Teacher Application Pack 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
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Outcomes & Achievements
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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 12/13 14
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Welcome Dear Applicant,
Thank you for your interest in applying for a post at our federated schools. I hope this pack supports you in finding out more about us. The pack includes some background information about the federation, 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 Mrs Laura Lee, Federation Business Manager on 07837 387 997. 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. We are looking for full-time inspiring and energetic teachers who are committed to helping children to make progress in every lesson, every day. We are looking for teachers to work in all our schools from September 2014. 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
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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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Federation
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. The reference number for this application is: CT3/14. 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
Completed application forms must be received by 09:30am on 13th May 2014. Interviews will take place on 19th May 2014. 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.
We look forward to receiving your application.
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Primary Advantage Federation Job Description - Class Teacher Job Title:
Classroom Teacher (Primary School)
Reports to:
Governing Body Executive Principal/Head of School and Members of Senior Management team
Direct Reports:
Ancillary staff when based in their classroom
Key Contacts: Internal:
Other Teachers within the school, Executive Principal, Headteacher Assistant Head.
External:
Church, Local Community, Parents, Agencies relevant to duties.
Role Summary: 1.1 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 class teacher to ensure that his/her professional duties are discharged effectively. 1.2 This job description sets out the duties to be undertaken and performed to the satisfaction of the Executive Principal/ Head of School and governing body by the class teacher. The duties set out below relate to the overall class teaching requirements and related expectations of a class teacher. Key Tasks and activities:
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Within the class: to ensure the full implementation of the National Curriculum Orders for all subjects, or the Foundation Stage content as defined in current DCSF documentation (as applicable to the year group) and in accordance with school policies. Create a positive, stimulating and innovative environment for learning. Maintain a well organised classroom with appropriate displays, resource areas and materials Plan and implement a curriculum to meet the needs of all pupils in the class and develop personal and social aspects of learning Develop effective ways of overcoming barriers to learning and sustain effective teaching through the assessment of learning To keep under review the methods of planning and delivery of the curriculum, recording pupils’ progress and make any required assessments. To monitor and report the quality of pupil attainment in all subjects to the Executive Principal/Headteacher and governing body To assist in the selection of resources for the curriculum Monitor and assess own performance and take a proactive approach to professional development Effectively manage pupil behaviour, encouraging a high standard of behaviour and mutual respect between pupils and all members of the school community To promote and facilitate parental involvement in teaching and learning through a shared school/home approach To work with support staff and other teachers in the classroom to effectively plan for a range of needs and be supportive of and sensitive to the needs of other colleagues Encourage interaction and teamwork within the school, share ideas and new initiatives and identify new ways of teaching the curriculum. When required, take a leading role in an area of school development To advise other staff including NQTs, and students on teaching practice, and to assist with inset for staff and governors when required to do so. To work with Hackney LEA on local and national initiatives for all subjects of the National Curriculum. Other Responsibilities
In addition to undertake such duties of a similar nature as may be reasonably directed by the Executive Principal/ Headteacher from time to time. Note: The duties and responsibilities of this post may vary from time to time according to the changing needs of the school. This job description may be reviewed at the discretion of the Executive Principal/Head of School in the light of those changing 12
Key Skills and Competencies Qualifications Essential Degree level qualification. Postgraduate professional Qualification e.g. Postgraduate Certificate in Education. Willingness to continue professional development. Desirable QTS (including skills tests) 2. Communication Applies effective verbal communication skills Presents information and ideas clearly, by using language appropriate to the audience Positively influences the opinions of others through factual discussion Adapts personal style to suit individual situation and needs Creates an environment of trust by delivering on promises Utilises report-writing skills to accurately reflect a situation through positive language Confident in leading staff meetings as appropriate 3.
Other Skills Required for Role Demonstrates excellent classroom practice Exercises flexibility in order to accommodate changes in work priorities Balances tasks and resources in the organisation of a wide range of activities Provides contingencies to deal with the unexpected Thinks clearly and logically in working through a problem making referrals as appropriate Anticipates workload and plans ahead Monitors progress against key performance indicators Enthusiastic and positive attitude Awareness of the needs of children who have a variety of needs Understand the nature of a Church of England Primary School and be willing to teach R.E. and attend collective worship to meet the expectation of the Governing Body
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Accountability/Freedom to act Makes routine decisions based upon guidelines and procedures laid down in the established framework Contributes towards the effective delivery of performance targets, objectives and standards Leads by example in standards of behaviour in the work environment
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Leadership/Management skills. Ability to lead school based projects or developments
General Comments The Classroom Teacher within a primary school teaches classes of approximately 30 children aged 5 - 11 years. To be successful in this role they must readily adapt to constantly changing curriculum, modifying lesson preparation and delivery accordingly. They operate strictly in accordance with the school policies.
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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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