head teacher, september 2018
TRANSCRIPT
Head Teacher, September 2018 Application Pack
"The school's values are evident in the highly positive
relationships between staff, students, parents and
governors. Students behave well and are keen to learn"
OFSTED, 2015
Mary Webb School Governing Body, February 2018
February 2018
Post: Head Teacher
School: Mary Webb School and Science College
Address: Pontesbury
Shrewsbury
SY5 0TG
Telephone: 01743 792100
Fax: 01743 792101
Email: [email protected]
The Governing Body of Mary Webb School invites applications for the above post from
candidates who meet the criteria outlined on the following pages:
Information is also given in this pack about:
the school
the post
secondary education in Shropshire
Further information is available by contacting:
Chris Mathews, Commissioner for Education Improvement and Efficiency, Learning and
Skills, Children’s Services, Shirehall, Shrewsbury, SY2 6ND
Telephone number: 01743 254566
Visits to the school are strongly encouraged, and can be arranged by contacting Andrew
Smith, Head Teacher by telephoning 01743 792100, or by email to
Mary Webb School & Science College, Pontesbury, Shrewsbury, Shropshire SY5 0TG
Head Teacher: Mr A J Smith BSc (Econ) MSc TEL: 01743 792100
FAX: 01743 792110
Email: [email protected]
Website: www.marywebbschool.com
February 2018
Dear Applicant,
We are very pleased that you are considering applying for the role of Head Teacher at Mary Webb School and Science College. Our current Head Teacher is leaving after 10 successful years in the role, during which time the performance of the school has improved considerably to be one of the very best in Shropshire.
Mary Webb School has many strengths: our well-qualified, committed staff supporting our science college ethos, our friendly, well-behaved and cooperative young people, our excellent facilities and our very strong links to the community including our feeder primary schools. We also have a unit from a leading special school on site with whom we work very closely.
The school is at an exciting phase in its development. Governors have agreed to create a new multi-academy trust with two other local secondary schools, which share similar values. Our new Head Teacher will therefore be involved in progressing this phase of the school’s future.
We are seeking a dynamic and experienced leader with a clear vision who will ensure that through “working together we ensure success for all”. The successful applicant:
will lead and inspire staff and students to raise existing high expectations, aspirations and achievement and continue to improve this high-quality, fully inclusive school;
has a successful record as a teacher, senior leader and who is skilful in managing change;
will sustain school improvement and ensure outstanding provision and outcomes for all students;
has excellent communication and interpersonal skills within the school and the wider community;
will work closely with partner schools to drive school improvement, and further develop leadership.
The successful candidate will find an experienced, supportive and very able Senior Leadership Team and will have the wholehearted encouragement, engagement and involvement of a strong and enthusiastic governing body.
We believe that our website and our latest Ofsted report will give you a feel for life at Mary Webb School and Science College. I encourage you to visit the school if at all possible to learn more about us so feel free to call Andrew Smith, Head Teacher, to arrange a visit.
If you think that Mary Webb School and Science College is the right school for you please complete the application form, and submit it along with a personal statement explaining why you are a strong candidate for this post and want to lead Mary Webb School and Science College. Your supporting statement should be a maximum of 2 sides of A4, 10pt. submitted as a separate word document or PDF. This also applies to online applications.
The closing date for receipt of applications is midnight on Wednesday, 28 February 2018.
Thank you for your interest in what is sure to be a very rewarding post; we look forward to receiving your application.
Yours sincerely
Martyn Cribb Chair of Governors
Mary Webb School & Science College, Pontesbury, Shrewsbury, Shropshire SY5 0TG
Head Teacher: Mr A J Smith BSc (Econ) MSc TEL: 01743 792100
FAX: 01743 792110
Email: [email protected]
Website: www.marywebbschool.com
BACKGROUND AND CONTEXT
We aim to:
Open Minds and Widen Horizons
Provide care, support and guidance to ensure all members of the school community are safe and
feel valued;
Develop a culture where personal responsibility, mutual respect and honesty are recognised as
important community values;
Provide a curriculum, supported by outstanding teachers, which meets individual needs and
aspirations;
Create varied opportunities to learn in contexts that are challenging, relevant, enjoyable and
exciting;
Inspire students to have high expectations and achieve personal goals;
Prepare members of the school community for active participation in a diverse and complex
world.
