Principal Recruitment Pack

Transcription

1 Temple Moor High School Science College Principal Recruitment Pack Temple Moor High School Science College Field End Grove Selby Road Leeds LS15 0PT West Yorkshire Telephone: Fax: Website: Closing Date: Friday 18 March 2016 at 12 noon

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3 Contents Chair of Governors Letter School Information Vision, Values and Philosophy Temple Newsam Learning Partnership A Cooperative Trust Leadership Teams Post Information, Job Description and Person Specification Temple Moor Leadership Standards Applying for a Post at Temple Moor High School Science College Equal Opportunities Statement Recruitment of Ex-Offenders Policy Statement

4 March 2016 Dear Applicant Post of Principal I would like to thank you for expressing an interest in becoming our new Principal and I sincerely hope you will turn your interest into an application. I became Chair of Governors in 2014 and very much look forward to supporting the successful candidate in our drive to improve the school s. Temple Moor is a vibrant school with a co-operative ethos and a member of the Temple Newsam Learning Partnership Co-operative Trust. We have 1400 students, including approximately 350 Post-16 students who work in partnership with another local high school. The school has the best of both worlds in its locality, being close to the city centre but very near to a beautiful rural environment. The Governors are looking for a confident, enthusiastic and inspirational leader who can bring energy and vision to improve our current performance, whilst driving attainment and the quality of teaching and learning. The Governing Body and I very much look forward to receiving your application. Regards Barry Hilton Barry Hilton Chair of Governing Body

5 ABOUT THE SCHOOL Temple Moor High School Science College is a foundation school for students aged We have c1400 on roll at any time including Post 16. We are based in East Leeds, West Yorkshire and serve the local communities of Whitkirk, Colton, Austhorpe, Halton Moor and Crossgates predominantly but also draw many students from out of area. We are consistently oversubscribed with the majority of our students arriving from our local primary schools as part of our Temple Newsam Learning Partnership Co-operative Trust. We were rated as a Good school in our last Ofsted inspection in March 2013 and the report particularly celebrates our provision for the most vulnerable learners through our off site facility: ELECT. The school s ethos and values are rooted in the co-operative movement and consequently, we believe in the value of partnership. We meet with other schools from the Co-operative group in Leeds on a regular basis at all levels of leadership and with our partner primary schools. In order to ensure a rich curriculum offer at Post Sixteen, within the principles of Best Value, we offer a shared Post 16 Provision with Brigshaw High School and have one joint training day a year where staff from both schools share best practise. We are a true comprehensive school with a real breadth and diversity to our school community. We have students who go on to attain 12 A*s and progress to Russell Group Universities and students who have profound SEND either on roll or as part of our partnership with the East SILC, who send 45 students to Temple Moor as part of a partnership provision. The school intake is predominantly White British but our community has been enriched by a growing number of EAL students arriving within the area. We are well-resourced with good access to ICT and smart boards in all classrooms as well as some offices and meeting rooms. Having been part of the first wave of Building Schools for the Future, our buildings are in very good condition and we have large open learning spaces and employ around 190 teaching and support staff. We have new buildings which offer excellent teaching and learning environment with outstanding facilities. For more information about our school, please take a look at our website

6 VISION, VALUES AND PHILOSOPHY Temple Moor is seeking energetic, enthusiastic, creative and committed staff who share its values and its commitment to continuous improvement. We believe that teaching and learning are the central focus of our work and we are determined to develop the quality of our teaching and to enrich the educational experiences of all our students. Academic achievement is a central strand to the school s aims but this is only part of our belief in developing the potential of all of our students. We believe in nurturing the all-round development of students personal, social, cultural and moral and not just in the pursuit of academic excellence. We see no contradiction between these things indeed we believe they complement one another. We are seeking to develop the school as a successful team with each member of the team both supported and challenged to bring about improvement. This is not a school of complacency and dullness but of energy and enthusiasm these are the qualities we want in our students and our staff! We wish to develop a highly professional and well supported staff who enjoy their work and are committed to meeting the needs of the young people at the school. As a team we ensure that the school s motto of Together We Achieve Success is actively put into practice on a day to day basis. We are committed to involving all staff in the development of the school. There is a commitment to openness, honesty and fairness in the leadership of the school and this should extend to all members of our teams. The school is committed to providing excellent professional development opportunities for all members of the team. An innovative personalised CPD programme is in place which utilises peer support and coaching to the full. Temple Moor is seeking the very best candidates for posts at the school. We want people who are reflective learners, who are innovative and creative, and who have the highest standards and expectations. You will rightfully be ambitious and have a strong commitment to professional developments. We will expect a major contribution, not just within the specific responsibilities of post but to the all-round development of the school. Temple Moor is an exciting and dynamic community. Staff are mutually supportive and friendly. Temple Moor High School Science College is part of the Temple Newsam Learning Partnership A Co-operative Trust. We are supported by a range of partners and stakeholders who are united behind our vision. Temple Moor hopes to not only transform the life chances of every student who passes through the school, but to have a lasting positive impact on the wider community as well. We aim to provide the best education for all students in our area by working together to provide a personalised education for all, as well as promoting community cohesion. Temple Moor is a winning team, if you feel that you have what we want and wish to be involved in realising our vision, please apply. Thank you for your interest in the post.

