Inspectors recognised the manyHeadteacher strengths in the school, includingBadsworth the behaviour CEand (VC)welfare Junior of the pupilsand Infantand the goodSchool start they have in the early years.
Inspectors recognised the many strengths in the school, including the behaviour and welfare of the pupils and the good start they have in the early years.
Pay Range L13– L19 (£52,930—£61,341) Required for Easter 2019 or September 2019 Welcome from the Chair of Governors
Dear Applicant,
Thank you for the interest you have shown in the position of Headteacher at Badsworth Church of England Voluntary Controlled Junior and Infant School.
We are an aspirational governing body, who are very proud of our school and its children. We endeavour to continually improve through working closely with the Headteacher and staff and by improving our own ability to carry out our responsibilities to the children.
We seek to appoint a dynamic and inspirational leader, to continue to build on our solid past and lead us into an exciting and successful future. No one person has a greater influence ona school’s character than the Headteacher.
What you read within this pack is a snapshot of Badsworth School as it is today. The Badsworth School of tomorrow will be shaped by you.
On behalf of the governing body, I hope that you find the information within this pack useful and that it encourages you to apply to join our school.
We look forward to receiving your application
Yours sincerely
Kate Hames Chair of Governors
Advert
Badsworth CE (VC) J&I School Main Street, Badsworth, Pontefract, WF8 1AJ ADVERT FOR HEADTEACHER—224215 Group 2 School—Leadership Range L13—L19 (£52,930—£61,341) Required for April 2019 or September 2019 start. Due to the retirement of our current highly regarded and long serving Headteacher the Governors, staff and children of Badsworth are looking to appoint a new Headteacher. To ensure that the success and stability of the school is maintained, and the pupils continue to thrive, we are looking to appoint an experienced, inspirational leader. If you are that exceptional individual you will: Have a proven track record as an imaginative, innovative, resourceful and decisive leader. Have a commitment to meeting the needs of every child with the ability to create a culture of high aspirations for all. Have the ability to sustain and enhance the strong relationship with Parents, Staff, Governors, the Church and other Stakeholders. Be an inspirational role model with strong leadership, management, organisational and interpersonal skills, demonstrating a passion for teaching and learning. Have a commitment to developing the established Christian character of our school. In return we can offer you A one of a kind school in the heart of a community, with children who are keen to learn. A team of professional, highly skilled and committed staff. A supportive Governing body, who will demonstrate a commitment to your continuing personal development. The opportunity to implement and develop fresh ideas Visits to the school are welcomed and encouraged. Please contact the School Business Manager, Rachel McGuire on telephone number 01977 649157 to arrange a mutually convenient time. Completed Applications required by 9 November 2018 Shortlisting 20 November 2018 Interviews 3—4 December 2018 Our school is committed to safeguarding and promoting the welfare of children and expect all staff to share this commitment. An enhanced disclosure application to the Disclosure and Barring Service and satisfactory pre-employment checks and references will be required. Shortlisted candidates will also be required to make a declaration under the Childcare (Disqualification) Regulations (if applicable). For further information please visit: www.wakefield.gov.uk. Alternatively, you can contact the Recruitment Line on 0345 8506506 (typetalk calls welcome) or email: [email protected] Our Mission Statement and Aims
Our Mission Statement:-
To create an environment, centred around Christian values, in which we ‘CARE - Consider And Respect Everyone’ - as Jesus taught us.
Our Lord Jesus Christ said:
“The first commandment is this: you shall love the lord your God with all your heart, with all your soul with all your mind, and with all your strengths. The second is this: Love your neighbour as yourself. There is no other commandment greater than these.”
Our Aims:-
We believe education is a partnership between parents, teachers and children and that only with co-operation, mutual support and respect can we develop each child’s potential to the full - academically, socially and morally.
It is our intention to create a caring and happy atmosphere in which the children and teachers can work purposefully and effectively and one in which children feel welcomed and safe.
We provide a Christian environment in which the children are nurtured and encouraged to develop into thoughtful and considerate people, with respect for themselves, each other and the environment.
We expect children to behave well, demonstrate manners and to work hard to achieve their potential. To this end, we provide a wide range of stimulating and interesting activities to motivate children.
We offer all children the opportunity to progess at their level, regardless of learning, emotional or physical difficulties or their race or gender.
