Assistant Head Teacher/ KS1 EYFS

Recruiter
Realise Education
Location
Mansfield
Posted
12 Mar 2019
Closes
31 Mar 2019
Sector
Education
Contract Type
Permanent
Hours
Full Time
This Job Description is based around the four ‘Excellence As Standard’ domains identified in the 2015 National standards of excellence for Headteachers.

These four domains being: 1) Qualities and knowledge; 2) Pupils and staff; 3) Systems and process & 4) The self-improving school system.

Core Purpose: The Bramble Academy is a school which is determined to be great so that children are empowered to succeed. The Assistant Headteacher for Key Stage 1/EYFS will be expected to adopt and promote the school vision which is to provide a beyond outstanding education for our children and to equip them with the skills to be successful in life. To achieve this, the Assistant Headteacher for Key Stage 1/EYFS core purpose is to assist the Principal in providing professional leadership and management of 1/EYFS . The Academy will expect the Assistant Headteacher for Key Stage 1/EYFS to lead by personal example in demonstrating a full and professional commitment to excellence in primary education.

Assistant Headteacher for Key Stage Two will occupy an influential position within the school and are expected to use this influence to motivate and support all stakeholders to achieve high standards. Assistant Headteacher for Key Stage Two will lead professionals and significant role models within the school and the local community they serve. The jobholder will carry out the duties of a Assistant Headteacher as set out in the current edition of the School Teachers’ Pay and Conditions Document issued by the Department for Education. A person appointed as a Assistant Headteacher, in addition to carrying out the professional duties of a teacher other than a Principal, must play a major role under the overall direction of the Principal in: • formulating the aims and objectives for the Key Stage; • establishing the policies through which they are to be achieved; • managing staff and resources to that end; and monitoring progress towards their achievement; Assistant Headteacher – Key Stage two has the following accountability and responsibility: • Line Manage all Key Stage two staff • Improve Teaching and Learning through implementing strategies, monitoring and evaluating • Construct and implement with the Principal a creative curriculum which leads to national expectations been exceeded. (SMSC, Reading, Writing, Maths, Science, PE, History, Geography, Arts, STEM) • Attendance and punctuality strategies, implementation, monitoring and evaluation for the Phase • Improve pupils outcomes across the phase to be inline with national expectations for attainment and achievement • Support the implementation of the Academies Pupil Premium strategy, ensuring that gaps are demising • Assist the SENCO in the identification of SEND pupils, implementing strategies, which lead to better outcomes • Support the implementation of the Academies Behaviour strategies, ensuring consistently across the phase • Support the implementation of the Parental Involvement strategy, implementation, monitoring and evaluation • Written and verbal self evaluation (SEF and presentations to external partners) • Promotion and embedding of whole school initiatives • Basics and expectations • Inspiring and motivating staff Domain 1 Qualities and Knowledge Essential 1. Able to hold and articulate clear values and moral purpose, focused on providing a world-class education for the pupils they serve. 2. Able to demonstrate optimistic personal behaviour, positive relationships and attitudes towards pupils and staff, and towards parents, board / committee members and members of the local community. 3. Experience of leading by example - with integrity, inclusivity, resilience, and clarity by drawing on your own scholarship, expertise and skills, and that of those around you. 4. A determination to sustain wide, current knowledge and understanding of education and school systems locally, nationally and globally, and pursue continuous professional development. 6. Has the drive, commitment and ability to communicate compellingly the school’s vision, empowering all pupils and staff to excel. Desirable a) Proven experience of raising standards of achievement within a school of a similar standing. b) Ability to uphold, promote and nurture the distinctive character of our school. c) Ensures creativity, innovation and the use of appropriate technologies to achieve excellence. d) Knowledge of funding streams and experience of securing external funding for projects. Domain 2 Pupils and Staff Essential 1. Proven ability of being able to demand ambitious standards for all pupils by instilling a strong sense of accountability in staff for the impact of their work on pupils’ outcomes whilst overcoming disadvantage and advancing equality. 2. Experience of securing excellent teaching through an analytical understanding of how pupils learn and of the core features of successful classroom practice and curriculum design. 3. A proven track record of establishing an educational culture of ‘open classrooms’ as a basis for sharing best practice, drawing on and conducting relevant research and robust data analysis. 4. Committed to creating an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other. 5. Possesses the ability, drive and commitment to coach current and aspiring leaders in a climate where excellence is the standard. 6. The resolve, ability and resilience to hold all staff to account for their professional conduct and practice. 7. Has a DFE recognised teaching qualification. 