7 Our Vision: To be a centre of excellence that will challenge and inspire its students to achieve their potential and place them at the heart of the local, national and global communities. Our students will be highly literate and numerate and acquire a capacity for lifelong learning which will lead to a successful and satisfying life. Our Values: The achievement of our vision to be a centre of excellence with the highest of standards will be gained through the establishment of a common set of values: Equity Equality Self-help Self-responsibility Democracy Respect Ambition Resilience Tolerance Care for others Kindness Our Principles: There are three key principles that underlie our drive to be a centre of excellence: a) Ethos: We promote a can do culture and aim to nourish the self esteem of students, their families and our staff. We believe that success will be gained by working as a team. Together students, parents, staff, governors and our partners in the wider community will provide excellence and opportunity for all and ensure that each student has the opportunity to realise their dreams. b) Learning: Learners need to enjoy in order to achieve A personalised approach is critical to creating a culture of success. Engaging students in the process of learning will not only enable them to become autonomous learners but emphasis that student enjoyment of learning will open the gateway to success. Students develop the 5 key elements of lifelong learning: Reflectiveness (Learning from experience): Resourcefulness (Flexibility, imagination and risk taking); Resilience (Positive attitude and target setting); Responsibility (Looking after yourself and others); and Reasoning (Making careful decisions). A school is successful when: Staff talk about learning Staff observe each other Staff plan, organise, monitor and evaluate their work with students and each other Staff teach each other Coaching and peer mentoring are essential elements of a successful learning environment.

8 c) Inclusion: We are an open access inclusive school who believes no child can be left behind. We actively work with our extended service partners to ensure that any barriers to learning are identified and students are supported in addressing these barriers. We are developing restorative practices which ensure everyone is equally engaged in finding the solution to problems. Our School Development Plan: Our central objective is to become an outstanding school and our four focus points of development are: Innovation in raising levels of attainment for all. Innovation in developing and modelling professionalism and pedagogy developing the standards within teaching and learning. Innovation in developing effective distributive leadership. Innovation in developing the school s ethos of success, climate for change and inclusion high standards.

9 What is the TNLP Co-operative Trust? The Temple Newsam Learning Partnership Trust is a group of schools and partners who are working together for the benefit of the community as a whole. The Trust celebrates the differences and uniqueness of each school but also has a shared vision and a common set of values. The Trust is aiming to develop a community which ensures that pupils and their families are supported to improve life chances. A Co-operative is independent but agrees to work within a set of internationally agreed values and principles. Which schools and partners are a part of the TNLP Trust? Meadowfield Primary, Corpus Christi Primary, Corpus Christi College, Temple Moor High School, Templenewsam Halton Primary, Whitkirk Primary, Colton Primary, Austhorpe Primary, East SILC, Children s Centres, YMCA, Leeds City Council Children s Services and the Co-operative and Barnardos. What are Co-operative values and principles? Self-help helping people to help themselves Self-responsibility being responsible for our own actions Democracy having an equal say in how things are run Equality everybody should be treated justly and fairly Equity being treated fairly and justly Solidarity - taking joint responsibility and supporting others Honesty, openness, social responsibility and caring for others Who owns a Co-operative? A Co-operative is owned and led by its members. That is why the TNLP have chosen this way of working. Who can become a member? Staff of a Trust School, students/pupils on roll in a Trust School, parents and carers of children attending a Trust School, community organisations working with the Trust. What are the responsibilities of being a member? You can be involved at any level. Some Cooperatives have members who simply receive a newsletter. Others choose to be more active through consultations, forums and events. The more active members the Trust has the better they can shape the work of the Trust. What are the benefits of being a member of the Trust? These are currently being developed. Children - Priority booking to Trust holiday activities and after school clubs, develop projects such as the Multi-Use Games Area, access to joint activities and special events, have a say in how the Trust is run and what activities are offered in the community. Parents/Carers - Reduction in costs of holiday activities, long term support for children and families, have a say in the way the Trust is run. Staff in schools Joint training, shared access to Trust facilities, opportunities to share best practice, shared resources, have a say in the way the Trust is run. Community organisations Plan & develop shared projects based on local need, have a say in the way the Trust is run. Do you have voting rights? In a co-operative voting is done on a one member, one vote principle where each member has an equal say. Does Trust membership cost anything? No the TNLP is free to join.

