Headteacher Recruitment Pack January 2016
“As a school we have high expectations of both children and adults and are determined in our belief that this is driven by effective leadership from both the Board, and critically our Headteacher”. Mr John Luff Board Chairman
Dear Candidate, Thank you for your interest in becoming the next Headteacher of Emerson Park Academy. The position arises following the retirement of Mr Walsh at the end of August 2016, following an inspirational and lifetime work in Education. This includes 14 years with our school, the last 7 of which were as Headteacher.
Emerson Park Academy is a school that is proud to be at the heart of the community and demands a totally inclusive approach to diversity in culture, language and background. Our aim is to include a wide range of opportunities, engaging with every student, regardless of ability, to achieve their full potential in a learning environment that is challenging, stimulating, aspirational and enjoyable. This includes providing a supportive and safe environment for students, parents and staff ensuring that their well-being is of paramount importance.
The school remains very popular locally being significantly over subscribed for many years. We have autonomy over our decisions having converted to academy status, but still maintain and enjoy close links with the Local Authority. At our last Ofsted inspection we were graded Good and poised to be Outstanding. Moving to Outstanding remains our ambition and to meet this objective we need to ensure the school produces consistent high performance and this will be a priority for our new Headteacher.
We are fortunate to enjoy an engaged and active Board with several Directors frequently in school and all Directors in school on a regular basis. The Board recognises its responsibilities to the Headteacher, and is able to support and challenge effectively. We also recognise our strategic obligations and will work with our new Headteacher in looking outwardly and forward at important topics such as collaboration and expansion.
As a school we have high expectations of both children and adults and are determined in our belief that this is driven by effective leadership from both the Board, and critically our Headteacher. Our new Headteacher will need to share strong leadership qualities of:
Vision: with a clear sense of moral purpose being able to formulate and shape the future Courage: and willing to take risks in challenging under performance or poor behaviour Passion: about teaching and learning showing great commitment to students Emotional Intelligence: in building a successful team with respectful relationships Judgement: in making the right decisions and bringing other stakeholders forward together Resilience: in remaining optimistic, calm in crisis, energetic and positive Persuasion: being confident in communications and adept at telling the story of the school, as well as being a great motivator getting others to go the extra mile Curiosity: and outward looking, up to date with what is going on elsewhere and using it intelligently and effectively
By always looking, thinking and moving forward, we believe that Emerson Park Academy will support our students to Endeavour, Persevere and Achieve. I would welcome receiving your application and together with my other Directors look forward to meeting you. Should you wish to visit the school in advance please let us know and we would be more than happy to facilitate.
Yours faithfully, John Luff Board Chairman
CONTEXT
Emerson Park Academy is an 11 to 16 mixed Directors and senior staff constantly monitor comprehensive school situated in Hornchurch performance, and progress is reviewed regularly within the London Borough of Havering, close to at specific data meetings; within the Learning the A127. We have a cohort of close to 1000 and Achievement Committee; and within the students with a gender split 60 / 40 in favour of boys against girls. The school is consistently Headteacher report to the termly Board oversubscribed and provides a broad and meetings. balanced curriculum. The demographics of the area are changing and The most recent (section 5) OFSTED inspection in a more diverse ethnic mix is expected in the November 2011 resulted in a judgement of Good future. This diversity is already adding to the where the Inspector remarked we were poised school’s culture and ethos. to be Outstanding. Emerson Park is a converted academy School We were more recently inspected (under section which maintains strong links with the local 8) and whilst the outcome was positive, authority buying in School Improvement narrowing the gap between the progress of Services, HR and Governance Services. disadvantaged students and other students is We also have a strong history of sporting success currently a focus for the school. This together and as a Specialist Sports College have a with ensuring more able pupils are challenged collective partnership with The Coopers’ fully, and achieving consistency of attainment Company and Coburn School to provide sporting across the school are key priorities in our activity across the borough. Academy Development Plan.
