SAMUEL WARD ACADEMY TRUST

Lead Practitioner in Modern Foreign Languages Job and Person Specification TRUST

Secondary Schools

Samuel Ward Academy Type of School Secondary Academy Denomination Non-Denominational Age Range 11-18 Location Haverhill, Co-educational or Co-Educational single sex Number of children 1344 Thomas Gainsborough School Type of School Academy - Converter Mainstream Denomination Non-Denominational Age Range 11-18 Location Sudbury, Suffolk Co-educational or Co-Educational single sex Number of children 1250 Type of School Academy Sponsor Led Denomination Non-Denominational Age Range 11-18 Location Newmarket, Suffolk Co-educational or Co-Educational single sex Number of children 697 Type of School Academy - Converter Mainstream Denomination Non-Denominational Age Range 11-18 Location Sudbury, Suffolk Co-educational or Co-Educational single sex Number of children 1250 Sybil Andrews Academy Type of School Sponsored Secondary Academy Denomination Non-Denominational Age Range 11-16 Location Moreton Hall, Bury St Edmunds Non- Co-educational or Denominational single sex Number of children 200

Primary Schools

Coupals Primary Academy, Westfield Primary Academy, Glemsford Primary Academy, Laureate Community Academy, Wickhambrook Primary Academy Special School

Churchill Special Free School SAMUEL WARD ACADEMY TRUST

OUR SPONSOR

The Samuel Ward Academy Trust is a partnership of schools located on the Suffolk, Essex, Cambridgeshire borders. We share the same values, face similar issues and are geographically close enough to support and challenge each other.

We recognise, however, the unique characteristics of each of the communities we work in and how they are reflected in distinctive school cultures. We encourage cultural diversity, celebrate the special qualities of each of our schools and recognise that communities to become sustainable must develop and grow.

We are not looking for corporate solutions but a BORDERS TEACHING ALLIANCE partnership that respects, sustains and supports. Our model is about creating interdependence; schools that Samuel Ward became a Teaching School in 2013 as a result more self-sustaining than stand-alone academies, less of its second Outstanding Ofsted. The Teaching School dependent than local authority schools and more responds to the training and development needs of all independent than schools in corporate chains. Trust schools, supporting an Alliance of 11 other partner schools as well as providing training and support for many more. Its core function is as follows:

• Support all member schools in providing high quality learning • Ensure a more effective transition for pupils between schools • Provide effective school to school support • Encourage research and development • Lead on Initial Teacher training • Ensure leadership development and succession planning • Develop peer to peer support

The Teaching Alliance comes under the Samuel Ward Trust umbrella but Samuel Ward school is its lead partner. However, we do all subscribe to a set of shared values, principles and operational processes that ensure quality education for all our young people. Our central belief is that every young life is special; open to possibility, gifted with the potential to change the world for the better but also bound by the limits of their own circumstances. Our ambition is to unlock the potential of all children, remove the barriers to aspiration and ensure that all our children succeed.

We will work with schools that can subscribe to these values and who are prepared to take responsibility and share resources with others. This approach is already improving the life chances of pupils in primary, special and secondary schools. Please come and help us help more. SAMUEL WARD ACADEMY TRUST

