Recruitment of

DIRECTOR OF MUSIC

AT BOOTHAM SCHOOL FROM JANUARY 2022 INTRODUCTION FROM THE HEADMASTER

Bootham is a very different roots, and the practices that this foundation has bequeathed to it. The belief that there is ‘that of kind of school. God’ in every human being, that this truth speaks W hile it’s hard to explain and do it justice fully in of the essential equality of value of all people, black and white (as so much of its difference is to and therefore that good relationships are the be experienced rather than merely understood) it foundation of the school’s success, has been at usually com m unicates itself to visitors very clearly the heart of the school’s mission and practices on first encounter. In other words, to get to really for almost 200 years. The Quaker values (or understand this difference, you have to come and Testimonies) of truth, integrity, justice, equality, see it, touch it and feel it for yourself. Our hope simplicity, peace and sustainability are at the heart is that this introduction to the school – lengthy of our strategy and daily interactions. We are by though it is – will show you very clearly whether no means perfect, but we try (as individuals and this is a school where you would thrive. a school) to become the best possible version of ourselves. In m any ways it is a norm al school, full of norm al students and normal staff, but it has extraordinary W e value a liberal individuality, a radical spirit of ambitions for them. Strongly academic yet not enquiry and the search for truth wherever it may especially selective, informal yet committed to be found. To speak such words is one thing, but high expectations, purposeful in all it does yet not to see these values emanating from the people unnecessarily driven, Bootham’s stated purpose here really does make you feel that Bootham has is “to offer its students a pioneering, distinctive got something special going on. Importantly, we and authentically Quaker education that liberates meet in silence to open ourselves to new truth them to live adventurous lives that serve to create and inspiration; we refer to each other by first a better world” . Public exam results (which are names, an enormously respectful expression of generally very good indeed), the offer of a truly our equality as it turns out and we encourage the ‘rounded’ education, and the importance of ‘speaking of truth to power’. personal development are all viewed as means to this bigger prosocial end, rather than merely as ends in themselves. In short, and to quote my predecessor, in the letter he wrote to advertise the Our philosophy arises with conviction and vacancy that I so fortunately was chosen determination from the school’s Quaker to fill, working in a Quaker school is ‘a radical delight’! ABOUT OUR SCHOOL

Founded by local Quakers in 1823 to educate The Junior School is on a separate site nearby, their sons, Bootham is now a coeducational day having been acquired in 1997 and moved into and boarding school for students aged 3 – 18 i n t h e purpose-built prem ises in 2002. centre of York. There are currently around 580 students at our junior and senior schools who, together with over 200 teaching and support staff, Approximately 85 students live in our three make up the Bootham Community. boarding houses, and comprise full, flexi and occasional boarders from at least 14 nationalities. While boarders are fully integrated into the 9-5 The senior school is housed on Bootham, very close pastoral structures of the school, the fact that we to the ancient city walls and Bootham Bar, a stone’s are a boarding school shapes the pace, structure throw from the Minster. It moved to its present site and many of the priorities of the school’s life. in 1846, and was largely rebuilt after a fire in 1899. Boarding adds a richness and diversity to the Buildings range from elegant eighteenth and community from which we all benefit. nineteenth century town houses along Bootham, to a stunning new Arts Centre opened in 2014. At the heart of the school – geographically and Bootham is part of a community of seven Quaker spiritually – is the award winning ‘brutalist’ 1960s schools in the UK, one in Eire and many more meeting hall, where we meet for Quaker worship at worldwide. The schools in the British Isles least three times per week. Although a prime city collaborate together closely in a number of ways. centre site, the grounds are extensive and the overall impression created is one of space, calm and style; it is a bit of an oasis from the city outside. THE CURRICULUM