10 LEADERSHIP TEAMS (FROM SEPTEMBER 2016) Executive Leadership Team: Principal Deputy Principal - Teaching, Learning, Assessment and Standards Deputy Principal - Personal Development, Behaviour and Welfare Senior Assistant Principal - Data, Intervention and Whole School Information Systems Senior Assistant Principal - Personal Development, Behaviour and Welfare Senior Assistant Principal - Teaching and Learning and Post 16 HR, Operations and Marketing Director Finance Director Vacancy Vacancy Senior Leadership Team: Assistant Principal - Maths Assistant Principal - English Assistant Principal - Whole School Transition and Pupil Premium Director of Learning - PE and Performance Director of Learning - Design and ICT Director of Learning - EBacc Director of Learning - Science Senior Pastoral Leader Business and Systems Manager Temple Moor is committed to outstanding continuous professional development opportunities for its staff. The school has dedicated CPD time each Monday between 2.00pm 4.00pm each week with a programme of training to meet faculty and school aims. We support external opportunities of our staff eg a number of staff are undertaking MAs and leadership development programmes. We have an excellent NQT/ITT programme led by a Leader of Learning, a member of the Learning Team. We have additional partnership training for our NQTs within our Trust. Temple Moor has partnership links to John Jamieson SILC, Teaching School, an associate Trust member.

11 POST OF PRINCIPAL The person appointed will: Demonstrate a genuine passion for, and commitment to, ensuring every students achieves individual success Be a leader with a demonstrable track record of success of school improvement to strengthen the school s position Be an excellent communicator and collaborator, who will work in partnership with the Governors, senior leadership team, staff and all stakeholders including TNLP Trust partners to build upon the school s current position The school offers: Students who thrive within an all-inclusive ethos and enjoy their time at our school A truly comprehensive school that reflects the community A partner within the successful and well established Temple Newsam Learning Partnership Trust Staff dedicated to high quality learning and teaching and an across the board commitment to raising standards. A well-established Post 16 Partnership Supportive governors who work in positive partnership with the school Outstanding premises and facilities Excellent CPD opportunities The timetable for this process is: Closing date: Friday 18 March 2016 at noon Shortlisting: Tuesday 22 March 2016 Candidates will be contacted if successfully shortlisted and invited for interview Selection day 1: Wednesday 20 April 2016 Candidates will be informed at the end of the day whether they are proceeding to the second day. Selection day 2: Thursday 21 April 2016 A decision will be made at the end of the second day.

12 JOB DESCRIPTION TEMPLE MOOR HIGH SCHOOL SCIENCE COLLEGE Post: Grade: Pay range: Principal L33-L39 84,731-97,128 Main purpose: The core purpose of the Principal 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. To gain this success the Principal must establish high quality education by effectively managing teaching and learning and using personalised learning to realise the potential of all students. The Principal should establish a culture that promotes excellence, equality and high expectations of all students. Accountable to the Governing Body, the Principal provides vision, leadership and direction for the school and ensures that it is managed and organised to meet its aim and targets. The Principal, working with others, is responsible for evaluating the school s performance to identify the priorities for continuous improvement and raising standards. Statutory requirements: This job description reflects the National Standards of Excellence for Headteachers (2015). These standards are built upon The Teaching Standards (2011) which apply to all teachers, including principals. The appointment is subject to the current conditions of employment of headteachers, contained in the Schools Teachers Pay and Conditions document, the School Standards and Framework Act 1998 and all other current education, employment and health and safety legislation. The appointment is also subject to other current educational and employment legislations and policies laid down by the Governing Body under their powers derived from statutory sources. DUTIES AND RESPONSIBILITIES: Qualities and knowledge 1. Hold and articulate clear values and moral purpose, focused on providing a world-class education for the students they serve. 2. Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their students and staff, and towards parents, governors and members of the local community. 3. Lead by example - with integrity, creativity, resilience, and clarity - drawing on their own scholarship, expertise and skills, and that of those around them. 4. Sustain wide, current knowledge and understanding of education and school systems locally, nationally and globally, and pursue continuous professional development. 5. 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. 6. Communicate compellingly the school s vision and drive the strategic leadership, empowering all students and staff to excel.

