HOLCOMBE

Headteacher of Message from the Chair

Dear Candidate,

TSAT Members, Directors and Governors are committed to ensuring our trust continues to provide the highest quality of education. We believe passionately in our mission to “transform the life chances” of all our children and young people. Through working together with this commitment we believe we are stronger and as we grow our ambition of what we can achieve grows with us.

I am proud of our staff, who are outstanding professionals and I am equally proud of the high quality and dedication of our governors who take seriously their responsibilities and ensure we support and challenge our leaders to inspire all their staff and our young people to strive for excellence.

Peter Martin Chair of the TSAT Board Introduction to the Trust

Letter from Stuart Gardner, CEO of Thinking Schools Trust:

Dear Candidate,

Thank you for showing your interest in our Headteacher vacancy at Holcombe Grammar School.

Holcombe Grammar School has been part of the Thinking Schools Academy Trust since January 2014. The formerly named Chatham Grammar School for Boys is fully cemented into the history of Medway throughout the decades. Holcombe played a large part in the Thinking Schools Academy Trust ranking number one in the country for KS4 progress in 2017 and again within the top ten in 2018. The Holcombe Manor is personally one of my most favour- ite school buildings that I have had the pleasure of working within. The grounds surrounding the Holcombe Manor are beautiful and the Manor itself is steeped in history within the local community.

The school caters to the male grammar students of Medway from Y7-Y11, with a co-ed sixth form. We aim to pro- vide a curriculum that is broad, balanced and meaningful. Staff at Holcombe work tirelessly to inspire and chal- lenge the students they teach to achieve and aspire to levels beyond their perceptions.

I was Headteacher at Holcombe Grammar School between 2013 and 2015 taking the school out of Special Meas- ures to Good in 12 months. I loved every minute of my time at the school. This is a fantastic opportunity to lead a school with enormous potential and take it from good to great.

For those who are not aware of Thinking Schools Academy Trust, we are a successful Multi-Academy Trust based in the South-East of comprised of 17 schools; infant, junior, primary, high school, grammar, co-ed and single sex within the Medway, Portsmouth and Deal areas; in essence, a true mix of schools. We educate 8,500 children on a daily basis and our schools share a common belief in cognitive education, aiming to actively shape the minds, attitudes and habits of young people through a framework of ‘Thinking Tools’ that enable individuals to become the master of their own destiny.

We wholly believe in achieving our ambition of transforming life chances by supporting every member of our community to: Think about their Thinking, Be their Best and Shape their Success. We believe in transforming the life chances of children because no child should have their lives defined by their material wealth, cultural experiences, race, or gender. All children in our society deserve to have a fair chance at life regardless of the circumstances of their birth.

In summary, the joint work of the staff at the school, students and the vision of the Trust aims to teach and develop the boys into well rounded young men with high aspirations.

If you are interested in the role I would recommend you book a tour of Holcombe Grammar School – please con- tact the school office directly to arrange this. As an educational professional, you will know, a visit to an Academy during the school day will give you a far better insight as to the character and spirit of the school, whilst being an opportunity to see our staff working to transform the life chances of the children in our care.

I look forward to meeting you soon.

Mr S Gardner CEO Letter from Mandy Gage, Director of Education:

Dear Candidate,

Thank you for taking the time to consider applying for the Headteacher role at Holcombe Grammar School.

You will be joining a beautiful school enriched in Medway history with beautiful outdoor space and great learning facilities. We are proud of our rich heritage and history of our school site, the historical manor house was used as an ambulance station during the war and played a very important part in the history of Medway. This gives our school a unique and beautiful setting rarely found in other schools.

At Holcombe Grammar School our aim is that students develop into successful, well rounded, confident young men who are equipped with the academic and life skills necessary to thrive in the modern world.

Every individual at Holcombe Grammar School is encouraged to achieve their personal best and there is an emphasis on celebrating student progress as well as outright attainment. Whilst many students go on to achieve places at Oxford, Cambridge and other Russell Group universities we celebrate the achievements of all students. The vast majority of our students go on to top universities at the end of the Sixth Form; the few who choose not to go to university are supported into apprenticeships at prestigious organisations such as the BBC. We are also proud of our excellent reputation for supporting students with Additional Educational Needs.

