Senior Vice Principal (Head of School)

Transcription

1 Candidate information for the role of: Senior Vice Principal (Head of School)

2 CONTENTS: Page No.: Letter from the Principal 1 About Fairfield High School 2-3 The Excalibur Academies Trust 4 Staff Benefits 5 Senior Vice Principal (Head of School) Job Description 6-9 School Improvement Plan Recruitment & Selection Policy and Procedure 13-15

3 April 2016 Dear Prospective Applicant Allfoxton Road Horfield Bristol BS7 9NL Tel: Thank you for your interest in the post of Senior Vice Principal (Head of School) at Fairfield High School. I hope the information you receive will inspire you to apply for the position in this dynamic and forward thinking school. Fairfield High School has been through a considerable transformation in the past seven years moving from just satisfactory in an Ofsted judgement to reaching good with many outstanding features in June We hope to achieve an overall judgement of outstanding in our next inspection. I trust you will take time to read the Ofsted report and will be impressed by the comments particularly those made regarding the harmonious nature of the school. The school serves a diverse population, has nearly 50% pupil premium and 30% EAL and is fully comprehensive. The school is expecting its levels of progress for core subjects to be again above National Average next year and for the school to achieve 60% 5+A*-C including English and Maths. This will place us once again in the top 10% of similar schools in the country for value added. The school is part of the Excalibur Academies Trust and works very closely with its partner schools to develop opportunities for staff and students, while remaining very much an individual community school. The leadership of the school at all levels was recognised as outstanding by Ofsted and you would be working with a team that work exceptionally well together but also have independence to develop their strategic areas. The roles of SLT will often change according to circumstance but also SLT wishes to develop expertise to further their own careers. This is an exciting time to be joining the school as we continue to move forward to outstanding status overall. If you would like to have a further conversation regarding the role or visit the school prior to application please contact my PA, Anne Dando, on or ada@fairfield.bristol.sch.uk I look forward to reading your application. Yours sincerely Ms C Mangham PRINCIPAL An International Academy Principal: Ms Catriona Mangham BA Hons Excalibur Academies Trust: a company limited by guarantee Registered in England: Company Number: Registered Office: Granham Hill, Marlborough,Wiltshire SN8 4AX 1

4 Fairfield High School is no ordinary school Fairfield High School is a unique school, greatly valued by its community. Our students have high aspirations - and so do we! Our staff and parents are comitted to working together to make sure our young people s dreams come true. FHS was rated Good with Features by Ofsted in 2013 and since then we have taken several steps closer to being judged in all areas. We joined the Excalibur Academies Trust in February 2015 and we are excited by the opportunities this brings to share expertise and ideas for the benefit of our students. We support all our students to realise their academic potential, while also helping them to develop and grow as people. Our school is in the top 15 per cent in England for Value-Added GCSE results. An increasing number of families are choosing Fairfield High School for their children - our first preference applications have rocketed and we are over-subscribed for September If you haven t yet experienced what one parent described as Fairfield s little bit of magic, please come and visit. You will be made most welcome. Ms Catriona Mangham Principal Excalibur Academies Trust is founded on the core belief that every child deserves an outstanding education that prepares them to take their place in a world that is more challenging than at any time in our history. Excalibur Acadmies create the conditions to develop highly effective, independent learners who have the resilience, determination and confidence to shape the world for the better. Our International Academy structure ensures that everyone holds the vision before them and it guides our work every day. I am proud that Fairfield High School is one of our International Academy group. It has an outstanding record of adding considerable value to every student s education and is, most importantly, a happy place where all can achieve more than they ever thought possible. Parents tell us they love the atmosphere created by having staff and students from such diverse backgrounds. More than 40 flags hang in our atrium, representing all the nationalities in our school. Our students appreciate it too - and visitors frequently comment on how happy and hardworking they are. 2 Dr Patrick Hazelwood CEO, Excalibur Academies Trust