We believe that a sound education while in primary school is an essential prerequisite for developing life long learners. It is, however, important that knowledge in any subject is based upon real understanding.
Through meaningful learning and relevant and balanced teaching, we hope to produce well rounded learners who demonstrate independence, initiative and self-discipline.
Endeavour and both personal and collective achievement ian praises and shared among all pupils, staff (teaching and non-teaching), parents, Governors and the communiry of the school.
Our School
Christian Values Christian values are very important in school. Many of our activities are built on core values. We attend Church four or five times during the year and some of these services are built around the Harvest, Christmas, Easter, and Ascension. Many of these services are school led in which case all children take a full part. Some are led by a Rector with a focus upon the pupils. There is a daily Collective Workshop when a special value is selected for each half-term and presentations are built upon these. We have a Collective Worship Group which consists of five pupils who often take a lead in the assemblies. Sometimes visitors spend a day doing a work- shop on a particular value. Christian values are taught to everyone and this draws pupils together resulting in a warm and happy atmosphere. Our School
Badsworth School located in the heart of Badsworth village, is a one form entry primary school, priding itself on providing a loving, happy Christian environment, where children feel welcomed and safe, encouraging them to learn. Key Facts about our school
Age Range 4 – 11 years Location Badsworth Number of Children 203 Number of teaching staff 7 class based teachers supported by 9 teaching assistants (Including SEN) and 2 HLTA’s Ofsted Good – March 2017 Siams Outstanding – November 2017
The school has strong links to Badsworth Church and the community. The Church, located next to the school, welcomes the children every half term for services and has a representation on the Governing Body.
Badsworth celebrates and rewards the children’s achievements and behaviours through the use of the golden book, the brilliant behaviour book, certificates of achievement and spotter stickers. Each child is encouraged to be the very best they can be.
Our School
Children at Badsworth benefit from a rich and varied
curriculum which encourages them not only to participate but to have fun while learning. We embrace new technology the children benefit by having various IT equipment and software available to them.
Our curriculum is further enhanced through music lessons, a range of after school clubs, forest school and educational visits.
Our School
The School is very fortunate to have the Friends of Badsworth School (FOBS), a group of parents/ carers that work together with he Headteacher and school to raise funds to provide support for extracurricular events and resources that help the learning and experiences that enrich the children’s school life.
The school plays an active part in village life, hosting Village Day at school, holding joint Christmas Fayre with the Church and pupils attending outreach groups in the Village. Pupil Comments
Our children are very important and we endeavour to give them ALL opportunities to share their thoughts and opinions. We encourage them formally, and informally, to take an active role in decisions that affect both their wellbeing and learning. We asked the School Council:
Someone who is Be strict when they They have got to ready to make the need to be and kind have a good sense school a better place. when they need to of humour, but no be. Dad jokes!
Be fair and include Have good everyone. manners.
What do you think makes a good Headteacher in our school ?
Someone who They need A person who is organised to be kind. makes the and prepared. children happy.
What makes Badsworth such a great school?
The It’s a pupils, and loving the rules! place to come.
I’ve been at I like Badsworth Badsworth seven because of the years now and activities that make The teachers always feel welcome the playground fun respect the pupils and part of the like the trail, climbing opinions, the pupils school team. wall, field and friend- respect the ship bench. teachers too. Our School
“Pupils say they enjoy coming to school, they describe the school as ’amazing’.” “Relationships throughout the school are very strong and demonstrate the values in action.”
Our OFSTED Inspection was GOOD, March 2017 You have developed a friendly and caring environment underpinned by the school Inspectors recognised the many mission statement, ‘CARE: Consider and strengths in the school, including the Respect Everyone’. behaviour and welfare of the pupils and the good start they have in the You know the school community well. Staff, early years. pupils and parents feel that they are listened to, and valued, and that you take Pupils get off to a good start in the appropriate steps to help and support pupils. school. The indoor and outdoor environment in the early years is exciting You have high expectations and regularly hold and purposeful. Activities are varied and the staff to account for the impact of their appealing so that children are drawn in teaching on pupils’ outcomes. Consequently, and sustain concentration. the proportions of pupils reaching expected standards in reading, writing and mathematics Leaders at all levels, including governors, are above the national averages by the end of have a clear understanding of the Year 6. strengths and areas for development of the school.