After the school’s 'Good' Ofsted judgement in April 2018, Holcombe Grammar School is continuing to make rapid progress towards becoming one of the most successful grammar schools in the Southeast.

This was evidenced by our recent GCSE results in which our students collected a strong set of results. A third of all GCSE results were a grade 7, 8, or 9 – equivalent to an A or A* – and in Physics, Chemistry, and Biology, more than half of students achieved a grade 7 or higher. 90% of all GCSE students achieved a grade 4, which is a pass, or better, and 82% of results were a strong pass (grade 5 or better). This was in spite of this being the first year in which all GCSEs are at a new, tougher standard, including more challenging content and questions.

In 2018, we celebrated our A Level results in which almost a quarter of all grades (24%) were A* or A, and over half of all grades were A*-B. These students have now continued on their journey at world-class institutions across the UK. We are proud to be part of the Thinking Schools Academy Trust in which students and staff are encouraged to think reflectively, critically and creatively, and employing these skills and techniques in the co-construction of a meaningful curriculum and associated activities.

At Holcombe we have adopted the Thinking School’s approach to teaching and learning. Research from organisations such as the Sutton Trust has repeatedly demonstrated that students who understand how their brains work and therefore, use their brain more effectively, achieve better academic and personal outcomes than those who do not.

As a member of the Trust and in my role as Director of Education of Holcombe Grammar School and our students benefit from being able to study KS5 qualifications at The Victory Academy and whilst being a Holcombe Grammar School student. This is just one example of us sharing resources across the wider Trust and something the successful candidate will continue and build on.

You will also be joining the school at an exciting time with renovation projects coming up in the near future as well as existing projects such as our newly opened maths block which is transforming our site and facilities.

We have a very successful and diverse range of sports using our excellent facilities, including a new 3G pitch and Football Academy, in partnership with Maidstone United Football Club and our newly refurbished sports hall and state of the art gym. This track record of sporting success is evidenced with students winning medals, taking part in international championships and receiving national call-ups across a variety of sports. We are extremely proud of our student voice and student council at the school, this gives the students a chance to learn and develop key skills as well as be listened to about important decisions. I personally enjoy my termly leadership lunches, where students and I discuss the progress of our school’s ongoing developments and initiatives.

The successful candidate will be an outstanding Headteacher with a track record of obtaining excellent academic outcomes for young people and able to inspire and enthuse our staff and students. Very importantly, our new colleague will wish to become part of the team that leads Holcombe Grammar School from Good to Outstanding and will be willing to do all that it takes to get us there. They will have the privilege of leading Holcombe Grammar School into its next generation and future successes.

I would encourage you to complete an application if you feel this is the right role for you. I look forward to reading your application and working together to make Holcombe Grammar School outstanding.

Mandy Gage Director of Education About our Trust

Our Journey so far:

When Rochester Grammar School became an Academy in 2010 a decision was made that it wanted to work with another successful school and become a cross phase multi-academy Trust. All Faiths School decided that linking with RGS would be positive for its students and in 2012 The RGS/AFS Thinking Schools Academy Trust was born.

The first sponsorship came in Portsmouth when the Trust was asked to support a school that had gone into special measures and this was later known as The . During 2014 a further two other schools were sponsored in Medway, Holcombe Grammar School and The Gordon Children’s Academy, and the Trust opened its first free school, New Horizons Children’s Academy. At this point the board agreed to rename the Trust to The Thinking Schools Academy Trust. Since then the Trust has grown to establish two hubs, Portsmouth and Medway, supporting students from early years to sixth form and has acquired the nursery company, Little Thinkers, to pro- vide childcare and pre-school provision.

Our Vision:

At the heart of Thinking Schools Academy Trust is the belief that the work that we do must transform the life chances of students.

We believe that the best way to transform life chances is to actively shape the minds, attitudes and habits of young people through a framework of cognitive education that enables them to become the master of their own destiny.

This framework of cognitive education is constructed through the use of the Thinking School approach. Research from organisations such as the Sutton Trust has repeatedly demonstrated that when children understand how their brains work they achieve better academic and personal outcomes than those who do not. This is known as meta-cognition.

