Leader of Learning for Teaching Schools PRIMARY ADVANTAGE FEDERATION
Primary Advantage Federation c/o Holy Trinity Primary School Beechwood Road Dalston London E8 3DY Tel: 020 7254 1010 Fax: 020 7275 8589 www.primaryadvantage.co.uk
Contents Welcome
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Our Vision & Approaches
4
Outcomes & Achievements
5
Pupil Outcomes Federation Quality of Teaching OfSTED Survey Inspection February 2011 Application Process Primary Advantage Job Description Contact Information
6/7 8 9/10 11 12 - 14 15
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Welcome Dear Applicant,
The Primary Advantage Federation is seeking to recruit a Leader of Learning for our Multiple Teaching Schools Alliance. The successful applicant will be an excellent practitioner with a passion and drive for developing teaching and learning. The role would support the leadership of CPD across our newly appointed teaching school alliance and beyond. Responsibilities would include the modelling of lessons, the coaching and mentoring of class teachers across schools, the delivery of training and contributing to our CPD programme s from September 2014. This is a high profile role working with teachers across our Federation as well as supporting other schools.
The successful candidate will be an excellent teacher with first class organisational skills. You will be a self-starter with drive, vision and creativity for the development of our existing CPD programmes. You will be committed to the development of teaching and learning, have strong mentoring and coaching skills and a passion for maths or AFL. You will need to have a love of learning and a desire to make a real difference to our students and community. You will be joining a fast-paced, ambitious federation with an outstanding, open team. You can expect to work in a supportive yet high energy atmosphere and receive support in developing your vision.
We are a Federation of six schools called Primary Advantage. We believe our schools can gain many benefits from working collaboratively and can achieve more by working together. We have made a commitment to a shared responsibility to the wider education community, the provision of good quality education and the improvement of life chances for pupils in the community beyond that of our own schools. Teachers, support staff, school leaders and Governors have added expertise in working alongside colleagues to improve provision and outcomes for pupils.
This pack has been put together to help you with the application process. We recommend that you visit our federation schools or visit our websites to learn more about us. If you have any questions or would like to arrange a visit, please contact Mrs Laura Lee, Federation Business Manager on 07837 387 997.
Kind regards, Sian Davies Executive Principal 3
Our Vision & Approach Primary Advantage Vision We are a Federation of six schools called Primary Advantage. We believe our schools can gain many benefits from working collaboratively and can achieve more by working together. We have made a commitment to a shared responsibility to the wider education community, the provision of good quality education and the improvement of life chances for pupils in the community beyond that of our own schools. Teachers, support staff, school leaders and Governors have added expertise in working alongside colleagues to improve provision and outcomes for pupils.
What is our approach?
We work in partnership, pooling our expertise and resources in order to achieve collectively what we may not be able to achieve individually.
We believe passionately in improving the life chances for our pupils.
We do not tolerate low expectations.
We match tried and tested strategies that we know work to the needs of the schools and use our experience of supporting schools in successfully implementing them.
We promote a collaborative approach whilst developing the capacity of each school to serve its own community and retain it’s distinct identity.
We recognise the importance of individuality, spontaneity and creativity in developing innovation.
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Outcomes & Achievements What outcomes do we want?
Every teacher is a good teacher; every school is a good school.
Teachers use the most effective teaching methods to motivate learners and raise aspirations. As a result all pupils will make good or better progress.
Quality learning environments where pupils feel safe and secure, known and valued and motivated to learn. Robust teaching and application of ICT skills ensure our pupils are properly equipped for the next stage of learning.
Curriculum provision which inspires and motivates pupils and broadens their horizons. Our curriculum supports community cohesion through an international curriculum strand.
We work with precision and move incrementally towards achieving outstanding grades in all aspects of each school’s work.
Through pupil partnership work we continue to break down locally perceived boundaries and help pupils to work harmoniously with pupils from other areas of Hackney.