Our SIAMS Inspection was OUTSTANDING, November 2017 The leadership of the school guides its Christian vision strongly and this makes a Self evaluation is robust because it is major contribution to the distinctiveness contributed to by everyone and priorities and effectiveness of the school. are sharply focused. Strategic objectives are monitored regularly and in detail, and their The strong relationships between the impact evaluated carefully and staff and pupils is based on mutual collaboratively. respect and Christian care, and pupils behaviour is exemplary. Pupil Performance Data
Badsworth CE J&I School 2016 - 2018 Assessment Results
Early Years Foundation Stage Profile School National School National School National 2016 2016 2017 2017 2018 2018 % achieving a Good Level Of Development (GLD) - i.e. Children 87% 69% 62.1% 71% 87% 71% having achieved at least the expected level in: the prime areas of learning (personal, social and emotional development; physical development; and communication and language) the early learning goals in the specific areas of mathematics and literacy. % achieving Expected or Exceeded progress in Reading 93% 77% 66% 77% 87% % achieving Expected or Exceeded progress in Writing 87% 72.6% 62% 73% 87% % achieving Expected or Exceeded progress in Maths - Number 90% 78.6% 83% 79% 93% % achieving Expected or Exceeded progress in Maths – Shape Space 79% 81.7% 79% 82% 97% Measures Average Total Point Score 35.6 34.5 32.8 34.5 36.7 Year 1 Phonics Check 2016 2017 2018 School National School National School National % of children meeting the required standard 97% 81% 97% 81% 79% 83% 2018 Key Stage 1 assessment results at each standard (2018 national results are provisional) Reading Writing Maths Science RWM School Na- School Na- School Na- School Na- School Na- tional tional tional tional tional EXS + (Working at the expected 90% 76% 87% 70% 90% 76% 93% 83% 83% 65% standard and working at greater depth) GDS (Working at greater depth 50% 26% 23% 16% 33% 22% 40% N/A 17% 12% at the expected standard) HNM (Has not met the standard) 10% 14% 10% 7% 17% WTS (Working Towards) 3% 7% 7% PKF (Pre Key Stage) 7% 7% 3% BLW (Below Pre Key Stage) Key Stage 1 2016 2017 2018 Assessment Results % of children achieving L2B+ % of children achieving % of children achieving Expected & Expected & Greater Greater Depth Depth School National School National School National (provisional) Reading Writing & Maths 69% 60.3% 84% 63.7% 83% 65% Reading 79% 74.1% 94% 75.6% 90% 76% Writing 72% 65.5% 87% 68.2% 87% 70% Maths 72% 72.7% 87% 75.1% 90% 76% Science 90% 81.8% 97% 82.6% 93% 83% Pupil Performance Data
Badsworth CE J&I School 2016 - 2018 Assessment Results
2018 Key Stage 2 teacher assessment and test results at each standard (2018 national results are provisional) Reading Writing (Teacher Grammar Maths Science Reading Writing (Test) Assessment) Punctuation & (Test) (Teacher & Maths Spelling (Test) Assessment)
School National School National School National School National School National School National
EXS + (Working at 66% 75% 90% 78% 79% 78% 66% 76% 83% 82% 59% 64% the expected standard and working at greater 76% 72% 69% depth) (TA) (TA) (TA) GDS (Working at 21% 20% 28% 21% greater depth at (TA) the expected standard – (Teacher Assessment)
%of pupils working at a higher 41% 28% 45% 34% 28% 24% 10% standard (Test) 14% HNM (Has not 34% 10% 21% 34% 17% met the standard) WTS (Working Towards) Average scaled 105 106 103 score School Average scaled 104 106 104 score National Key Stage 2 2016 2017 2018 Assessment Results % of children achieving L4B+ % of children achieving Expected & % of children achieving Expected & Greater Depth Standard Greater Depth Standard School National School National School National Reading Writing & Maths 69% 53% 69% 61% 59% 64% Reading 72% 66% 72% 71% 66% 75% Writing ( Level 4+) 90% 74% 83% 76% 90% 78% GPS 93% 72% 83% 77% 79% 78% Maths 100% 70% 79% 75% 66% 76% Science ( Level 4+) 86% 81% 86% 81% 83% 82%
2016 = new method of calculating a school’s progress measure* Reading +1.8 Reading +1.0 Reading -1.2 Writing +1.6 Writing +1.3 Writing +1.0 Maths +2.9 Maths +0.9 Maths -2.8 Average Scaled Score Average Scaled Score School National School National School National Reading 105 103 Reading 104 104 Reading 105 104 Writing 109.7 104 Writing 107 106 Writing 106 106 Maths 106.5 103 Maths 104 104 Maths 103 104 The Role
The Governing Body are seeking a Headteacher who will:
Be committed to developing a dynamic school culture and ethos of achievement, excitement and enjoyment in a safe, caring environment where everyone is valued and happy.
