Lead Practitioner Application Pack Primary Advantage Federation
Contents Welcome
3
Our Vision & Approaches
4
Outcomes & Achievements
5
Lead Practitioner Programme Primary Advantage National Teaching schools Pupil Outcomes
6/7 8 9/10
Federation Quality of Teaching
11
OfSTED Survey Inspection February 2011 12/13 Lead Practitioner Job Description
14
Lead Practitioner Personal Specification
15
Application Process
16
Contact Information
17/18
Primary Advantage Federation
Primary Advantage is committed to safeguarding and c/o Holythe Trinity promoting welfarePrimary of childrenSchool and expects all staff to13 share this commitment. We welcome applications Richmond Road from all sections of the community, regardless of Dalston gender, race, religion, disability, sexual orientation and London age.
E8 3HY Tel: 020 7254 1010 www.primaryadvantage.co.uk
Primary Advantage Federation c/o Holy Trinity Primary School 13 Richmond Road Dalston London E8 3HY Tel: 020 7254 1010 www.primaryadvantage.co.uk 2
Welcome Dear Applicant,
Thank you for your interest in applying for the position of Lead Practitioner at Primary Advantage. I hope this pack supports you in finding out more about us. The pack includes some background information about the federation, the lead practitioner programme, information about the application process and the job description. More information about each school can be found on the schools’ websites. If you have any questions or would like to arrange a visit, please contact Venessa Williams on 0207 254 1010 or email recruitment@primaryadvantage.hackney.sch.uk. Our journey started in 2000 when St John and St James opened as a Fresh Start School. Since then we have worked with many schools and teachers in Hackney and have grown into a Federation of six schools. We believe we can achieve more by working collaboratively than on our own and have lived out that vision through our partnership work with other schools since 2003. The Governing Body has made a commitment to a shared responsibility to the wider school community, the provision of good quality education and the improvement of life chances for pupils in the community beyond that of our own schools. The Primary Advantage Lead Practitioner programme essentially replaces the AST process, looking to develop enthusiastic, innovative teachers with a passion for learning, teaching and student progress. For further information on the Lead Practitioner programme please see page 6 . Our schools are exciting places which have high aspirations and promote innovation and excellence. We offer high quality professional development to help all our teachers grow and develop outstanding practice. We also offer the unique opportunity to be part of a community of teachers who regularly share best practice and learn from each other. If you are ambitious, successful and excited by learning we would like to meet you.
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.
4
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. Our schools also have identified lead practitioners to provide support in key areas.
Each school is led by a highly effective Headteacher who has the skills and experience required to motivate, inspire and to hold their teams to account through rigorous monitoring and evaluation. The Headteachers are autonomous and hold the decision making Shared systems and approaches powers for their schools. They retain a teaching We have developed key approaches which we know make the most commitment and maintain a relentless focus on significant impact on pupil outcomes. These are well considered improving the quality of teaching and raising systems, approaches or policies which can be implemented in a range standards. of settings with the appropriate levels of support.
5
Lead Practitioner Programme The Primary Advantage Lead Practitioner Programme For a number of years, Advanced Skills Teachers and Excellent Teachers have been leaders of innovative learning and teaching practice in schools across the country. A large part of their work has been to collectively ensure that excellent practice has been shared and moreover that the quality of learning and teaching has continued to be developed and has been at the heart of faculties, phases, departments and schools across the UK. The Primary Advantage Lead Practitioner programme essentially replaces the AST process, looking to develop enthusiastic, innovative teachers with a passion for learning, teaching and student progress. What’s in it for staff? The role of Lead Practitioner is an excellent opportunity for career development. It provides the opportunity to lead aspects of learning, teaching and staff development at both a whole-school and teaching school level. The Lead Practitioner is both a conduit and a vehicle for sharing and developing effective practice amongst staff and across schools– they ensure that learning and teaching has high profile in every subject and never static. The eventual outcome of this is that students in all subjects receive dynamic and innovative lessons. Our Lead practitioners will form part of a network across Primary Advantage Schools and take an active role in the work of the work of Primary Advantage National Teaching Schools. This professional network brings unique opportunity for professional experience and development. What’s in it for the children/students? In simple terms, the Lead Practitioner programme has the quality of learning and teaching at its heart, and its sole purpose is to develop the quality of teaching that students receive. As the Lead Practitioner has an integral role in coaching and developing/sharing excellent practice, the outcome is that the children/students receive excellent lessons on a daily basis in all subjects. What will be the impact on the children/students? The quality of teaching that the students receive will be better across all subjects. The Lead Practitioner will ensure that through the constant, high profile development of teaching, learning and innovative practice, the children/students will not only achieve academically but also grow, learn and flourish.
