Teacher of Mathematics Recruitment Pack

Transcription

1 Temple Moor High School Teacher of Mathematics Recruitment Pack Temple Moor High School Field End Grove Selby Road Leeds LS15 0PT West Yorkshire Telephone: Fax: Website: Closing Date: Tuesday 13 June 2017 (12 noon)

2 Contents Applicants Letter School Information Vision, Values and Philosophy Temple Newsam Learning Partnership A Cooperative Trust Post and Person Specifications Further Departmental Information Applying for a Post at Temple Moor High School Equal Opportunities Statement Recruitment of Ex-Offenders Policy Statement

3 May/June 2017 Dear Applicant Teacher of Mathematics Thank you for your interest in this post. I hope you will enjoy reading through our recruitment pack and I look forward to receiving your application. Please apply via a letter of application (no more than two sides of A4) and the completed application form. We do not accept CVs. Your completed application should be returned to the school to be received no later than 12 noon on Tuesday 13 June Yours faithfully M West Matthew West Principal

4 ABOUT THE SCHOOL Temple Moor High School 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 recently rated as a Good school in our last Ofsted inspection in April 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

5 VISION, VALUES AND PHILOSOPHY Temple Moor High School 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 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. 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.

6 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.

7 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.

8 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.

9 POST SPECIFICATION Post Title: Salary Grade: Responsible to: Mathematics Teacher MPS/UPS Leadership within Mathematics General Description: To be responsible for carrying out the professional duties as set out in the School Teachers Pay and Conditions Document and Teachers Standards. In addition, make a significant contribution towards the teaching of the subject area within the school. Summary of Key Tasks: 1. Responsibilities/Key Tasks 1.1 Teaching full age/ability levels at KS3 and KS4/KS Play an appropriate role in the pastoral structure of the school (e.g. as a form tutor). 1.3 Provide and contribute to student assessments, reports and references. Monitor and evaluate the progress and achievement of students. 1.4 Contributing to the preparation and development of work schemes, resources, programmes of study, methods of teaching and assessment and pastoral arrangements. 1.5 Use student data to plan effective lessons. 1.6 Preparing students for public examinations. 1.5 Provide effective differentiation within lessons and provide a variety of teaching and learning styles within the classroom. 1.7 Maintain high levels of expectation and good standards of behaviour by following consistently the Behaviour for Learning system within the school and safeguarding students health and safety. 1.8 Prepare students for public examinations. 1.9 Participate in arrangements for further training and professional development Participate in arrangements for the performance management and appraisal of teachers and support staff Participating in meetings of staff Communicating and consulting with parents Reviewing methods of teaching and programmes of work.

10 1.14 Attending assemblies, registering students attendance and carrying out supervisory duties allocated by the Principal Participating in arrangements for the supervision and training of student teachers and NQTs Taking part in the review and development of activities relating to the curriculum organisation and pastoral functions of the school and Faculty Participating in administrative tasks relating to the duties described above Carrying out any other tasks which the Principal and/or Faculty Leader may reasonably require the post holder to do Implementing school, departmental and faculty policies Contributing to faculty intervention when required Commitment to the safeguarding of our students. 2. Aptitudes Ability to: 2.1 Communicate effectively with staff, students and parents. 2.2 Work to deadlines. 2.3 Organise and develop effective systems. 2.4 Relate well to young people. 2.5 Engender trust and respect from students and colleagues. 2.6 Prioritise and plan to ensure completion of tasks. 2.7 Take initiative and work independently. 2.8 Take responsibility for personal CPD needs. 2.9 Work well as part of a team Evaluate achievements and deliver improvement. 3. Skills 3.1 Excellent subject practitioner. 3.2 Highly effective classroom practitioner. 3.3 Willingness to try new ideas in order to develop and share creativity across the faculty. 3.4 Good level of ICT competence. 3.5 Time planning.

11 3.6 Problem solving. 4. Characteristics 4.1 Excellent attendance record. 4.2 Sense of humour. 4.3 Committed to achieving success. 4.4 Willingness to be flexible and work to meet the best interests of the school. 4.5 Self-motivated. 4.6 Team worker. 4.7 Student centred. 4.8 Capacity to work hard to support the faculty in achieving its vision.