We believe that we will achieve our aims most effectively by working in partnership with our students,
parents and local community.
Working together to ensure success for all
Current school status:
Mixed 11-16 LA maintained comprehensive (NOR 552)
Size: Mary Webb School is a smaller than average sized secondary school. In September, 2017 the NOR
was 552 compared to national average of 910 (DfE statistics 2016).
Roll trend:
The school roll has risen from 537 in 2011 to 552 in 2017, a significant increase compared to national
figures and in contrast to the declining secondary school population in Shropshire overall. 46% of students
in 2017 are girls with this proportion staying roughly the same over the last few years.
Location:
Mary Webb School is located in the attractive village of Pontesbury. The village with a population of over
3,000 people is in the Shropshire Hills Area of Outstanding Natural Beauty but within 10 miles of the centre
of Shrewsbury. It is a thriving community with many facilities including a primary school, doctors, dentist,
shops, restaurants and public houses. There are many societies and activities and the school has supported
the community with a number of projects including raising money for the local library and the purchase of
Pontesford Hill which is a local landmark and important nature reserve.
As a relatively small community secondary school of about 600 students, staff and governors, we feel that
the school has a number of distinctive features that makes it a little bit special. We aim to provide an
environment in which each and every student can develop and flourish, and where the pursuit of
excellence, in terms of personal development and academic achievement, is the aspiration of all. Relatively
small class sizes, especially in English and Mathematics, ensure that every student receives personal
attention.
The centre of Shrewsbury mixes ancient and modern; it has a largely unspoilt medieval street plan with
numerous listed buildings, including several examples from the 15th and 16th centuries; Shrewsbury
Castle dominates the skyline. The town is proud of being the birthplace of Charles Darwin and of Percy
Thrower who secured its more recent place in horticultural history.
Modern Shrewsbury serves as the commercial and retail centre for Shropshire and mid-Wales; there are
large shopping centres with national chain stores complemented by a wide range of independent shops
and several markets. In the daytime café culture is thriving with numerous restaurants and bars offering
a choice of venues in the evening. Theatre Severn attracts comedy, dance, live music, theatre, pantomime
and family shows and the town hosts numerous other cultural events, including a sell-out annual Folk
Festival and the world’s oldest, ever popular Flower Show, one of the largest horticultural events in
England. Sporting activity is well catered for with several sports centres, gyms and facilities for football,
rugby, tennis and swimming; walking, cycling and running are all popular activities. Shropshire is the
largest inland county in England, bordered by Worcestershire, Herefordshire, Telford and Wrekin, the
West Midlands, Staffordshire and Cheshire. It is a very interesting county with landscapes that vary from
sparsely populated agricultural areas to urban centres such as Shrewsbury and Telford. It offers a wide
range of places in which to live and work. There is easy road access to the rest of England, Scotland and
Wales via the, A49, A5, M54 and M6; five railway lines meet at Shrewsbury railway station with direct
routes to London, Birmingham and Manchester.
Socio-economic profile - students:
The social deprivation indicator is 0.12 (2016) in relation to national at 0.20 although students from certain
areas of Shrewsbury come from households of higher than average social deprivation; the proportion of
students who are known to be eligible for free school meals is below the national average (20.5% FSM in
2017).
General profile:
The proportion of students supported by an EHCP or a statement is above the national average. Currently
(September 2017) we have 3.8% of students with a statement or EHCP compared to a national average of
1.7%. The proportion of students from minority ethnic groups and those for whom English is an additional
language is well below the national average; in 2017 6% were from minority ethnic groups, (25% national)
and 3% EAL (16% national).
Attainment:
The prior attainment of students at the end of KS2 over the last 5 years is around the national average. At
KS4 the performance of students has improved year on year and exceeds the current floor standards set
by the government, which determine the minimum expectations for attainment and progress.
