Morningside Primary School Applica'on Pack Deputy Headteacher
Contents Welcome 3 Applica-on Process
4
About Us 5 Working with Partners
6
Key Priori-es
7
About Primary Advantage 8 Job Descrip-on 9 Personal SpeciďŹ ca-on 10 Contact Us 11
Morningside is commi;ed to safeguarding and promo'ng the welfare of children and expects all sta to share this commitment. We welcome applica'ons from all sec'ons of the community regardless of gender, race, religion, disability, sexual orienta'on or age.
Dear Applicant,
Welcome
Thank you for your interest in applying for the posi-on of Deputy Headteacher with responsibility for Inclusion at Morningside Primary School. We hope this pack supports you in finding out more about our school. The pack includes background informa-on about the school and our federa-on, Primary Advantage. It also includes informa-on about the applica-on process and the job descrip-on. Morningside is an outstanding two-form entry primary school in the London borough of Hackney. We are located in very close to Hackney Central in the heart of a diverse, vibrant and exci-ng community. Our children come from truly diverse backgrounds and speak many different languages. We are one of eight schools within the Primary Advantage Federa-on. Being part of this Federa-on allows us to offer the unique opportunity to be part of a community of commi[ed teachers and leaders who regularly share best prac-ce and support each other. The federa-on has allowed us to grow as a school but s-ll maintain our dis-nct and unique iden-ty. Our Local Authority Board (LAB) ensures that Morningside makes decisions that are best for the school and its community. We wish to recruit an experienced leader to join our senior team. We are looking for a skilled and organised individual who is highly mo-vated, innova-ve and solu-on-focused. The focus of this role is to promote effec-ve inclusion for all pupils including those with SEND. This will be achieved through assis-ng in the promo-on, direc-on and oversight of high standards of teaching and learning, pupil progress and achievement. The successful applicant will lead on safeguarding, systems of posi-ve behaviour management line management of our pastoral team. The closing date for this applica'on is: Tuesday 15th May at 12pm Interviews for shortlisted candidates will take place on Tuesday 22nd May If you have any ques-ons about the applica-on process please contact Venessa Williams on 02072541010. Please send completed applica-on forms to recruitment@primaryadvantage.hackney.sch.uk If you are an ambi-ous and confident leader we would like to meet you. Kind regards, Janet Taylor Headteacher
Applica'on Process
Salary: L10 – L17 Applica'on Closing Date: Monday 15th May 2018 at 12pm Interviews will take place on: Tuesday 22nd May 2018 Star'ng Date: September 2018
1. Please ensure that you read the applica-on pack thoroughly. 2. Complete the enclosed applica-on form; CVs will not be accepted. Applicants are required to complete a suppor-ng statement. Without these documents, we may be unable to process your applica-on. 3. Please specify the role you are applying for. The reference number for this applica-on is: MSIDE/DHT18 4. We highly recommend that you visit our school before applying. Please contact the school office on 02089855382 to organise a visit 5. Should you have any queries about the applica-on process please contact Venessa Williams on 02072541010 6. Completed applica-ons should be sent by email to recruitment@primaryadvantage.hackney.sch.uk SHORTLISTING Once we have received your applica-on you will be no-fied via email. Successful candidates who have been shortlisted for interview will be contacted shortly afer the closing date. 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 line with the Asylum, Immigra-on and Na-onality Act 2000. SUCCESSFUL CANDIDATES Successful candidates will be required to apply for an enhanced Criminal Record Check via the DBS. We are commi[ed to safeguarding and promo-ng the welfare of our children and expect all members of staff to share this commitment. All qualifica-ons and references will be verified.
About Us Morningside is a two-form entry primary school with a Children’s centre. the community is culturally and ethnically diverse and we pride ourselves on being an inclusive school. Our age range is from 3 to 11 years old and we have 458 children on roll. There are two classes in each year group with 30 pupils in each class. We have two nursery classes with sessions in the morning and afernoon, some children are full -me. 36% of pupils are eligible for free school meals. 62% of pupils speak English as an addi-onal language. We have a children's centre that supports members of our community. Our vision is for the school to be:
• A place where children can achieve their full poten-al in academic, crea-ve, personal, physical, moral and spiritual development;
• A caring place where children and adults feel they make a contribu-on and are valued as
individuals; a place where everyone is aware of their rights and responsibili-es and where children learn respect for themselves and others.
• A partnership between children, parents, staff and the community as a whole.
Working with Partners CHILDRENS CENTRE Morningside Children’s Centre is a place where families can access a range of different services, based under one roof, to help and support. The Centre brings all the different support agencies together to offer a range of services to meet parents’ and children’s needs, all in one place. Our Centre is somewhere children can make friends and learn as they play. Families can get professional advice on health and family ma[ers, learn about training and job opportuni-es or just socialise with other people. There are a range of ac-vi-es available at the Morningside Children’s Centre each day. These change on a monthly basis. Below is an overview of our current provision. WITH SECONDARY SCHOOLS The move to secondary school is an important step for pupils and parents. We work in partnership with our local secondary schools and Hackney Learning Trust to ensure our children and their families are well-informed about the transfer process. The children par-cipate in visits to local schools and we invite secondary teachers to visit our school for specialist lessons.