AIMS AND VALUES

The Samuel Ward Academy Trust is driven by the desire to achieve outstanding outcomes that will enable all of their pupils to be successful in the competitive future world they will live in. We want them to have the skills necessary to play an active part in leading and shaping society, and to that end we want to make certain they are able to work effectively together and have the confidence, the values and the strong sense of moral purpose needed to drive socially OUR VALUES ARE: responsible change on the local, national and global stages in future years. WISDOM We gain wisdom through learning and doing. Wisdom is Successful learners, who can enjoy and understand knowing what to do. It is knowing right from wrong, good learning, are equipped with the skills to adapt and cope from bad. with an ever changing and unpredictable world and adopt a positive attitude towards lifelong learning. JUSTICE Justice is making sure we treat others and ourselves fairly. Confident individuals, who understand how they learn, why they are learning and what they are learning, what COURAGE they need to do to progress in their learning and how Courage is being brave when we are scared. It is being able they can support the learning of others. to do something when we feel bad or fear we might fall. Responsible citizens, who understand their COMPASSION responsibility to themselves and others, how they Compassion is caring about others. It is wanting to help make positive contributions to the life of the school those who are hurting. Compassion is showing kindness to and community and understand their obligations in all people. relation to local and global challenges. HOPE These aims are translated into 7 key principles – details Hope is knowing and wanting good things to happen. Hope can be found on our website. The Trust expects all is doing what we can to make good things happen. schools to adopt these principals but how they are implemented depends on context. We do not run a RESPECT franchise model. Respect honours the good things that others and we do. Respect values people and things for who and what they are. Respect honours people and things of special worth.

RESPONSIBILITY Responsibility is taking care of the people and things that are ours. Responsibility is keeping our promises. It is doing our duty for our family, school, community and country.

INTEGRITY Integrity is being honest. It is being trustworthy. Integrity is being true to yourself and your beliefs.

RESILIENCE Resilience is about being able to stay strong when things go wrong. JOB PROFILE – LEAD PRACTITIONER IN MODERN FOREIGN LANGUAGES

Teaching Staff Job Description and Person Specification

TITLE: Lead Practitioner – Modern Foreign Languages

Working arrangements: Full time

Location: Samuel Ward Academy, Haverhill but with the flexibility to work across the Trust from September 2018 as and when required.

Pay range / point: L5 – L11 (£43,023 - £49,976) JOB PURPOSE Responsible to: Director of School Effectiveness 1) To lead and manage the development of excellent classroom teaching practice across the department Start date: January 2017 and school and to play a role in the overall strategic direction of continuing professional development INTRODUCTION (including coaching).

All members of teaching staff are responsible personally 2) To design and deliver CPD including coaching for and collectively for supporting students in becoming teachers across the school as agreed. confident individuals, successful learners and responsible citizens, through: 3) To be a model of excellent practice, maintaining a clear focus on outstanding delivery to learners • Modelling the core values of the school and wider ensuring a centre of best practice and excellence. Samuel Ward Academy Trust “the Trust”) at all times; 4) To actively pursue the agreed aims of the school and • Nurturing students’ passions and interests and wider Trust, maintaining an outstanding educational stimulating their intellectual curiosity; ethos, care for the students and respect for colleagues whilst undertaking all duties in a • Continuously raising students’ aspirations and self- professional manner. There is an expectation all staff esteem; colleagues will secure a good or better education for all students and the continuous improvement of • Contributing to the wider range of opportunities teaching and learning in the school. offered by and for the school community;

• Assuming responsibility (as required) for the learning progress of a specific group of individual students;

• Ensuring high outcomes for a cohort of students

• Intentionally developing Students’ Leadership Awards Skills;

• Actively supporting and promoting Student Voice;

All teachers are required to meet the national standards for teachers according to their role. In addition, teachers on the Upper Pay Range are required to continue to meet the relevant standards and show sustained and substantial improvement. JOB PROFILE – LEAD PRACTITIONER IN MODERN FOREIGN LANGUAGES

KEY TASKS AND RESPONSIBILITIES

Continued Professional Development and coaching

1) Play an overall strategic role with the senior leadership team in the development of CPD and coaching for teachers across the school;

2) Deliver school based development and training for groups of teachers (ITT, Teach First, NQTs, etc.) and departments within the school in order to improve the quality of teaching and learning;

3) Where agreed, support other colleagues and other 6) Help to maintain/establish discipline across the whole schools in the provision of training and development school and contribute to the effective working of the of teachers across the Trust; school;