12 PERSON SPECIFICATION Post: Teacher of Mathematics ATTRIBUTES ESSENTIAL DESIRABLE HOW IDENTIFIED RELEVANT EXPERIENCE Knowledge of national strategies Ability to teach KS3 and KS4 Excellent classroom practitioner, able to use a variety of teaching and learning strategies Letter/Applicatio n Form Reference Interview Classroom observation EDUCATION AND TRAINING Graduate in appropriate discipline PGCE/Qualified Teacher Status Good Honours Degree Letter/Applicatio n Form Reference SPECIAL KNOWLEDGE AND SKILLS Strong inter-personal skills Good communication skills Familiar with a range of improvement strategies leading to improved pupil performance, behaviour, attendance Good use of Target Language Understanding of relevant National Curriculum assessment Interest/skills in cross-curricular work Confident ICT user as a teaching and learning tool, and for administrative purposes Letter Interview Classroom observation Inter-action around school References ANY ADDITIONAL FACTORS Positive attitude/approach Commitment to high achievements Commitment to professional development Drive, dynamism and energy Commitment to the safeguarding of our students Extra-curricular interests and commitment Whole-school perspective. Career development potential Letter Interview References Classroom observation Application form

13 THE MATHEMATICS DEPARTMENT Temple Moor High School is a large, over-subscribed secondary school. Temple Moor s vision is to become a centre of excellence that places its students at the heart of local, national and global communities. The Maths Department supports the realisation of the school s vision by ensuring that all students make significant progress, are able to apply Maths confidently in their everyday life and achieve outcomes at GCSE and A Level that are above the national average. From September the Maths Department will have eight teachers and be led by an Assistant Principal, assisted by a Subject Leader and a Programme Leader. We are supported by a Mathematics Learning Manager who is responsible for all our administration and for taking lessons when staff are absent. We also have a member of the Department based at our offsite provision ensuring our most vulnerable learners have the opportunity to achieve the highest possible grade from their GCSE Maths course. In KS3, students follow a set scheme of work. This is written by Department staff using National Curriculum guidelines and students are assessed on a regular basis. In Year 9 students begin their GCSE syllabus. We make sure that all students have the opportunity to reach their full potential by personalising the curriculum. At KS5 we have one Year 12 group and one Year 13 group. We have programmes in place to realise the potential of our students and mentoring and intervention schemes to support all our learners. Our facilities are outstanding. We have a suite of eight multifunctional teaching rooms, all equipped with interactive smart board technology, a breakout area with 30 PCs and a Maths staff workroom. Sets of ipads can also be booked for use within classrooms. We have an excellent programme of CPD, working in partnership with the Red Kite Alliance. The Mathematics Department at Temple Moor High School are a dynamic and innovative team who are supportive of each other and have a willingness to work hard in the pursuit of excellence.

14 Applying for a Post at Temple Moor High School Making an Application Interview and Selection Process Application Form If you wish to be considered for this post please complete the enclosed application form providing full details of your education, qualifications and employment history, including any unpaid or voluntary work. Where there are gaps in your employment please state the reasons why (eg gap year, career break, unemployed, etc). 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. You will note that we require details of two referees, one of which must be your current or most recent employer. CVs are not accepted as part of the application process. The completed application form should be submitted electronically to hr@tmhs.co.uk or by post to the school. Supporting information This section of the form is very important. It gives you an opportunity to explain why you are applying and why you are the best person for this job. Use the job description and person specification as your guide and give specific examples, where possible, to demonstrate how you match the requirements for this post. If you do not have enough space, please attach a separate sheet. For teaching posts: in addition to the application form, please submit a formal letter of application (up to 2 sides of A4 no smaller than font size point 11) detailing your experience of teaching and learning and the impact your contribution will make in terms of raising standards at our school. 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. Induction and Continuous Professional Development The 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.

15 References Pre-employment Checks If you are short listed we will normally take up references before the interview date. One of your referees must be your current or most recent employer. Two satisfactory references must be received before we confirm any offer of an appointment. The information we request will relate to salary, length of service, sickness absence record, 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. Disclosure and Barring Service (DBS) Employment at this school is subject to an enhanced check with the Disclosure and Barring Service. 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. Validation of Qualifications All short listed candidates will be asked to bring original certificates of relevant qualifications to interview. These will be photocopied and kept on file and may be confirmed as genuine with the relevant awarding bodies. 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. Medical Assessment A satisfactory medical assessment will be required for all new staff before we confirm any offer of an appointment. 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 regard 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. Equal Opportunities School Policies We are 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.

16 EQUAL OPPORTUNITIES POLICIES & PRACTICE (EQUALITY ACT 2010) Temple Moor High School 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

17 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 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 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.

18 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. We also ensure that they have received appropriate guidance on the relevant legislation relating to the employment of ex-offenders e.g. the Rehabilitation of Offenders Act 1974 and know how to access the advice and support e.g. from our HR service, registered body, the DBS etc At interview, or in a separate discussion, we ensure that a confidential, open and measured discussion takes place on the subject of any offences or other matter that might be relevant to the position. Failure to reveal information that is directly relevant to the position sought could lead to withdrawal of an offer of employment We make every subject of a DBS check aware of the existence of the Code of Practice and make a copy available on request We undertake to discuss any matter revealed in a DBS check with the person seeking the position before withdrawing a conditional offer of employment. This discussion and any subsequent risk assessment may be undertaken by senior leaders in school or by our HR service.

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