We seek to maximise the efficiency and effectiveness of each school by capitalising on centralised services and sharing systems and procedures.
How will we achieve our goals? Effective Leadership Our leadership structure aims to make the most of our shared resources, maintain high expectations and secure high standards. The Executive Principal has significant, successful experience in school improvement and working across more than one school.
Well trained and experienced staff Our schools are special places to work. We attract and retain staff at all levels that are willing to think flexibly, work with rigour and precision and go the extra mile. We have been successful in retaining experienced staff because of the opportunities we are able to offer across the partnership. We have identified that working in partnership offers us improved opportunities for centralised training and development. Each school in the Federation is able to offer a range of skills and support to other schools. The schools have identified lead practitioners to provide support in key areas.
Each school is led by a highly effective Head who has the skills and experience required to motivate, inspire and to hold their teams to account through rigorous monitoring and evaluation. The Heads are autonomous and hold the decision making powers for their schools. Shared systems and approaches They retain a teaching commitment and maintain a relentless focus on improving We have developed key approaches which we know make the most the quality of teaching and raising significant impact on pupil outcomes. These are well considered sysstandards. tems, approaches or policies which can be implemented in a range of settings with the appropriate levels of support.
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Pupil Outcomes July 2013 (contains KS2 unvalidated data)
Key Stage 1 - Reading, Writing & Maths % St John & St James* Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 13 National 13*
Reading L2c+
L2b+
L3
80 97 86 83 95 80 88 89
80 93 77 67 77 68 77 79
43 34 19 20 16 13 23 29
APS 16.5 17.3 15.5 15.3 15.6 15.2 15.9 16.3
%
Writing
St John & St James* Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 13 National 13*
% St John & St James* Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 13 National 13*
L2c+
L2b+
L3
80 97 86 80 91 78 85 85
67 86 67 60 65 52 66 67
23 21 11 17 12 0 13 15
APS 15.1 16.5 14.8 14.5 14.9 14.0 14.8 14.9
Maths L2c+
L2b+
L3
83 97 95 87 95 87 90 91
80 93 88 73 84 75 77 78
27 31 16 20 14 0 19 23
APS 15.7 17.2 16.1 15.3 15.9 15.0 15.8 16.1 *20% of this cohort has a statement of SEN
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Key Stage 2 Reading, Writing & Maths %
Reading 4c+
St John & St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 13 National 13*
5+
93 92 100 86 98 80 87 86
6
54 48 45 33 65 27 41 44
0 0 0 0 0 0
2L 96 96 100 89 97 77 90 88
3L 40 58 47 26 51 27 39 30
APS 29.6 29.2 29.7 27.9 30.8 27.0 28.4 28.5
%
Writing 4c+
St John St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 13 National 13*
96 96 91 95 93 92 87 83
%
6 7 0 0 0 2 0
2L 100 100 100 95 97 100 96 91
3L 76 46 53 21 41 31 44 30
APS 30 28.7 28.6 27.9 28.7 27.7 27.8 27.5
Maths 4+
St John St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 13 National 13*
5+ 50 32 36 19 33 24 29 30
96 92 86 90 95 84 89 85
5 43 60 50 24 53 35 40 41
6 0 0 14 0 14 0
2L 100 96 100 84 97 82 93 88
3L 44 50 71 32 56 24 41 31
APS 29.1 30.1 30 27.9 30.8 28.2 28.9 28.7
%
SPAG 4+
5+
St John St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 13
86 80 73 67 98 67 77
50 56 45 14 79 43 52
National 13*
73
47
6 3.5 0 9 0 5 0
APS 29.1 29.2 28.6 25.9 31.9 27.2 28.6 28.0
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Key Stage 1 - Federation Quality of Teaching 2011-13
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OfSTED Survey Inspection February 2011 In February 2011, the Federation received the following OfSTED Survey Inspection report Dear Ms Davies Ofsted 2010 – 11 survey inspection programme: leadership of more than one school Thank you and your team for your hospitality and cooperation, and that of your staff and pupils, during my visit on 26 and 27 January to look at the leadership of the federation. Please pass on my thanks to the local authority representative, the parents and governors that also gave up their time and made a valuable contribution to the visit. The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent. The evidence used to inform the judgements included: interviews with senior leaders, middle leaders, governors, staff, parents, local authority representatives and pupils; and the scrutiny of relevant documentation. The effectiveness of the federation leadership and management in embedding ambition and driving improvement is outstanding. Outcomes
Attainment at the end of Key Stage 2 is at least in line with the national average with a strong trend of improvement over several years.
