Ramsey Grammar School

Transition Teacher of English and Maths (Limited Term) In Years 7 and 6 January 2018 – July 2018

Headteacher: Mrs A G Baker M Ed NPQH Road, Ramsey, , IM8 2RG

Tel: (01624) 811100 Fax: (01624) 811101 e-mail: [email protected]

From the Headteacher

Dear Colleague

Thank you for your enquiry about the post of Transition Teacher (English and Maths in Years 7 and 6) at Ramsey Grammar School.

Ramsey Grammar is a great school with a proud history. There is a strong sense of community in the school and in the town of Ramsey, which is reflected in the values and positive ethos shared by the school’s students, staff and parents. Our staff members are extremely hardworking and are committed to providing educational opportunities that help all students to succeed.

At Ramsey Grammar School we are committed to providing the very best education for our young people. I am looking therefore, to recruit people who are innovative and proactive; people who are constantly seeking ways to improve teaching and learning - people who are lifelong learners themselves.

Should you decide to apply, your letter of application (no longer than two sides of A4 please) should address the following areas:

1. Your strengths in teaching and learning and how you have arrived at these conclusions. 2. How your experience has prepared you for this post.

You will also be required to complete the Isle of Man Department of Education and Children online application.

Please note: short-listed candidates will be expected to teach as part of the interview process.

Mrs A G Baker Headteacher October 2017

2 Ramsey Grammar School Background Information

Ramsey Grammar School opened on the present site in 1946, arguably the first fully comprehensive school in The . The buildings provide a pleasant spacious school, well equipped and appointed. It is located on the outskirts of Ramsey, a picturesque, seaside town with a working harbour and a population of around 6,000. About 50% of our students live in the surrounding rural areas and travel on school buses. The school is well situated in a tranquil setting, having some of the most breath- taking views from the majority of classrooms and the extensive fields. It is not quite so tranquil in TT week since it is on the actual race course!

The school acquired an extension to the original building in September 2007 to accommodate Special Needs, Design and Technology, a vast open-plan Art studio, Drama studios, Economics, Business, Politics, Rural and Agricultural Science and a state-of-the-art teaching piggery, a Sixth Form Centre including a 122 seat Lecture Theatre, and a suite of new English rooms. This building, the South building, complements the existing excellent facilities: a purpose-built Sports Hall (1988) re- roofed and significantly modernised (2007-2010) as well as an extensive and well- equipped Science Block (1995). Digital technology is used throughout the school, supported by WiFi, and all classrooms are equipped with at least projection and sound facilities.

The Isle of Man does not have specialist schools, league tables, SATs or Ofsted, nor do we embrace any of the Academy or Specialist School initiatives current in England. We have our own Manx National Curriculum. Ours is a fully inclusive school with, presently, 959 students on roll including a Sixth Form of 223 and extensive facilities (The Flexible Learning Area), for SEBD, MLD, SLD and PMLD students and those requiring Nurture provision. We have a high staying on rate reflecting the able nature of our intake. Well-equipped classrooms, talented and experienced staff with a clear direction and students who are hardworking, keen and wanting to please make Ramsey Grammar School a very rewarding place to teach.

Examination results at RGS this year overall are good with potential to improve still further. The 5 A*-C, including English and Maths, pass rate was 66%, this being the best results in the school’s history, and the best result ever achieved by an island secondary school. The Sixth Form is increasing and the vast majority of Sixth Form students progress to higher education.

A thirty period week operates, consisting of 6x50 minute periods each day. Class sizes are controlled to maintain advantageous teaching groups. There are relatively few classes of more than 28 students. Initially, in Year 7, all subjects are taught in mixed ability groups. Setting becomes more commonplace in Years 8 and 9. The option pattern enables all students to choose their Sciences and select from a wide range of Arts, Humanities, D&T and Languages subjects.

The Pastoral system is Year based and Tutor groups are mixed ability. Students register in the three buildings to effectively create an Upper School of Years 10 and 11 and a Lower School, with the Sixth Form Centre in the South Building. Subject departments are suited together and therefore students, rather than staff, move between the buildings.

Extra-curricular activities play a major part in the life of the school. Due to the reliance on school buses, the majority of clubs and societies operate at lunchtime, with over one hundred and fifty activities each week. The lunch break is therefore necessarily long.

3 The school is a centre of musical excellence, with a number of choirs and a healthy contemporary music scene which includes a number of rock bands. Sport plays a major part in everyday school life and RGS is the pre-eminent sporting school on the Island. Almost all students play representative sport and a full fixture list operates throughout the school year.

