FROM GREAT TO AMAZING Assistant Head - Inclusion Application Pack Suffolks Primary School Brick Lane Enfield Middlesex EN1 3PU SUCCESS, UNIQUENESS, ENVIRONMENT, COMMUNITY 020 8804 1534 office@suffolks.enfield.sch.uk www.suffolks.enfield.sch.uk
Recruitment Pack contents: Job Advert 3 Job Description 4 Person Specification 12 Our School Vision 14 More Information 15 Application Form Available online at www.suffolks.enfield.sch.uk > Our School > Vacancies or within this pack if posted to you 2
Job Advert Suffolks Primary School Brick Lane Enfield EN1 3PU Tel: 020 8804 1534 E-mail office@suffolks.enfield.sch.uk Website www.suffolks.enfield.sch.uk Head Teacher Andrea Cassius Assistant Head Inclusion One Year Fixed Term Initially to support Inclusion Lead Salary: L5 L9 This is a new role that will be developed jointly with our current Headship Team and the successful candidate. We are seeking to appoint someone who is ready to take a lead in shaping the future of Suffolks Primary School. This is an exciting time to be joining our school as we build and shape it for the future. With high expectations of all children and the ability to set a shining example you will be an excellent practitioner, with proven record of senior leadership skills. We are a school that is leading on innovative and creative approaches to the current educational climate This role is part of the Headship Team and has Leadership and Management responsibility for a Phase and to support Inclusion Lead. This person will assist in monitoring provision for SEND pupils throughout the school. We are looking for someone who has high expectations of self and is passionate about encouraging all children to achieve success. They must be able to lead and manage a Phase in this school. It is important you are an excellent communicator, with high levels of emotional intelligence and a strong commitment to working in partnership with parents, governors and the wider school community. We are an amazing school and Ofsted agree! (September 2017) Teachers at our school are enthusiastic and clearly enjoy their teaching. This sets a shining example for pupils which motivates and encourages them to always do their best. The successful candidate will be An excellent classroom practitioner with a drive and a passion to ensure that all children achieve Able to lead as part of a team, sharing excellent practice and learning from others Committed to working in partnership with parents and have excellent interpersonal skills Able to offer the school something special Proven abilities in working with a variety of multi/professional agencies Proven abilities in tracking and analysing data. The school will offer you Children that will amaze you and make you laugh A wonderful and stimulating learning environment A supportive and inspirational staff team Opportunities to develop strengths and try something new A family first ethos Business Health Plan Package An Admin Assistant to ensure you do not drown in all the paperwork! We are very proud of our school and would recommend a visit. Please arrange this by calling the office and speaking to Chris Butler (or email cbutler@suffolks.enfield.sch.uk). Application form, job description and person specification can be downloaded from our School Website www.suffolks.enfield.sch.uk (Info, vacancies section). Completed application forms should be returned to Christine Butler, School Business Manager.. CV s will not be accepted. Closing date for applications: Friday 18 th May 2018 Interviews will be held from: Monday 21 st Wednesday 23 rd May 2018 Suffolks Primary School are committed to safeguarding and promoting the welfare of children and young people. Therefore, all employees and workers within Enfield are expected to share this commitment. All appointments are subject to satisfactory preemployment checks, including satisfactory enhanced criminal records with Barred List check through the Disclosure and Barring Service 3
JOB DESCRIPTION Assistant Headteacher (Inclusion) (Initially supporting Inclusion Lead) Job title: Responsible to: Salary Assistant Headteacher, Inclusion The Headteacher and Governing Body of the school L5 - L9 Main purpose of the job To support the school s Additional Resource Provision (S&LRB) and a team of SEND Specialist TA s, To Lead a Phase within the school (to be negotiated). To assist the head teacher in the organisation, management and development of the school, carrying out specific duties including assisting with the responsibility for the inclusion agenda and all pupils who fall within this area (SEN, EAL, traveller and gifted and talented children) To carry out teaching duties as required. To assume responsibilities of the head teacher in the absence of the headteacher and deputy headteacher To be responsible for promoting and safeguarding the welfare of children and young people within the school and be designated Child Protection Officer To carry out the duties of this post in line with the remit outlined in the School Teachers Pay and Conditions Document including the conditions of employment for Duties and Responsibilities Shaping the future Support the head teacher and governors in establishing a vision for the future of the school Play a leading role in the school improvement planning process, through agreed priorities Contribute to the school s self-evaluation process, including devising and monitoring action plans and other policy development Lead by example especially when implementing change and improvements in standards Promote a culture of inclusion within the school community where all views are valued and taken account of Leading teaching and learning Be an excellent role model, exemplifying a high standard of teaching and promoting high expectations for all members of the school community Work with the headteacher to raise standards through staff performance management, as outlined in the school s staffing structure Help with the provision of training and support for all staff as required Lead the