5 Fairfield High School Achieving Excellence Our students come in at different levels but all make better progress and achieve more success than those in many other schools. Our five provisional headline GCSE figure for 2015 is up SIX percentage points. The levels of progress made by our students in English and Maths are above the national average. Students of low, middle and higher ability exceed their targets % 46% Value added Score 5 + A*-C A*-A in at least one GCSE (National median is 1000) including English & Maths 95% 69% 76% Attendance Level 3 LOP in Maths 3 LOP in English Data: Age range: years Location: Horfield, Bristol Number of students on roll: 750 % of disadvantage students: 44.2% % of students with English as an 37.9% additional language % of students with SEN: 20.1% Attendance: 94.9% Date Fairfield High School joined February 2014 Excalibur Academy Trust Number of teaching staff: 55 Number of support staff: 55 3

6 The Excalibur Academies Trust Welcome A very warm welcome to the Excalibur Acadmies Trust. Founded in 2012, we are a multi academy trust that prides itself on a special blend of independence and collaboration, which About Us Our Approach At the heart of Excalibur Academies is the child s journey through learning. We ensure: every child enjoys success learners develop a love of learning for life teaching is outstanding Our academies deliver a learning experience that encourages resilience, personal responsibility and independence. Excalibur staff are exceptional - raising expectations and providing the highest level of challenge in the classroom every day. Excalibur is committed to schools retaining their individuality and identity - we believe that every school joining the trust should remain independent. It is through close collaboration and a shared vision that together we achieve great things. We are only too aware that highly effective schools serving their local towns and villages are critically important for communities to thrive. Excalibur Academies have a strong family ethos based on values and a robust moral code that emphasises: Respect for others personal pride determination outstanding personal integrity Our Academies: is demonstrated in everything that we do. Our academies and partner schools are exceptional - delivering an education which ensures every student achieves and enjoys success. Dr Patrick Hazlewood CEO of The Excalibur Acadmies Trust Burbage Primary School, Wiltshire Easton Royal Primary School, near Pewsey, Wiltshire Oare Church of England Primary School, Marlborough, Wiltshire Ogbourne C of E Primary School, Marlborough, Wiltshire St John s Secondary School, Marlborough, Wilts. Fairfield High School, Bristol 4

7 Excalibur Academies Trust Staff Benefits Leadership Programmes Progression Opportunities Financial support towards achieving further qualifications Child care vouchers Pension Scheme Reduced rates for BUPA Healthcare Cycle to work scheme - this scheme allows eligible employees to purchase a cycle, with deductions being made from the employee s salary before Income Tax and National Insurance are applied. The repayment of the cycle will be over a 12 month period Apple Product Store - employees, students and families are eligible to purchase a range of Apple producs at preferential terms Free parking! 5

8 EXCALIBUR ACADEMIES TRUST Post Title: Location: Reporting to: Grade: Senior Vice Principal (Head of School) Fairfield High School, Bristol The Principal L25 - L29 Principal Responsibility In carrying out their duties the Senior Vice Principal (Head of School) shall consult, when appropriate: The Principal, the Governing Body, the Trust, the staff of the Academy and the parents of its pupils. Specific Responsibilities: Shaping the future To work with the Principal, Trust and Governing Body, to develop a strategic vision for the Academy within its community; and work with the above and Trust partners to analyse and plan for the future needs and further development of the Academy within the local, national and international context, by: Contributing to the educational vision, direction and ethos that secures effective teaching and successful learning and achievement by pupils, preparing them for the opportunities, responsibilities and experiences of adult life; Ensuring through day-to-day management that the vision for the academy is clearly articulated, shared, understood and acted upon effectively by all; Working with the Principal, Governing Body and Trust partners and the academy community to translate the vision into agreed objectives and operational plans which promote and sustain academy improvement; Demonstrate the vision and values in everyday work and practice; Ensuring through day-to-day operational management that all those involved in the academy are committed to its aims, motivated to achieve them and involved in meeting long, medium and shortterm objectives and targets that secure the success of the academy; Contributing to, and alongside the Principal, implementing a strategic plan that takes account of the diversity, values, experience and aspirations of the academy and the wider community; Work with the Principal to ensure that the strategic plan for Fairfield High School is under pinned by sound financial planning, which identifies priorities and targets for ensuring that pupils achieve high standards and make progress, and increases teachers effectiveness and secures academy improvement; Lead curriculum development and innovation, ensuring creativity and the use of appropriate technologies to achieve excellence; Assist the Principal to ensure that policies and practices take account of national, local and academy data and inspection research findings; and Consistently through day-to-day management, monitor, evaluate and review the effects of policies, priorities and targets of the academy in practice and taking necessary action. 6