Students are encouraged to participate in The Duke of Edinburgh Award Scheme, and the best regularly achieve Gold awards before they leave school. Gold expeditions have visited New Zealand, France, the Mountains of Mourne, Snowdonia and Shetland, and Silver expeditions visit Eire every year. Sixth Form students take part in Junior Achievement and in the Charity Challenge, as well as engaging in the Northern Live at Home Scheme.

Ramsey Grammar School is committed to working with the community and is a happy school with relationships between students and staff characterised by mutual support and respect.

The Post

The Governors and the Leadership Group are keen to appoint an enthusiastic and highly motivated Transition Teacher, able to teach both English and Mathematics to students in RGS Year 7 as well in our partner primaries’ Year 6 classes. We firmly believe that a Transition Teacher will make it possible for us to not only further promote the attainment and achievement of our students, but also to make the transition in learning and teaching between KS2 and KS3 as smooth as possible.

English at RGS All students in KS3 and KS4 have four lessons of English for 50 minutes per week, whilst KS5 students have six lessons.

Key Stage Three Years 7, 8 and 9 follow the Isle of Man agreed syllabus, in combination with National Curriculum guidelines. The schemes of work have been written by the English staff at Ramsey Grammar School.

All members of the Department have been involved in the planning, developing, implementation and review of the schemes and it is expected that any new appointee would work enthusiastically with other members of the team.

Students are taught in both mixed ability and ability sets; decisions regarding teaching groups are reached through an analysis of need and knowledge of students as individuals. KS2 information is used to give predictions for KS3/4 potential, against which progress in monitored and measured.

Key Stage Four Currently, working with the Cambridge syllabus, most students take IGCSE English in Year 10 and then go on to follow the English Literature course in Year 11. Students in the lower sets study IGCSE English over two years. As part of their KS4 options, students also have the opportunity to study Film Studies to GCSE through the WJEC exam board.

AS/A2 The English department currently offers A Level English Literature and English Language through the Edexcel Exam Board. Students study a wide range of texts to develop their practical criticism skills and work collaboratively with Sixth Form students from other island schools.

4 Mathematics at RGS

Key Stages 3 and 4 At Key stage three our students have four lessons per week. In Year 7 students are taught in Form groups up until Christmas when they are then streamed. Throughout KS3 we look for opportunities for students to move sets whether it is to offer them extra support or more challenging work. Years 7, 8 and 9 follow a syllabus based on the Cambridge Key Stage 3 Syllabus.

Key Stage 4. At Key Stage Four we currently follow following the Cambridge iGCSE Syllabus at both Core and Extended level.

For the very small number of students who do not obtain enough marks to attain a GCSE grade we offer a functional skills level 1 qualification in conjunction with AQA.

Key Stage 5 At RGS we follow both Core Mathematics and Further Mathematics at Years 12 and 13.

Core Mathematics In Year 12 our students study P1 (Core Mathematics) and S1 (Statistics), all of which are examined in June of Year 12.

Year 13 students currently study Core 3 and 4 and Mechanics 1 Mathematics, all of which are examined in June of Year 13

Further Mathematics As new A-Levels in Mathematics are being introduced this year RGS has decided to follow the iA-level route run by Cambridge International. This is a two year programme with two papers being assessed at the end of Year 13. Pure Mathematics and a combination of Statistics and Mechanics.

Year 13 students currently follow Further Pure 2 and 3 and Mechanics 2, all of which is examined at the end of Year 13.

Mathematics in Key Stage 5 is taken by at least students, many go on to study Mathematics and related subjects at higher education institutions.

The Mathematics Department The Mathematics department consists of nine full time members and one part time member. Students attend the Maths Symposium each year. Students also take part in the UKMT Math’s Challenge at Junior, Intermediate and Senior level, with a number of students carrying onto the next round of challenges. Maths clubs are held every day.

RGS Partner Primary Schools The Isle of Man operates a “Catchment Area” to designate routes of progression between Key Stage 2 and Key Stage 3. The following primary schools are within the catchment are for RGS:

Andreas * * Bunscoill Rhumsaa Sulby Dhoon

*students have a choice between RGS and QE2 and St Ninian’s High Schools respectively

5 Job Description

Title of Post: Transition Teacher of English and Maths (Limited Term)

Salary Grade: Main Professional Grade

Employment Duties This job is to be performed in accordance with Isle of Man Department of Education and Children’s Terms and Conditions of Service for Teachers’ document (2014), together with Appendices of the Isle of Man Department of Education and Children’s Teaching Standards. The range of duties is clearly stated in the documents relevant to the post holder’s title and salary grade.

Relationships The post holder is accountable to the Headteacher who will delegate some responsibilities via the school’s line management structure.