Current staffing situation:
Currently there are no vacancies although there are plans to recruit some staff to address some curriculum
needs driven by increasing numbers. The governors decided with the Senior Leadership Team to provide
additional teachers in English and mathematics to address curriculum needs and to raise standards. There
are no plans to reduce this allocation. Stability of the well qualified teaching and support staff is high with
low turnover each year. In the last year there have been 13 staff appointed to the school.
Time of lessons:
Each lesson lasts for 60 minutes giving a total of 25 hours teaching time throughout the week.
Curriculum provision:
At KS3 the curriculum follows the National Curriculum and the prior attainment of students is broadly in line with the national average.
The curriculum at Key Stage 4 is based around a core GCSE offer. We believe that this provides students with robust qualifications that support transition to post-16 education, training and employment. GCSE examination results at Mary Webb are above the national average across the curriculum. Over the past three years the headline 5+ A* - C, including English and mathematics, has been above 60%. In 2016 the figure was 71% this is above both the national and Shropshire average. Students on the SEN register have full access to the curriculum. Students with statements/EHCPs have full access to school trips and vocational courses and are accompanied by their TA keyworker, TAs also provide support for statemented students in exams, for example as a reader and / or scribe.
Partnerships:
Effective partnership work with other schools and colleges, as well as external organisations and agencies,
ensures students are supported exceptionally well and contributes significantly to the school curriculum.
The school has extremely good links with its feeder primary schools based on the outstanding work carried
out through the earlier Science College status and continued today.
The school works closely with Severndale Academy which has a unit - largely for students on the Autistic
Spectrum - on the site of Mary Webb School. Students from Severndale Academy based here benefit from
the possibility of engaging with the curriculum offered at Mary Webb and conversely the students at Mary
Webb benefit from engaging with young people with specific needs.
Extra-Curricular:
The school offers a wide range of extra-curricular opportunities, which include booster sessions, subject
clubs, sporting activities, music and drama performances. In addition, a number of students undertake
externally certified activities.
Pastoral care:
A priority of the school in recent years has been the emotional well-being and mental health of our
students.
Areas of strength (Ofsted inspection 2015):
The OFSTED Report from May 2015 made the following observations;
Previous inspection: Requires improvement 3 Overall effectiveness This inspection: Good 2 Leadership and management Outstanding 1 Behaviour and safety of pupils Good 2 Quality of teaching Good 2 Achievement of pupils Good 2
Summary of key findings for parents and pupils This is a good school.
Outstanding leadership has been key in bringing about significant improvement in teaching and students’ achievement since the last inspection.
From their different starting points, students make outstanding progress in mathematics and humanities. In English and other subjects, students are now achieving well.
Students with special educational needs make good progress and those who are eligible for pupil premium funding make outstanding progress.
Teaching is good and much is outstanding. Teachers’ expertise and enthusiasm motivate students to learn.
The school’s values are evident in the highly positive relationships between staff, students, parents and governors. Students behave well and are keen to learn.
The school’s work to keep students safe is outstanding.
The school is very successful at developing the skills of its subject and other leaders through the support of senior leaders and local networks.
Governors are highly effective at holding leaders to account. They have an excellent understanding of what is working well and what needs to improve. They work closely with leaders to make sure improvement initiatives are having an impact.
It is not yet an outstanding school because
In some lessons, teachers miss opportunities to check students’ learning through effective questioning. This means they do not always have a clear picture of where students might be falling behind and where they could be challenged further.
Some teachers do not always give students meaningful feedback about their work that challenges them to improve it.
Not all teachers check that students improve their work by following the advice teachers give them through marking.
The school has a number of focussed objectives for 2017 / 2018, these are;
Improvement Priority Key Actions
Priority 1
Teaching and Learning
Use of language to ensure challenge for all students and to promote curiosity as a driver for learning
Develop literacy teaching to raise expectations and outcomes with regard to the use of language
Develop a common language for numeracy across the school Make homework more effective. Improve the use of key whole school technologies.