Be an inspirational role model with strong leadership, management and organisational skills, who displays authority and sensitivity.
Be passionate about teaching and learning and believe in maximising the potential of all children to be the best that they can be.
Be committed to supporting pupils with SEN.
Have proven successful leadership experience within the Primary phase.
Have the ability to sustain and enhance our excellent relationships with parents, staff, governors and the community. Job Specification
Job Title: Headteacher Group of Indicative Pay Range (7 pts): L13-L19 (£52,930—£61,341) School: 2 Reporting to: Chair of Governors Location: Badsworth CE (VC) J&I School Service Directorate: Children & Young People The overall purpose of the post of Head teacher:
The Head teacher will be responsible for the internal organisation, management and control of the school in accordance with safeguarding legislation, School Teachers’ Pay and Conditions Document, the policies of the Governing Body (including its annual budget), applicable legislation and the policies of Wakefield Council. The Head teacher, working with the Governing Body, Senior Leadership Team and school staff will develop a strategic view for the school in the context of its wider community and will ensure accurate school self-evaluation to inform school improvement planning. Requirements for the post Essential Desirable Qualifications First degree/teaching certificate and Qualified Teacher Have had or be undertaking Status. further study relevant to headship (e.g. Diploma or Recent professional development relevant to Senior Higher Degree). Management. National Professional Qualification for Headship (NPQH).
First hand experience of an Ofsted inspection and the post Ofsted planning process at senior level.
Experience A highly effective teacher with proven good/ Working in other primary outstanding teaching background in Primary Education schools or other relevant or other relevant phase. phase. Experience of working with Senior or whole school management at Headteacher, children who present Deputy Headteacher or Assistant Headteacher level. challenging behaviour. Curriculum Development responsibility in a core subject. Leading and developing Successful leadership of a team and proven record of religious education and inspiring, challenging and motivating others to achieve collective worship. agreed targets.
Willingness and ability to promote and develop the ethos of a Church school within the wider community . Job Specification
Requirements for the post Qualities & Hold and articulate clear values and moral purpose, focused on providing a world-class education for Knowledge the pupils they serve.
Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their pupils and staff, and towards parents, governors and members of the local community.
Lead by example - with integrity, creativity, resilience, and clarity - drawing on their own scholarship, expertise and skills, and that of those around them.
Sustain wide, current knowledge and understanding of education and school systems locally, nationally and globally, and pursue continuous professional development.
Work with political and financial astuteness, within a clear set of principles centred on the school’s vision, ably translating local and national policy into the school’s context.
Communicate compellingly the school’s vision and drive the strategic leadership, empowering all pupils and staff to excel.
An understanding of the needs and requirements of a Church of England school with particular regard to Religious Education and Collective Worship
Commitment to the distinctive ethos of a church school
Enthusiasm for Collective Worship sitting at the heart of the school community.
Pupils & Staff Demand ambitious standards for all pupils, overcoming disadvantage and advancing equality, instilling a strong sense of accountability in staff for the impact of their work on pupils’ outcomes
Secure excellent teaching through an analytical understanding of how pupils learn and of the core features of successful classroom practice and curriculum design, leading to rich curriculum opportunities and pupils’ well-being.
Establish an educational culture of ‘open classrooms’ as a basis for sharing best practice within and between schools, drawing on and conducting relevant research and robust data analysis.
Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other.
Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning.
Hold all staff to account for their professional conduct and practice. Systems & Process Ensure that the school’s systems, organisation and processes are well considered, efficient and fit for purpose, upholding the principles of transparency, integrity and probity.