8. Analyses and acts upon available school performance data. 9. Has experience of observing and feeding back on learning and teaching to staff in order to improve further the quality of learning and teaching across the school, particularly vulnerable groups. Desirable a) An aspirational teacher with a minimum of 3 years relevant experience in Primary education. b) A minimum of 1 years successful experience of senior leadership. c) Has in depth knowledge of excellence in primary teaching practice, including appropriate teaching and learning styles. d) Up-to-date knowledge of primary school improvement strategies. e) Up-to-date knowledge and experience of effective school wide inclusive practice f) Understands school self-evaluation and its link with school improvement and the Ofsted inspection process. g) Has a clear understanding of the SEN Code of Practice. Domain 3 Systems and Process Essential 1. Commitment to ensuring 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. Committed to providing 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. The ability to assist in establishing and maintaining rigorous, fair and transparent systems and measures for managing the performance of all staff and the ability to assist in addressing any under-performance, supporting staff to improve and valuing excellent practice. 4. A purposeful character who welcomes strong leadership and is able to support the Local School Committee in understanding its role and delivering its functions effectively. 5. An ability to demonstrate an understanding of curriculum-led financial planning in order to ensure the equitable deployment of budgets and resources, in the best interests of pupils’ achievements and the school’s sustainability. ( 6. The commitment and ability to assist the Principal in distributing leadership throughout the organisation, through working with and supporting teams of colleagues who have distinct roles and responsibilities while holding each other to account for their decision making. 7. Treats people fairly, equitably and with dignity to create and maintain a positive school culture 8. Able to balance work and personal life and is considerate of the well-being of others. Domain 4 Self improving school system Essential 1. Commitment to creating outward-facing schools which work with other schools and organisations - in a climate of mutual challenge - to champion best practice and secure excellent achievements for all pupils. 2. Experience of developing effective relationships with fellow professionals and colleagues to improve academic and social outcomes for all pupils. 3. The ability and confidence to challenge educational orthodoxies in the best interests of achieving excellence, harnessing the findings of well evidenced research to frame self-regulating and self-improving schools. 4. The ambition, drive and commitment to develop the quality of the teaching within the school through high quality training and sustained professional development for all staff. 5. The confidence to adopt and adapt model entrepreneurial and innovative approaches to school improvement. 6. An ambitious character with the ability to inspire and influence others - to believe in the fundamental importance of education in young people’s lives and to promote the value of education. Desirable a) Has experience of leading or participating in the implementation of school or DFE education initiatives. b) Willingness to work out of operational hours as required. Other Specific Duties: • To play a full part in the life of the community, to support its aims and objectives and to encourage staff and children to follow this example. • To support the academy in meeting its legal requirements for worship. • To promote actively the Academy’s corporate policies and ensure compliance. General: • Be aware of the Data Protection Act and other legislation to ensure confidentially of records and information. Safeguarding: • This post is subject to an enhanced Disclosure and Barring Service check. • The post holder must be committed to safeguarding the welfare of children and to providing equality of opportunity. • Record and report concerns following the Trust Safeguarding policy. • Complete safeguarding level 1 training at least once every three years. Health and Safety: • Be aware of the responsibility for personal health, safety and welfare and that of others who may be affected by your actions or inactions. • Co-operate with the employer on all issues to do with Health, Safety and Welfare. • Ensure all aspects of Health and Safety are rigorously addressed across your department inclusive but not limited to: o Reporting damaged, broken or missing equipment/property to an appropriate person i.e. departmental link, site team, headteacher etc. Continuing Professional Development: • To participate in the Trusts Performance Management Scheme. • Undertake any professional development necessary as identified. Additional points: The Trust will endeavour to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition. Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified as no job description can be fully comprehensive. In addition to the duties specified, employees will be expected to comply with any reasonable request to undertake duties or work of a similar level which may reasonably be regarded as within the nature of the duties and responsibilities/grade of the post as defined, subject to the proviso that normally any changes of a permanent nature shall be incorporated into the job description in specific cases. The job description may be subject to amendment or modification, should circumstances change, any changes will be discussed with you in the first instance. Should a disagreement arise, you will be afforded the opportunity of a meeting to resolve the matter with the CEO. You may wish to be accompanied at this meeting by a representative of your Trade Union if you so wish

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