“We are what we habitually do” (Aristotle), to transform life chances we have to transform habits. The ultimate goal is that every individual, child or adult, in the organisation consciously recognises their own habits, strengths and areas for development and actively seeks to improve themselves thereby creating transfor- mational change in each individual.

Transforming life chances by …

• Providing an educational framework that promotes the development of effective habits and cognitive struc- tures. • Challenging everyone to aspire to and strive for personal excellence. • Enabling each individual to realise their potential and become the master of their own destiny.

Our Values:

Child first:

To provide a stimulating learning environment for all where learners feel safe to explore knowledge and under- standing. We believe that children learn best when they are motivated, clear about expectations in their work and behaviour, feel valued, secure and confident, are challenged and receive constructive feedback about their perfor- mance.

Aspire:

To be the best they can be. We believe that all staff and students can aspire for personal and professional prowess and become empowered through the Thinking philosophy.

Challenge:

To actively shape the minds, attitudes and habits of young people through a framework of cognitive education that enables them to become the master of their own destiny. We believe that students require an accurate reflec- tion of what they are good at and need to develop personal insight and manage uncertainty confidently. Develop- ing skilled, independent, reflective learners is part of our Vision.

Achieve:

For all stakeholders to demonstrate the highest levels of thinking and habits. We want our students to be ques- tioning in nature, achieving the highest levels of independent and interdependent prowess. Who Are We?

The Thinking Schools Academy Trust is a successful family of schools that work together to improve the life chances of all its children and young people. Our Trust currently consists of 17 schools, 12 primary and 5 Secondary, based across the Portsmouth, Deal and Medway areas. Thinking School

What is a Thinking School?

An educational community in which all members share a common commitment to giving regular careful thought to everything that takes place. This involves both students and staff learning how to think reflectively, critically and creatively, and employing these skills and techniques in the co-construction of a meaningful curriculum and associated activities. Successful outcomes are reflected in students across a wide range of abilities, demonstrating independent and co-operative learning skills, high levels of achievement and both enjoyment and satisfaction in learning. Benefits will be shown in ways in which all members of the community interact with and show consideration for each other and in the positive psychological well-being of both students and staff.

Burden, 2006.

Thinking Approach

Our “Thinking School” approach is consistent with the aims below and helps to ensure that:

• Students in TSAT are supported to think for themselves, through the development of a thorough understanding of purposeful thinking tools that they can use to aid and monitor their own progress. • Staff in TSAT are encouraged to think accurately and reflectively about their practice and understand a range of thinking tools that can be used to support student motivation and progress. Holcombe's Habits

MET Agenda

+ + =

• Mastery: Students will be supported to realise their potential and achieve mastery of their own destiny

• Endeavour: Students will join a community of enterprising citizens who challenge themselves to reach their goals

• Students will join a community of thinkers Benefits

• The opportunity to join a growing organisation during an extremely exciting time, with the opportunity for progression as the Trust grows in size • Work with parents who are supportive of our school values and ethos • Vast support network from senior leaders and other teachers within the school and our trust ‘Refer a • Benefit from an internationally accredited pedagogy approach to Friend’ ABCD ‘Cycle thinking and learning - proven to enhance classroom practice scheme to work’ Awards scheme • Outstanding CPD tailored to you, wherever you are in your career Social events - • Support from across the Trust to help you deliver outstanding including theatre Teachers trips, sports days, teaching and learning through resources, mentoring and school Christmas parties T scale for visits and charity pay events • Access to the New Horizons Teaching Alliance, offering a wide range of robust and innovatory development resources and Free and Confidential Benefits Performance expertise Employee Related Pay for Assistance teachers and • Reduced membership of a fully-equipped fitness suite and Programme support staff classes – located on the site of Holcombe Grammar School Teacher • Teachers T scale for pay as well as performance related pay for Perks teachers and support staff access (for CPD all staff) Annual review • A 24/7 employee assistance programme which provides Support to of support staff enhance counselling and support / advice on a wide array of areas salary inline with cost of your living increases wellbeing • Employee perks such as access to Teacher Perks and our cycle to work scheme • Trust social events including theatre trips, sports days, Christmas parties and charity events • Opportunity to work in a campus of well-appointed buildings centred around the historic Holcombe Manor

• Free parking onsite • Easy access to M2, M20 and M25 Medway - The Place

Medway is a fantastic place to live and work. It is a place with a rich, naval heritage and Dickensian history. It has undergone big regeneration projects in recent years and this is set to continue with 29,000 new homes being built by 2035 across the five main towns.