development and review of all aspects of the curriculum including planning, recording and reporting, and assessment for learning Support the development of the curriculum by reviewing the learning outcomes for all children managed within inclusion Be responsible with the head teacher, for the process involved in monitoring and evaluating the quality of teaching and learning taking place throughout the school, including lesson observations, statistical analysis and target setting Be responsible with the head teacher for ensuring that all children requiring specific monitoring are appropriately managed to access the curriculum Promote the active involvement of pupils in their learning Developing self and working with others Promote and protect the health and safety welfare of pupils and staff Be responsible for promoting and safeguarding the welfare of children and young people within the school Contribute to the school s ethos and vision 4
Support the development of collaborative approaches to learning within the school and beyond Organise and support the induction of staff and students new to the school and those being trained within Participate as required in the selection and appointment of teaching and support staff, including overseeing the work of supply teachers, as required. Be a good role model for both staff and pupils in terms of being reflective and demonstrating a desire to improve and learn Work closely with the head teacher in ensuring an appropriate programme of professional development for all staff, in line with the school development plan and performance management outcomes To support in managing the school s inclusion team including school s Speech Therapists and any other multi agency providers Managing the organise Contribute to regular reviews of the school s systems to ensure statutory requirements are being met Be an effective member of the senior leadership team Contribute to the day-to-day effective organisation and running of the school Ensure the inclusion of the ARP in all matters relating to the school Securing accountability Support the staff and governing body in fulfilling their responsibilities with regard to inclusion Contribute to the reporting of the school s performance to the school s community and partners (including linked schools) Strengthening community Assist the head teacher in developing the policies and practice, which promote inclusion, equality and the extended services that the school offers To maintain contact with all specialist support services To manage and develop the access of extended services for all children To attend meetings with parents and carers as appropriate to ensure positive outcomes for all parties Strengthen partnership and community working Promote relationships and work with colleagues in other schools and external agencies Note This job description is not your contract of employment, or any part of it. It has been prepared only for the purpose of school organisation and may change either as your contract changes or as the organisation of the school is changed. Nothing will be changed without consultation. This document must not be altered once it has been signed but will be reviewed annually. Signature of Post holder: Date: / / Signature of Headteacher: Date: / / 5
Appendix 1 - Teacher s Pay and Conditions Teachers 61.1 A teacher (other than a head teacher) may be required to undertake the following duties Teaching 61.2 Plan and teach lessons and sequences of lessons to the classes they are assigned to teach within the context of the school s plans, curriculum and schemes of work. 61.3 Assess, monitor, record and report on the learning needs, progress and achievements of assigned pupils. 61.4 Participate in arrangements for preparing pupils for external examinations. Whole school organisation, strategy and development 61.5 Contribute to the development, implementation and evaluation of the school s policies, practices and procedures in such a way as to support the school s values and vision. 61.6 Work with others on curriculum and/or pupil development to secure co-ordinated outcomes. 110 61.7 Subject to sub-paragraph 63.10 supervise and so far as practicable teach any pupils where the person timetabled to take the class is not available to do so. Health, safety and discipline 61.8 Promote the safety and well-being of pupils. 61.9 Maintain good order and discipline among pupils. Management of staff and resources 61.10 Direct and supervise support staff assigned to them and where appropriate, other teachers. 61.11 Contribute to the recruitment, selection, appointment and professional development of other teachers and support staff. 61.12 Deploy resources delegated to them. Professional development 61.13 Participate in arrangements for the appraisal and review of their own performance, and, where appropriate, that of other teachers and support staff. 61.14 Participate in arrangements for their own further training and professional development, and, where appropriate, that of other teachers and support staff including induction. Communication 61.15 Communicate with pupils, parents and carers. Working with colleagues and other relevant professionals 61.16 Collaborate and workwith colleagues and other relevant professionals within and beyond the school. Working Time 62.1 The provisions of sub-paragraphs 2 to 11 do not apply to- (a) head teachers, deputy head teachers, assistant head teachers, advanced skills teachers or teachers in receipt of an acting allowance for carrying out the duties of a head teacher, deputy head teacher or assistant head teacher pursuant to paragraph 38; (b) unattached teachers in charge of pupil referral units whose remuneration is determined in accordance with the provisions applicable to head teachers pursuant to paragraph 41; 6