9 Securing Accountability To be accountable for the efficiency and effectiveness of the academy to the Principal, Governors and Trust; and to engage in the systematic and rigorous self-evaluation of the work of the academy, collecting and using a rich set of data to understand the strengths and weaknesses of the academy and combining the outcomes of regular academy self-review with external evaluations in order to develop the academy by: Fulfilling commitments arising from contractual accountability; Working closely with the Principal, Trust and Governing Body by providing information, objective advice and support that enables the academy to meet its responsibilities for securing effective teaching and learning and improved standards of achievement and for achieving efficiency and value for money; Contributing to the academy ethos, which enables everyone to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility and accountability for outcomes; Reporting to the Principal and Governing Body on the discharge of the functions and the affairs of the academy; Ensuring individual staff accountabilities are clearly defined, understood and agreed and are subject to rigorous review and evaluation in keeping with performance management review timelines; Using a range of evidence, including national data and the academy s own performance data, to support, monitor, evaluate and improve aspects of academy life, including challenging poor performance; Maintain quality assurance systems, including academy review, self-evaluation and performance management and presenting a coherent and accurate account of the academy s performance to a range of audiences to enable them to play their part effectively; Ensuring the parents and pupils are well informed about the curriculum, attainment and progress and about the contribution that they can make to achieving the academy s targets for improvement; Reporting to the Governors annually on the performance management of Teachers at the academy in relation to the School Teachers Pay and Conditions Document; Providing information about the work and performance of staff where it is relevant to their future employment; and Reflecting on personal contribution to academy achievements and taking account of feedback from others Strengthening Community To recognise and take account of the richness and diversity of the academy s communities; to contribute to a dialogue that builds partnerships and community consensus on values, beliefs and shared responsibilities; and to listen to, reflect and act on community feedback and build and maintain effective relationships with parents, carers, partners and the community, that enhance the education of all pupils by: Contributing to an academy culture and curriculum that takes account of the richness and diversity of the academy and the wider community; Promoting positive strategies for challenging racial and other prejudice harassment; Ensuring learning experiences for pupils are linked into and integrated with the wider community; Ensuring a range of community-based learning experiences; Working in partnership to provide academic, spiritual, moral, social, emotional and cultural wellbeing of pupils and their families; Contributing to the communication flow with the wider community to build upon all stakeholders confidence and understanding of the academy; Identify and use opportunities to invite parents and carers, community figures, business or other organisations into the academy to enhance and enrich the academy and its value to the wider community; 7

10 Ensuring that the academy promotes effective links with the local community and continues the development of close liaison with other local primary and secondary schools; Contributing to the development of the education system by sharing effective practice, working in partnership with other schools and promoting innovative initiatives; Co-operating and working with relevant agencies to protect and safeguard children; Ensuring that the academy offers appropriate extended services; Co-operating and working with relevant agencies to secure the outcomes of Every Child Matters; Maintaining a wholly inclusive environment whereby all children, including those with physical or learning difficulties, can be welcomed and supported appropriately; and Maintaining an effective partnership with parents and carers to support and improve pupils achievement and personal development Managing the Organisation To manage the day-to-day operation of the academy to meet specific objectives. To work with the Principal and contribute to the academy s strategic plan and financial context, making professional, managerial and organisational decisions based on informed judgements; to sustain appropriate structures and systems, delegating management tasks and monitoring their implementation, and prioritising, planning and organising self and others; and to think creatively to anticipate and solve problems, by: Leading SLT on operational matters Managing an organisational structure that reflects the academy s values, and enables the management systems, structures and processes to work effectively in line with legal requirements and Trust policies; Managing and organising the academy environment efficiently and effectively to ensure that it meets the needs of the curriculum and health and safety regulations; Producing and implementing clear, evidence-based improvement plans and policies for the develop ment of the academy and its facilities; Working with the Principal, managing the academy s financial and human resources in keeping with financial regulations and Best Practice in order to ensure effectiveness and efficiency in achieving the academy s educational goals and priorities; Ensuring that policies and practices take account of national and local circumstances, policies and initiatives; Working with the Principal, Governors and senior colleagues to recruit, retain and deploy staff to achieve the vision and goals of the academy; Advising the Principal, Trust and Governing Body on the performance and procedures to deal with the competence and capacity of staff; Work with the Principal on appropriate priorities for expenditure, allocating funds and ensuring effective administration and control; Making arrangements for the security and effective supervision of the academy buildings, contents and grounds; Undertaking responsibilities as defined in Health and Safety Policies and ensure that appropriate risk assessments are undertaken; Managing, monitoring and reviewing the range, quality, quantity and use of all available resources in order to improve the quality of education, improve pupils achievements, ensure efficiency and secure value for money; Undertaking responsibility for promoting and safeguarding the welfare of children and young persons; Using a range of technologies effectively and efficiently to manage the academy Developing Self and Working with Others To work alongside the Principal to lead, motivate, support, challenge and develop individuals and teams; and to foster an open, fair, equitable culture, treating people with dignity and respect to create and maintain a positive academy culture by: 8