Provide a safe, calm and well-ordered environment for all pupils and staff, focused on safeguarding pupils and developing their exemplary behaviour in school and in the wider society.
Establish rigorous, fair and transparent systems and measures for managing the performance of all staff, addressing any under-performance, supporting staff to improve and valuing excellent practice.
Welcome strong governance and actively support the Governing Body to understand its role and deliver its functions effectively– in particular its functions to set school strategy and hold the Headteacher to account for pupil, staff and financial performance. Job Specification
Systems & Process Exercise strategic, curriculum-led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of pupils’ achievements and the school’s sustainability.
Distribute leadership throughout the organisation, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making.
The Self-Improving Create outward-facing schools which work with other schools and organisations - in a School System climate of mutual challenge - to champion best practice and secure excellent achievements for all pupils.
Develop effective relationships with fellow professionals and colleagues in other public services to improve academic and social outcomes for all pupils.
Challenge educational orthodoxies in the best interests of achieving excellence, harnessing the findings of well evidenced research to frame self-regulating and self-improving schools.
Shape the current and future quality of the teaching profession through high quality training and sustained professional development for all staff.
Model entrepreneurial and innovative approaches to school improvement, leadership and governance, confident of the vital contribution of internal and external accountability.
Inspire and influence others - within and beyond schools - to believe in the fundamental importance of education in young people’s lives and to promote the value of education.
Determination to pursue continuous improvement by encouraging personal self-evaluation and a culture of constructive internal challenge within the school. welcoming comments, feedback and constructive challenge, both from within the school and from external sources and a commitment to encouraging staff to do likewise.
Key Outcomes/ Activities Whole School Organisation, Strategy and Development
Provide overall strategic leadership and, with others, lead, develop and support the strategic direction, vision, values and priorities of the school. Ensure the vision for the school is clearly articulated, shared, understood and acted upon effectively by all. Work within the school community to translate the vision into agreed objectives and operational plans which will promote and sustain school improvement. Develop, implement and evaluate the school’s policies, practices and procedures in line with the school’s vision, its Christian ethos, and British values.
Create an organisational structure which reflects the school’s values, and enables the management systems, structures and processes to work effectively in line with legal requirements.
Produce and implement clear, evidence-based improvement plans and policies for the development of the school and its facilities.
Maintain, develop and enhance the Christian ethos and character of the school in line with current thinking and practice within the Church of England.
Job Specification
Key Outcomes/ Activities Teaching and Learning
Lead and manage teaching and learning throughout the school. Including ensuring, save in exceptional circumstances, that a teacher is assigned in the school timetable to every class or group of pupils- in the first, second, third and fourth key stages, for foundation and other core subjects and religious education; and in the preliminary stage. (as applicable). Teach (where applicable) Ensure a consistent and continuous school-wide focus on pupils’ achievement, using data and benchmarks to monitor progress in every child’s learning. Acknowledge excellence and challenge poor performance across the school. Ensure that learning is at the centre of strategic planning and resource management. Determine, organise and implement a diverse, flexible curriculum and implements an effective assessment framework.
Ability to encourage parents to play their part in their child’s learning.
Safeguarding and Behaviour
Manage the school’s responsibility for safeguarding pupils’ wellbeing and in providing a safe environment in which pupils can learn. Ensure good order and discipline amongst pupils and staff. Management of Staff and Resources
Lead, manage and develop the staff, including appraising and managing performance. Develop clear arrangements for linking appraisal to pay progression and advise the Governing Body on pay recommendations for teachers, including on whether a teacher at the school who applied to be paid on the upper pay range should be paid on that range. Organise and deploy resources within the school. Manage the school’s financial and human resources effectively and efficiently to achieve the school’s educational goals and priorities. Manage and organise the school environment efficiently and effectively to ensure that it meets the needs of the curriculum and health and safety regulations. Promote harmonious working relationships within the school. Maintain relationships with organisations representing teachers and other members of the staff.
Lead and manage the staff with a proper regard for their well-being and legitimate expectations, including the expectation of a healthy balance between work and other commitments. Treat people fairly, equitably and with dignity and respect to create and maintain a positive school culture.
Professional Development
Promote the participation of staff in relevant continuing professional development. Participate in the arrangements for own performance and further training and professional development. Develop and maintain a culture of high expectations for self and for others and takes appropriate action when performance is unsatisfactory.