Priority 2
Assessment
Complete age related standards for Year 8 Extend new assessment model from year 10 to 11 for all
subjects except product design. Effective use of data management systems/packages –
monitor and track attainment and progress. Extend reporting new reporting systems to years 8 and 11.
Priority 3
Reading
Accelerated Reader. Develop the usage of STAR reader and increase the number of quizzes taken by students.
Investigate alternative MIS for the library. Increase capacity to monitor and support whole school
reading Develop intervention and support programmes around
whole school reading. Improve reading data collecting, benchmarking and
communication
Priority 4
STEM
Extend the range of opportunities offered to students through STEM subjects.
Improve recording systems for student involvement in STEM activities.
Succession plan for strategic leadership of STEM within the school.
Priority 5
Student Support
Behaviour management Supporting / promoting positive mental Health
Priority 6
Central Shropshire
Academy Trust
Academy application submitted for DfE / RSC approval Articles of association agreed and asset transfer Academy Order – estimate January 2018 Write and implement MAT development plan.
Priority 7
Raising attainment,
improving progress and
closing gaps.
To be drafted after the 2017 examination results are received.
Key areas identified French Food technology Current FSM
From these Aims and the earlier Priorities, the following are critical for management by the Head Teacher;
1. Achievement Objective
To ensure that the progress and attainment of pupils measured by the key national performance indicators
are in line with or above the national averages and the school targets.
2. Leadership and Management Objective
To ensure sustained effective middle leadership and management across English and mathematics and to
ensure consistently effective leadership and management in computing and modern foreign languages.
3. Other Objective
To sustain the links established with Meole Brace School and Science College and Belvidere Secondary School to explore the potential for structural and formal collaboration through the establishment of a MAT in order to secure improved outcomes for pupils.
Job Description for the post of
Head Teacher, Mary Webb School and Science College
The professional duties of the Head Teacher are contained in the School Teacher’s Pay and Conditions
Document and candidates should have regard to the National Standards of Excellence for Head Teachers
(2015).
Core Purpose The Head Teacher is responsible for providing vision, leadership and direction for the school and ensuring it is managed and organised to meet its aims and goals. The Head Teacher shall provide professional leadership for the school which will ensure its success, ensuring high quality education to enable students to achieve highly.
Key Areas of Responsibility
1. Strategic Leadership and Development of the School 1.1 to work with the Governing Body to formulate the educational aims, objectives and targets of
the school and policies for their implementation; 1.2 to take responsibility for Safeguarding and promoting the welfare of children in accordance
with statutory guidance; 1.3 to ensure and agree the production and implementation of the School Improvement Plan; 1.4 to monitor and evaluate the performance of the school and its achievements, responding and
reporting to the Governing Body as required; 1.5 to motivate staff and students; 1.6 to meet statutory requirements for equal opportunities; 1.7 to ensure that the management, finances, organisation and administration of the school
promotes its vision and aims; 1.8 to arrange for a Deputy Head Teacher to assume responsibility for the discharge of the Head
Teacher’s functions at any time when absent from school; 1.9 to take forward the Governing Body’s decision to form a Multi-Academy Trust.
2. Teaching and Learning 2.1 To provide effective leadership and management to ensure every student receives high
quality teaching and learning opportunities. 2.2 To lead the development and implementation of a curriculum which:
follows the curriculum policy of the Governing Body and meets statutory requirements;
is relevant to the needs, experience, interests, aptitudes and stages of development of all students, including those with Special Educational needs;
encompasses school policies on curriculum, assessment, recording and reporting inform effective teaching and learning;
uses information on pupil progress to improve teaching and learning, to inform and motivate students, to inform parents, to provide necessary references for other educational institutions and employers, and to aid the Governing Body in fulfilling their responsibilities for the school;
provides continuity of learning and of progression for all pupils;
sets challenging targets for the attainment of all students leading to whole school improvement.