11 Maximising the contribution of staff to improve the quality of education provided and standards achieved and ensuring that constructive working relationships are formed between staff and pupils; Work with the Principal on planning, allocating, supporting and evaluating work undertaken by groups, teams and individuals, ensuring clear delegation of tasks and devolution of responsibilities in a manner consistent with their conditions of service; Maintaining a collaborative learning culture within the academy; Sustaining effective systems for staff induction, professional developments and the management of staff performance, incorporating appraisal and targets for teachers, including targets relating to pupils achievement; Ensuring that trainees and newly qualified teachers are appropriately trained, monitored, supported and assessed in relation to the standards for Qualified Teacher Status, the Career Entry Profile and standards for induction; Regularly reviewing own practice, setting personal targets, and taking responsibility for own personal development in conjunction with the Principal and participating in arrangements for performance management; Challenging, influencing and motivating others to attain high goals, maintaining a culture of high expectations for self and for others, acknowledging and celebrating the achievements of individuals and teams and taking appropriate action when performance is unsatisfactory; Collaborating and networking with others beyond the academy Leading Learning and Teaching To work with the Principal, Governing Body, Trust partners and the community to secure and sustain effective teaching and learning throughout the academy; and to monitor and evaluate the quality of teaching and standards of pupils achievement, using benchmarks and setting targets for improvement, by: Ensuring that all pupils receive a high quality education in a happy, stimulating, safe and healthy environment; Ensuring a consistent and continuous academy-wide focus on pupils achievement, using data and benchmarks to monitor progress in every child s learning; Ensuring that learning is at the centre of strategic planning and resource management; Establishing creative, responsive and effective approaches to learning and teaching; Ensuring a culture and ethos of challenge and support where all pupils can achieve success and become engaged in their own learning; Demonstrating and articulating high expectations and setting aspirational targets for the whole academy community; Implementing strategies that secure high standards of behaviour and attendance; Determining, organising and implementing a diverse, flexible and purposeful curriculum that is relevant to pupils needs and is supported by an effective assessment framework; Implementing approaches that develop pupils understanding of themselves as learners and motivate and support them to improve their learning; Leading the implementation of new and emerging technologies to enhance and extend the learning experience of pupils; Monitoring, evaluating and reviewing classroom practice and promoting improvement strategies to ensure that the highest standards of teaching and learning are maintained and that underperformance is challenged at all levels; Giving and receiving effective feedback and acting to improve personal performance Safeguarding Ensuring all safeguarding policies and practice are adhered to; Ensuring safeguarding practice and policy is regularly updated This job description may be amended at any time in accordance with the needs of the academy after discussion and appropriate consultation with the post holder. 9

12 In 3 years time we see an Excalibur Academy where Students are supported and guided towards selecting the most appropriate route of study based upon their ability, interest and motivation regardless of their age, gender or background. Vast majority of students make good progress. Students are equipped with the character, resilience, determination and transferable skills to support their learning journey through school and beyond to employability.students learn to manage their feelings and behaviour through the development of key neuroscience approaches. Students are happy and demonstrate respect for themselves, others and their environment, recognising and working towards their full potential in all areas, and supporting others to do the same. The learning environment extends beyond the confines of the building into the community, primary schools, Trust academies, homes and industry. FHS is the school of first choice for the local community for ages FHS is true Excalibur international academy. The learning environment is used to support, challenge and stimulate learning by creatively and purposely using space and resources both in and out of the building to maximise the learning potential. The learning environment is rich in relevant technology and partnerships which are used to facilitate effective learning and development in every area. Staff well-being is a high priority. All staff are valued, respected and encouraged to develop their personal and professional potential. We aim for a sustainable culture of work-life balance.. Staff reflect upon their practice within a genuinely supportive ethos where ownership of professional development is encouraged and embraced. Staff benefit from close working relationships with other schools and external agencies, as well as national and international collaboration. OUTCOME GOALS Excalibur International Academy graded as outstanding 10