6
The Required Standards of Lead Practitioners Lead practitioners should meet the following standards and the core and post threshold standards for teachers: Professional attributes Be willing to take a leading role in developing workplace policies and practice and in promoting collective responsibility for their implementation. Research and evaluate innovative curricular practices and draw on research outcomes and other sources of external evidence to inform their own practice and that of colleagues. Professional knowledge and understanding Have a critical understanding of the most effective teaching, learning and behaviour management strategies, including how to select and use approaches that personalise learning to provide opportunities for all learners to achieve their potential. Know how to improve the effectiveness of assessment practice in the workplace, including how to analyse statistical information to evaluate the effectiveness of teaching and learning across the school. Have an extensive and deep knowledge and understanding of their subjects/ curriculum areas and related pedagogy gained for example through involvement in wider professional networks associated with their subjects/curriculum areas. Have an extensive knowledge on matters concerning equality, inclusion and diversity in teaching. Professional skills Be part of or work closely with leadership teams, taking a leadership role in developing, implementing and evaluating policies and practice in their own and other workplaces that contribute to school improvement. Possess the analytical, interpersonal and organisational skills necessary to work effectively with staff and leadership teams beyond their own school. Have teaching skills which lead to excellent results and outcomes. Demonstrate excellent and innovative pedagogical practice. Demonstrate excellent ability to assess and evaluate. (a) Take a lead in planning collaboratively with colleagues in order to promote effective practice. (b) Identify and explore links within and between subjects/curriculum areas in their planning. Have an excellent ability to provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development that promotes pupil progress. Use local and national statistical data and other information, in order to provide: (a) a comparative baseline for evaluating learners’ progress and attainment; (b) a means of judging the effectiveness of their teaching, and (c) a basis for improving teaching and learning. Work closely with leadership teams, taking a leading role in developing, implementing and evaluating policies and practice that contribute to school improvement. Contribute to the professional development of colleagues using a broad range of techniques and skills appropriate to their needs so that they demonstrate enhanced and effective practice. Make well-founded appraisals of situations upon which they are asked to advise, applying high-level skills in classroom observation to evaluate and advise colleagues on their work and devising and implementing effective strategies to meet the learning needs of children and young people leading to improvements in pupil outcomes. Who can apply to be a Lead Practitioner? Lead practitioners should have 3 years classroom teaching experiences. They will need to demonstrate excellent teaching practice and evidence of impact upon standards.
7
Primary Advantage National Teaching Schools Primary Advantage National Teaching Schools 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 self-improving and sustainable school-led system. St John and St James, Holy Trinity and Springfield are designated teaching schools, working in collaboration with the other three schools in the federation; St Matthias, Morningside and St John the Baptist. The school works in partnership with primary schools across the borough and beyond and play a key role within the Primary Advantage National Teaching Schools Alliance. Primary Advantage is a federation of schools working together because we believe our schools can gain many benefits from working collaboratively. We have made a commitment to a shared responsibility to the wider school community, the provision of good quality education and the improvement of life chances for pupils in the community beyond that of our own schools. Our work on improving provision for children will continue to see us working in partnership with schools in Hackney, across London and into the County of Suffolk. We will be working closely with our strategic partners, The Institute of Education and Hackney Learning Trust, to effectively deliver Initial Teacher Training (School direct and PGCE), Continuous Professional Development, talent management, school to school support, the brokering of Specialist Leaders of Education and research and development. Primary Advantage National Teaching School Alliance will see all schools within the alliance achieving more together.