Job Specification
Key Outcomes/ Activities Accountability
Consult and communicate with the Governing Body, staff, pupils, parents and carers. Fulfil commitments arising from contractual accountability to the Governing Body. Ensure individual staff accountabilities are clearly defined, understood and agreed and are subject to rigorous review and evaluation. Work with the Governing Body (providing information, objective advice and support) to enable it to meet its responsibilities. Develop and present a coherent, understandable and accurate account of the school’s performance to a range of audiences including governors, parents and carers.
Work with Colleagues, other Relevant Professionals and the Community
Collaborate and work with colleagues and other relevant professionals within and beyond the school including relevant external agencies and bodies. Build a school culture and curriculum which takes account of the richness and diversity of the school’s communities. Collaborate with other agencies in providing for the academic, spiritual, moral, social, emotional and cultural well-being of pupils and their families. Build a collaborative learning culture within the school and actively engage with other schools to build effective learning communities. Responsibility for Resources: Employees (supervision):
For all staff employed to work at the school (Teaching and Support Staff) except for staff employed to provide school meals/ cleaning through a service level agreement. Financial:
Overall responsibility for the agreed school budget which includes the setting and overall monitoring to ensure effective spend and income generation.
Physical:
Overall responsibility for the physical resources held in school e.g. manual or computerised information; data and records; office and other equipment; tools and instruments; vehicles; machinery; fixtures and fittings; goods, stocks and supplies. Employment Checks: The following employment checks are required:
Identity Check Children's Barred List Prohibition from Teaching Check Evidence of a satisfactory safeguarding check e.g. Enhanced DBS Check Evidence of entitlement to work in the UK Childcare Disqualification Declaration Evidence of Essential Qualifications – see page 2 of this Job Specification Two satisfactory references (including current or most recent employer) Confirmation of medical fitness for employment Registration with appropriate bodies (where applicable)
Date completed: October 2018 Headteacher induction
Wakefield Council is committed to supporting all Headteachers who are new in post. This might be a first headship or an experienced Headteacher who is new to Wakefield.
Our induction processes aim to:
support Headteachers new to their role, or new to Wakefield, to enable them to be fully effective as quickly as possible and become familiar with Wakefield’s systems and procedures.
support new Headteachers’ professional development enabling them to continue to improve their skills of leadership and management.
At the conclusion of the induction period the new Headteacher should have a good knowledge of Wakefield Council personnel and procedures and have identified any specific, personal, continuing professional development needs.
There are 6 training opportunities for new Headteachers spread over the first year of headship. These are designed to provide appropriate and relevant information to new Headteachers and those who are new to headship in Wakefield. These include finance, HR and Governance, school improvement planning and self evaluation, safeguarding and health and safety. There are also sessions to support Headteachers in developing resilience and capacity to deal with difficult situations and people.
The Wakefield Council offer
A great place to be a school leader Headteachers in Wakefield are well-supported by the council’s Governor Support Services, ensuring that governing Wakefield Council is a signatory of the NAHT’s Leadership bodies are well-trained, well-clerked and well-advised. Compact, a profession-led code of practice for employers, and Reviews of governance, National College training, mentor is proud that it works to make the district an attractive and support and enhanced recruitment strategies have all effective environment that enables school leaders to perform. strengthened governance of schools. All new headteachers in the district are supported with an induction programme and the opportunity for mentoring from A range of leadership programmes have been an experienced colleague. commissioned, including Aspiring System Leaders and Aspiring Middle Leaders programmes delivered by schools The quality of education provided by the 141 schools and for schools. Wakefield Partnership for Initial Teacher academies continues to improve. In August 2016, for example, Training (WRITT) is the only provider nationally to maintain the percentage of ‘good’ or better schools increased to 85%, its ‘outstanding’ grade when inspected in 2013. with the highest percentage in West Yorkshire reaching the new expected standard for Key Stage Two, and higher Wakefield Council has maintained a high quality CPD service Progress Eight than all statistical neighbours at Key Stage Four. for schools, which schools are able to access through a service level agreement or on a ‘pay as you go’ basis. These Partnership courses and opportunities such as ‘Heads Together’ are well- Effective partnership working with and between schools is a attended and well-regarded. Wakefield also has five priority for Wakefield Council. Strong locally-based school Teaching Schools. The two-day residential Headteachers’ collaborations exist in all parts of the district, now brought Conference is an annual highlight of the CPD programme. together in the newly-established Partnership Forum, a school This has been held in York in recent years with a range of -led strategic body representing all local collaborations. This high quality keynote presenters and workshops. The forum also brings together the Teaching Schools and MATs Council’s Music Service is also highly regarded, and the working in the district and is leading to new opportunities for Music Hub that it runs has the distinction of achieving the school leaders to work in partnership to develop leadership Art’s Council’s highest rating four year in a row. Over three capacity at all levels, the sharing of best practice, and thousand children take part in activities under its auspices improved outcomes for all learners. every week. Wakefield Council recognises that there are areas of good or outstanding practice in schools of all sorts, and is working with the Partnership Forum to enhance the capacity of further schools to step into sharing their practice with others. Opportunities exist to become a LLE or NLE.