CARE, GUIDANCE AND SUPPORT
The Academy’s pastoral system is built around four Houses (Brunel, Cavell, Hepworth and Redgrave) with students in each House split into 10 vertically tutored forms. Each form group consists of approximately 24 – 26 students. In September 2012 we moved away from year groups, following a two year investigation in to the possible benefits of having a vertically tutored system. So far we have found that vertical tutoring has created
A greater family environment in the school, where everyone is approachable, no “year group” cultures or perceived blocks against talking to older students. Form Tutors facilitate activities throughout the week and the older students act as mentors. More time over the year for Form tutors to talk to students as an individual e.g. Year 10 and 11 revision planning/coursework support, Year 9 options process and transition from Primary. Peer mentoring happens naturally as our older students talk to younger students (especially during Year 9 options or during transition periods for students just arriving from primary schools). More opportunities for students to act as or take on leadership roles.
Each House is led by a full-time, support member of staff. This structure enables the Academy to pro-actively oversee the welfare and progress of all its students. The Heads of House lead their own teams of Form Tutors and work collaboratively with subject teachers, other middle leaders and a range of external agencies to meet the diverse individual needs of all that attend Emerson Park Academy.
STUDENT SUCCESS
Jack Skinner (aged 18) achieved 7 A* and 3 A’s and is now a boarder at Colchester Royal Grammer school studying Maths, Chemistry and Physics.
Jack said: “I thoroughly enjoyed my time at EPA and would like to thank all of my teachers over the years, especially those at KS4, who helped push me on for the top grades”
Former Students
Lee Robertson (aged 20) Achieved 5 A*s and 5 As at GCSE 2 A* and 2 A at A level and is now studying Social and Political Sciences at Cambridge University.
Students who went on from Emerson Park in 2014 to Havering 6th Form College achieved the following:
Charlie Gurr – Grade A in Geology and Maths, B in Chemistry and C in General Studies. Now studying Geology at University of Southampton
Rory Bidgood – Sport BTEC Extended Diploma (Triple Distinction). Now working as a Youth Football Coach for Chelsea Football Club.
Grace Levy – Grade A in Psychology and Law, B in French and Extended Project. Now studying Psychology at the University of Bristol.
Link for Academy website. http://www.emersonparkacademy.org/Former_Students
CURRICULUM
At Key Stage 3, we ensure that all students receive a broad and balanced curriculum. Years 7, 8 and 9 are split into three equal ability bands although these are sometimes combined in English, Mathematics and Modern Languages to allow for better setting opportunities. Subjects taught are as follows: English, Mathematics, Science, Design Technology, Modern Languages, Physical Education, ICT, Cultural Studies (Citizenship, PSE, Religious Studies), Geography, History, Art, Drama and Music.
At Key Stage 4, all students have access to a range of subjects and currently study four optional subjects. Both years are divided into three ability bands, however one band is composed of our higher attaining students. Most classes are examination classes, with the exception of core PE and Cultural Studies, and follow two-year courses from Year 10 to the end of Year 11. For our current Year 9, there is an EBacc focus on the curriculum offer, together with a curriculum support group for students where this offer is not appropriate.
Currently, each lesson is one hour and the timetable operates over a period of two weeks. LEADERSHIP AND GOVERNANCE
The academy trust is a charitable company limited by guarantee. The structure below shows how the Trust operates with the Members of the trust, who are akin to shareholders, being the subscribers to its memorandum of association. We have three founder members of the trust including the current Chair of the Board.
The Board of Directors currently consists of twelve Directors and is made up as follows:
Director Category Member Appointed 3 Co Opted 3 Parent Elected 3 Staff Elected (Teaching) 1 Staff elected (Non Teaching) 1 Headteacher (ex officio) 1 Total 12
Governance of the Board is primarily through a committee structure (shown below) and supplemented by fortnightly meetings between Chair / Vice Chairs and Headteacher and ad hoc meetings as required. The Board carries out the majority of their meetings termly by attending Director Days within school time.
Committee Structure
THE SENIOR LEADERSHIP TEAM
The following is a summary of the current responsibilities and is not intended to be exhaustive.