13 Personal Development, Behaviour and Welfare Academy Process Goals 2015/2016 Aspirational Ethos and Wellbeing Teaching and Learning across the school Achievement for All Curriculum Teaching, Learning & Assessment Student Attendance: Improve the average beyond 95% and PA to 6%, bringing about the associated improvement in achievement. Student wellbeing: We support and monitor the wellbeing of all through multi-agency working and other proactive approaches. Vulnerable young people have individual tailored support. Rewards and Sanctions: Review and further develop the House system and A4L-related dimensions and improving consistency. Independent behaviour skills : Develop students pride in themselves, their work and their communities ensuring that they are fully respectful of each other as individuals. Parental engagement: Actively engage all parents in their child s education with a strong focus on indentified groups parents Employability: Work to ensure all students benefit from pathways to employability, training, further and higher education Literacy and numeracy : Embed policy and practice in literacy and numeracy across the school. All staff are teachers of both and students read widely and across all subjects Timetabling: Construct a timetable consistent with DofE guidance that maximises student learning potential within resource constraints and as the school grows Excalibur International Academy with strong vision and focus Engagement : Develop a strong curriculum in and out of the classroom that promotes a thirst for knowledge, a love of learning and opportunities for all to develop their skills and interests Curriculum: Develop an international curriculum which has a strong focus on cultural education, global learning and partnerships, enterprise and languages Appraisal: Support all teachers to deliver consistently good or outstanding teaching. Refine appraisal framework as a rigorous developmental tool. Developing pedagogy : Use action research, coaching and collaboration to embed excellent practice across the Excalibur Academies Trust. Closing the gap: Ensure staff are developed in practices that have an impact on the attainment and achievement of disadvantaged students including all being teachers of numeracy and literacy. Independent Learning : Allow students to take responsibility, to fly with their learning and develop a thirst for knowledge. Develop strong enquiry based learning Accelerate: Develop teachers skills to accelerate achievement of all students through high quality feedback, marking and questioning. 11

14 Student Outcomes Academy Process Goals 2015/2016 Aspirational Ethos and Wellbeing Teaching and Learning across the school Achievement for All Leadership and Management Data Management: Ensure data is consistently used formatively and summatively to maximise achievement. KS3: Accelerate the rate of progress of all students at KS3 putting in place clear early intervention plans from Yr7.Develop and embed a new assessment framework to replace levels at KS3. Marking and Assessment: Continue to develop, monitor and embed a whole school marking and assessment policy and practice Disadvantaged students : Close the gap in attainment and achievement for disadvantaged students and other identified groups. KS4 : In all subjects 3LOPs to be 80% and continue to move to outstanding achievement for all Governance : Develop governors skills and knowledge to understand and develop their role in Academy leadership MLT : Focus on developing the middle leadership of identified faculties focusing on accountability, responsibility and strategic thinking. Sustainability : Continue to strengthen and develop the skills of the SLT and MLT with a consideration to succession planning Hub development : Work in partnership with local schools to develop a strong Excalibur Academy Hub which provides excellent education for 0-19 Wider role : leading Trust work on pupil premium and VA; contributing to Trust wide improvement teams; supporting new academies RI; contributing to innovation in teaching, learning and assessment at National Level Excalibur International Academy with strong vision and focus Wildly Important Goal 3LOP 80% in all subjects as a minimum 12

