IMROVING SCHOOL SYSTEM Retain an outward-facing schools approach within the Cedars Learning Trust and other schools and organisations in a climate of mutual challenge to champion best practice and secure excellent achievements for all students. Develop effective relationships with fellow professionals and colleagues in other public services to improve academic and social outcomes for all students. Challenge educational orthodoxies in the best interests of achieving excellence, harnessing the findings of well evidenced research to frame self-regulating and self-improving schools. Shape the current and future quality of the teaching profession through high quality training and sustained professional development for all staff. Model entrepreneurial and innovative approaches to school improvement, leadership and governance, confident of the vital contribution of internal and external accountability. Inspire and influence others within and beyond schools to believe in the fundamental importance of education in young people s lives and to promote the value of education.
Lea Valley Academy erson specification A Education and qualifications Essential (E); Desirable (D); Assessed by: Application Form (F); Letter of Application (L); Interview (I) E D F L I 1 A good honours degree 2 Qualified Teacher Status (QTS) 3 Relevant higher degree 4 NQH 5 Evidence of recent and relevant training and development at headship level and/or in preparation for headship. 6 Substantial experience of teaching, including in an 11 18/19 school. B Qualities and knowledge 7 Career history demonstrates successful recent strategic leadership experience likely to have been gained as a rincipal/headteacher or as a Vice rincipal or Deputy in a multicultural school. 8 In-depth knowledge and understanding of the wider educational agenda including current national policies and educational issues as well as the statutory and legal framework governing the operation of a school. 9 roponent of the comprehensive philosophy of education and seasoned practitioner of school leadership focused on providing high-quality teaching and learning experiences to students of all abilities and backgrounds. 10 roven track record in leading, monitoring and managing staff including building a successful team, delegating effectively and implementing and managing change. 11 Commercially fluent with marketing skills and fiscal acumen to effectively manage delegated and devolved budgets against the School Development lan. 12 In depth knowledge and experience of Child rotection, Safer Recruitment and Safeguarding procedures. 13 Knowledge of the potential of ICT to enhance learning, interpret and analyse data and understand school information systems. 14 Have high expectations and personal integrity with the ability to promote and deliver the values, culture, ethos and traditions of a school with a comprehensive outlook and with a commitment to the provision of extra-curricular activities. 15 Be astute and perceptive with strong analytical skills with the ability to use sound judgement to anticipate and to resolve conflict and issues imaginatively. 16 Be proactive, innovative and versatile with a high level of drive, energy and enthusiasm necessary to effectively deliver common goals. 17 Be articulate and approachable with excellent interpersonal communication skills both verbally and in writing, to a variety of different cultures and age groups. 18 Be able to relate empathetically to parent/carers, staff, students, Governors, stakeholders and the wider community. 19 Be visible to students, staff, parents and community groups, both in person physically and as a high profile role model, with a professional approach that demands excellence, confidence, trust, and respect of the school and wider community. 20 Be aware of the challenges brought about by the changing demography of the school and its community and seek new opportunities to embrace citizenship and diversity in all its forms to better equip our students for life outside and beyond school.
Lea Valley Academy erson specification cont d C Students and staff 21 Secure excellent teaching through an analytical understanding of how students learn and of the core features of successful classroom practice. 22 Successful experience of positive behaviour management and developing a student focused, inclusive and effective learning environment so that behaviour and attendance are outstanding. 23 Successful experience of curriculum development along with an understanding of the issues associated with choice and flexibility needed to meet the personalised agenda from Year 7 through to the sixth form. 24 Demand ambitious standards for all students, overcoming disadvantage and advancing equality, instilling a strong sense of accountability in staff for the impact of their work on student outcomes. 25 Successful experience of the implementation of effective assessment procedures and an understanding of assessment for learning needs of students. 26 Evidence of achieving a safe, secure and healthy school environment. 27 Evidence of achieving organisational equity to deliver higher levels of staff motivation and student performance. 28 Demonstrates the importance of a work life balance. E D F L I D Systems and processes 29 A strong leader with evidence of highly developed skills in performance management, recognising high performance and tackling underperformance through to resolution. 30 Successful experience of effective strategic financial and resource management to achieve educational priorities and ensure efficiency and value for money. 31 roven successful experience of school self-evaluation and accountability and the school improvement process. 32 Welcomes strong governance and actively works collaboratively with the Governing Body and other stakeholders to develop and deliver a school vision which embraces excellence, intellectual rigour, high standards and inclusion. 33 A commitment to and evidence of promoting diversity and equal opportunities within the curriculum and in employment practice. 34 roven ability to plan strategically with the expertise to deliver and to communicate compellingly the school s vision and drive the strategic leadership, empowering all students and staff to excel. 35 Distributes leadership throughout the school, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making. E The self-improving school system 36 Successful experience of securing and raising standards in an inclusive school and working with external agencies locally, nationally and/ or internationally. 37 Actively encourages research-led development by staff and innovation in teaching practices. 38 Demonstrates commitment to continued learning and development for students, staff and parents, with self as a role-model. 39 Creates an outward facing school which works with other schools and organisations in a climate of mutual challenge to champion best practice and secure excellent accountability. 40 Evidence of successful experience in delivering significant improvements in departments which are coasting, or prevention of coasting in departments that have shown significant improvements.