WITH INTERNATIONAL LINKS As part of our curriculum, we aim to develop children’s awareness of global issues. Children make links with schools and communi-es in different parts of the world. WITH PARENTS AND FAMILIES We know that the most successful educa-on takes place when parents/carers, staff and governors all work together. Parents and carers are involved with the whole school community in a variety of ways: • • • •
Parent Teacher Associa-on Helping with visits & in class Suppor-ng with fund raising events A[ending curriculum evenings
HACKNEY LEARNING TRUST (HLT) HLT is a department in Hackney Council’s Children and Young People’s service. The Hackney Learning Trust is responsible for Hackney’s children centres, schools, early years programs and adult educa-on.
Key Priori'es Our key priori-es for 2017-18 are as follows: ACHIEVEMENT FOR PUPILS •
To provide focused CPD opportuni-es and improved performance management for support staff
•
To improve systems of peer and self assessment
•
To refine the Fundamentals and Founda-ons checks
•
To provide challenge for the most able pupils, especially those who are disadvantaged
BEHAVIOUR AND SAFETY OF PUPILS •
To further develop pupil leadership & pupil voice opportuni-es
•
To monitor a[endance to ensure it is in the top 30% na-onally with no groups below target
•
To work with the whole school community to ensure they keep themselves safe from the relevant risks including those associated with bullying, online safety, exploita-on and extremism
•
To further improve behaviour for learning
LEADERSHIP AND MANAGEMENT •
To refine and develop our approach to tracking, evidencing and repor-ng on pupil progress and achievement
•
To develop leaders at all levels
•
To further develop our curriculum offer to focus on experien-al learning and the crea-ve arts
•
To increase parental and community engagement so that it impacts posi-vely on pupils
About Primary Advantage PRIMARY ADVANTAGE FEDERATION St John the Bap-st is a part of the Primary Advantage Federa-on. We are a group of eight schools in Hackney working together because we believe our schools can gain many benefits from working collabora-vely and can achieve more by working together. We have made a commitment to a shared responsibility to the wider educa-on community, the provision of good quality educa-on 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 exper-se in working alongside colleagues to improve provision and outcomes for pupils. OUR COMMITMENTS Every teacher is a great teacher; every school is a great school. We aim to move incrementally towards excellence in all aspects of our work. All pupils will make good or be;er progress and will be properly equipped for the next stage of their schooling. Learning environments are of high quality where pupils feel safe and secure, known and valued and mo'vated to learn. Curriculum provision is bespoke, broaden horizons and inspires our pupils to become successful learners, confident individuals and responsible ci-zens. Our learning community provides opportuni-es for growth for pupils, staff and families. PRIMARY ADVANTAGE NATIONAL TEACHING SCHOOLS Primary Advantage has achieved teaching school status. Teaching schools are outstanding schools that work with others to provide high-quality training and development to new and experienced school staff. They are part of the government’s plan to give schools a central role in raising standards by developing a selfimproving and sustainable school-led system.
Find out more about Primary Advantage Federa'on by visi'ng www.primaryadvantage.co.uk 4
Job Descrip'on - Deputy Headteacher with responsibility for inclusion and raising standards Post Title: Responsible to: Job purpose: Responsible for:
Deputy Headteacher with responsibility for inclusion and raising standards Headteacher To assist in the promo-on, direc-on and oversight of high standards of teaching and learning, pupil achievement and progression through effec-ve inclusion for all pupils including those with Special Educa-onal Needs, as detailed below. SENDCo, Pastoral Manager, Teaching Assistants, meal supervisors and volunteers
Note: In the context of this Job Descrip-on, pupils with special educa-onal needs are deemed to include: • Pupils on the School’s Special Educa-onal Needs Register;Pupils iden-fied as being Gifed and Talented; • Pupils with iden-fied specific learning difficul-es; • Pupils with iden-fied behavioural problems; • ‘Looked Afer’ pupils and those subject to Child Protec-on procedures; • Pupils eligible for free school meals; • Pupils belonging to ethnic minori-es; • Pupils of Romany, Gipsy or Traveller families;Pupils who the Headteacher considers have previously received, for any reason, an inadequate or compromised educa-on. This job descrip.on may be amended at any .me following discussion between the head teacher and member of staff, and will be reviewed annually.
Main Du'es 1. 2.
3.
4. 5.
6.
7. 8.