We pursue an unashamedly academic programme At GCSE in the same time period students secured of study which nonetheless prizes the performing 52% A*-A /9-7 and 72% A*-B /9-6 grades. Retention and creative arts, for example, equally with the into College is strong and a good number of more supposedly ‘traditional’ subjects. students (many of them international boarders) Students study a broad programme in join the school at that stage, meaning that College Schoolrooms (Years 7-9), and then choose ten GCSE year groups are often bigger than they were the subjects in Seniors (Years 10-11) a t p r e s e n t , previous year. although this can be tailored for those who need it Life beyond the classroom is really well catered for. to be, such as boarders getting to grips with the The extraordinarily varied Bootham Challenge English Language. The College (Years 12-13 ) programme offers all age groups an almost programme permits those students who can cope bewildering range of activities both after school with it to pursue 4 A levels (at least to start with) every evening, at weekends and during holidays. but expects all to take three and add a fourth Students can gain their Bootham Challenge award choice from a suite of options, including the EPQ, for their participation in these activities; AS Politics and Languages for Business. achievements and pastimes outside school Despite the fact that we are only mildly selective contribute to that, too. For a small school, the by ability, the school contains many very able sports programme is strong and varied but isn’t students, as well as those who find high levels considered more important than drama, outdoor of obvious academic success something of a pursuits, creative arts and music for example; struggle. indeed, the school has a particularly strong musical and dramatic tradition. Trips to parts far and near Results bear comparison with any school, are frequent and purposeful! especially given that profile. On average between 2 0 17 -2020, 46% of A Level grades were at A*-A and Pastoral Care is a strong suit of Bootham (as we 72% at A*-B. More tellingly, over 75% of those hope could be expected from a Quaker school). applying to university gained a place on their first- Small tutor groups, supervised by Heads of Year, choice course, with a further 10% securing their provide daily care, and The Lodge, our on-site insurance offer. These included a wide range of medical centre, looks after all the health needs of courses and venues including Cambridge, LSE, boarders and provides some support for day Central St Martin’s, Imperial, Durham, Bath, Royal students and staff, including the services of a Vet College, Bristol, Warwick, Queen’s Belfast, school counsellor. Leeds College of Art, Royal Academy of Music, UCL, Nottingham, Newcastle, Manchester and Hong K ong. BOOTHAM AIMS AND VALUES

In pursuing our vision and in seeking to promote • We aim, as an employer, to provide a the purpose of a Bootham Education we set stim ulating, fair and supportive working ourselves the following aim s: environment in which all employees understand the role they play in building a • W e aim to continue to grow and further develop better world and know that they are valued a thriving community that reflects Quaker for playing it principles and practices, helping each individual to grow to recognise and develop ‘that of God’ At Bootham School we value particularly an in themselves and in other people approach to our community from all who work and learn here which: • We aim to help all students to become the best person that each can be and to achieve the best • looks for, responds to and works hard to draw of which each is capable • out ‘that of God’ in others and in themselves

• W e aim to promote habits of hard work, self- • seeks to make a positive contribution to the regulating and the meeting of high standards Bootham community and shows respect for its of personal conduct in all aspects of work and Quaker values, practices and heritage relationships. We aim to develop our students • speaks with integrity of a straightforward, kind, into genuinely good people who are reflective, caring and unquestioningly respectful approach who seek truth and light, and whose lives speak to others with integrity of positive, pro-social values • • is wholehearted, demonstrating commitment • W e aim to prom ote kindness, a questioning both to being the best that they can be and to spirit, hum ility, and a deep sense of social the hard work needed in rising to the challenge responsibility, as well as both the courage and of high standards and high expectations confidence to speak up, and to work to build a better world • speaks truth, placing honesty in all things as a priority and is able to resolve conflict peacefully • W e aim, as staff, to model to our young people the qualities and values that we aspire for them • is ambitious to improve the world for others – to hold, and to do so with patience but in the near and far – in whatever ways they can expectation of high standards, seeking for –and helping them to seek for – ‘that of God’ within them THE SETTING