Outstanding Council Services
The Council has a range of service-level agreements through which schools can purchase high quality leadership development, curriculum support, data support, HR and a range of other services. The Council is committed to providing a visit from School Improvement Advisers to all schools and academies even where schools are not purchasing school improvement services – ‘Keeping in Touch’ visits. Living and working in the Wakefield area
Wakefield and the surrounding towns and villages can The transformation of Wakefield Waterfront is due to offer a great deal to those thinking of relocating to the take a significant next step in 2018as the home to the area. The district has a superb range of housing, from Tileyard Studios North, a major media and creative new executive builds and period detached properties to industries hub and location. semi-detached and terraced homes, both for sale and to Heritage gems include The National Coal Mining let in the buoyant rental market. Museum for England, National Trust Nostell Priory and Across the area, there are a range of both public and the remains of Pontefract Castle, which hosts annual private schools and two further education colleges, Proms at the Castle concert. Wakefield College, which is currently undergoing an Local festivals are as diverse as an annual Miners Gala, extensive programme of investment and Pontefract Wakefield Festival of Food, Drink and Rhubarb, New College, the first sixth form college in the country Pontefract Liquorice Festival, Seaside in the City, to be awarded the highest possible grades in all areas Wakefield Lit Fest and a large number of local galas and under an Ofsted inspection regime which came into shows run by local communities. force in 2012. Open spaces, waterways and country parks are Wakefield College is also launching a University Centre plentiful. These include the Trans Pennine Trail, sailing for the city in 2017, offering a wide variety of and watersports at Pugneys Country Park, walking and undergraduate degree and other HE courses. nature at Newmillerdam Country Park and RSPB Transport links and networks are very accessible as the Fairburn Ings. You can even take part in wild swimming district is located at the crossroads of the M62/M1. The at Nostell Priory too. city of Wakefield has a new railway station at Westgate, on the East Coast Main Line, along with 900 rail parking For more information about the district and its spaces for commuters. In addition, an extensive communities, take a look at these online resources: refurbishment of Kirkgate Railway Station has also been undertaken. For amenities, the city and town centres Facts, figures and information about the district offer good sport facilities, both public and private, and its residents: http:// including the leisure and entertainment complex at www.wakefieldjsna.co.uk/ Xscape, and retail centres hosting big name stores and Experience Wakefield– The Wakefield culture independent businesses, restaurants and retailers. and Leisure website: The district has seen a renaissance in terms of culture, www.experiencewakefield.co.uk events and tourism in recent years. For those interested To order a Visitor Guide: http:// in world class art, visit The Hepworth Wakefield and www.experiencewakefield.co.uk/Brochure.aspx Yorkshire Sculpture Park, both nationally acclaimed Take a look at 10 of the best local cultural twitter galleries which are part of the Yorkshire Sculpture accounts to follow: http://buff.ly/1jCzSG6 Triangle. Grass roots arts also flourish, Wakefield has a bi-monthly art walk which includes 18 venues, and The Art House has recently transformed a former Victorian library building to transform it into 34 artists’ studios and a new exhibition space.
How to Apply
For information about how to apply for this post please visit: http://www.wakefield.gov.uk/jobs-and-learning/jobs-and-careers
Contact Details:
Badsworth CE (VC) J&I School
Telephone: 01977 649157
Website: www.badsworthceschool.co.uk
https://www.badsworthvillage.com
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