KS2 Class Teacher & Maths or Literacy Co-ordinator Clerkenwell Parochial CE Primary School SCH/462
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1 KS2 Class Teacher & Maths or Literacy Co-ordinator Clerkenwell Parochial CE Primary School SCH/462 Closing Date: noon, Monday 22 nd April 2013
2 Contents Letter from Headteacher Advertisement Job Description Person Specification How to Apply Guidance Notes Policy on Recruitment and Employment of Ex-Offenders
3 Amwell Street, Islington London EC1R 1UN Headteacher Matt O Brien Tel: Fax: headteacher@clerkenwell.islington.sch.uk March 2013 Dear Sir/Madam, I am delighted that you are considering applying for the position of Key Stage Two Class teacher and Maths or Literacy Subject Leader at CPS. I hope that the information contained in the supporting literature is clear, though if you need clarification on any matters, please do not hesitate to call if after school or during the holidays (where I will be more than happy to take your call). Alternatively, you can headteacher@clerkenwell.islington.sch.uk, and, again, I will be very happy to be contacted in this manner during the Easter holidays. CPS has a great track record for developing staff, and the good and outstanding verdicts in the most recent OFSTED and Anglican schools inspections are testimony to the quality of the staff and their dedication. Working with this talented, enthusiastic and happy team, and benefiting from the very good behaviour standards at the school, will enable you to enjoy your work. I strongly urge you to come for a visit, and look forward to meeting you, though should you not be able to visit ahead of a possible interview, this will not be held against you. Viewings over the Easter holidays will be possible. Thank you for interest. Yours faithfully, Matt O Brien
4 Key Stage 2 Class Teacher and Maths or Literacy Leader Full Time & Permanent Salary Grade: MPS 1-6 with TLR 2a Salary Range: 27,000-36,387 per annum plus TLR 2a 2,535 (depending on experience) The governors of the 311-year-old Clerkenwell Parochial CoE School, housed in the oldest purpose-built school in London, seek an excellent year 4 or 5 class teacher and either maths or literacy leader, to help take this much-loved school from good to outstanding. Nestled in the attractive and vibrant Amwell Village in Islington, and the former venue for public readings by Charles Dickens in the 19 th century, our unique school provides excellent opportunities for staff to enjoy their work and to reach their potential. Our most recent November 2011 OFSTED inspection described CPS as a good school, and the January 2012 Anglican Schools inspection described us as outstanding in all categories. The successful candidate will: Set the highest standards for themselves and pupils Be an excellent practitioner, with the potential and confidence to lead maths or literacy across the school (TLR 2a 2,535) Have at least two years experience teaching in the relevant key stage Have highly effective communication skills, and a commitment to a collaborative, team approach Have excellent subject knowledge across the curriculum, and a commitment to thematic approaches to learning Work well in partnership with parents and governors Support the Christian ethos of the school, whilst not necessarily being a Christian You will benefit greatly from: Half a day s subject leader release time per week (in addition to PPA) Working with an enthusiastic, ambitious and very happy staff The use of a top-of-the-range digital visualisor in each class Small class sizes (15) in year 5 for the daily maths lesson Tailored CPD, and the close support of a management team described as providing very strong leadership (OFSTED, Nov 2011) The very good behaviour and attitudes of pupils at CPS (as recognised by OFSTED and the Anglican Schools Inspection) Genuinely excellent parental and governor support (98% of parents routinely respond very positively to the annual questionnaire) Cross-year thematic planning, allowing colleagues to work in partnership to plan, deliver the curriculum and jointly organise enrichment visits to the many local places of interest We very much encourage visits and these can be arranged through contacting the headteacher at headteacher@clerkenwell.islington.sch.uk or through calling the school office on , or (during the Easter holiday). Closing date: Noon, Monday 22 nd April 2013 Interviews will be held: Thursday 25 th & Friday 26th April 2013 Please apply online at following the jobs link. If you need assistance please the Recruitment Team at recruitment.camb-ed@islington.gov.uk quoting ref SCH/462 CPS is committed to the safeguarding of children so all appointments are subject to a satisfactory enhanced DBS check. CPS is committed to the principle of equality of opportunity.