(c) unattached teachers (other than those in charge of pupil referral units) whose remuneration is determined in accordance with the provisions applicable to a member of the leadership group 111 pursuant to paragraph 41. Working days 62.2 A teacher employed full-time must be available for work for 195 days, of which- (a) 190 days must be days on which the teacher may be required to teach pupils and perform other duties; and (b) 5 days must be days on which the teacher may only be required to perform other duties; and those 195 days must be specified by the employer or, if the employer so directs, by the head teacher. 62.3 Sub-paragraph 2 does not apply to a teacher employed full-time wholly or mainly to teach or performo other duties in relation to pupils in a residential establishment. Specified working hours 62.4 A teacher employed full-time must be available to perform such duties at such times and such places as may be specified by the head teacher (or, where the teacher is not assigned to any one school, by the employer or the head teacher of any school in which the teacher may for the time being be required to work as such) for 1265 hours, those hours to be allocated reasonably throughout those days in the school year on which the teacher is required to be available for work. 62.5 Sub-paragraph 4 applies to a teacher employed part-time, except that the number of hours the teacher must be available for work must be that proportion of 1265 hours which corresponds to the proportion of total remuneration the teacher is entitled to be paid pursuant to paragraph 46. 62.6 In addition to the hours a teacher is required to be available for work under subparagraph 4 or 5, as the case may be, a teacher must work such reasonable additional hours as may be necessary to enable the effective discharge of the teacher s professional duties, including, in particular planning and preparing courses and lessons; and assessing, monitoring, recording and reporting on the learning needs, progress and achievements of assigned pupils. 62.7 The employer must not determine how many of the additional hours referred to in sub-paragraph 6 must be worked or when these hours must be worked. 62.8 Subject to sub-paragraph 9, no teacher employed part-time may be required to be available for work on any day of the week or part of any day of the week that the teacher is not normally required to be available for work under their contract of employment (whether it is 112 for the purposes of teaching pupils and performing other duties or for the sole purpose of performing other duties). 62.9 Subject to sub-paragraphs 5 and 10, a part-time teacher may be required to carry out duties, other than teaching pupils, outside school sessions on any day that the teacher is normally required to be available for work (whether the teacher is normally required to be available for work for the whole of that day or for only part of that day). 62.10 The total amount of time that the teacher may be required to be available to carry out duties, other than teaching pupils, outside school sessions under sub-paragraph 9, when expressed as a proportion of the total amount of time that the teacher would be required to be available for such work if employed in the same post on a full-time basis, must not exceed the equivalent of that proportion of total remuneration that the teacher is entitled to be paid under paragraph 46. 62.11 The amount of time a teacher spends taking the break referred to in paragraph 63.3 or travelling to or from their place of work does not count towards the 1265 hours referred to in sub-paragraph 4 or the pro rata equivalent referred to in sub-paragraph 5, as the case may be. Rights Conferred - all Teachers Overarching rights 63.1 No teacher may be required to work on any Saturday, Sunday or public holiday unless their contract of employment expressly provides for this. 7
63.2 No teacher may be required under their contract of employment as a teacher to undertake midday supervision. Daily break 63.3 A teacher who is required to be available for work for more than one school session on any school day must be allowed one break of reasonable length either between school sessions or between the hours of 12 noon and 2.00pm. Deputy Head Teachers, Assistant Head Teachers, Advanced Skills Teachers and Excellent Teachers are entitled to a break of reasonable length as near to the middle of each school day as is reasonably practicable. Work/life balance 63.4.1 Governing Bodies and head teachers, in carrying out their duties, must have regard to the need for the head teacher and teachers at the school being able to achieve a satisfactory balance between the time required to discharge their professional duties including in particular, in the case of teachers to whom paragraphs 62.2 to 62.11 apply, their duties under paragraph 62.6 and the time required to 113 pursue their personal interests outside work. In having regard to this, Governing Bodies and head teachers should ensure that they adhere to the working limits set out in the Working Time Regulations(88). Guaranteed planning and preparation time 63.5 All teachers who participate in the teaching of pupils are entitled to reasonable periods of Planning, Preparation and Assessment (PPA) to enable the discharge of the professional responsibilities of teaching and assessment. A teacher to whom paragraphs 62.2 to 62.11 apply must be allowed PPA time as part of the 1265 hours referred to in paragraph 62.4 or, in the case of a teacher employed part-time, as part of the pro rata equivalent referred to in paragraph 62.5. 63.6 PPA time must amount to not less than 10% of the teacher s timetabled teaching time (and for this purpose timetabled teaching time, in relation to a teacher, means the aggregate period of time in the school timetable during which the teacher has been assigned by the head teacher in the school timetable to teach pupils). 