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Pupil Outcomes July 2014 (contains KS2 un-validated data) KS1
At the end of KS1, pupils are expected to achieve a level 2
KS2
At the end of KS2, pupils are expected to achieve a level 4, they are also expected to make 2 levels of progress from KS1 to KS2 e.g. L1-L3, L2-L4, L3-L5
Year 1
% pupils achieving or exceeding the expected level in the Year one phonics screening test
GLD
% of pupils who have achieved a Good Level of Development by the end of the Reception class
SPaG
Spelling, punctuation and grammar
RWM
pupils who achieved L4+ in both English and maths
2L (3L)
% pupils achieving 2 levels (3Levels) of progress from KS1-KS2
APS
Average Point Score
Key Stage 1 - Reading, Writing & Maths %
Reading L2c+
L2b+
L3
APS
St John & St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 14 National 14
97 100 90 88 93 90 90 90
90 100 80 86 77 78 83 81
65 31 27 30 30 27 28 31
18.9 17.7 16.4 16.2 16.3 15.8 16.4 16.5
%
Writing L2c+
L2b+
L3
APS
St John & St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 14 National 14
100 100 90 88 89 85 87 86
90 90 83 64 75 65 73 70
45 14 23 12 11 20 17 16
17.9 16.4 16.1 14.7 15.0 15.1 15.2 15.1
%
Maths L2c+
L2b+
L3
APS
St John & St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 14 National 14
100 100 100 88 95 95 92 92
94 100 97 84 77 87 82 80
55 35 23 32 30 25 25 24
18.4 17.9 17.2 16.4 16.3 16.6 16.2 16.2
9
Key Stage 2 Reading, Writing & Maths %
Reading
St John & St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 14 National 14
4c+ 97 100 92 92 93 92 86 89
5+ 87 52 65 44 33 27 47 49
6 0 0 0 0 0 0 0 0
2L 100 90 96 96 95 91 93 91
%
Writing
St John & St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 14 National 14
4c+ 97 100 96 76 93 93 89 85
3L 66 35 60 37 61 37 44 35
5+ 63 43 62 24 28 31 35 33
APS 31.8 30.1 30.2 28.9 28.4 27.9 29 29
6 23 0 8 0 2 0 4 2
2L 100 100 100 96 100 96 97 93
%
Maths
St John & St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 14
4+ 97 100 96 80 91 92 86
5 53 43 54 24 42 42 40
6 30 10 24 0 7 17 10
2L 100 100 100 86 100 96 93
3L 55 25 64 51 56 37 43
APS 31.6 30.1 34.1 26.8 29.2 29.9 29.3
National 14
86
42
9
89
35
29
3L 66 35 68 31 68 59 47 33
APS 31.8 29.6 30.7 26.5 28.3 28.1 28.3 27.9
%
SPAG
St John & St James Holy Trinity Springfield St Matthias St John the Baptist Morningside Hackney 14
4+ 93 100 92 80 81 78 78
5+ 83 57 69 48 56 51 53
6 23 0 0 0 2 3 5
APS 33.4 30.4 32 29.3 29.8 29.2 29.9
National 14
76
52
4
28.6
10
Federation Quality of Teaching 2011-14 St John & St James
Holy Trinity
Springfield
St John the Baptist
St Matthias
Morningside
End of 11/12 Outstanding
38% Outstanding
38% Outstanding
33% Outstanding
0%
Good
62% Good
62% Good
67% Good
70% Good
41%
Satisfactory
0%
Satisfactory
0%
Satisfactory
0%
Satisfactory
30% Satisfactory
30%
Inadequate
0%
Inadequate
0%
Inadequate
0%
Inadequate
0%
0%
School and LA grading
1
School and LA grading
1
School and LA grading
1
School and LA grading
2
Outstanding
Inadequate School and LA grading
29%
2
School and LA grading
4
End of 12/13 Outstanding
55% Outstanding
50% Outstanding
50% Outstanding
18% Outstanding
Good
45% Good
50% Good
50% Good
82% Good
RI
0%
RI
0%
RI
0%
RI
18% RI
Inadequate
0%
Inadequate
0%
Inadequate
0%
Inadequate
0%
School and LA grading
1
School and LA grading
1
School and LA grading
1
School and LA grading
2
Inadequate School and LA grading
42% Outstanding 58% Good 0% RI 0% 2
School and LA grading
20% 81% 19% 0% 2
End of 13/14 Outstanding
45% Outstanding
47% Outstanding
70% Outstanding
18% Outstanding
Good
55% Good
53% Good
20% Good
82% Good
RI
0%
RI
0%
RI
10% RI
0%
RI
Inadequate
0%
Inadequate