2.3 To implement strategies for promoting:
students’ self discipline;
respect for self, others and authority;
good behaviour on and off school premises. 2.4 To handle pupil disciplinary cases, in accordance with school policy and the provisions of
the current legislation. 2.5 To promote a school ethos, which extends opportunities for learning and encourages extra-
curricular activities.
3. Leading and Managing Staff 3.1 To assist the Governing Body in determining the staffing structure of the school. 3.2 To assist the Governing Body and participate in the key task of selecting and appointing
teaching and support staff. 3.3 To deploy and manage all staff appointed to the school by allocating particular duties,
including
such duties of the Head Teacher as may be properly delegated;
to ensure monitoring and management of manageable workloads. 3.4 To ensure that effective cover is provided for absent teachers. 3.5 To build school-wide leadership capacity at all levels through:
actively developing strategic governance, staffing structures and roles and responsibilities;
the promotion and development of good management practice, positive staff participation, effective communication and clear procedures.
3.6 To implement staff development policies in relation to:
the induction of new and newly qualified teachers and other staff;
the development of professional knowledge, skills and abilities including those necessary for career development;
the provision of professional advice, support and training.
3.7 To lead and participate in arrangements for the appraisal of performance of all staff in the school.
4. Efficient and Effective Deployment of Staff and Resources 4.1 To implement the policies and procedures of the Governing Body concerning the resources and
premises management of the school, in accordance with guidance and any legal requirements. 4.2 To allocate, control and account for those financial and material resources of the school
which are delegated to the Head Teacher. 4.3 To ensure the security, maintenance and cleanliness of the school and its surroundings in
accordance with any Local Education Authority regulations and Governing Body responsibilities under Health and Safety and other relevant legislation.
4.4 To provide an attractive environment which stimulates learning. 4.5 To ensure that the external agencies and services contracted to the school work effectively.
5. Accountability 5.1 In relation to the Governing Body:
to advise and assist in the exercising of its functions;
to attend meetings of the Governing Body (without prejudice to any rights the Head Teacher may have as a member of the Governing Body of the school);
to report to the Governing Body as required.
5.2 In relation to parents and those with parental responsibility:
to build an effective partnership between parents and the school;
to promote understanding of the aims and ethos of the school by providing regular information to parents about:
o the school curriculum; o the progress of their children; o other matters relating to teaching methods and organisation;
to contribute to the provision by the Governing Body of a school prospectus to parents;
to provide opportunities for dialogue between parents and staff and to encourage their involvement.
5.3 In relation to the community:
to develop and maintain positive relationships with the community including businesses;
to promote a positive image of the school;
to promote community involvement in the wider life of the school. 5.4 In relation to the Local Education Authority
to ensure that the school meets its obligations to the LA and benefits from the LA offerings.
5.5 In relation to other schools, colleges and educational bodies:
to promote and arrange for continuity of learning, progression of achievement and curriculum development including effective liaison;
to maintain effective relationships with other schools. 5.6 In relation to other professional bodies, agencies and services:
to liaise in the best interests of students or in the meeting of statutory obligations with other educational professionals, medical, social and other support services.