Accountabilities of the Post To fulfil the role of class teacher, working alongside other colleagues from the school, displaying high expectations of the academic work and behaviour of students, and in compliance with the policies of the school and the Department of Education and Children.

Job Responsibilities  Personally demonstrate and achieve high standards of teaching of the subject, sustaining and raising standards of student achievement, behaviour and motivation. This will include the use of the school’s rewards and disciplinary systems. Lessons should be appropriately prepared with respect to the age and ability range of each class taught.  Employ a range of techniques and resources including ICT.  Use formative assessment to ensure classes taught make maximum progress.  Be responsible for the appropriate use of school resources and for maintaining effective displays in their teaching areas.  Participate in the pastoral aspect of the school by being a Form Tutor. (Tutors should be with their group at the start of each registration session and be available, as necessary, for individual consultation or guidance). As a Form Tutor, teachers are expected to help create a positive and caring ethos and implement the PGE curriculum.  Take responsibility for monitoring and supporting students’ learning through individual action planning including SEN action plans, where necessary, as a Tutor.  Be the first point of contact between the school and families, and maintain up to date knowledge of each individual in the Tutor group.  Manage teaching areas and equipment to create a positive learning environment that makes effective use of available resources.

Teachers who are not Tutors are expected to be available as necessary to support the functions previously outlined and to be attached to a Year group to support the pastoral development of children.

Teaching  Plan and teach lessons to the classes they are assigned within the context of the school’s plans, curriculum and schemes of work.  Assess, monitor, record and report on the learning needs, progress and achievements of assigned students.  Participate in arrangements for preparing students for external exams.

6 Whole School Organisation, Strategy and Development  Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures in such a way as to support the school’s values and vision.  Work with others on curriculum and/or students’ development to secure co- ordinated outcomes.

Health, Safety and Discipline  Promote the safety and well-being of students.  Maintain good order and discipline among students.

Management of Staff and Resources  Direct and supervise support staff assigned and, where appropriate, other teachers.  Contribute to the recruitment, selection, appointment and professional development of other teachers.  Deploy resources delegated.

Professional Development  Participate in arrangements for the personal appraisal and review of performance and, where appropriate, that of other teachers and support staff.  Participate in arrangements for personal training and professional development and, where appropriate, that of other teachers and support staff, including induction.

Communication Teachers are expected to communicate effectively and professionally with students, parents and carers.

Working with colleagues and other relevant professionals Teachers are expected to collaborate effectively and professionally with colleagues and other relevant professionals within and beyond the school.

This job description and allocation of responsibility may be amended, after consultation, from time to time.

Safeguarding The Department of Education and Children is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

All staff are required to undertake training with regard to the safeguarding and welfare of children and young people and the Department commits to providing this training e.g. via induction, on-line, briefings at staff meetings inset days etc., as appropriate.

All staff have a responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact and to adhere to, and ensure compliance with, the Safeguarding Children Board Child Protection procedures and the school/service’s Child Protection Policy at all times. If, in the course of carrying out the duties of the post, the post holder becomes aware of any actual or potential risks to the safety or welfare of children School/Service, they must report any concerns to the designated Safeguarding lead in their area or to the department’s Child Protection and Safeguarding Officer.

The contents of this job description may be reviewed and updated as necessary to ensure that it remains accurate and complete. All changes will be made in discussion and with the agreement of the Head of Service or designated Officer.

7 Person Specification

Transition Teacher of English and Maths Essential or Means of Desirable Assessment Degree qualification E A Subject teaching qualification E A Evidence of further study/training D AI Experience Experience of successfully teaching students in D AO Year 6 Experience of successfully using teaching and E AOI learning strategies that enable students to achieve in relation to their capabilities and their earlier attainment Knowledge and Skills Be an innovative and reflective practitioner E AIO Thorough and up to date knowledge of recent E AI initiatives in English Ability to vary teaching and learning styles E IO Up to date knowledge and understanding, based E I on experience, of how students learn and make progress Sound and efficient administration skills, including E I the ability to work under pressure and meet deadlines Ability to monitor and evaluate own success E I Set high professional standards by personal E O example Willingness to be held accountable through a E rigorous performance management system Other An unshakeable belief in the potential of all E IO children to succeed Enthusiasm, energy and optimism E IO The ability to work as part of a team E AIO An excellent communicator who will work E AIO effectively with all stakeholders Dress and act in a professional manner E AIO Warmth and approachability E IO Must be available to attend after school hours E duties, such as compulsory parents’ evenings (where attendance is compulsory for all staff) Reliable E A

Key: Application, Interview, Observation,

Thank you for showing an interest in this vacancy. Should you have any questions concerning the school or this particular post, please do not hesitate to telephone the Headteacher for further information.

8