If you have never visited York you have a huge treat Regular lively arts, seasonal and in store; and if you have, you will need no convincing that this is one of the most delightful, academic festivals enliven the city; in interesting and compact cities in the UK in which non Covid-times there’s always to live and work. something going on! Rich in ancient history; renowned for its exquisite Educationally, York is home to a number of architecture; a national and regional centre for excellent maintained and independent schools, artistic and intellectual life: York is a flourishing which is a key part of Bootham’s challenge: to offer city. It benefits from excellent rail links (being a distinctive, value-adding fee paying education less than two hours from the heart of London in a competitive context. Nonetheless, the York by direct train, for example) as well as from its Independent State School Partnership, founded easy proximity to stunning national parks and by the previous Head of Bootham, provides a areas of outstanding natural beauty. Founded nationally acknowledged model which is raising by the Romans, the capital of the kingdoms of standards for all of the city’s young people. The Northumbria and Jorvik, a flourishing industrial York Boarding Schools’ Group, also founded by the centre for the wool trade in the Middle Ages, a previous Head, has sim ilarly seen local railway hub for Victorian England, home of world independent boarding schools collaborate on famous Rowntree’s and Terry’s chocolates, York in m arketing initiatives for the good of all. the twenty first century is home to two thriving universities and leading service industries. It has also been a centre of religious life. It is the northern ecclesiastic province of the Church of England, and Quakers have played a central role in the life of the city for centuries. THE CHALLENGE

As has been explained above, Bootham is in many success, despite your proven ability to help ways a rather special school. young people to achieve great grades! W orking here m ight particularly suit and stim ulate • you are driven to identify and help others you if much of the following resonates with you or discover that which is unique, of m ost attracts you! We believe you would fit well here if: value and ‘of God’ in each member of our com m unity, as well as in yourself • however important you consider academic results to be, people and relationships are • you understand the point within a Quaker much more important to you school of – and recognise the respect inherent in – students referring to teachers by first name • you believe that good relationships are the most important foundation for successful teaching, and being encouraged to ‘speak truth to power’ effective learning and good leadership • you value silence, stillness and the ability just to ‘be’ amidst the busyness of school life • you really flourish in the company of young people and those who have dedicated • you have looked into the central tenets, values themselves to developing them and practices of the Quaker way, and are open to understand why they can make such a good • you love your teaching subject and are passionate about the focus of the responsibility foundation for an education that is fit for the that you have applied for 21st century you believe your calling is to use your skills, • you prize kindness, rigour, compassion and • challenge in equal measure in approach to knowledge and personality to produce young student welfare, behaviour and progress people who will m ake an im pact on the world for good • you practise what you preach and model what you want students to value most about their • you can cope with well-intentioned but robust lives and education challenge from students, colleagues and, at times, parents • you have high expectations of yourself and the young people you will work with, but also • you are looking to work in a school that will possess a healthy scepticism about the worth challenge the educational status quo rather of striving for perfection than blindly support it, and seek to use its independence to do so • you are also healthily sceptical about the primacy of public exam results as both the goal • you can approach your work knowing that long of education and the best measure of its school holidays provide the necessary balance for intensive hard work during term time MUSIC AT BOOTHAM

Bootham has a very strong musical tradition; it is a The Inter-House Music Com petition was revived with much admired and vibrant part of our community’s - great success in 2006 and continues to thrive. The and our city’s- life. Everyone has the opportunity to Drama Department -recently under new leadership- experience music as a creative, intellectual, spiritual, is committed to staging musical theatre; the Music social and physical force; those opportunities are Department supports that strongly. In the past, the made available to all students, parents and staff - department has undertaken choir tours of European whether it is in the form of lessons, trips, concerts, capitals including Prague and Paris. As part of the competitions or activities. Students are encouraged Joint Quaker Schools’ Concerts performances have to develop their skills and to be involved at an included Haydn’s Creation in York Minster and appropriate level. It is current departmental policy Mendelssohn’s Elijah in W ells Cathedral. not to audition any child for any ensemble. Other successes have included the Senior Choir Performance within the department has been very reaching the televised finals of the BBC Songs of successful for many years both for individuals and Praise Choir of the Year Competition; the cello ensembles. Several students have diplomas and ensemble and clarinet trio performing in the finals of perform in national level ensembles. Last year the the National Festival of Music for Youth; and James department was involved in over 30 performances in Freeman becoming the Cathcart Composer of the school and in the wider community. In addition to the Year. Many students have achieved places at Oxford Director of Music there are two part time teaching or Cam bridge and specialist Music Conservatoires – staff, 18 peripatetic staff (one of whom provides most recently, bassoonist Guylaine Eckersley won a admin support), who between them provide over 25 full scholarship to the Royal Academ y. activities/ensem bles and approxim ately 300 m usic As an academic subject, music is offered at GCSE lessons each week. (Edexcel) and A’ Level (Eduqas). Regular performing opportunities include two large- scale concerts (Christmas and Spring) and three sm aller-scale informal Buffet concerts; for the more able there are approximately 10 lunchtime recitals. MUSIC AT BOOTHAM