Even though the environment beyond the school can be sometimes turbulent and challenging, pupils make outstanding progress across all stages from very low starting points.
Different groups of pupils, including those with special educational needs and/or disabilities and a wide range of vulnerable groups, make exceptional progress because of the precise, relentless and well -managed early intervention and support they receive throughout their time in school.
Pupils’ skills and knowledge for their future lives are very well developed.
Attendance is in line with the national average and is improving.
Pupils’ attitudes are exceptional as is their enthusiasm for learning and school life. Pupils are excited and pleased to talk about what they have learned. Continued overleaf
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Provision
Teaching is consistently good with a growing number of outstanding features. The application of the teaching and learning policy is adhered to unswervingly with rigour and relentlessness.
The federation ensures that the consistency of the high quality of teaching and learning is supported by equally high-quality professional development and training which focuses on the important details and refinement of assessment strategies.
The curriculum has been enriched by the federation’s development of subject leaders and planning. The strong emphasis on a practical approach to learning, aligned with stimulating visits, motivates pupils’ interest. The rigorous planning and teaching of literacy and numeracy skills by staff are outstanding.
The care and welfare of pupils are a real strength of the federation. Excellent links with a wide variety of agencies are in place. Thoughtful, caring and responsive approaches to individual pupils and families make this aspect of the school’s work outstanding.
Leadership and management
Your vision, determination and extensive strategic skills and expertise are outstanding. You demonstrate great drive and ambition for the schools, applying a forensic precision to the procedures that maintain the federation’s trajectory of improvement.
Other leaders and managers across the federation, especially the heads of school, have a passion for being equally precise and detailed in their monitoring and evaluation of progress, attainment and the quality of teaching.
Exemplary systems support leaders’ rigorous analysis of practice and provide feedback to teachers on how to improve further. The information provides a general picture of the proportions of good and better teaching across the schools and the federation. However, providing this information about separate subjects is less developed.
The governing body is an effective and strategic group which knows the federated schools well. It provides excellent and robust challenge and support in equal measure.
Areas for improvement, which we discussed, include:
developing an even more analytical overview of the quality of teaching and learning which identifies the proportions of good and better teaching in separate subjects, especially literacy and numeracy.
I hope that these observations are useful as you continue to develop the leadership of the federation. As I explained previously, a copy of this letter will be sent to your local authority and will be published on the Ofsted website. It may be used to inform decisions about any future inspection.
Yours sincerely
John Seal Her Majesty’s Inspector
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Application Process Applicants are asked to complete all the standard information required on the Primary Advantage application form, and to submit a supporting statement, addressing all the criteria identified in the person specification. Please specify the role you are applying for i.e class Teacher. Candidates are advised that when completing the references section on the application form to please ensure that: • Your first referee is your current, or most recent, employer • You provide a referee who can confirm your ability for the role Shortlisted candidates will be asked to teach an activity or lesson and will be advised of the details of the lesson observation prior to interview.
Successful Candidates Candidates must ensure that if they are successful at interview, that they are able to provide evidence of their Right to Work and Remain in the UK. The school is not able to employ any person who cannot validate their Right to Work and Remain in the UK in the line with the Asylum, Immigration and Nationality Act 2000. Successful candidates will be required to apply for an enhanced Criminal Record Check via the DBS. We are committed to safeguarding and promoting the welfare of our children and expect all members of staff to share this commitment.