It hosts 30 days of free festivals and events throughout the year including Dickens Festival every summer, Dickensian Christmas in December, Sweeps Festival and events such as Castle Concerts every year.

Medway is home to a variety of landmarks such as , The Chatham Dockyard, Upnor Castle, Fort Amherst, Gads Hill place and Temple Manor.

It has fantastic transport links being only 30 miles from London and only a 35-minute train journey from Kings Cross.

The Medway towns also have a variety of shopping centres such as Dockside in Chatham, Hempstead Valley in Gillingham and Chatham town centre.

In terms of socialising Medway has variety of restaurants and bars as well as being home to the Dockyard brewery and the Copper Rivet Distillery.

The Thinking Schools Academy Trust are Medway Champions, actively supporting The City of Culture 2025 bid.

HOLCOMBE GRAMMAR SCHOOL

Details of the role Job Description - Headteacher

Aims of the Thinking Schools Academy Trust (TSAT)

The Thinking Schools Academy Trust is dedicated to providing world class education, which will nurture personal excellence, confidence and independent thinking skills.

“Improve the life chances of all our children and young people; embed the philosophy of a thinking school through transforming teaching, learning and leadership, that will accelerate learner progress and cognitive development”.

Main purpose of the post:

The Headteacher will provide leadership and management for the school ensuring continual improvement and high quality, engaging and fulfilling cognitive education for all students.

The Headteacher will lead on further development in standards of teaching, learning and achievement.

The Headteacher will promote and safeguard the welfare of all children for whom the school and Local Governing Body are responsible and those with whom they come into contact. Strategic Leadership Leading Learning and Teaching

1. Develop the shared vision and strategic plan for the 1. Secure and sustain effective teaching and learning school, which is responsive to the communities they throughout the school by ensuring sound strategies serve. At the core of this should be the educational for monitoring and evaluating the quality of teaching and personal development of the students. and standards of students’ achievement are in place, using benchmarks and setting targets for 2. Work with the Chief Executive, Director of Education, improvement. This should include those with special Board of Directors and members of the MAT, educational or linguistic needs in order to set and Governors and staff to define and implement the meet challenging, realistic targets for improvement. Academies’ vision and strategic direction so that it is understood and acted upon by all stakeholders. 2. Promote excellence in teaching and learning, ensuring a continuous and consistent academy- wide 3. Creating a culture of raising aspiration, achievement focus on students’ achievement and development and attainment, is achieved through an inclusive, (moral, spiritual, physical and social, as well as sustainable and innovative lifelong education academic. environment. 3. Embrace cognitive education an ensure the 4. Ensure the Academy achieve their performance school operates within the culture and ethos of an targets. accredited Thinking School.

5. Promote the Academy to a range of audiences. 4. Ensure that a high quality educational experience is available for all children and young people. 6. Secure the commitment of parents/carers and the wider community to the vision and direction of the 5. Create a culture of challenge, support and high school. expectations.

7. Work with all stakeholders to generate enthusiasm 6. Ensure that effective and appropriate pastoral and commitment. support is available to students.

8. Challenge, motivate and empower others to attain 7. Through monitoring and evaluation, identify and act ambitious outcomes. on areas of improvement in relation to the curriculum and assessment.

8. Develop an inclusive and supportive approach so that each school is a place where all students feel welcome. Raising aspiration, achievement and 7. Develop and maintain respect across all stakeholders, attainment inspiring individuals to contribute positively to shared ideas and plans for the academies. 1. Ensure that the needs and aspirations of each 8. Develop the capacity, through coaching and other student is addressed through personalised learning appropriate means, of the educational leadership and mentoring. and management, particularly the SLT. 2. Ensure that assessment data is used to set challenging targets.