Ethos Facilities The department has a very positive and The music department is housed in a relatively encouraging approach to all it does, prioritising new, purpose-built Performing Arts’ Centre. It self-confidence; a sense of discipline and personal consists of a main classroom, eight teaching rooms, responsibility; a recognition of achievement and two offices/teaching rooms, a staff room, a library, excellent relationships with staff and peers. They an auditorium and a well-resourced reference are taught that failure is part of the learning library. process and that they shouldn’t fear it. W e have built up a good collection of orchestral Questioning is actively encouraged as is the instruments for use by students. The department individual’s ability to think for them selves. also offers a variety of percussion instruments, Opportunities are actively sought to extend the twelve networked computers and ten keyboards. more talented and able students. THE JOB Staff supervised: The role is being offered following the decision of our Part time teachers of Music; Peripatetic Music staff current Director of Music, Paul Feehan, to step back from leading the department after 20 outstanding Reports to: years in charge, during which the school’s musical reputation has grown and flourished. Deputy Head (Enrichment) This vacancy therefore represents a rare opportunity Key contacts and relationships : for a first-class m usician to lead and develop all Deputy Head & Deputy Head (Academic); Assistant aspects of academic and enrichment music in one of Head (Curriculum Logistics); Bursar; HR Manager; the UK’s top boarding and days schools, in one its Head of Drama finest and most cultured cities. Direct reports: Overall purpose of this role: Two part time members of staff (one of whom also The overarching purpose of the role of Director of teaches at Bootham Junior School) and the Music is to ensure that music within both the peripatetic music team (currently 18 strong). Academic and Enrichment Programmes provides Bootham’s young people with knowledge, skills and experiences in pursuit of excellence, brings joy to the whole community and contributes fully to the schools stated purpose. KEY RESPONSIBILITIES

As a Head of Department: As a Teacher:

• To lead your team , with responsibility for all • To take responsibility for promoting and aspects of the management, support and safeguarding the welfare of all young people in professional development of your team the school members • To undertake all the standard duties of a • To generate enthusiasm for your subject and teacher, including marking, the writing of promote the subject within school and beyond termly reports, attending parents’ evenings etc.

• Contributing to whole school initiatives • To be a Form Tutor • Contributing to Heads of Department meetings • To undertake school duties appropriate to a boarding school, including some late evenings • Demonstrating subject knowledge and and covering for absent colleagues academ ic rigour • To provide an hour’s Activity session each week • Preparing and updating, at least annually, a from 4.15pm to 5.15pm departmental development plan in line with school plans • To attend school assemblies and functions as reasonably required • Enabling colleagues and students to reach their full potential • To take part in the annual Performance & Development Reviews, undertaking an annual • Understanding and advocacy of supportive and review of own practice and setting teaching and adventurous pedagogy personal development objectives for the coming • Conducting annual Performance & Development year Reviews with team members

• Managing budgets within financial systems as required by the Bursar

• Assisting with the recruitment of departmental staff when required

• Promoting the subject as well as recognising the lim itations of a subject-centric view of learning, and seeing opportunities for cross- departmental co-operation. KEY RESPONSIBILITIES CONTINUED

Learning and teaching: Whole-school responsibilities:

• Devising and resourcing appropriate schemes of • Helping draw up whole-school policies, work communicating and operating them

• Devising and maintaining a departmental area • Assisting as appropriate with m aterial, m arking of the VLE and a departmental page on the and interviews for candidates seeking entry to school website the school