Completed Application Forms If you have any queries or would like to arrange to visit our schools, please contact Laura Lee on 07837 387 997 or email recruitment@primaryadvantage.hackney.sch.uk.
Completed application forms must be received by 9:30am on 13th May 2014. Interviews will take place on 19th May 2014. We look forward to receiving your application.
.
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Primary Advantage Federation Job Description - Assistant Headteacher Job Title:
Leader of Learning for Teaching Schools
Area of Responsibility:
Teaching and Learning
Reports To:
Head of Teaching Schools Executive Principal
Salary
L4 - L8
Role Summary: Key Accountabilities in addition to those of a Main Scale Teacher – Please also refer to the Job Description for Class Teacher. The Leader of Learning: Is responsible for managing the operation of key areas in the federation schools. Will provide support for the Head of Teaching Schools in the day to day running of the school and can deputise in his/her absence. Under the direction of the Head of Teaching Schools will be required to work across the federated schools and foster appropriate links between the schools. Will provide support to schools beyond the Federation and deliver our training and support programmes. Duties
The current School Teachers’ Pay and Conditions document describes duties which are required to be undertaken by teachers in the course of their employment. In addition certain particular duties are reasonably required to be exercised, and completed in a satisfactory manner. It is the contractual duty of the post holder to ensure that his/her professional duties are discharged effectively.
This job description sets out the duties to be undertaken and performed to the satisfaction of the Executive Principal and governing body by the post holder. The duties set out below are in addition to the overall class teaching requirements.
Key Tasks and activities:
Undertake full responsibility for all matters relating to the school in the absence of the Headteacher.
Work flexibly in the presence of the Headteacher to assist the smooth day to day management of the school working closely with staff of all designations.
Effectively manage duties and responsibilities across schools.
Teach in classes across the federated schools, providing targeted intervention for pupils, PPA cover for teachers and other cover as required, demonstrating excellence in professional classroom practice.
Assist the Headteacher and Executive Principal in monitoring and reviewing the quality of teaching and learning including assessment, recording, and reporting pupils’ attainment to all statutory bodies.
Assist the Headteacher and Executive Principal in the whole school self-evaluation processes
Effectively lead the areas of responsibility developing policy and practice and ensuring effective self-evaluation.
Undertake responsibility for the selection of resources (including those related to ICT) for the areas of responsibility, accounting to the Executive Principal for the expenditure of the delegated budget allocation for the subject.
Undertake professional training for all aspects of school leadership and management and keep up to date with new initiatives across the curriculum.
Assist the Headteacher and Executive Principal in the performance management of staff of all designations.
Maintain good communications between staff of all designations.
Maintain a positive school ethos, be pro-active in the pastoral care of pupils and ensure the school’s policy for behaviour and discipline is applied consistently and fairly by staff of all designations.
Play a significant part in promoting and facilitating good relationships with parents and other agencies.
Work pro-actively with outside agencies, community organisations, the churches of the federated schools and other schools and promote the sharing of good practice
Work with the Executive Principal and Headteacher and other members of the Leadership Group to ensure the school culture supports the church ethos. 12
Support and encourage all staff at the school to find and use opportunities to support and development of the whole child through spiritual, moral, social and cultural activities.
Advise other staff including NQTs and students on teaching practice, and to lead inset for staff and governors when required to do so.
Provide training and support to schools across the Federation and beyond the Federation
Continue to develop innovative practice
Work with the Hackney Learning Trust (Hackney LA) on local and national initiatives.
Particular Specific Responsibilities 21.
Contributing to our ITT and NQT provision and our Federation CPD programmes from September 2014 in Teaching and Learning Training & Development.
Development, implement, monitor and evaluate of the professional development programme for primary schools adopting the PA maths programme and/or AFL programmes.