Overview of School Self-Evaluation Academy Development Plan Headteacher Advisor to full Governing Body
In addition to the job Partnership with Local Authority and other key stakeholders description enclosed Performance Management and line management of the Senior Leadership Team Monitoring the quality of teaching and progress-over-time judgements Chairing SLT meetings Preparation and lead for Ofsted School performance and analysis of data
Performance Management All aspects of curriculum including planning, developments, oversee Deputy Head options/timetabling Teaching & Teaching and Learning Learning Monitoring of the quality of teaching over time CPD Staff Inset Line Manager of two Assistant Headteachers Line Manager of Maths Faculty and English Faculty
All aspects of assessment, including reporting, formative assessment, marking, reporting, data analysis, training, student progress, academic intervention Deputy Head Monitoring of achievement of disadvantaged students Progress Working closely with the Headteacher on all aspects of data analysis Line Manager of Humanities and Design Technology Co-ordinator of Academy calendar Line management of daily cover Line Manager for Examinations Officer
Community Cohesion SMSC Assistant Staff Wellbeing and Development Headteacher All aspects of Careers Line management and Head of Faculty: Life Skills Line management of Arts and Modern Languages
Inclusion Manager Student behaviour Assistant Attendance and punctuality Headteacher Student Wellbeing Line management of Heads of House Line management of Science Faculty
All aspects of finance including budget planning, forecasting, accounting, management and reporting Interface to external agencies such as HMRC, Accountants, Auditors, Companies House, ICO, Solicitors Business Manager Income generation including grant applications and lettings Human Resources: Payroll and Pension Facilities Management Procurement and Supplier contract management Health and Safety Management of support staff Management of ICT infrastructure Branding and publicity
Formulating policy and implementing change Quality Assurance Teaching and Learning Shared SLT Raising Achievement Responsibilities Performance Management Working in partnership with all stakeholders Behaviour Management on a day-to-day basis Line Management responsibilities Working with Directors and presenting to them on areas of responsibility
HEADTEACHER JOB DESCRIPTION
Job Purpose and Content
Directors expect the Headteacher to provide committed, creative and courageous leadership that has measurable impact in enabling the school to realise its vision and meet its improvement plan targets.
1. LEADING COLLEAGUES; BUILDING TEAMS Demonstrates the skill to turn colleagues with differing skills into a high performing team that understands its accountability to deliver agreed policies and targets and receives strong professional support. a. Act as the governing body’s primary adviser, developing and deploying relevant knowledge, skills and expertise to support Directors in decision making, strategic planning and monitoring performance. b. Take a leading role in developing and communicating the aims, objectives and long term vision of the school c. Develop, maintain and extend professional relationships with a range of stakeholders and external bodies to support the work and vision of the school and outcomes for children d. Leadership of a school senior management team responsible within a system of delegated authority for the operational management and supervision of the school
2. LEADING PROFESSIONAL DEVELOPMENT Ensures that personal and team-wide professional development is based on identified need in terms of improving the quality of teaching and learning and meeting school targets. a. Ensure that the vision of the school is reflected in strategic and development planning, and in a performance management structure, which is supported by coherent and consistent procedures and protocols b. Direct line management responsibility for staff, within an agreed line management system and structure, including their performance management and continuing professional development.