0%
Inadequate
0%
0%
Inadequate
School and LA grading
1
School and LA grading
1
School and LA grading
1
Inadequate School and LA grading
2
School and LA grading
22% Outstanding 56% Good 22% RI 0% 2
School and LA grading
38% 44% 18% 0% 2 11
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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Primary Advantage Federation Job Description - Lead Practitioner Key accountabilities in addition to those of a Main Scale Teacher – Please also refer to the Job Description for Class Teacher. To consistently meet the core
and post threshold standards and the standards identified for Lead Practitioners
Support the SMT in the
Job Title: Lead Practitioner Reports to: Governing Body, Executive Principal/Headteacher Salary: L1 - L5
To support the development of
development of a broad, balanced and innovative curriculum including opportunities for the application of skills across the curriculum. Effectively monitor and evaluate
designated curriculum area and work independently and as a team to plan and implement strategies for necessary improvements.
smooth day to day management of the school working closely Produce good quality support with staff of all designations. materials for curriculum Assist the Headteacher and development and Executive Principal in implementation. monitoring and reviewing the To support senior leaders in quality of teaching and learning robust self evaluation of including assessment, recording, Innovation teaching and learning and make and reporting pupils’ attainment a significant contribution to Where appropriate, manage to all statutory bodies. improving the quality of projects in a school or across the teaching and learning within Assist the Headteacher and federation. and beyond the Federation. Executive Principal in the whole Keep up to date with school self-evaluation To support the development of developments in teaching and processes. accurate and up to date subject learning in designated knowledge. curriculum area. To provide support for the Induction and Training Headteacher in the day to day Plan and deliver induction Outreach running of the school when programmes for new staff. required. When required, provide AST Participate in the training of outreach support to schools NQTs. beyond the Federation. Specific tasks in addition to those Participate in ITT partnership of a Main Teacher: activities. In addition to undertake such Teaching and Learning Undertake professional training duties of a similar nature as may be Work with colleagues across the for all aspects of school reasonably directed by the Federation to improve the leadership and management Headteacher or Executive Principal quality of teaching. and keep up to date with new from time to time. initiatives across the curriculum. Use a range of strategies to support the development of Provide training and support to good and outstanding teaching. schools across the Federation and beyond the Federation. Monitor the quality of teaching, best practice across the Federation including mentoring student teachers, newly qualified teachers and experienced teachers.
giving appropriate feedback to staff and accurate evaluations to Curriculum the SMT. Develop teacher subject Work flexibly in the presence of knowledge in designated the Headteacher to assist the curriculum area. 14
Primary Advantage Federation Personal Specification - Lead Practitioner Requirements 1. Qualifications
2.
Degree level qualification. Qualified Teacher Status e.g. Postgraduate Certificate in Education. Evidence of professional development relevant to the role and linked to the AST standards.