4) Coach and mentor teachers, including trainees and 7) Research, analyse and disseminate materials and NQTs as agreed with the senior leadership team; advise on practice, research and continuing professional development provision; 5) Support the teachers in their department to ensure robust self-evaluation of teaching and learning and 8) Contribute significantly to the development of course make a significant contribution to improving the outlines, syllabuses and schemes of work within the quality of teaching and learning within the team; specified curriculum area;

6) Lead the development of key skills within specific 9) Model best practice in ensuring that lessons are well curriculum areas and support the training of staff; differentiated including providing for the least able and for the more able and gifted students; 7) Support and coach staff in developing and improving their teaching and to help move their lessons to 10) Model best practice in the effective use of student consistently good or outstanding; performance data, and student and staff target- setting so that this impacts on classroom practice and Teaching and Learning contributes to raising achievement;

1) Teach engaging and effective lessons that motivate, 11) Model best practice in the production of oral and inspire and improve pupil attainment and consistently written assessments, reports and references relating model best practice; to individual and groups of pupils;

2) Work with curriculum leaders on the development of 12) Work with curriculum leaders to prepare for OFSTED consistently good pedagogy across the school; inspections;

3) Support the writing of the school’s teaching and 13) Develop plans and processes for the classroom with learning policy as requested by the senior leadership measurable results and evaluate those results to team; make improvements in student achievement;

4) Plan, resource and deliver lessons and sequences of 14) Ensure that all pupils achieve their individual targets lessons to the highest standard that ensure real and achieve at least at chronological age level or, if learning takes place and students make better than well below level, make significant and continuing expected progress; progress towards achieving at chronological age level;

5) Provide a nurturing classroom and school 15) Model best practice in maintaining regular and environment that helps students to develop as productive communication with pupils, parents and learners; carers, to report on progress, sanctions and rewards and all other communications; JOB PROFILE – LEAD PRACTITIONER IN MODERN FOREIGN LANGUAGES

16) Model best practice in regards to the use of support The post holder is required to obtain a satisfactory staff assigned to lessons and when required Enhanced Disclosure from the Disclosure and Barring participate in related recruitment and selection Service (DBS). activities; General 17) Enrich the curriculum with trips and visits to enhance the learning experience of all students; 1) Take active responsibility for personal continuous professional development; 18) Participate in preparing pupils for external examinations; 2) Take ownership of individual performance management, keeping a continuing professional 19) Implement and adhere to the school behaviour development portfolio; management policy, ensuring the health and well- being of pupils is maintained at all times. 3) Maintain consistent high standards of professional conduct, tact and diplomacy at all times in dealings General Teaching Responsibilities with students, parents, staff colleagues, external agencies and any other visitors to the school or wider 1) Comply with and uphold the policies of the school; Trust.

2) Fully understand and comply with the school's policy 4) Maintain absolute confidentiality and exercise on safeguarding. Remain alert to students’ pastoral discretion with regard to staff / pupil information and needs and provide support, in conjunction with the Trust’s business at all times. school’s SENCo and Learning Support Assistants (LSAs); 5) Act as an ambassador for the School and the wider Trust within the local community and beyond, 3) Proactively uphold the school’s behaviour policy ensuring that the ethos and values of the Trust are establishing class rules and setting out clear and fair promoted and upheld at all times. sanctions in accordance with the school’s systems; high standards of behaviour should be expected at all 6) Undertake any other reasonable tasks and times; responsibilities as requested [insert line manager] or a member of the Senior Leadership or Trust Executive 4) Oversee and work closely with LSAs, setting out tasks Leadership Teams which fall within the scope of the appropriate to the assistant's role and ability; post. supervise the work of support staff, students and voluntary helpers as required; Samuel Ward Academy Trust has developed a framework for supporting effective practice which will be used to 5) Ensure that the learning spaces provide a welcoming support staff professional development and this job and stimulating environment to students and adults. description is subject to change at the discretion of the Classrooms will be vibrant, well organised and trust. serviceable. Work should be attractively displayed and be clearly and appropriately labelled;

6) Make effective use of PPA time to raise standards;

7) Lead assemblies as required;

8) Play an active role in the full life of the school.