5 Job Description POST TITLE Grade Main Scale Class Teacher & Maths or Literacy MPS 1-6 with TLR 2a This job description should be read alongside the range of duties of teachers set out in the annual School Teachers Pay and Conditions Document. Members of staff should at all times work within the framework provided by the School s Policy statements to fulfil the general aims and objectives of the School Improvement Plan. The postholder will agree major objectives with the headteacher and/or his/her line manager. These objectives will include: 1. Achieving the highest possible standards of Education for pupils in the allocated class; 2. To implement whole school policies and programmes to meet the needs of pupils and to improve the level of achievement in the area of responsibility across the school; PURPOSE OF THE JOB To support the headteacher in the smooth and efficient running of the school To ensure the highest possible standards of education for the pupils for whom the teacher has class/group responsibility - socially, emotionally, physically, intellectually and academically To ensure the development of pupils and colleagues across the school through a particular area of responsibility, ensuring that each of the five areas identified in Every Child Matters is addressed wherever possible To assume the continuity of policies and the curriculum throughout the school and within the specific area of responsibility, promoting equal opportunities for all STATUS OF THE POST This is a teaching post within the school s revised structure. The post holder is accountable to the Headteacher. LIAISON AND CO-OPERATION The teacher will work in liaison, contact and co-operation with: - other members of staff: - members of borough support and advisory services: - organisations and networks relevant to the teacher s specialism or subject; - parents, governors and the local community.
6 POLICY AND LEGAL FRAMEWORK The teacher will ensure the smooth running of the school and contribute to initiatives in order to improve and develop: - the most recent national legislation, Education Acts, the SEN Code of Practice and the School Teachers Pay and Conditions Act; - school policies and guidelines on the curriculum and school organisation; TASKS AND DUTIES 1. Planning To plan and prepare courses, schemes of work and individual lessons, appropriate to the needs, interests, experience and existing knowledge of the pupils in the class. 2. Setting and supervising work To teach a class, or classes, sets, groups or individual pupils, and to set tasks to be undertaken both at school and elsewhere, having regard for the requirements of the national curriculum 3. Marking and Recording To mark and assess pupils work, and to record their development, progress and attainment, both at school and elsewhere, having regard to the requirements of the national curriculum and to inform future planning and ensure differentiation. To set targets for all children within their responsibility, and work cooperatively with the assessment coordinator to ensure effective record-keeping 4. Discipline and Relationships To maintain good order, discipline and respect for others amongst all pupils within the school; to promote understanding of the school s rules and values, including the Clerkenwell Way; to safeguard health and safety; and to develop relationships with and between pupils conducive to optimum learning. 5. Communication with parents To build and maintain co-operative relationships with parents, and to communicate with them regarding pupils learning and progress, drawing attention to special skills and talents as well as to problems or difficulties. 6. Displays and environment To maintain an attractive and stimulating learning environment, celebrating children s work alongside learning prompts, and to contribute to displays in the school as a whole, in accordance with the schools display policy. 7. Overall policy and review To take part in whole-school reviews of policy and aims and in the revision of formulation of guidelines
7 8. Reports To provide or contribute to oral and written assessments, reports and references, both at school and elsewhere, relating to the development and learning of individual pupils and groups of pupils, having regard to the requirements of the national curriculum. 9. Review To evaluate and review own teaching methods, materials and schemes of work, and to make changes as appropriate. To take on board advice given from observations, and act accordingly to address targets given. 10. Professional To keep-up-to-date with current educational thinking and practice, both by study and by attendance at courses, workshops and meetings; to participate in national or local arrangements for appraisal of staff performance. 11. Corporate life 12. Cover To take part in the corporate life of the school by, for example, attending assemblies, registering the attendance of pupils, and supervising pupils before and after school sessions. To supervise, and so far as is practical, to teach any pupils whose teacher is absent. 13. Equality policies To help ensure that subject-matter and learning resources reflect borough and school policies on race and gender equality, and that the implications of these policies are borne in mind in relation to all tasks and duties listed in 1-12 above. PERSONAL RESPONSIBILITIES 1. To use information technology systems as required, to carry out the duties of the post in the most efficient and effective manner; 2. To undertake training as appropriate; 3. To undertake other duties appropriate to the post that may reasonably be required from time to time; PERFORMANCE STANDARDS 1. To ensure that work is conducted to the standards set out in the teaching and learning leader standards. 2. To ensure that all services within the areas of responsibility are provided in accordance with Clerkenwell Parochial s commitment to high quality service provision to the customer, and to take on board the school s Christian ethos. 3. At all times to carry out the responsibilities of the post with due regards to all of Clerkenwell Parochial s key policies.