Person specification for Head Teacher at Mary Webb School and Science College The Governing Body and School recognise the increasingly complex role of the Head Teacher and will actively offer long term support, encouragement, and realistic challenge to the successful candidate. In making this appointment, the governors will be seeking the following skills and experience and will expect evidence to be provided in the sources indicated. (A) Qualifications and Experience
Essential Desirable Sources A - application i - interview R - references P - presentation T - task
Qualified Teacher Status A
Degree A
Post-graduate qualification e.g. NPQH A
Evidence of recent and relevant professional development A
Recent participation in a range of relevant personal development
A,i
(B) Teaching and Learning
Essential Desirable Source
Substantial and successful recent experience as a classroom practitioner in secondary education
A,R,P
Proven track record in the leadership and implementation of excellent teaching and learning with high expectations for all
A,i,R
The ability to inspire, demonstrate and support the pursuit of excellence in teaching and learning and therefore student achievement
A,i,R
(C) Leadership and Management
Essential Desirable Source
Has significant successful experience of leadership & management as a Head or Deputy/Assistant Head in a secondary
A,R
A confident and inspirational leader with clarity of purpose and vision
A,i,R
Ability to ensure that everyone involved in the school is treated fairly and with respect; promoting the differences between individuals and valuing a diverse contribution of skills, abilities and experience
A, i
Demonstrates a strong record in achieving improvement and managing change
All
Recognition of and commitment to equal opportunities and diversity
A,i,R
Ability to engage the whole school community in systematic and rigorous self-evaluation of all aspects of the school
A,i,R
Ability to collect and use a rich set of data to understand the strengths and weaknesses of the school, to explain them to others and to take action for school improvement
A,i,R
Ability to combine the outcomes of regular self-review with external evaluations in order to secure the continued development of the school
A,i,R
Shows inclusive leadership and management A,i,R
Experience of effective working with a Governing Body All
Successful experience of curriculum development and pastoral care
All
An effective and sensitive manager of staff, students, parents, professional agencies and the wider communities
A,i,R
Ability to define and set performance standards A,i,R
(D) Professional Knowledge, Understanding and Skills
Essential Desirable Source
Comprehensive understanding of and commitment to safeguarding and promoting the welfare of young people where students’ engagement is fostered, their contributions valued and health and future economic wellbeing are promoted
A,i,R
A commitment to eliminating discrimination on grounds of gender, marital status, race, ethnic origin, colour, nationality, national origin, disability, sexual orientation, religion or age and encouraging diversity amongst staff and students so that everyone feels respected and able to give of their best
All
A deep understanding of and commitment to exemplary pastoral provision that supports the well-being of the students
A,i,R,P
Ability to promote students’ educational development and secure outstanding academic achievement within a positive, disciplined learning envionment
All
Understand the principles and practice of good financial management (including the setting and monitoring of budgets and financial planning)
A,i,R
Successful experience of overseeing school budgets responsibly and sustainably A,i
Understand the principles and practice of human resource management (including the definition of roles and responsibilities)
A,i,R
Successful experience of managing staff at senior level All
Understand the needs and aspirations of the local community and be able to provide high profile leadership to keep the school at the heart of that community
i
Be committed to continuing personal professional development A,R
Ability to interpret local and national policies, priorities and statutory frameworks for the good of the School
All
(E) Personal Values and Skills
Essential Desirable Source
Be able to motivate staff and students to reach maximum potential A,i,R
Be confident, transparent and incisive in decision-making A,i,R
Be strong and consistent on discipline with a sense of fairness A,i,R
Communication skills of high order A,i,R
Demonstrable passion for education and learning A,i,R
Be a skilled negotiator A,i,R
Be able to give and receive constructive feedback and appraisal A,i,R
Be able to communicate the quality and effectiveness of the school to the wider community
A,i,R
Lead by example with high professional standards and the ability to effectively lead the professional workforce
A,i,R
Demonstrate resilience and perseverance A,i,R
Be approachable to staff, students and parents A,i,R
Ensuring everyone involved in the school is treated fairly and with respect; promoting the differences between individuals
A,i,R
Have interests outside education A,i,R
Be able to delegate effectively A,i,R
Be able to prioritise work and use time efficiently A,i,R
Be able to manage stress to minimise its adverse effects A,i,R
(F) Partnerships
Essential Desirable Source
To recognise, understand and support the diversity and potential of the school’s communities, engaging in a dialogue which builds partnerships and community consensus on values, beliefs and shared responsibilities
All
Build and maintain effective relationships with parents, carers, partners and the community, that enhances the education and raises the aspirations of all students