Safeguarding Samuel Ward Academy Trust is committed to safeguarding and promoting the welfare of children and young persons at all times. The post holder under the guidance of the Headteacher will be responsible for promoting and safeguarding the welfare of all children with whom he/she comes into contact, in accordance with the Trust’s and the School’s Safeguarding policies. PERSON SPECIFICATION – LEAD PRACTITIONER IN MODERN FOREIGN LANGUAGES

CRITERIA ESSENTIAL DESIRABLE Second class degree or higher

Relevant Teaching Qualification

‘A’ level or equivalent in Modern Foreign Languages

English at G.C.S.E./’O’ Level or equivalent and/or sound Literacy skills (ITT QUALIFICATIONS accreditation test level)

ICT QTS accreditation test level or European Computer Driving License (ECDL)

Lead Practitioner accreditation (or commitment to develop own practice to gain accreditation under the Trust’s MAT scheme)

High levels of secondary subject knowledge and knowledge of statutory requirements relating to the relevant Key Stage(s) curriculum; Minimum 2 years post qualification teaching Deliver good to outstanding lessons at KS3, KS4 and potentially A-Level; experience. EXPERIENCE AND Evidence of positive impact on pupil outcomes in the relevant Year / Experience in effectively KNOWLEDGE Subject group(s); coaching staff colleagues to develop Evidence of successful leadership of a project or initiative; and improve teaching practice. Evidence of effective team working.

Be active in implementing changes and developments in the National Curriculum;

Positive disposition to implementing the Schools’ educational vision; KEY SKILLS AND Create an enriching, supportive and high performing learning ATTRIBUTES environment;

Willingness to work across the Trust’s secondary schools to secure high attainment for all children in the relevant Year / Subject Group(s) Key Stage(s).

Lead the department in its aims to continually improve results

Ability to promote and ensure the school / Trust vision is understood and acted upon by individuals in their team

Understanding of the management of change processes LEADERSHIP Ability to maintain a consistent and continuous focus on pupil achievement

Ability to delegate appropriately and hold others accountable while at the same time accepting accountability for the designated Year / Subject group(s) Key Stage(s) pupil outcomes. PERSON SPECIFICATION – LEAD PRACTITIONER IN MODERN FOREIGN LANGUAGES

Able to develop genuine, empathetic relationships with young people

High personal standards in terms of attendance, punctuality and meeting deadlines

High level of personal organisation skills

Good communication skills, both written and spoken

Solution focused disposition and a positive attitude particularly to challenge and change

Understanding of and commitment to Equal Opportunities issues and principles and the need to apply an equal standard of care to all students

Positive disposition towards inclusion of all students including OTHER QUALITIES Coaching and mentoring those with learning difficulties in mainstream learning and skills education

Able to work as part of a broader inclusion and student support system

Ability to work as a team player and supportive of team working

Ability and willingness to develop own understanding and capability through advice and training

Ability to work without constant supervision, to provide assistance as and when required, to seek tasks when unoccupied and think clearly and calmly in an emergency

Understanding of the principles of accountability and quality assurance to achieve best possible student outcomes

The Governing Body and the Samuel Ward Academy are committed to safeguarding and promoting the welfare of children and young persons and the Principal must ensure that the highest priority is given to following the guidance and regulations to safeguard children and young people. The successful candidate will be required to undergo an Enhanced Disclosure from the Disclosure Barring Service (DBS) and obtain any other statutorily required clearance. Samuel Ward Academy Trust, Chalkstone Way, Haverhill, Suffolk, CB9 0LD Tel: 01440 761511

If you would like further information or to arrange School visits please contact Robert Cattermole at Academicis. Email: [email protected] Tel: 07500 889 504 Direct Dial: 01223-907 976 All applications to be sent to Sarah Devlin no later than 12-Noon on Monday 17th October 2016