8 Teaching and Learning Leader standards 1. KNOWLEDGE AND UNDERSTANDING Of their school aims, priorities, targets and action plans Of the relationship of the subject to the curriculum as a whole Of any statutory curriculum requirements for the subject and the requirements for assessment, recording and reporting of pupils attainment and progress Of the characteristics of high quality teaching in the subject and the main strategies for improving and sustaining high standards of teaching, learning and achievement for all pupils Of management, including law, equal opportunities legislation, personnel, external relations, finance and change Of the implications of the Code of Practice for Special Educational Needs for teaching and Learning 2. PLANNING AND SETTING EXPECTATIONS Set expectations and targets for staff and pupils in relation to standards of pupil achievement and the quality of teaching Work with the SENCO and any other staff with SEN expertise to ensure that individual education plans are used to set subject-specific targets and match work well to pupils needs Establish, with the involvement of relevant staff, short, medium and long term plans for the development and resourcing of the subject which: -Contribute to whole school aims, policies and practices including those in relation to bullying, behaviour, discipline, bullying and racial harassment; -are based on a range of comparative information and evidence, including the attainment of pupils; - identify realistic and challenging targets for improvement; -are understood by all those involved in putting the plans in practice; -are clear about the action to be taken, time scales and criteria for success. 3. Teaching and Managing Pupil Learning Ensure: Curriculum coverage, continuity and progression in the subject for all pupils including those of high ability and those with special educational needs and linguistic needs; Teachers are clear about the teaching of objectives in lessons, understand the sequence of teaching in the subject and communicate such information to pupils; Guidance is provided on the choice of appropriate teaching and learning methods to meet the needs of the subject and of different pupils Ensure: Effective deployment of pupils literacy, numeracy and ICT skills through the subject; Teachers are aware of the duties, opportunities, responsibilities, rights of citizens; Teachers know how to recognise and deal with racial stereotyping; Effective development of pupil individual and collaborative study skills necessary for them to become increasingly independent when out of school
9 4. Assessment and Evaluation Analyse and interpret relevant national, local and school data, research and inspection evidence to inform policies, practices, expectations, targets and teaching methods. Establish and implement clear policies and practices for assessing, recording and reporting pupil achievement and to assist pupils in setting targets for further improvement. Ensure that information about pupil achievements in previous classes and schools is used effectively to secure good progress. Monitor the progress made in achieving subject plans and targets, evaluate the effects on T&L and use this analysis to guide further improvement. Evaluate the teaching of the subject in the school, use this analysis to identify effective practice and areas for improvement and take action to improve further the quality of teaching 5. Pupil Achievement Establish clear targets for pupil achievement and evaluate progress and achievement by all pupils including those with special needs Use data effectively to identify pupils who are underachieving and, where necessary, create and implement effective plans of action to support these pupils 6.Relationship with parents and the wider community Establish a partnership with parents to involve them in their child s learning of the subject as well as providing information about curriculum, attainment, progress and targets Develop links with the local community, including business and industry in order to extend the subject, enhance teaching and develop the pupils wider understanding Communicate effectively, orally and written, with governors, external agencies and the wider community including business and industry 7. Managing own performance and development Prioritise and manage own time effectively, particularly in relation to balancing the demands made by teaching, subject management and involvement in school development Achieve challenging professional goals Take responsibility for their own professional development
10 8. Managing and Developing Staff and Other Adults Help staff achieve constructive working relationships with pupils. Establish clear expectations and constructive working relationships among staff, including through team working and mutual support; Devolving responsibilities and delegating tasks, appropriate evaluating practice; and developing an acceptance of accountability. Appraise staff as required by the school policy on Performance Management and use the process to develop the personal and professional effectiveness of the teacher. Lead professional development through example and support, and co-ordinate the provision of high quality professional development by methods such as coaching, drawing on other sources of expertise as necessary, for example, higher education, LEA s and subject associations Ensure that the trainee and NQTs are appropriately trained, monitored, supported and assessed in relation to standards for the award of QTS, the Career Entry Profiles and standards for Induction. 