Firs Primary School Prospective Headteacher Pack Contents Letter from Chair of Governors Job Description Person Specification Information about the Firs Primary School
Dear Candidate I am delighted that you have expressed an interest in applying for the post of Headteacher at the Firs Primary School. Our current Headteacher joined us eight years ago and has now decided to move on to another Headship in a neighbouring local authority. The Governing Board are keen to appoint an inspirational and dynamic individual to take our growing school forward by working with the strong team that is already in place. Our school motto is Inspire, believe, achieve and this embodies the positive and proactive attitude that is a key element of the Firs. We were delighted to be judged as outstanding in all areas by OFSTED in July 2017 and are therefore looking for an individual who can build upon this success. The Firs is a very welcoming, happy and vibrant school with highly motivated staff and pupils. It is well supported by parents and carers and offers a warm vibrant family like atmosphere that our children thrive on. We are an inclusive school and welcome children from all backgrounds who have mixed abilities. We celebrate all of our children s achievements and place equal value on the social and emotional development of our children as we do our academic. The school now plays a key role in the local community and we would be keen to see this continue in the future. We can offer you: Staff that are committed, passionate and hardworking A pro-active and positive Governing Body Children who are enthusiastic, polite and caring Positive links with parents and the local community I believe that this is an exciting opportunity for the right applicant and hope that our information pack will help you decide to apply for this post. The very best way for you to have a taster of life at the Firs, is to come and visit our school. Please email the school office (firs.admin@trafford.gov.uk) to arrange a visit. Visits can be made by prior arrangement at any time up to the closing date of Noon on Wednesday 13 th June. Yours sincerely, Gary Kennedy Chair of Governors
Job Description (reflecting the National Standards of Excellence for Headteachers 2015) Job Title: Headteacher Department: Firs Primary School Salary Grade: L16 L22 Post Reports to: Trafford s Director of Education and to the Firs Primary School Governing Body in matters within their responsibility. The Headteacher will carry out his or her professional duties in accordance with, and subject to, the National Conditions of Employment for Headteachers and Education and Employment legislation. The Headteacher is accountable to the Governors for the standards achieved and the conduct, management and administration of the school, subject to any policies which the Department for Education and the Governors may make. Core Purpose of the Headteacher The core purpose of the Headteacher is to provide professional leadership and management for the school. This will promote a secure foundation from which to achieve high standards in all areas of the school s work. Headteachers: Effectively manage teaching and learning Promote excellence, equality and high expectation for all pupils Provide vision, leadership and direction Evaluate school performance and identify priorities for continuous improvement Deploy resources to achieve the school s aims Carry out day-to-day management, organisation and administration Secure the commitment of the wider community Create a safe and productive learning environment which is engaging and fulfilling for all pupils Work effectively with the school s Governing Body Qualities and Knowledge: Hold and articulate clear values and moral purpose, focused on providing a world-class education for the pupils they serve Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their pupils 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 centred 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
Pupils 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 pupils 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 Process: 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. Provide 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 under-performance, supporting staff to improve and valuing excellent practice. Welcome strong governance and actively support the governing board to understand its role and deliver its functions effectively in particular its functions to set school strategy and hold the Headteacher 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. The Self-improving School System: Create outward-facing schools which work with other schools and organisations - in a climate of mutual challenge - to champion best practice and secure excellent achievements for all pupils. Develop effective relationships with fellow professionals and colleagues in other public services to improve academic and social outcomes for all pupils. 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.
This Council is committed to safeguarding and promoting the welfare of children and young people and expects all staff within this area to share this commitment and to have understanding of the common core skills and knowledge. To work positively and inclusively with colleagues and customers so that the Council provides a workplace and delivers services that do not discriminate against people on the ground of their age, sexuality, religion or belief, race, gender or disabilities. To fulfill personal requirements, where appropriate, with regard to Council policies and procedures, health, safety and welfare, customer care, emergency, evacuation, security and promotion of the Council s priorities. To work flexibly in the interests of the service. This may include undertaking other duties provided that these are appropriate to the employee s background, skills and abilities. Where this occurs there will be consultation with the employee and any necessary personal development will be taken into account.