3. Challenge practice to ensure a stimulating learning environment.

4. Ensure Academy-wide priorities are consistently and effectively implemented.

Developing Self and Working with Others

1. Treat everyone within each school fairly and equitably.

2. Develop a culture of personal responsibility that recognises both excellence and supports appropriate strategies to deal with under performance.

3. Ensure a high standard of professional development for all staff and for self.

4. Work with all staff to build effective teams.

5. Sustain their own motivation and that of other staff.

6. Motivate and enable all staff to carry out their respective roles to the highest standard, through high quality continuing professional development based on assessment of needs. Leading the Organisation Securing Accountability

1. Provide dynamic, consistent and motivational 1. Work with the Director of Education to enable him/ leadership, ensuring the successful delivery of the her to meet their responsibilities. vision, ethos, aims and objectives of the schools. 2. Ensure all staff have clearly defined responsibilities 2. Lead by example, be personally visible and and accountabilities. committed whilst adopting a strong and flexible leadership style. 3. Support each school to establish strong middle leadership roles within a distributed leadership 3. Establish collaborative and open relationships with structure. all stakeholders. 4. Secure robust Academy self-evaluation and quality 4. Critically evaluate each school’s performance. assurance procedures.

5. Ensure that communication channels exist enabling all staff to receive information they need in order to carry out their professional duties effectively.

6. Ensure structures deliver students progression, attainment and achievement.

7. Oversee the implementation of a firm and fair performance management framework for all staff.

Managing the Organisation

1. Work with Trust Members and senior colleagues to recruit and retain staff of the highest quality.

2. Work with the Trust Members and senior colleagues to deploy all staff effectively in order to improve the quality of education provided.

3. Ensure that the allocation and use of accommodation within the school provides a positive learning environment that promotes the highest achievement for all. Leading in the Community Through Collaboration

1. Support the Director of Education in developing community engagement, promoting a continuous culture of change and nurturing creativity for all.

2. Create and maintain an effective partnership with parents/carers.

3. Strengthen each school’s positive image in the wider community.

4. Develop each school’s extended school provision.

5. Actively support the diversity of the Academy’s communities and students.

Conditions

The Headteacher will undertake any other duties which from time to time may be required and be relevant and commensurate with the post, as deemed necessary by the Director of Education and Local Governing Body. Generic Duties relevant to all All staff are expected to follow (and ensure students follow) the procedures as laid out in the Trust’s members of staff Acceptable Use Policy. Staff are also expected to ensure that they follow Trust policies with regard to professional conduct when using ICT systems or Trust ICT equipment. The Trust Health and Safety The ethos of the Trust is included within the strapline “Transforming Life Chances”. All staff are Employees are required to work in compliance with the expected to be committed to this aim in everything school’s Health & Safety Policies and under the Health they do. and Safety at Work Act 1974 (as amended), ensuring the safety of all parties they come into contact with, such as It is expected that all staff work collaboratively as members of the public, in premises or sites controlled by members of the Trust to share good practice, the Trust. resources and ideas and realise the Trust’s visions and aims. All staff should act with professional In order to ensure compliance, procedures should be integrity at all times, following the “Code of observed at all times under the provision of safe systems Conduct”. of work through safe and health environments, including information, training and supervision necessary to You will be based at Holcombe Grammar School. accomplish those goals. However, you may be asked to work at any of the other academies within the Trust or partner schools Safeguarding and you should expect to travel between sites within as required. The Thinking Schools Academy Trust is committed to safeguarding and promoting the welfare of children ICT and young people and all staff must ensure that the highest priority is given to following the guidance and It is expected that all teaching and support staff regulations to safeguard children and young people. follow the ICT Vision of the Trust. All staff are to have due regard for safeguarding and All staff will be expected to utilise ICT and to promoting the welfare of children and young people and improve communication and reduce paper use. to follow the child protection procedures adopted by the Security procedures must be followed when using Thinking Schools Academy Trust. Any safeguarding or ICT systems. child protection issues must be acted upon immediately by informing the Designated Child Protection Officer. Data Protection

The Thinking Schools Academy Trust takes the responsibility of protecting and securing the data of Students, Staff, Parents and all associated individuals very seriously. The Trust requires all staff to complete data protection training and to adhere to its Data protection policies and procedures. All staff must ensure that if they suspect a data breach they must inform the Trust Data Protection officer immediately.