• Keeping up to date with the requirements of the • Liaising with staff at Bootham Junior School subject and exam boards • Communicating with Governors through staff • Setting, marking and reporting on internal liaison arrangements exams Premises and trips: • Analysing and reporting on departmental results in external exams • Maintaining displays in departmental areas which enhance students’ appreciation of the • Suggesting new learning resources subject, and present a vibrant image of the department • Reporting to the Head on the work of the department and on progress towards the • Organising external visits, speakers and other departmental plan extra-curricular activities

• Being ever alert to opportunities for cross- • Undertaking risk assessments as required and departmental links and collaboration maintaining, through regular audits, good health and safety practices in school and on • Professional Development through: trips o Inducting, supporting and developing new members of the department and NQTs

o Observing the lessons of departmental members and offering constructive feedback KEY RESPONSIBILITIES CONTINUED

Specific expectations of the Director of Music: • encouraging and ensuring participation in the The role of Director of Music in any school is societies and activities. inevitably different to that of any other Head of • harmonising the work of these musical groups Department and thus a generous timetable with the life of the school community as a allowance is given in recognition of this. whole Those responsibilities marked ** will be assumed, • organising the Inter-House Music Competition for the time being at least, by the current post (including House Singing) holder in his new capacity to enable the appointee • organising the school Community Choir (which to concentrate as fully as possible on working with will give at least two performances each year) students • working with the Head of Drama to ensure all Musical Enrichment Activities: possible assistance to school productions • organising sufficient musical activities and (especially musicals) groups to foster collective music-making of as • participating in -and occasionally organising- many students as possible, appropriate to their periodic musical activities among the UK talents and abilities Quaker schools, including concerts and • allocating staffing, rehearsal time, equipment competitions. and accommodation to facilitate these activities KEY RESPONSIBILITIES CONTINUED

Concerts and Occasions: • organising and promoting two full-scale concerts each year featuring the school’s major • arranging a vibrant programme of high quality concerts to ensure opportunities for ensembles; one at the end of the Christmas term performance (solo or in ensembles) for students and one in the Spring Term. of all age groups and varying proficiency, and be • providing music for a variety of school events, responsible for their musical content including but not limited to:

• ensuring, in addition, that concerts and other o Parents’ Day musical events provide a suitably impressive Old Scholars’ events and professional ‘shop-window’ for the School o o Bootham School Association Carols by • developing a programme of concerts, recitals Candlelight and master classes by outside professionals to stimulate musical interest and appreciation o Christmas Meeting among students, parents and staff providing o Open Mornings informal opportunities for students to nurture o Lunch -time Recital Room Series (8 per their talents e.g. Buffet Concerts year)

o Morning Meetings, as reasonably required KEY RESPONSIBILITIES CONTINUED

Individual music lessons: • ensuring the formal reporting of students’ • arranging instrumental, solo singing and theory progress teaching on an individual basis for students • allocating rooms to the instrumental staff and requiring it both at Bootham and at Bootham practice facilities for students** Junior School** • organising appropriate external practical and • finding and appointment peripatetic staff as theory examinations required, within the terms of the school’s various employment policies Music scholarships and instrumental awards: • providing an appropriate timetable for instrumental lessons in accordance with school • organising auditions for music scholarships and policies** • communicating with preparatory, primary and • consulting with peripatetic staff about their other ‘feeder’ schools in liaison with the work and the progress of their students** appropriate administrative staff, to encourage musical pupils to apply to Bootham • dealing with parental enquiries regarding all aspects of the provision of instrumental tuition • recommending to the Head suitable candidates and their child’s progress or otherwise for scholarships and awards • co-ordinating staff appropriately and informing • supervising the musical development of all the Bursar’s department of all changes** music scholars and instrumental award holders and harmonising it with their other activities, • being responsible for training and guidance of ensuring that all are making a suitable part-time music staff contribution to the musical life of the school • assisting and advising about promotion, career • advising the Head when scholars are not prospects, suitable courses etc. fulfilling their commitments and/or terms of • arranging for the provision of instruments, their their scholarship maintenance and repair including rentals and purchases for students as well as school use KEY RESPONSIBILITIES CONTINUED