Those du-es listed in the current Teachers' Pay and Condi-ons document. Support the vision, ethos and policies of the School which secure effec-ve teaching, successful learning and promote high levels of achievement and self-esteem for all pupils irrespec-ve of background, ethnicity, gender or disability; Help lead and manage the crea-on and implementa-on of the school strategic plan which iden-fies priori-es and targets for ensuring pupils achieve high standards and make progress, increasing teachers' effec-veness and securing school improvement and to take responsibility for appropriately delegated aspects of it; Undertake a teaching commitment and provide an outstanding professional model as a prac--oner. Raise standards of individual pupil achievement and ensure that good a[ainment is maintained by providing a model of high quality teaching. Ensure the effec-ve and proficient use of pupil data from a variety of sources, both internal and external, in the process of target sesng; Be a strong advocate for change and champion school improvement. Convey a posi-ve “can do” astude, mo-vate and inspire staff and present a ‘united front’ to secure successful
9.
10.
11. 12.
13. 14.
15. 16.
17. 18.
19. 20. 21. 22. 23. 24. 25.
26. 27.
Establish good rela-onships, encourage good working prac-ces and support and lead teachers and others on the staff team with a focus on inclusion. To have overall responsibility for provision for children with Special Educa-onal Needs and have a working knowledge of the SEN Code of Prac-ce. To be responsible for induc-on and Performance Management of teaching assistants and pastoral staff. To be the Designated Safeguarding Lead and to co-ordinate and monitor provision for Children in Need, including those looked afer or subject to child protec-on procedures To be the school’s lead on behaviour and safety issues. Support the evalua-on of the effec-veness of the School's policies and developments and analyse their impact on pupils who have special educa-onal needs; Set targets for raising achievement among pupils with special educa-onal needs; Work with the SENCo on iden-fying, assessing and reviewing special educa-onal needs and maintaining an up to date provision map; Ensure that parents are well informed about the curriculum, targets, individual pupils' progress and achievement; Iden-fy, adopt and monitor the most effec-ve teaching approaches for those pupils eligible for the PPG, those with special educa-onal needs and those who are below expected levels. To organise and regularly review interven-on programmes; Liaise with other schools to ensure con-nuity of support and learning when transferring pupils. Provide training opportuni-es for teaching assistants and other staff; Disseminate good prac-ce across the school; Iden-fy resources needed to meet the needs of target pupils and advise the head teacher of priori-es for expenditure. To assist the Head Teacher in ensuring effec-ve communica-on and liaison within the school. Ensure every effort is made to develop and maintain good rela-onships and communica-ons with parents, governors, and the community. To contribute to governors’ mee-ngs To undertake any professional du-es which may be delegated from -me to -me by the Head Teacher.
The job descrip-on is not necessarily a comprehensive defini-on of the post. It will be reviewed regularly and may be subject to amendment from -me to -me including on appointment, afer consulta-on with the post holder without changing the level of responsibility of the post.
Personal Specifica'on
Qualifica'ons • Formal Teaching Qualifica-on recognised by the DfE • Evidence of ongoing professional development; a[endance on courses, INSET, ac-on research, personal study etc. • Have gained or be working towards the Na-onal qualifica-on for SENCOs or other appropriate experience/qualifica-ons.
Desirable • Experience as a mentor, coach or performance management team leader
Experience/Skills
• Experience in working with children with SEN • Excellent wri[en and oral communica-on skills. • Excellent presenta-on and inter-personal skills. • Excellent -me and task management skills. • Ability to work under pressure and to deadlines. • Ability to use data effec-vely in sesng targets. • Have an awareness of the Professional Standards for teachers.
Desirable • Experience in working with children with EAL • Preferably to have taught in more than one primary school.
• Proven track record as a successful teaching prac--oner within a whole class sesng. • Experience of successful leadership and management within a school or other educa-onal sesng. • Ability to provide professional leadership and management of a staff team and contribute to the work of other teams to secure high quality teaching, effec-ve use of resources and improved standards of learning and achievement for all pupils across the school. • Knowledge of relevant legisla-on - in par-cular of the SEN Code of Prac-ce, equal opportuni-es and disability discrimina-on legisla-on and how these apply to pupils with Statements as well as those without. • Knowledge of the range and type of interven-ons available and be able to apply these appropriately in the context of the School's resources and the individual child. • Knowledge of current educa-onal issues and their rela-onship to the inclusion, behaviour support and Children’s Services.Experience of inter-agency work.
Personal Quali'es • To have high expecta-ons • Ability to relate well to children and adults. • Ability to lead, mo-vate and influence others. • To have excellent -me management skills. • To have a sense of humour. • To show commitment to sustain excellent a[endance at work
Approach to work • A commitment to child-centred educa-on • To show a commitment to working in partnership with parents, governors and the LA to provide the best educa-on possible for our pupils
Contact us
Morningside Primary School Chatham Place Hackney London E9 6LL Tel: 020 8985 5382 www.morningside.hackney.sch.uk