13 Students and staff 1. Demand ambitious standards for all students, overcoming disadvantage and advancing equality, instilling a strong sense of accountability in staff for the impact of their work on students outcomes. 2. Secure excellent teaching through an analytical understanding of how students learn and of the core features of successful classroom practice and curriculum design, leading to rich curriculum opportunities and students well-being. 3. 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. 4. Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other. 5. Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning. 6. Hold all staff to account for their professional conduct and practice. Systems and process 1. 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. 2. Provide a safe, calm and well-ordered environment for all students and staff, focused on safeguarding students and developing their exemplary behaviour in school and in the wider society. 3. 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. 4. 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 Principal to account for student, staff and financial performance. 5. 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. 6. 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.

14 The self-improving school system 1. 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. 2. Provide a safe, calm and well-ordered environment for all students and staff, focused on safeguarding students and developing their exemplary behaviour in school and in the wider society. 3. 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. 4. 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 Principal to account for student, staff and financial performance. 5. 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. 6. 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. Securing accountability 1. Welcome strong governance and actively support the governing body to understand its role and deliver internal and external accountability in particular its functions to set school strategy and hold the Principal to account for student, staff and financial performance. 2. Present a coherent account of the school s performance in a form appropriate to the range of audiences, including governors, the local community, Ofsted and other necessary stakeholders. 3. Hold all staff accountable for their professional conduct and practice. 4. Foster an autonomous culture that ensures policies and practice takes account of national and local policies and initiatives and comply with legal requirements. Safeguarding 1. Provide a safe, calm and well-ordered environment for all students and staff, focused on safeguarding students and developing their exemplary behaviour in school and in the wider society. 2. Ensure that the child protection and safeguarding policies and procedures adopted by the governing body are fully implemented and followed by all staff. 3. Ensures that sufficient resources and time are allocated to enable staff to discharge their child protection and safeguarding related responsibilities effectively.

15 PERSON SPECIFICATION Post: Principal The following outlines the key skills and experiences required for this position. The selection panel will assess each candidate against the criteria listed below, expecting candidates to demonstrate knowledge and understanding of each area, and to show evidence of having applied (or awareness of how to apply) this knowledge and understanding in an appropriate context. The selection process will be focused upon evidence of the positive impact of each candidate, in particular upon student outcomes. The panel will use the following assessments tools: Application form (A) Interview/assessment activities (I) References and other employment checks (R) Essential Desirable Measured Knowledge and Experience Successful Headteacher/Principal or Deputy Headteacher/Principal experience within a school where impact upon student and organisational performance can be evidenced Successful experience of leading change and improving performance Successful experience of external inspections of provision (ie Ofsted) Experience of developing community and student involvement A/I/R Experience of management of human and financial resources at senior level and a focus within that management upon school improvement, with the ability to manage the quantum of resources expected at the school. Education and Qualification s Degree or equivalent Qualified Teacher Status Recent and relevant senior leadership development/training Completed or working towards a leadership qualification such as an MBA or NPQH A/I/R

16 Essential Desirable Measured Strategic Direction and Shaping the Future Ability to think strategically, and to build and communicate a coherent vision for a good and outstanding school. Ability to work positively with the Governing Body to set the strategic direction of the school Ability to inspire, challenge, motivate and empower others to carry the vision forward Commitment to achieving outstanding and aspirational outcomes for every student Ability to ensure policies and practice takes account of national and local policies and initiatives and comply with legal requirements. A/I/R Leadership and Management Ability to establish, implement and monitor effective strategies and systems that improve and sustain outcomes for young people Track record of providing inspirational and strong leadership to staff and young people, including empowering and supporting individuals and teams Evidence of making informed, professional management and organisational decisions, including in difficult circumstances Understanding of school governance and accountability structures Evidence of self-awareness, reflection and personal development Ability to accept appropriate support and challenge from others, including colleagues, governors and Trustees A/I/R