3. ACTING ON EVIDENCE Takes effective action to address the issues raised by monitoring key performance indicators related to school improvement plan targets; seeks professional advice within and beyond the school when appropriate. a. Take the lead role in school improvement, developing and agreeing priorities for improvement and monitoring, evaluating and reporting progress b. Take appropriate action to identify, analyse, minimise and manage any risks to health, safety and security in the working environment and in off-site school activities c. Responsible for ensuring an effective and efficient system of quality assurance is maintained and developed, that covers all aspects of the school’s operations
4. IMPROVING TEACHING AND LEARNING Adapts personal leadership practice in the light of monitoring evidence and providing equally challenging coaching and mentoring support to colleagues to enable them to do the same. a. Responsible for developing and maintaining a curriculum that meets statutory obligations and expresses the agreed vision and objectives of the Directors b. Lead responsibility for developing, maintaining and monitoring the quality of provision and teaching and learning in the school
5. HANDLING ACCOUNTABILITY Takes whatever action is necessary to ensure that both safeguarding needs and school improvement targets are met; presents information on progress effectively to a range of audiences. a. Act as the leader and manager of the school community, responsible for leadership culture, management of resources, and the system of delegation of powers and responsibility b. Responsible for ensuring compliance in relation to the statutory obligations, duties and responsibilities of the school c. Lead responsibility for health and safety, staff and pupil well-being and safeguarding and for contingency and emergency planning d. Work in accordance with the values, culture, ethos, equal opportunities and inclusion policies of the school proactively promoting anti-racist, anti-sexist and anti-discriminatory behaviours
6. MANAGING RESOURCES Plans the effective use of human and physical resources to secure the delivery of school improvement plan priorities a. Responsible for developing and maintaining an efficient and effective system of management and organisation for all school resources, which includes finance, personnel, information, buildings and premises and plant and equipment
HEADTEACHER PERSONAL SPECIFICATION
Skills and Abilities Essential
Provides inspirational leadership with a proven track record of a full commitment to inclusion and high standards The ability to lead and manage the school effectively and efficiently and work with other professionals and agencies Demonstrable communication skills, oral, written and presentational
The interpersonal skills to manage and maintain complex relationships with many stakeholders The ability to manage financial resources efficiently and effectively
Proven track record of leading and managing staff
Proven ability to lead, model and manage positive behaviour, good order and assertive discipline in the school Proven ability to maintain and develop the quality of teaching and learning
Proven ability to collaborate and build partnerships with others
The ability to research and evaluate innovations in pedagogy including the use of technology to improve the education offer Proven commitment to the protection and safeguarding of children and young people How to motivate school staff
How to lead curriculum development and manage innovation and change
Know how to use information and data to set targets, raise attainment and achievement How children and young people learn, develop and progress through life stages and events
How ICT can be used effectively to administer the school and motivate children to learn
How to plan, deliver, monitor and evaluate lessons and learning as part of the school curriculum How to manage health and safety and promote and safeguard pupil welfare and well being
How to manage equalities and inclusion policies and implement them in the school
Has up-to-date knowledge of relevant legislation and guidance in relation to working with, and the protection of, children and young people Qualified Teacher Status
Managing school budgets within resources available
Integrating education development strategies with financial and business plans Successful teaching experience, including in a previous senior management post Evidence of continuing professional development
Vision - The ability to formulate and shape the future, rather than be shaped by events Courage - Shows great determination, with the willpower and patience to see things through. Willing to take risks and are steadfast in challenging under-performance or poor behaviour. Passion - Passionate about teaching and learning and shows great commitment to children. Takes an active interest in the work of pupils and staff. Emotional intelligence -Team-builder. Understands the importance of relationships. Empowers staff and pupils. Shows great empathy. Judgment - Demonstrates great judgment, makes the right calls. Involved in the whole school community and taking people forward together. Resilience - Optimistic and resilient. Remains calm in a crisis. Is energetic and positive at all times. Persuasion - Confident communicator, great persuader, motivator and listener, adept at describing 'the story of their school' to any audience. Curiosity - Outward-looking and curious. Excellent networker and a great opportunist.
APPLICATION DETAILS
The closing date for applications is Friday 22nd January 2016
Candidates should submit a completed application form, available at www.haveringschools.jobs
Interviews will be held on the 1st / 2nd February 2016
Pre-application visits are welcomed by appointment with the Headteacher’s PA, Mrs Mary Beney, who can be contacted at the school.
Informal discussions with the Academy’s Chair of Directors can also be arranged by prior appointment.
Safeguarding
The safe recruitment of staff in schools is the first step to safeguarding and promoting the welfare of children in education. The Emerson Park Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. It is recognised that this can only be achieved through sound procedures, good inter-agency co- operation and the recruitment and retention of competent, motivated employees who are suited to, and fulfilled in the roles they undertake. The school will implement robust recruitment procedures and checks for appointing staff and volunteers to ensure that reasonable steps are taken not to appoint a person who is unsuitable to work with children, or who is disqualified from working with children, or does not have the suitable skills and experience for the intended role.