RELEVANT EXPERIENCE Job Title: Headteacher Person Specification Attributes Competency SCORE or Desirable Proven track record of raising educational standards Successful experience of leadership in school development planning, self-evaluation and monitoring Successful teaching experience in the primary phase Excellent classroom practitioner Record of successful Headship or Deputy Headship experience within the primary phase 0 1 2 3 Desirable Experience of building links, and working with, parents; stakeholders and the wider community An understanding of managing financial budgeting and expenditure in school Substantial successful experience of promoting the professional development of school staff Experience of recruitment and selection processes Experience of managing and improving processes and systems in school Experience in the use of a range of tools and evidence including performance data to support, monitor, evaluate and improve all aspects of school life Experience of working with other professional bodies in the development of teaching and learning Desirable
SKILLS & QUALITIES: KNOWLEDGE OF: EDUCATION & TRAINING Attributes Competency SCORE or Desirable 0 1 2 3 Qualified Teacher Status Evidence of recent training including leadership, management skills and other relevant professional development NPQH qualification All Key Stages within primary education The principles of effective teaching, learning and assessment The principles of funding within a maintained Primary School EYFS and primary curriculum development Current trends in primary education The legislation and requirements relating to the safeguarding of children and other legal issues Effective school governance The benefits of working with other agencies for the well-being of all pupils The use of appraisal in promoting and sustaining whole school improvement Leadership and good understanding of management of children with special educational needs Lead by example with integrity and clarity Show resilience, perseverance and optimism in the face of difficulties and challenges Proven leadership; management; problem solving and decision making skills Desirable Desirable
ADDITIONAL FACTORS SKILLS & QUALITIES CONT D SKILLS & QUALITIES CONT D Attributes Competency SCORE or Desirable Effective communication and delegation skills 0 1 2 3 Competent in the use of IT communication Political acumen to influence strategy and negotiate with local authorities and external organisations Expertise in performance data to support school improvement Strong inter-personal skills A commitment to maintain the school s culture and ethos of care and high aspirations for all pupils The capacity to provide the vision to inspire, challenge and motivate the whole school A commitment to be a member of the governing body A commitment to working with others schools and other educational partnerships
Information about the Firs Primary School The Firs is a two form entry primary school in Sale, Cheshire. We are larger than the average primary school and the numbers on roll have increased by 28% in the last three years. We currently have 382 pupils on roll (plus 31 pupils in Nursery). We have a diverse catchment area, including social housing and privately owned properties. As a result of this, we have a very high proportion of pupils (45%) benefitting from free school meals which is much higher than schools nationally. There are currently 26 different languages spoken within the school and the percentage of pupils with English as an additional language is increasing steadily each year. We are one of only six schools in Trafford that host an SSC (Small Specialist Class) for ten junior aged children with social communication difficulties and/ or complex learning difficulties. These children live across Trafford and places are allocated by the LA. Our ethos is very inclusive and the SSC is an integral part of the school. We have very high aspirations for all our pupils and pro-actively tackle the barriers to learning that many of our children have. In our 2017 OFSTED, it was noted that Leaders are determined and uncompromising in their pursuit of a first-class education for all pupils. Learning at the Firs is designed to develop confident, independent learners that show a positive and resilient attitude. In recent years we have achieved a number of awards, including: Leading Parent Partnership Award 2012 and 2016, Basic Skills Quality Mark on four occasions, Healthy Schools, Gold PE Kite Mark and the Silver Antibullying award. We are currently working towards the Wellbeing Award for Schools in order to promote the wellbeing of our whole school community. We have developed a school curriculum that meets the needs of our pupils as well as all statutory requirements including the National Curriculum. The whole curriculum contributes well to pupils academic achievement, their physical wellbeing and their spiritual, moral, social and cultural development. Due to the skilled use of collaborative learning techniques and active learning throughout the curriculum, it promotes excellent learning behaviours and high levels of engagement from the children. There are many opportunities for children to debate spiritual, moral and cultural issues, for example within P4C sessions. Pupils therefore show tolerance and respect for differing beliefs and views. As a result of outstanding teaching, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, make very good progress and achieve well over time. Pupil premium funding is partly directed towards enhancing core skills for the eligible children. For example, our twenty week 1:1 reading intervention (Reading Recovery) is delivered by a highly trained teacher and reading specialist. This is a very effective intervention and on average each child s reading age increases by at least two years in the twenty week programme. The teacher s expertise is shared throughout the school via staff training, dissemination of latest innovations and team teaching. Intervention from teachers and skilled support staff is swift, well-organised and effective. It is also constantly evolving based on the needs of the individual children. The teaching of learners with SEND is a strength of the school and learners with SEND make good and often outstanding progress. Our SSC teacher shares outstanding practice throughout the school and is an invaluable source of support and knowledge for the staff. Due to the wide range of needs that our SSC
pupils have, we are quick to identify SEND and put in place appropriate support and liaise with external agencies. The school is a harmonious community where people get on well together, care for one and other and learn well to respect differences. Children with complex needs in our SSC are integrated into mainstream classes whenever it is appropriate. This has helped to develop a high level of understanding of others needs between all pupils and is a key element to our school s positive ethos. Pupils are polite, helpful, kind and caring in their attitudes to all. We have our very own Firs Farm within the school grounds to provide real-life learning and nurturing experiences for all our children. There are also extensive grounds for outdoor learning opportunities and a Grow Zone for fruit and vegetables. Our curriculum also includes Forest Schools and the children benefit greatly from this learning opportunity. The overwhelming majority of all pupils behaviour is outstanding and it is a great strength of the school. Visitors to school invariably comment upon the pupils excellent behaviour and manners. Pupils behaviour makes a significant contribution to the excellent ethos for learning. Their very good behaviour in independent, group and whole class work has a very strong impact on their progress in lessons and the quality of learning. Staff work extremely hard to ensure that all pupils are safe and their well-being is extremely well looked after. All adults in school have positive relationships with the children and take the time to get to know the children very well. This means that we can provide as much support as possible when they are facing challenges at home. A large number of our families have Social Services involvement and it is essential that we work collaboratively with outside agencies. Our Pastoral Manager plays a central role in supporting the children and families and this support is greatly appreciated by the whole school community. She is able to provide full time, open-door pastoral support to children and families. The post is funded with Pupil Premium funding, as is that of our SCIP worker (Social Care in Partnership with Schools). She provides families with Early Intervention support such as parenting support, housing advice or debt management. The Board of Governors actively support and challenge the Headteacher and leadership team, and helps to shape the vision and direction of the school. The Governing Board meets regularly and carries out its statutory duties efficiently. Our children have a very positive attitude towards learning and they are proud of their achievements in school. By the time they leave the Firs, the overwhelming majority are confident, self-assured young people. Independence and initiative-taking is valued and our learners join in and contribute well to communal activities and extracurricular events.