Lead practitioners should meet the following standards and the core and post threshold standards for teachers
2a. Professional attributes
Be willing to take a leading role in developing workplace policies and practice and in promoting collective responsibility for their implementation. Research and evaluate innovative curricular practices and draw on research outcomes and other sources of external evidence to inform their own practice and that of colleagues.
2b. Professional knowledge and understanding Have a critical understanding of the most effective teaching, learning and behaviour management strategies, including how to select and use approaches that personalise learning to provide opportunities for all learners to achieve their potential. Know how to improve the effectiveness of assessment practice in the workplace, including how to analyse statistical information to evaluate the effectiveness of teaching and learning across the school. Have an extensive and deep knowledge and understanding of their subjects/ curriculum areas and related pedagogy gained for example through involvement in wider professional networks associated with their subjects/curriculum areas. Have an extensive knowledge on matters concerning equality, inclusion and diversity in teaching. 2c. Professional skills Be part of or work closely with leadership teams, taking a leadership role in developing, implementing and evaluating policies and practice in their own and other workplaces that contribute to school improvement. Possess the analytical, interpersonal and organisational skills necessary to work effectively with staff and leadership teams beyond their own school. Have teaching skills which lead to excellent results and outcomes. Demonstrate excellent and innovative pedagogical practice. Demonstrate excellent ability to assess and evaluate. (a) Take a lead in planning collaboratively with colleagues in order to promote effective practice. (b) Identify and explore links within and between subjects/curriculum areas in their planning. Have an excellent ability to provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development that promotes pupil progress.
3.
Use local and national statistical data and other information, in order to provide: (a) a comparative baseline for evaluating learners’ progress and attainment; (b) a means of judging the effectiveness of their teaching, and (c) a basis for improving teaching and learning. Work closely with leadership teams, taking a leading role in developing, implementing and evaluating policies and practice that contribute to school improvement. Contribute to the professional development of colleagues using a broad range of techniques and skills appropriate to their needs so that they demonstrate enhanced and effective practice. Make well-founded appraisals of situations upon which they are asked to advise, applying high-level skills in classroom observation to evaluate and advise colleagues on their work and devising and implementing effective strategies to meet the learning needs of children and young people leading to improvements in pupil outcomes.
Experience At least three years experience as a classroom teacher in a mainstream primary school. 15
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. CVs will not be accepted without the application form. Please specify the role you are applying for i.e Lead Practitioner. The reference number for this application is: PA/LP15. Candidates are advised that when completing the references section on the application form to please ensure that: • Your first referee must be your current, or most recent, employer. • Your second referee should be someone 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 Completed application forms must be received by 9:30am on Wednesday 13th May 2015. Interviews will take place on Thursday 21st May 2015. If you have any queries or would like to arrange to visit our schools, please contact Venessa Williams on 0207 254 1010 or email recruitment@primaryadvantage.hackney.sch.uk.
We look forward to receiving your application. 16
Springfield Community Primary School Castlewood Road London N16 6DH Tel: 020 8800 9007 Fax: 020 8800 8738 Email: admin@springfield.hackney.sch.uk Please visit our website Springfield Community School
St John & St James’ CE Primary School Isabella Road London E9 6DX Tel: 020 8985 2045 Fax: 020 8985 5768 Email: office@johnjames.hackney.sch.uk Please visit our website St John & St James CE Primary School
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 St John Baptist CE Primary 17
Holy Trinity CE Primary School 13 Richmond Road London E8 3HY Tel: 020 7254 1010 Fax: 020 7275 8589 Email: admin@holytrinity.hackney.sch.uk Please visit our website Holy Trinity CE Primary School
St Matthias CE Primary School Wordsworth Road London N16 8DD Tel: 020 72541148 Fax: 0207 2759215 Email: admin@st-matthias.hackney.sch.uk Please visit our website St Matthias CE Primary
Morningside Primary School Chatham Place London E9 6LL Tel: 020 89855382 Fax: 0208 9866881 Email: admin@morningside.hackney.sch.uk Please visit our website Morningside Primary
18