63.7 PPA time must be provided in units of not less than half an hour during the school s timetabled teaching week. 63.8 Such a teacher must not be required to carry out any other duties during the teacher s PPA time. Management time 63.9 A teacher with leadership or management responsibilities is entitled, so far as is reasonably practicable, to a reasonable amount of time during school sessions for the purpose of discharging those responsibilities. Cover 63.10 Teachers should be required to provide cover in accordance with paragraph 61.7 only rarely, and only in circumstances that are not foreseeable (This does not apply to teachers who are employed wholly or mainly for the purpose of providing such cover). External examinations 63.11 Participating in arrangements for preparing pupils for external examinations does not require a teacher routinely to participate in any arrangements that do not call for the exercise of a teacher s professional skills and judgement, such as invigilation. Administration 63.12 Participating in administrative and organisational tasks, including the direction or supervision of persons providing support for the teachers in the school does not require a teacher routinely to undertake tasks of a clerical or administrative nature which do not call for the exercise of a teacher s professional skills and judgment. 63.13 Without prejudice to the generality of sub-paragraph 12, Annex 4 contains a list of tasks falling within the scope of that paragraph. Training and development 63.14 All staff in the school should have access to advice, training and developmental opportunities appropriate to their needs, including needs identified in objectives or in appraisal statements where teachers are subject to the 2002 Regulations or the 2011 Regulations, or in planning and review statements where 8
teachers are subject to the 2006 Regulations or in appraisal reports where teachers are subject to the 2012 Regulations, in accordance with the policies of the authority and governing body. 63.15 A teacher serving an induction period under the Induction Regulations must not teach for more than 90% of the time that a teacher at the school would be expected to teach. (88) The Working Time Regulations 1998 and the Working Time (Amendment) Regulations 2007 9
10 Appendix 2 - Teacher s Pay and Conditions
PERSON SPECIFICATION Key Criteria in addition to the statements in the Advert Professional / Educational Qualifications Relevant Work / Other Experience Personal Qualities Essential Qualified Teacher Status QTS, PGCE Honours Degree Relevant wide experience of teaching in two key stages Knowledge of New National Curriculum 2014 Excellent classroom teaching and organisation Strengths in both English and Maths teaching Ability to create a rich learning environment Ability to enthuse children through using a range of teaching/learning styles Ability to manage classroom behaviour effectively Excellent assessment - both formative and summative and ability to plan from this effectively Excellent written / oral communication skills/effective record keeping and planning Ability to liaise effectively with colleagues, other professionals and parents Ability to work as a member of a team Computer literate strong ICT skills for the classroom and administration Ability to organise a differentiated curriculum for children of all abilities and backgrounds, including EAL, G+T Ability to creatively and effectively co-ordinate a subject area throughout the school Demonstrate a clear understanding of current educational legislation and its implications on management issues Ability to meet deadlines Self-motivated and well organised Receptiveness to new ideas an openness to learn Genuine desire to work as part of a team with the prime intention of securing the best possible outcomes for our pupils Ability to develop and maintain good professional relationships with pupils, staff, governors and parents A willingness to become involved in wider school initiatives, including supporting global citizenship Strong commitment to your own Professional Development Ability and desire to support the ethos of our school Flexible and resourceful with a sense of humour Good communication skills Good attendance, punctuality and professional appearance Physical, mental and emotional resilience to cope with the demands of teaching today Desirable Evidence of further professional study (certification) Experience of teaching children with emotional and behavioural difficulties 11
Ability to deal confidently and sensitively with pupils & parents Warmth, sensitivity, flexibility and maturity of attitude Additional Job Requirements Flexibility to enable working out of school hours A commitment to participate in extra curricular activities, eg fundraising. Assessment of the essential requirements will be by application form, interview and references. This Person Specification outlines the skills, qualifications and experience needed to do this job. The Person Specification is one of the things used to shortlist candidates for interview and therefore applicants should try to match their skills, experience and qualifications to the Person Specification and put these on their application form. OUR SCHOOL VISION 12
Join us on our journey 'FROM GREAT TO AMAZING' We aim to foster a love of learning that is built on fun, curiosity, challenge and aspirations. We are committed to all children being the best they can be and to ensuring that all at Suffolks feel successful. We are amazed by every child's abilities and feel very privileged to join with our parents on each child's learning journey. Our school development themes are Success, Environment, Uniqueness and Community More Information about Suffolks Primary 13
Key School Data Type of School Primary Age Range 3-11 Location Type of Establishment Co-Ed or single sex Budget Number of Children Enfield, Middlesex Community School Co-Educational Local Authority Maintained (Enfield) 407 (inc 19 Nursery) Average Class Size 30 Average Attendance 95.71% Last Ofsted Inspection School Awards September 2017 - Good Inclusion Mark, Healthy Eating, PE Quality Mark (Gold) Number of Teaching Staff 23 Number of Children with FSM 76 Number of Children with SEN 58 Number of Children with EAL 216 All information correct as at 03.05.2018 14