17 Essential Desirable Measured Teaching and Learning Able to lead continuous improvement of learning by and for staff and students, and recognise and understand outstanding practice Ability to analyse and interpret information and data effectively and use it to improve performance for students Able to observe, support, challenge and develop teaching staff to improve quality of teaching A/I/R Partnership Working Commitment to building relationships to safeguard all students Commitment to work collaboratively within the TNLP Trust, schools and other external partners. Commitment to exploring ways of working in the changing educational climate. Willingness to listen to, reflect and act on feedback from a variety of sources Commitment to building effective relationships with young people and their families, especially those who may be regarded as hard to reach A/I/R Skills & Personal Attributes Outstanding leadership skills Outstanding communicator Outstanding motivator Effective ICT skills Form effective relationships with a variety of people (including young people, Headteachers, parents etc) Strategic thinker Effective manager Emotionally intelligent Resilient and determined A/I/R

18 TEMPLE MOOR HIGH SCHOOL SCIENCE COLLEGE LEADERSHIP STANDARDS September 2015

19 1. Qualities and Knowledge Senior Leadership Executive Leadership 1.1 Hold and articulate clear values and moral purpose, focused on providing a world-class education for the pupils they serve. 1.2 Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their pupils and staff, and towards parents, governors and members of the local community. 1.3 Lead by example - with integrity, creativity, resilience, and clarity - drawing on their own scholarship, expertise and skills, and that of those around them. 1.4 Sustain wide, current knowledge and understanding of education and school systems locally, nationally and globally, and pursue continuous professional development. 1.5 Work with financial astuteness, within a clear set of principles centred on the school s vision. 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. 1.6 Communicate compellingly the school s vision and drive the strategic leadership, empowering all pupils and staff to excel. Give specific examples of what this may look like:- Up to date knowledge of the local, national and global education developments (membership of relevant professional association, reading relevant articles in the media or research). Model school s values and expectations. Challenges staff that don t. Contributes to whole school vision and is able to share this effectively with others. Clear vision and ethos in place. Communicates positively in identifying issues and promotes potential solutions.

20 2. Students and Staff Senior Leadership Executive Leadership 2.1 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. 2.2 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. 2.3 Establish an educational culture of open classrooms as a basis for sharing best practice within school, drawing on and conducting relevant research and robust data analysis. 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. 2.4 Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other. 2.5 Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard. Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning. 2.6 Hold all staff to account for their professional conduct and practice. Give specific examples of what this may look like:- Staff challenged when appropriate for underperformance. Can use Teacher s Standards to hold people to account. Creates opportunities for staff to contribute ideas and strategies. Member sin team are clear about roles and responsibilities. Honesty and openness is a key feature of the team. Creates opportunities for support. Knows how to effectively mentor. Knows how to effectively coach.

21 3. Systems and Processes 3.1 Senior Leadership Ensure that the department s systems, organisation and processes are well considered, efficient and fit for purpose, upholding the principles of transparency, integrity and probity. Executive Leadership 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. 3.2 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 3.3 Use 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. 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. 3.4 Welcome strong governance and actively engage with the governing board to establish strong links with school strategy. 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 Principal to account for student, staff and financial performance. 3.5 Exercise strategic, curriculum-led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of students achievements and the school s sustainability. 3.6 Distribute leadership, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making. 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. Give specific examples of what this may look like:- Clear planning in place based on effective self-evaluation. Use performance management to improve teaching, leadership and management. Is able to effectively manage a budget and secure best value. All spending is appropriate and secures successful outcomes. Effective teamwork in place. All staff are positive about environment and conditions they work in. All staff are clear about their roles and responsibilities. Clear decision making and planning to ensure all staff are working effectively.