9. Managing resources Establish staff and resource needs and advise the Headteacher and senior managers of likely priories for expenditure and allocate available resources with maximum efficiency to meet the objectives of the school and subject plans and achieve value for money Deploy or advise the Headteacher on the deployment of staff involved to ensure best use of the subject, technical and other expertise Ensure effective and efficient management and organisation of learning resources including ICT Maintain existing resources and explore opportunities to develop or incorporate new resources from a wide range of sources inside and outside the school Use accommodation to create an effective and stimulating environment for the teaching and learning of the subject Ensure that there is a safe working and learning environment in which risks are properly assessed 10. Strategic Leadership Create a climate which enables other staff to develop and maintain positive attitudes towards the subject and confidence in teaching it Develop and implement policies and practices which reflect the school s commitment to high achievement and effective teaching and learning Ensure that the Headteacher and SMT and governors are well informed about subject policies, plans and priorities, the success of meeting objectives and targets and subject related professional development Establish a clear and shared understanding of the importance of the role of the subject in contributing to pupils spiritual, moral, cultural, mental and physical development and in preparing pupils for the opportunities, responsibilities and experiences of adult life
11 Person Specification POST TITLE Grade Main Scale Class Teacher & Maths or Literacy MPS 1-6 with TLR 2a The Person Specification is an important part of the application process and will be used to shortlist and at interview. You will need to demonstrate in your supporting statement/application form how you meet the following criteria. Qualifications and Experience: Have gained DfE recognised teaching qualification, and have at least two years teaching experience. Have experience of teaching in key stage two. Professional Values: Have the ability to communicate and co-operate by: Establishing and maintaining good relationships with pupils, parents and colleagues. Setting high expectations of all pupils and being committed to raising educational achievement. Wishing to work within a Church of England School and being willing to teach R.E. and attend collective worship to meet the expectations of the school s governing body (whilst not necessarily being a Christian). Adopting a flexible approach to working and enjoy being a good team member. Knowledge and Expectations: Provide evidence of a high level of pedagogy, and very good understanding of the National Curriculum. The ability to plan and implement an effective teaching programme, including the assessment of the achievement of all pupils and maintain appropriate records. Seek to further develop personal professional skills and knowledge. Teaching and Class Management: Have the ability to establish an effective rapport with children which is based on high expectations. Be an excellent teacher, and have the confidence to disseminate good practice to others through the leadership of either maths or literacy Establish a purposeful learning environment where all pupils feel secure and confident. Use ICT highly effectively as an integral part of teaching and learning. Select and employ a wide range of resources with regard to safety issues. Equal Opportunities: Demonstrate awareness and understanding of the implication of equal opportunities, inclusion and multicultural education. Understand how pupils with special needs may be integrated into the classroom.
12 Post Ref: SCH/462 Date: as postmark Cambridge Islington Education HR 222 Upper Street London N1 1XR Fax: recruitment.camb-ed@islington.gov.uk Dear Applicant RE: Key Stage 2 Class Teacher and Maths or Literacy Leader Thank you for your interest in this post. There are five available channels for application documents submission. 1. Apply online at Your application must be submitted on-line no later than Noon, Monday 22 nd April documents to recruitment.camb-ed@islington.gov.uk; your documents by the closing date specified above. 3. Post documents to Education HR, 222 Upper Street, London N1 1XR; Posted applications should be sent in an A4 envelope and clearly addressed to: Education HR, 222 Upper Street, London N1 1XR. Please make sure you allow sufficient time for documents delivery prior to closing date. 4. Hand deliver documents to Education HR, 222 Upper Street, London N1 1XR; Hard copy applications should be handed into reception at the above address during normal working hours (9am-5pm). Please note: We cannot be responsible for hard copy applications hand delivered after normal working hours. 5. Fax your documents to Education HR on In addition, please note the following: CVs will not be accepted. References will be sought for short listed candidates prior to the interview date. For support staff, this post is subject to a period of 6-month probationary period. This also applies to candidates coming from Local Government. Should you have any queries please us at recruitment.camb-ed@islington.gov.uk Yours sincerely Education HR Cambridge Islington is working in partnership with Islington Council in the provision of education services Cambridge Islington is a division of Cambridge Education which is a member of the Mott MacDonald Group. For more information visit
13 Guidance for candidates applying for a job with Cambridge Education Islington/ Islington Schools Please read this carefully BEFORE you start to fill in the application form. General The application form plays a crucial part in the selection process, both in deciding whether you will be invited to an interview and at the interview itself. It is vital that you complete this form as fully and accurately as possible. We will not make any assumptions about your experience, knowledge, skills and abilities to do the job. You should complete the form and Personal Statement online or in black ink or use a word processor. The application may be photocopied or scanned and some colours do not photocopy or scan clearly. Read the Advertisement, Job Description, Person Specification and other accompanying information carefully before you start. All parts of the application form must be completed. Personal Details Complete this section fully and clearly. If you do not know your National Insurance number, you can obtain it from your Inland Revenue National Insurance Contributions office or DWP office and they'll tell you what to do. All successful applicants will be required to produce documentary evidence of their eligibility to work in the UK*. Verification of identity is required