15 Recruitment and Selection Polcy and Procedure Introduction Excalibur Academies Trust is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. EAT will endeavour to attract, recruit and retain staff of high calibre by ensuring that the best possible candidates are appointed. Recruitment Policy Staff will be recruited on the basis of their ability, qualifications and suitability for the position in which they have applied; All applicants will be considered equally and consistently; All applicants will be subject to an enhanced disclosure and barring service check and all the necessary pre-employment checks before appointment is confirmed. Recruitment Procedure Applicants for employment must complete the appropriate application form. Teaching Staff must complete a Teaching Application Form and Support Staff must complete a Support Staff Application Form. The form must be completed in full detailing employment history and suitability for the position. CVs may be sent in but all applicants must complete the application form in order to be considered for the position. Candidates will be shortlisted according to the relevance of their professional qualifications, skills and personal qualities that they can bring to the role. Shortlisted candidates will be invited for a formal interview. Candidates may bring along accompanying information that they feel is relevant for the position in which they have applied. The interview may require a skills test. The expectation is that Teaching Staff will deliver a 30 minute lesson (candidates will be briefed in advance) and Support Staff may be asked to perform a skills test. All formal interviews will have a minimum of 2 people; one of whom will have undertaken safer recruitment training. Candidates may be selected for further shortlisting on the day of the interview. EAT commits to informing candidates within 3 working days of the outcome. An offer of employment following the formal interview will be conditional subject to: A successful enhanced disclosure and barring service check Confirmation that you are not barred from working with children That you are not subject to a direction under section 142 of the Education Act 2002 That you are not subject to a direction under 128 of the Education and Skills Act 2008 That you are not disqualified from providing childcare in connection with early or later years provision Verification of the applicants identity Satisfactory and positive references received (two) 13

16 A satisfactory pre-employment health declaration verification of professional qualifications Verification of the applicant s right to live and work in the UK (where the applicant is not a citizen of a country within the EU) Any further checks which are necessary as a result of the applicant having lived or working outside of the UK Any other deemed relevant checks i.e. for teaching positions confirmation that applicants are not subject to a prohibition order. Applicants signing and agreeing to a mutually acceptable start date and agreeing to the standard terms and conditions of employment. Pre-employment checks All applicants are subject to the necessary checks. The enhanced disclosure and barring service check will require original identification as required by the policy. Applicants must ensure that they arrange a time to meet with HR prior to their start date to show their original disclosure certificate. Employment will remain conditional until the original certificate has been provided and deemed satisfactory by EAT. Valid Identity Documentation: Group 1 Current valid passport Biometric residence permit (UK) Current driving licence (full or provisional) with photo card. Birth certificate (UK and Channel Islands, issued at the time of birth within 42 days of date of birth). Full or short form acceptable including those issued by UK authorities overseas, such as Embassies, High Commissions and HM Forces. Group 2 Mortgage statement (UK or EEA) Bank/Building Society Statement Bank/Building Society account opening confirmation letter Credit card statement Council Tax Statement P35/P60 Utility bill (UK) but not mobile phone Benefit statement A document from central or local government e.g. from the Department for Work and Pensions, HM Revenue and Customs (HMRC), Job Centre, Social Security. EU National ID Card. Please note that valid documentation should be dated within last 3 months or last 12 months or documentation from local government. You will also be required to provide history of your address by month and year for the last 5 years. Pre-employment health declaration Applicants must complete the pre-employment health declaration. It may be necessary for HR to discuss what has been disclosed on the declaration or for the applicant to attend an Occupational Health referral to consider their fitness for the role. The Equality Act will apply. 14

17 References References will be requested prior to shortlisting. References sent after an offer of employment will ask for health and sickness records at this time. All referees will be asked whether they believe the applicant is suitable for the job in which they have applied and whether they have any reason to believe that the applicant is unsuitable to work with children. Questions will include: Confirmation of the dates of employment, job title, reason for leaving, performance and disciplinary record Whether the applicant has ever been the subject of disciplinary procedures involving issues related to the safety and welfare of children. Please note that references will be taken up with the current or most recent employer. Contract of Employment Your contract of employment will comprise the following documentation: Letter outlining the details of your post, including start date, pay scale and continuous service (if relevant). It is the post holder s responsibility to inform HR of any change in circumstances or if any of the information on the contract letter is incorrect. Statement of Particulars which includes information regarding: The main location of your place of work Salary and Working arrangements probationary period Conditions of employment as outlined in this policy Annual Leave Notice Period Sickness Allowance Safeguarding Conduct of Staff Membership of a Trade Union Disciplinary and Grievance Procedure Excalibur Academies Trust Declaration January