Lead on developing our CPD programmes
Support in the development of leadership, ITT and Research and Development opportunities both within our schools and with schools in the borough
Monitor and report on effectiveness and impact of programmes to the PA Schools' senior team
Undertake various other responsibilities as directed
Other Responsibilities Note The duties and responsibilities of the subject element of the post may vary from time to time according to the changing needs of the school. The subject leader section of the job description may be reviewed at the discretion of the Executive Principal in the light of those changing requirements and in consultation with the post holder and the governing body.
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Key Skills and Competencies 1.
Qualifications Degree level qualification.
Postgraduate professional Qualification e.g. Postgraduate Certificate in Education.
Willingness to continue professional development.
2. Communication
3.
4.
5.
Strong interpersonal and communication skills to effectively manage and liaise with all key contacts e.g. staff, pupils, parents.
Employs a wide range of communications channels to effectively support the management of the school applying tact and diplomacy in their communication with others i.e. parents and pupils. Communication is internal to the School however it is important that communication style and content is adapted according to the audience.
Demonstrates sound presentation skills that are applied at both internal senior management meetings and at external events on an ad hoc, infrequent basis.
Presents themselves in a professional and confident manner, thereby maintaining the respect and discipline of their staff and pupils. They will hold an important and trusted role in the local community – interaction with all customer groups is a very time consuming element of this role.
Other Skills Required for Role
Multi-tasks to adapt to constantly changing priorities and demands to manage conflicting pressures.
Applies analytical thinking to solve problems and/or resolve conflict with pupils/parents on a daily basis.
Able to build supportive networks with the community, Federation and Diocese, Local Authority
Accountability/Freedom to act
Implements policies with limited scope for flexibility in the way these policies are implemented. The Principal is ultimately accountable for the decisions taken.
Whilst constrained by overall national and School frameworks, there is a degree of interpretation in the way in that their responsibilities are carried out, usually agreed with the Principal.
There is no formal designated budget. The allocation of funds within the Key Stage budget requires more senior approval.
Leadership/Management skills.
Provides limited strategic leadership to the School, contributing to strategic decisions taken by the Principal.
Effectively delegates responsibilities to others in the school, to ensure the successful operations of the school.
Leads by example, is highly driven, motivated and able to translate that to staff, thereby ‘taking staff with them’
General Comments The Leader of Learning will be required to focus his/her work in one school but is required to work across the Federation and foster appropriate links between the schools. He/he will be required to teach in classes across the schools and provide a model of good practice for teachers. He/she may be required to adapt and change plans at short notice. The Leader of Learning is required to be flexible in a constantly changing work environment and in implementing the School’s policies. 14
Morningside Primary School Chatham Place London E9 6LL Tel: 0208 9855382 Fax: 0208 9866881
St Matthias CE Primary School Wordsworth Road London N16 8DD Tel: 0207 2541148 Fax: 0207 2759215
Email: admin@morningside.hackney.sch.uk
Email: admin@st-matthias.hackney.sch.uk
Please visit our website
Please visit our website
Morningside Primary
St Matthias CE Primary
St John & St James’ CE Primary School Isabella Road London E9 6DX Tel: 0208 985 2045 Fax: 020 8985 5768 Email: office@johnjames.hackney.sch.uk
St John the Baptist CE Primary School Crondall Street London N1 6JG Tel: 020 7739 4902 Fax: 020 7729 2347 Email: office@st-john.hackney.sch.uk
Please visit our website
Please visit our website
St John & St James CE Primary School
St John Baptist CE Primary
Springfield Community Primary School Castlewood Road London N16 6DH Tel: 020 8800 9007 Fax: 020 8800 8738 Email: Email: admin@springfield.hackney.sch
Holy Trinity CE Primary School Beechwood Road London E8 3DY Tel: 020 7254 1010 Fax: 020 7275 8589 Email: admin@holytrinity.hackney.sch.uk
Please visit our website
Please visit our website
Springfield Community School
Holy Trinity CE Primary School
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