before confirmation of appointment. *A copy of the Asylum and Immigration Act 1996 (Section 8) is available from Education HR including a list of the accepted documents. Present or most recent employment It is important to give full information, including the organisation or school you work in, or most recent employment if not currently working, full dates, address and other requested details. Do not leave any gaps. If necessary you should include full time or part time education or training and any periods of unemployment and periods for raising a family. References All appointments are subject to verification of employment and suitability of the candidate for the post applied for. It is our policy to approach the referees of all shortlisted candidates. We reserve the right to approach any previous employer for a reference. If your last post did not include working with children, a reference will be sought from the employer by whom you were most recently employed to work with children. Previous employment for all support staff (non-teaching) posts Ensure that you put in full dates, names addresses and your job title. Do not leave any gaps. If necessary you should include full time or part time education or training and any periods of unemployment and periods for raising a family. Details of part time and relevant voluntary work should also be entered. Applicants for teaching posts only If you are completing an electronic or hard copy application form, please complete Appendix A including full details of any unpaid work and also details of work outside teaching. This helps in an accurate assessment of your salary and gives us your service history. Do not leave any unexplained gaps. Please note the Appendix A is incorporated within the online application and as such it is not included as a separate document. Education, Qualifications and Training Ensure you give all the information requested, including dates, establishment where you studied and make clear the level of any examinations e.g. GCSE, GCE 'O' Level or 'A' Level or equivalents etc. and the grades you obtained. Also include here any skills training you have had. You will be required to produce original documentary evidence of any qualifications relevant to the job, and these will be detailed on the Person Specification. Proof of qualification is required before the appointment is confirmed.
14 Relatives and other interests If this applies to you, please give the name of the employee, the department that they work in and the relationship (e.g. husband, daughter). Personal Statement This statement is an important part of the application form. This is where you should describe your experience, skills and abilities. As a guide, 1-2 sides of A4 are usually sufficient. You must demonstrate competence in all areas listed in the Person Specification by giving short examples. Describe how you match the requirements of the job; include experience gained from previous jobs, community or voluntary work. Ensure that the information you give us is well organized, relevant and brief. You may find it helpful to list each person specification requirement as a separate heading to explain how you meet that requirement. If you do not send us this statement, you will not be considered for short listing. CVs will not be accepted. Additional information for people who consider to have a disability under the Equality Act If this applies to you, please let us know the help you require and we will ensure that reasonable adjustments are made where possible. Disclosure & Barring Service Cambridge Education Islington operates a Disclosure procedure in line with DBS guidelines. If you are selected for appointment to a post that involves access to children you will be subject to this procedure. All Disclosures are carried out in the strictest confidence and are made only in connection with your application for employment and for no other purpose. The application for an Enhanced Disclosure will be activated before your first day of work. Posts that involve such access include: all School based posts, Youth Workers, Early Years Service posts, Education Psychologists, Education Welfare Officers as well as all Office based posts where the postholder, on occasion will be required to visit any establishment where there are children. A copy of our policy on the Employment of Ex-Offenders is enclosed. Please contact Education HR on if you would like further clarification about the post you are applying for. If you have been shortlisted and invited for an interview, you will be required to give full details of your criminal record to a HR Advisor, in confidence, prior to completing an application for an Enhanced Disclosure with the Disclosure & Barring Service. This information will remain strictly confidential and will only be seen by those responsible for the recruitment decision. The information will be shredded in line with our policy on the handling and storage of information relating to criminal record disclosures. Declaration Under the Data Protection Act 1998, we must ask you to freely give your explicit consent to the processing of information on this application form in accordance with Cambridge Education Islington's registration under that same Act for personnel and payroll purposes, equal opportunities monitoring and to fulfil statutory requirements. Equal opportunities monitoring information All job applicants are expected to complete the monitoring details of the form in order to assist us in complying with statutory requirements. All successful applicants are expected to support the policy actively. Copies are available from Education HR on Appendix A Salary Assessment - for Teachers only Your employer should notify you of the calculation of your salary and allowances annually. If you have not been employed as a teacher for some time, please give the details of your last known salary and all allowances paid. If you do not know how your salary is made up, please mark this part of the form 'not known'. Before you send your application, please read it thoroughly and ensure all sections have been completed legibly and fully and you have addressed all the criteria in the person specification.