This job description forms part of the contract of employment of the person appointed to the post. The duties, responsibilities and accountabilities highlighted in this job description are indicative and may vary over time at the discretion of the Trust and the Director of Education. This job description will be reviewed annually and is an integral part of the Appraisal and line management process. Person Specification

Qualifications: Essential Desirable • Evidence of continuing professional development • Completion of NPQSL or Widening Leadership • Qualified Teacher Status • Working towards an NPQH or other form of Headship • Degree qualification qualification • Additional higher educational leadership qualifications e. g. MA or MEd

Experience:

Essential Desirable • Successful teaching and leadership experience in the • Experience of working with school Governors/Board of Secondary age range Directors • Leadership experience in a SLT position • Experience of working with and developing links with (Headteacher, Head of School, or Deputy Headteacher) the community and wider region • Experience of leading excellent academic outcomes for students

Skills:

The ability to:

• Work under pressure, determine priorities and meet deadlines • Develop leadership capacity and skills within teams and individuals • Use / analyse assessment data systems to raise standards • Monitor and evaluate effectively • Initiate and manage change effectively • Collect and weigh evidence, make judgements and take decisions in line with good educational practice • Think creatively and imaginatively to solve problems and identify opportunities • Make decisions that are in the best interests of the children • Communicate clearly and convey information for differing purposes, taking into account, where appropriate, the views of others • Effectively communicate orally and in writing to a range of audiences • Forge strong links with parents and the whole community • Deal sensitively with people and resolve conflicts • Work closely and positively with the Governing Body • Work across the Trust and develop close working networks • To seek advice and support when required

Knowledge and understanding of:

Essential Desirable • Trust wide policies and procedures • Managing School finances and budgets • Current educational developments, including up-to-date • The Teaching School knowledge and understanding of the current national • Supporting Schools Direct, NQTS and QTS+1 agenda • School data, including tracking progress and monitoring performance • Knowledge and understanding of data analysis and the ability to use data to set targets for improvement • Confident in school self-evaluation • The management of staff performance including supervision, target setting and capability and or conduct management procedures. • Promoting and implementing the processes necessary to safeguard and promote the welfare of children • Substantial knowledge and understanding of learning and teaching • Confident use of a range of ICT skills Leadership:

• Ability to lead the school/s through changes, and to meet new challenges with enthusiasm, vision and flair/ a positive approach to behaviour • Leads by example with integrity, creativity, resilience, and clarity - drawing on their own expertise and skills, and that of those around them • Management experience, including direct line management of staff • Demand ambitious standards for all students, overcoming disadvantage and advancing equality, instilling a strong sense of accountability in staff for the impact of their work on students’ outcomes • Lead and manage people to work both individually and in teams (managing staff workload) • Delegate effectively • Build effective teams, continually developing positive relationships • Motivate and inspire by setting and following high standards

Learning and Teaching:

• Experience of whole-school curriculum management leading to school improvement • An understanding of recent developments in thinking and learning • Proven track record of improving standards and outcomes across the whole school • Teach at a consistently high level (as a role model to all staff) • Commitment to high academic and behavioural standards • Can articulate and demonstrate effective secondary practice • Up-to-date knowledge of the new National Curriculum

Personal Qualities (Attributes):

• Excellent communication skills and the ability to hold and articulate clear values and moral purpose • Ability to inspire, challenge and motivate colleagues with and beyond Schools • Ability to lead and manage effectively in a pressurised environment • Able to demonstrate emotional intelligence • Effective judgment • The ability and willingness to listen, learn and lead • Self-motivated and hardworking • Starter-finisher • Reflective • Open minded Next Steps

If you would like a discreet conversation regarding the role please contact Wendy Tanner 01634 830 084

To apply for this role please complete an application form that is available on this website.

Closing Date: 8th September 2019

Interviews: 19th and 20th September 2019

Start Date: January 2020