All
Build and maintain collaborative and effective relationships with partner schools, and to also be able to progress the arrangements for the proposed MAT
All
Build relationships with feeder schools and post-16 providers All
REMUNERATION, TERMS & CONDITIONS AND APPLICATION PROCESS The post is subject to:
the terms and conditions for teachers as set out annually in the School Teachers’ Pay and Conditions Document and any orders made under it;
the other terms and conditions set out in the various national collective agreements in force from time to time;
the Local Authority’s Rules and Conditions including any local agreement entered into with recognised trade unions;
statutory regulations regarding the governance and management of schools as prescribed in the Schools Standards and Framework Act;
the conditions set out in the Job Description and in the letter of appointment. Salary and Pension: The salary for this post is negotiable in the range of Head Teacher Group 5 (L18 to L31) - £59,857 to £81,478 per annum. The governing body will determine the starting salary for the successful candidate when confirming the offer of employment. There are three options to consider for pension arrangements:
Teachers’ Pension Scheme under the provisions of the Teachers’ Pensions Regulations;
Private Pension Scheme;
State Earnings Related Pension Scheme. Details about the Teachers’ Pension Scheme may be obtained from Teachers’ Pensions at www.teacherspensions.co.uk Unless notification to the contrary is given it will be assumed that as a full-time employee the successful candidate will contribute to the Teachers’ Pension Scheme. Mary Webb School and Science College is an Equal Opportunities Employer. Applications are welcome from suitably qualified candidates regardless of faith, race, colour, nationality, ethnic or national origin, age, marital status, sex, sexual orientation or disability. Applications You can apply for this post online at https://shropshirejobs.engageats.co.uk/ Vacancy reference: EH17 18 05 You can request a different version of the application form from [email protected]
You should complete the application form and additionally submit your supporting statement (max. 2 sides of A4, 10pt) as a separate word document or PDF, indicating why you are a strong candidate for this post. This also applies to online applications. If not applying online, you can either a) return your completed application form and statement by email to [email protected] or b) return it by post to Employment Services, Shropshire Council, Shirehall, Shrewsbury, SY2 6ND. Completed applications should be received by MIDNIGHT, Wednesday 28th February 2018. Please note:
your application must be specific to this post, generalised applications are unlikely to be successful;
your supporting statement should not exceed 2 sides of A4 (10pt).
do not include testimonials or curriculum vitae;
two referees should be given, one of which should be the applicant’s current Local Authority/ Chair of Governors and the other the applicant’s current Head Teacher. If the applicant is already a head Teacher then the Chair of Governors of their current school should be named;
the closing date is Wednesday 28th February 2018. (Midnight);
short-listing for this post will take place on Wednesday 7th March 2018;
interviews are planned for Tuesday 20th and Wednesday 21st March 2018; If you decide to apply, please note the schedule of dates above.
All applicants will be contacted as to whether they have been successful and feedback will be offered.
The school will carry out appropriate checks where an applicant is seeking appointment for the first time within the school. Any offer of appointment will be subject to formal confirmation after checks have been carried out. All checks will be made in the strictest confidence and used solely for the purpose of considering applications for the post.
Candidates called for interview should bring with them original documents or properly certified copies of all qualifications and a form of identification e.g. driver’s licence or passport.
FURTHER INFORMATION FOR APPLICANTS
any canvassing in respect of this selection process will disqualify the applicant;
the appointment may be terminated upon three months’ written notice by either side taking effect on 30 April or 31 December, or upon four months’ written notice by either side taking effect from 31 August, except in the case of dismissal for misconduct or any other cause;
the Local Authority requires all applicants to give statements about, and permission for the Authority to conduct a check on, any criminal convictions as described in the application form. Failure to give such permission will mean that the application will not be considered;
the Local Authority will carry out appropriate checks where an applicant is seeking appointment for the first time within the County. Any offer of appointment will be subject to formal confirmation after checks have been carried out. All checks will be made in the strictest confidence and used solely for the purpose of considering applications for the post;
candidates called for interview should bring with them original documents or properly certified copies of all qualifications and a form of identification e.g. driver’s licence or passport;
expenses on the Local Authority scale will be allowed to candidates attending for interview;
candidates will be responsible for arranging any accommodation requirements themselves. Any shortlisted candidate who withdraws from the process will not be reimbursed with travel or other expenses;
post interview feedback is offered to candidates who are interviewed and who wish to take up the opportunity, focusing on issues of professional development highlighted by the interview.