22 4. The Self-Improving School System 4.1 Senior Leadership Create outward-facing department which works with other schools and organisations - in a climate of mutual challenge - to champion best practice and secure excellent achievements for all students. Executive Leadership Create outward-facing school which works with other schools and organisations - in a climate of mutual challenge - to champion best practice and secure excellent achievements for all students. 4.2 Develop effective relationships with fellow professionals and colleagues Challenge educational orthodoxies in the best interests of achieving excellence, harnessing the findings of well evidenced research to frame self-regulating and self-improving department. Challenge educational orthodoxies in the best interests of achieving excellence, harnessing the findings of well evidenced research to frame self-regulating and self-improving school. 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. 4.6 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. Give specific examples of what this may look like:- Is able to celebrate staff and student achievement. Is able to identify and share occasions when staff/students have demonstrated excellence. Can demonstrate they are able to work effectively with a range of staff and stakeholders. Knows about the school s/department s external and internal partnerships that are currently in place and their impact. Knows where to seek opportunities for collaboration and partnerships that will improve school outcomes. Knows and advises other in leading change. Successful strategies have been creative and innovative. Is able to give appropriate and effective feedback. Is able to outline support required. Developed a staff structure that achieves capacity sustainability. Succession planning in place for future leaders.

23 APPLYING FOR A POST AT TEMPLE MOOR HIGH SCHOOL SCIENCE COLLEGE PRINCIPAL APPLICATION FORM Introduction At Temple Moor High School Science College we aim to employ excellent leaders who get excellent results. We need you to demonstrate your leadership experiences and your potential, your commitment to improving education for all and your credibility in teaching and learning. The application form plays a very important part in the selection process; it will be used as the basis for short-listing. For reasons relating to safeguarding, consistency and fairness the panel will be unable to consider information provided in other formats. All information relating to your application should be included on the application form. We do not accept CVs. A brief covering letter is acceptable but this will not be considered as part of your application so it should not be used to provide further details of your experience. Please ensure that your application is directly relevant to the post you are applying for and not based on a previous application to another school. You must complete all sections of the form, ensuring that the information you provide is clear and accurate. It is essential that you complete ALL sections of the application form as clearly and as fully as possible. Please pay particular attention to providing examples of your experience, demonstrating the difference your leadership has made. Enclosed with the application form are the Person Specification and Job Description for the post. Please read them carefully before completing the application form. The Person Specification describes the skills, abilities and knowledge that we require from the successful candidate and will be used as the basis for shortlisting. Guidance on completing your application form Please ensure that when you complete an application form you use the Person Specification and Job Description as your guide. You need to give details of your achievements in each area. Provide at least two relevant examples which demonstrate the actions you took and the impact of those actions. Use a black pen or type your application form and ensure that your application form arrives before the closing date. It is not the school s policy to accept late applications (although exceptions may be allowed in the case of disabled applicants who receive information in a different format, or who have difficulty in completing an application form). Please remember to sign the declaration on the final page of the application form. The completed application form should be submitted electronically to or by post to Diane Potter, HR, Operations & Marketing Director on d.potter@tmhs.co.uk. Personal details Make sure you complete this section fully. It is important that you provide us with a full address, contact details and address as we will need these to get in contact, should you be shortlisted for interview. Qualifications You must ensure you provide all information about the qualifications you have obtained from degree level upwards. Please include details of your NPQH, if applicable. Do not forget to include dates. If you are invited to interview, you will be asked to provide original copies of your qualifications. These will be photocopied and kept on file and may be confirmed as genuine with the relevant awarding bodies.

