Primary Advantage Class Teacher Application Pack by Primary Advantage

Class Teachers Application Pack

Contents Welcome

Our Vision & Approaches

Outcomes & Achievements

Pupil Outcomes

6/7

Federation Quality of Teaching

OfSTED Survey Inspection February 2011 Application Process

Primary Advantage Job Description Contact Information

Primary Advantage is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. We welcome applications from all sections of the community, regardless of gender, race, religion, disability, sexual orientation or age.

Primary Advantage Federation c/o Holy Trinity Primary School 13 Richmond Road Dalston London E8 3HY Tel: 020 7254 1010 www.primaryadvantage.co.uk

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Primary Advantage Federation c/o Holy Trinity Primary School 13 Richmond Road Dalston London E8 3HY

Tel: 020 7254 1010 www.primaryadvantage.co.uk

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. Primary Advantage Federation value the commitment of all teachers and therefore our NQT’s starting salary will begin at M2 (£28,980). We are looking for full-time inspiring and energetic teachers to work in all our schools from April 2015 and September 2015. Staff of all levels of experience, including NQTs are encouraged to apply. 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

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.

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We believe passionately in improving the life chances for our pupils.

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We do not tolerate low expectations.

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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.

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We promote a collaborative approach whilst developing the capacity of each school to serve its own community and retain it’s distinct identity.

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We recognise the importance of individuality, spontaneity and creativity in developing innovation.

Outcomes & Achievements What outcomes do we want? 

Every teacher is a good teacher; every school is a good school.

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Teachers use the most effective teaching methods to motivate learners and raise aspirations. As a result all pupils will make good or better progress.

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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.

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Curriculum provision which inspires and motivates pupils and broadens their horizons. Our curriculum supports community cohesion through an international curriculum strand.

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We work with precision and move incrementally towards achieving outstanding grades in all aspects of each school’s work.

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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.

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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.

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 governmentâ&#x20AC;&#x2122;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.

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+

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+

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+

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

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

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

28.6

Key Stage 1 - Federation Quality of Teaching 2011-13 St John & St James

Holy Trinity

Springfield

St John the Baptist

St Matthias

Morningside

End of 11/12 Outstanding

38% Outstanding

33% Outstanding

Good

62% Good

67% Good

70% Good

41%

Satisfactory

30% Satisfactory

30%

Inadequate

School and LA grading

Outstanding

Inadequate School and LA grading

29%

School and LA grading

End of 12/13 Outstanding

55% Outstanding

50% Outstanding

18% Outstanding

42% Outstanding

20%

Good

45% Good

50% Good

82% Good

58% Good

81%

18% RI

19%

Inadequate

School and LA grading

Inadequate School and LA grading

School and LA grading

End of 13/14 Outstanding

45% Outstanding

47% Outstanding

70% Outstanding

18% Outstanding

22% Outstanding

38%

Good

55% Good

53% Good

20% Good

82% Good

56% Good

44%

10% RI

22% RI

18%

Inadequate

School and LA grading

Inadequate School and LA grading

School and LA grading

Inadequate School and LA grading

2 9

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.

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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.

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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.

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Pupils’ skills and knowledge for their future lives are very well developed.

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Attendance is in line with the national average and is improving.

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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

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.

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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.

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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

Primary Advantage Federation Job Description - Class Teacher 

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/Headteacher 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: 



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

Job Title: Classroom Teacher (Primary School)



Reports to: Governing Body, Executive Principal/Headteacher and Members of Senior Management team Direct Reports: Ancillary staff when based in their classroom

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Key Contacts: Internal: Other Teachers within the school, Executive Principal, Headteacher & Assistant Head. External: Church, Local Community, Parents & Agencies relevant to duties.

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Salary: M2 - M6 (£28,980 - £37,119) 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  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 assist in the selection of resources for the curriculum. 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 across the federation of schools if and 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/ Headteacher in the light of those changing requirements and in consultation with the class teacher and governing body. 12

Primary Advantage Federation - Personal Specification

Requirements Qualifications Degree level qualification. Postgraduate professional Qualification e.g. Postgraduate Certificate in Education Willingness to continue professional development. QTS (including skills tests) 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. 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. 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. 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.

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: CT2/15. Candidates are advised that when completing the references section on the application form to please ensure that: â&#x20AC;˘ Your first referee must be your current, or most recent, employer â&#x20AC;˘ You must provide a recent employer or a character 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 18th March 2015. Interviews will take place on Tuesday 24th & Wednesday 25th March 2015. 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. 14

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 Jamesâ&#x20AC;&#x2122; CE Primary School Isabella Road London E9 6DX Tel: 0208 985 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 15

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: 0207 2541148 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: 0208 9855382 Fax: 0208 9866881 Email: admin@morningside.hackney.sch.uk Please visit our website Morningside Primary