Finance: Musical activities outside School: • Inform the Finance Department of all aspects • promoting and encouraging musical financial: development activities outside school for students (e.g. attending courses, playing in • calculating the salaries for all peripatetic staff at the beginning of each term** concerts, auditioning for regional and national ensembles) • adjusting each term for new students and/or students finishing** • maintaining an appropriate level of personal contact and involvement with musical activities • dealing with sickness forms etc. in York, regionally and beyond in order to • checking all claim forms at the end of each promote cross-fertilization of experience, term** maintenance of standards and the linking of school to wider music networks • instructing the Finance Department regarding all charges to be made to students for music, exams and other accessories** While every effort has been made to describe the • notifying the Finance Department about all main responsibilities of the post, each individual changes in instrumental tuition, rentals etc** task may not have been identified. Employees will be expected to comply with any reasonable • dealing with parental enquiries about figures charged** request to undertake work of a similar level. THE PERSON SPECIFICATION The person we are looking for to fulfil this position will be able to exhibit and/or provide evidence of the following experience, skills and characteristics:

Essential Desirable

Good honours degree in Music ✓

An experienced high level performer ✓

An experienced musical director ✓

A particular interest in – and experience of – the development of singing and choral music ✓

Worthwhile experience of teaching academic music in a school context ✓

A genuine interest in - and commitment to - a broad range of musical genres and styles ✓

Experience and success in developing elite musicians as well as enticing the reluctant and allegedly ‘unmusical’ ✓

Although not necessarily a Quaker, must have a sound appreciation of, and sympathy with, the Quaker Testimonies and ethos ✓

Emotional intelligence in building and maintaining quality relationships with colleagues and students ✓

Experience of setting and securing of high standards of performance from students and staff ✓ Ability to demonstrate personal authority and integrity ✓ Experience of successfully, creatively and supportively leading and developing teams ✓

A determination to do the role well for its own sake, ahead of ambition whilst, nonetheless, being suitably ambitious! ✓

Ability to show sound judgement in decision making under pressure ✓ Exem plifies Bootham’s values ✓ Laughs a lot, possesses ‘a life’ as well as a generous spirit, and has learned effective ways to safeguard own wellbeing ✓ BENEFITS AND SALARY

Bootham School has its own salary scale and pay policy. All posts in the school are appointed on the Bootham salary scale. This post carries a Head of Department allowance of £5,000 on top of the teaching scale, the top of which is currently £39,804. There is a timetable remission of 15 lessons per fortnight. The starting salary on the teaching scale will be dependent of experience and skills.

The generous benefits package includes: • home-made afternoon tea available (we all put • 50% school fee remission for the children of on a pound or two when we join Bootham!!) staff • sm all classes of well-motivated students • generous contributions to the Teachers’ • optional contributory group health insurance Pensions scheme scheme • complimentary high quality meals and • on -site parking (a rarity in central York!) refreshments during term time • covered, secure bicycle storage and salary • generous training budget and a variety of sacrifice Cycle Scheme professional and personal development opportunities • the offer of free annual flu jabs • very pleasant working environment close to • payment of professional subscriptions to York Minster and the historic city centre – you approved professional institutions can pop to the park or the Shambles in your • use of the fitness suite and swimming pool lunch break • generous holidays , usually: Christmas (3 weeks), • a Head who operates an open-door policy Easter (3 weeks), Summer (8 weeks), 10 days for • a friendly and inclusive staff room, to relax and half-term in October and one week for half-term enjoy complimentary refreshments at break in February and May THE APPLICATION PROCESS AND TIMETABLE

Application forms can be downloaded from: For further information please contact Jenny Parkin, HR Manager: https://www.boothamschool.com/vacancies/

Please see the ‘Guidance Notes for Completing [email protected] the Application Form ’ and the ‘Application & Recruitment Process: 01904 683745 Information and Guidance.’

To find out more about Bootham School please visit our website at: www.boothamschool.com

Closing date for applications: 10am Tuesday 8th June 2021

First round video interviews will be held on Monday 21st and Weds 24th June 2021

Final round interviews will be held in school, Covid regulations permitting, on Thursday 1st July 2021 49-57 Bootham, York YO30 7BU Tel: 01904 623261 Email: [email protected] www.boothamschool.com