15 Policy on the recruitment and employment of ex-offenders Background Cambridge Education Islington uses the Disclosure & Barring Service (DBS) to help assess the suitability of applicants and volunteers for positions of trust. We do this in compliance with the DBS s Code of Practice (copies are available from Education HR) or on the internet at or This policy on the recruitment of ex-offenders is made available to all applicants and volunteers to jobs that require a Disclosure. Policy The Code of Practice requires us to treat all our job applicants and volunteers who have a criminal record fairly and not to discriminate unfairly against staff and applicants on the basis of a criminal record or other information revealed by a disclosure. Cambridge Education Islington is committed to equality of opportunity for all staff. A diverse workforce benefits and adds value to the services we provide. We will be proactive in removing barriers that deny equality to people based on race, gender, disability, ethnic origin, religious beliefs, sexual orientation, age or offending background. Having a criminal record will not necessarily bar you from working for Cambridge Education Islington/Islington Schools. This will depend upon the nature of the position you have applied for and the background of your offences. During the application process When you apply for a job with Cambridge Education Islington/Islington Schools you will be told if the job you are applying for is subject to a criminal record check. If it is, you will be asked about any criminal record you may have. You should include details of all cautions, reprimands, warnings and convictions. This information is kept confidential and is only seen by those who need to see it as part of the recruitment process. We select applicants for interview based upon their skills, experience and qualifications. A failure to disclose a criminal record (including all cautions, reprimands, warnings and convictions, spent or otherwise) at the application stage will normally lead to the withdrawal of any subsequent job offer. If you are offered a job at Cambridge Education Islington/Islington Schools The job offer will be made subject to satisfactory completion of a criminal record and other checks such as references, medical fitness for the post, proof of relevant qualifications and any other essential requirements for the post. In the starter pack you will also receive comprehensive guidance notes explaining how to fill in the disclosure form. If, after reading the guidance, you have any questions please contact Cambridge Education Islington Education HR as detailed in the covering letter. All employees/advisors involved in the recruitment process have been suitably trained to identify and assess the relevance and circumstances of offences, or will seek appropriate advice before making a decision. We also ensure that they have received appropriate guidance and training in the relevant legislation relating to the employment of ex-offenders, e.g. the Rehabilitation of Offenders Act 1974.
16 In the event of the successful candidate having a criminal record, the candidate will have the opportunity of discussing the disclosure with a service manager. As a minimum, the following will be taken into account when deciding whether to confirm the appointment: Whether the conviction or information was disclosed during the application stage; Whether the conviction or information revealed is relevant to the job; How long ago the offence(s) took place; The candidate s age at the time of the offence(s); The number and pattern of offences; Any other relevant circumstances. All staff/advisors in a position to make recruitment decisions are trained to identify and assess the relevance and circumstances surrounding a criminal record or will seek appropriate advice before making a decision. No decision will be made until your explanation and the above issues have been considered. Appeal You should appeal to the DBS if you believe that the disclosure information is not accurate. Cambridge Education Islington will decide whether the nature of the inaccuracy is such that a decision on whether to appoint should be postponed until the appeal is completed. Policy on handling disclosure information All disclosure information is kept securely and will only be seen by those who need to use it to carry out their duties. After a period of six months, it is securely disposed of. The disclosure forms are never kept on personal files. Cambridge Education Islington has a policy statement on the secure storage, handling, use, retention and disposal of Disclosures and Disclosure information which is available from Education HR on request.
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