24 Present and previous employment As part of our safer recruitment procedures we need to see a full employment history. In this section, it is important that you include all relevant work experience including part-time work or temporary jobs, work experience or voluntary work. Please give a short explanation of any career breaks you have had. Ensure that it is accurate in chronological order, with the most recent role first. Continuing professional development Please give details of significant aspects of your continuing professional development over the last three years. Explain how it has made a difference to your leadership and management practice. The key areas of headship Give details of your achievements and expertise in the following areas of the National Standards for Headteachers. Please refer also to the Job Description and Person Specification. For each key area in the application form, please provide no more than two examples from the last three years. Identify the key actions you took and the impact of those actions. Take care that you do not cut and paste inaccurate information onto your application form. The shortlisting panel need to know that you are interested in their school, that your application form is not just a generic form you are sending out to large numbers of schools. For example, if the person specification asks for excellence in communication and influencing it will not be adequate to just state 'I am an effective communicator'. You must provide an example of how you have demonstrated effective communication skills in the past. A relevant example would be: "I recently delivered a presentation to some of my colleagues. In order to ensure I got the key message across, I spoke with several staff beforehand to gauge how they might react to the messages, anticipated questions and prepared some notes. I also practiced my presentation with a colleague beforehand. During the presentation I recapped on key points to clarify important points and invited questions at various stages. I made sure everyone had understood the key messages by asking staff to repeat back to me what they were. The feedback I received was excellent". Additional information In this section you need to identify any skills and experiences you have not highlighted under other sections. This section gives you the opportunity to describe your vision and values, your reasons for applying for the post of Principal at Temple Moor and other information about yourself which you feel will assist the shortlisting panel in seeing how you, your skills and experiences match what they are looking for. In a maximum of 1500 words describe what you feel you can contribute to the school. Provide at least two relevant examples which demonstrate the actions you took and the impact of those actions. This section replaces the traditional covering letters, which have in the past been supplied by candidates with application forms. We cannot accept a covering letter as part of your application, therefore any additional information in support of your application must be included the Additional Information section. References If you are shortlisted, we will normally take up references before the interview date. One of your references must be your current or most recent employer. Three satisfactory references must be received before we confirm any offer of appointment. Please give the names and addresses of referees, ensuring that you have completed your referee s name, address and full contact details and that they are up to date. The information we request will relate to salary, length of service, skills and abilities, suitability for the job, disciplinary record and suitability to work with children. Copies of references or references that are addressed to whom it may concern will not be accepted. On receipt of references, your referees may be contacted to verify any discrepancies, anomalies or relevant issues as part of the recruitment verification process.

25 Confirmation of details Please make sure that you have signed and dated your application to confirm that your details are correct. If you are submitting your application by we will accept an signature, you can sign the hard copy at interview. Please ensure that we receive your application by the closing time and date as late applications will rarely be considered. Equal opportunities monitoring Temple Moor High School Science College is committed to promoting best practice in our efforts to eliminate discrimination and to create a working and learning environment where all are treated fairly and with respect. We take action to ensure that nobody is treated less favourably than anyone else because of their colour, race, sex, ethnic or national origin, religion, gender, sexual orientation, disability, age or marital status. To monitor effectiveness of Equal Opportunities policies we need to monitor the number of applications by sex, race and disability. You are therefore requested to provide this information on the application form. The form is confidential and kept separately from the application form and will not be available to the shortlisting panel. Interview and selection process Those candidates who meet all the requirements for the post will be short listed and details of the interview programme will be confirmed in writing. As part of the selection process, in addition to assessing your skills and knowledge against the requirements of this role, specific questions will be asked to assess your suitability to work with children. Under the Disability Discrimination Act 1995 and 2005, we are legally required to consider making reasonable adjustments to ensure that disabled people are not disadvantaged in the recruitment and selection process. We are therefore committed to meeting, wherever possible, any needs you specify on the application form. Please contact the school if you need to discuss this in any detail. We will consider any reasonable adjustments under the terms of the Disability Discrimination Act to enable an applicant with a disability (as defined under the act) to meet the requirements of the post. Canvassing You must not canvass members of the school s Governing Body which includes Elected Members of the Council. This means you must not seek their support or attempt to ask them to influence the decision if you do, you will be disqualified. Disclosure and Barring Service (DBS) Employment at this school is subject to an enhanced check with the Disclosure and Barring Service (previously the Criminal Records Bureau). Police and appropriate barred list checks will be made. All such checks must be satisfactory before we confirm any offer of an appointment. Under the Rehabilitation of Offenders Act 1974 (Exemption Amendment) Order 1986, there are a number of jobs where we must take account of convictions, even though they are spent. All posts at this school are regarded as such. However, spent and/or unspent convictions may not necessarily make you unsuitable for appointment. Medical Assessment A satisfactory medical assessment will be required for all new staff before we confirm any offer of an appointment.

26 Induction and Continuous Professional Development The HR, Operations & Marketing Director and Governing Body are committed to ensuring your well being and continuous professional development in this role. On appointment the HR, Operations & Marketing Director will discuss an appropriate induction programme with you that will help familiarise you with the culture of the school, local practices, policies and expectations. You will be offered the opportunity to further develop your professional knowledge by participating in local training events and, where appropriate, working towards further qualifications. School Policies Child Protection This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. We have designated senior members of staff who are responsible for referring and monitoring any suspected case of abuse. All members of staff will receive training in line with our child protection policy. Whistle Blowing We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so. Therefore our policy is to ensure that all staff are made aware of their duty to raise concerns about any inappropriate attitude or actions of colleagues. Code of Conduct and Personal Behaviour The school believes that it is essential for standards of conduct at work to be maintained to ensure delivery of quality services and also to protect the well-being of all its employees and students. The Governing Body regards everyone working at our school as a role model to our students. As such employees should conduct themselves with integrity, impartiality and honesty. Furthermore, everyone in the school has an absolute duty to promote and safeguard the welfare of children. Registered teachers are in addition bound by the codes and professional values of the Department for Education s National College for Teaching & Leadership. While registered teachers are bound by the code, the school considers the principles to apply to all staff employed at the school. Recruitment of Ex-Offenders As an organisation using the Disclosure and Barring Service (DBS) checking service to assess applicants suitability for positions of trust, Temple Moor High School Science College complies fully with the Code of practice and undertakes to treat all applicants for positions fairly. We undertake not to discriminate unfairly against any subject of a DBS check on the basis of a conviction or other information revealed. Right to Work in the United Kingdom Under the Asylum and Immigration Act 1996, it is a criminal offence to employ anyone who is not entitled to live or work in the United Kingdom. Applicants can expect us to ask for proof of this at interview stage, where you will be asked to provide some original documentation to confirm that you are eligible to work within the UK. Photographic proof of identity will also be required.

27 EQUAL OPPORTUNITIES POLICIES & PRACTICE (EQUALITY ACT 2010) Temple Moor High School Science College and Leeds City Council are committed to policies and action to ensure that its employees and the people it serves are not discriminated against on the basis of disability, race, colour, ethnic origin, religion, age, sexuality or gender. The core purpose is: To improve the quality of life for the people of Leeds, with particular emphasis on the needs of the disadvantaged. We want to make sure that we take equal opportunities into account at every stage of the Company s work. Equal opportunities has therefore been integrated into our policies on how we: recruit and treat our staff deliver our services consult with the people of Leeds work with other organisation

28 POLICY STATEMENT ON THE RECRUITMENT OF EX-OFFENDERS 1. Introduction 1.1 It is a legal requirement that all registered bodies and prospective employers must treat DBS applicants who have a criminal record fairly and do not discriminate because of a conviction or other information revealed. It also obliges registered bodies and employers who are Regulated Activity providers (including schools) to have a written policy on the recruitment of ex-offenders, a copy of which can be given to DBS applicants at the outset of the recruitment process. 1.2 This policy statement should be read alongside our Equal Opportunities policy. 2. Policy Statement 2.1 As an organisation using the Disclosure and Barring Service (DBS) checking service to assess applicants suitability for positions of trust, Temple Moor High School Science College complies fully with the Code of Practice and undertakes to treat all applicants for positions fairly. We undertake not to discriminate unfairly against any subject of a DBS check on the basis of a conviction or other information revealed. 2.2 Temple Moor High School Science College is committed to the fair treatment of its staff, potential staff or users of its services, regardless of race, gender, religion, sexual orientation, responsibilities for dependents, age, physical/ mental disability or offending background. 2.3 A summary of this written policy on the recruitment of ex-offenders is made available to all DBS applicants at the outset of the recruitment process by inclusion in the information pack for applicants. 2.4 We actively promote equality of opportunity for all with the right mix of talent, skills and potential and welcome applications from a wide range of candidates, including those with criminal records. We select all candidates for interview based on their skills, qualifications and experience. 2.5 As a Regulated Activity provider (RAP) all paid employees at Temple Moor High School Science College are in regulated activity and therefore subject to checks with DBS. 2.6 In relation to volunteers and contractors, we only request a DBS check after a thorough risk assessment has indicated that one is both proportionate and relevant to the position concerned. 2.7 For those positions where a DBS check is required, all application forms, job adverts and recruitment briefs will contain a statement that a DBS check will be requested in the event of the individual being offered the position. 2.8 We encourage all applicants called for interview to provide details of their criminal record at an early stage in the application process. We request that this information is sent (under separate, confidential cover) to the Principal and we guarantee that this information will only be seen by those who need to see it as part of the recruitment process. 2.9 We ensure that all those in our school who are involved in the recruitment process have been suitably trained to identify and assess the relevance and circumstances of offences.