The Appointment of a Headteacher to a Maintained School in the Archdiocese of Westminster

ST. ANNE’S CATHOLIC HIGH SCHOOL FOR GIRLS with Business & Enterprise status Oakthorpe Road, Palmers Green, London N13 5TY Tel: 020 8886 2165 Fax: 020 8886 6552

PERSON SPECIFICATION FOR POST OF HEADTEACHER OF ST. ANNE’S CATHOLIC HIGH SCHOOL FOR GIRLS

QUALIFICATIONS EXPERIENCE How identified Essential  Practising committed Catholic  Senior Leadership Team experience in a secondary school at deputy Headship  First degree / teaching certificate and Qualified head level or equivalent Criteria Teacher Status  Successful experience of curriculum or pastoral leadership role at AF&R  NPQH, for those new to headship senior leadership level  Recent professional development relevant to senior  Successful and relevant experience of teaching, preferably in a management Catholic maintained school  Understand the nature and purpose of Catholic  Be familiar with the requirements of the Religious Education education and be committed to developing the Curriculum Directory. Catholic ethos of the school. Desirable  Have had or are undertaking further study relevant  Senior Leadership Team experience in an 11-18 secondary school Headship to headship (e.g. Diploma or Higher Degree)  Senior Leadership Team experience in an 11-18 Catholic secondary Criteria  Recent professional development relevant to school AF&R headship in a Catholic school  Senior Leadership Team experience in a secondary school at  Hold a Catholic Certificate of Religious Studies or Headteacher level or equivalent equivalent, be engaged in a course of study to achieve  Working in two or more schools it or another qualification appropriate to leading a  Working with children who present challenging behaviour. Catholic secondary school.

PS for Headteacher at St. Anne’s Catholic High School for Girls, Sept 2010 Page 1 Key Areas of Knowledge Professional Qualities Headship Shaping the Knows about: Is committed to: future  Local, national and global trends  Promoting Gospel values in policy, practice and relationships AF & I  Ways to build, communicate and implement a shared  A collaborative and shared school vision of excellence and equity that vision sets high standards for every student  Strategic planning processes  The setting and achieving of challenging goals and targets  Strategies for communication within and beyond  The use of appropriate new technologies school  Inclusion and the ability and right of all to be the best they can be  New technologies, their use and impact Is able to:  Leading change, creativity and innovation.  Think strategically, build and communicate a coherent vision in a range of compelling ways  Inspire, challengemotivate and empower others to carry the vision forward  Model the values and vision of the school. Leading, Knows about: Is committed to: learning and  Strategies for raising achievement and achieving  The school being a ‘learning community’ in which everyone who is a teaching excellence member hasthe right and opportunity as a child of God to grow and  The development of a personalised learning culture develop to reach their full potential within the school  Interpret aspirations for student achievement in the light of Gospel I  Models of learning and teaching values and the teachings of the Catholic Church  The use of new and emerging technologies to support  The entitlement of all students to effective teaching and learning learning and teaching  Choice and flexibility in learning to meet the personalised learning  Models of behaviour and attendance management needs of every child  Strategies for ensuring inclusion, diversity and access Is able to:  Curriculum design and management  Demonstrate personal enthusiasm for the learning process  Tools for data collection and analysis  Demonstrate the principles and practice of effective teaching and learning  Using research evidence to inform teaching and I learning  Access, analyse and interpret information  Monitoring and evaluating performance  Initiate and support research and debate about effective learning and  School self-evaluation teaching and develop relevant strategies for performance improvement  Strategies for developing effective teachers.  Acknowledge excellence and challenge poor performance across the school. Developing self Knows about: Is committed to: and working  The significance of interpersonal relationships, adult  Promote the Gospel values of service and sacrifice in modelling with others learning and models of continuing professional leadership for others development ( CPD )  Treat people fairly, equitably and with dignity, justice and respect to  Strategies to promote individual and team create and maintain the Catholic ethos and hence effective working AF & R & I development relationships  Building and sustaining a learning community  Share leadership, build teams and work co-operatively and  The relationship between managing performance, collaboratively within the school and local Church community to CPD and sustained school improvement achieve the school’s mission  The impact of change on organisations and  CPD for self and all others within the school

PS for Headteacher at St. Anne’s Catholic High School for Girls, Sept 2010 Page 2 individuals. Is able to:  Foster an open, fair, equitable culture and manage conflict  Develop, empower and sustain individuals and teams  Collaborate and network with others within and beyond the school  Challenge, influence and motivate others to attain high goals  Give and receive effective feedback and act to improve personal performance  Accept support from others including colleagues, Governors, the diocese and the Local Authority. Managing the Knows about: Is committed to: organisation  Models of organisations and principles of  Distributed leadership and management organisational development  The equitable management of staff and resources  Principles and models of self-evaluation  The sustaining of personal motivation and that of all staff  Principles and strategies of school improvement  The developing and sustaining of a safe, secure and healthy AF & I & R  Project management for planning and implementing environment change successfully  Collaborating with others in order to strengthen the school’s  Policy creation through consultation and review organisational capacity  Informed decision-making Is able to:  Strategic financial planning, budgetary management  Establish and sustain appropriate structures and systems and principles of best value, taking account of the  Manage the school efficiently and effectively on a day-to-day basis statutory responsibilities of Governors in a voluntary  Delegate management tasks and monitor their implementation aided school and the different sources of funding  Prioritise, plan and organise own workload and that of others  Performance management taking account of the fact  Make professional, managerial and organisational decisions based on that the Governors are the employer in a Catholic informed judgements voluntary aided school  Think creatively to anticipate and solve problems.  Personnel, governance, security and access issues relating to the diverse use of Catholic voluntary aided school facilities  Legal issues relating to managing a school, including Equal Opportunities, Race Relations, Disability and Employment legislation  The use of new and emerging technologies to enhance organisational effectiveness.

PS for Headteacher at St. Anne’s Catholic High School for Girls, Sept 2010 Page 3 Key Areas of Knowledge Professional Qualities Headship Securing Knows about Is committed to accountability  Statutory educational frameworks including  Lead and manage the school in accordance with the Trust Deed and governance of Catholic voluntary aided school its Instrument of Government  Public services policy and accountability frameworks,  Principles and practice of school self-evaluation to determine its including self-evaluation and multi-agency working effectiveness as a Catholic school AF & I  The contribution that education makes to developing,  The school working effectively and efficiently towards the academic, promoting and sustaining a fair and equitable society spiritual, moral, social, emotional and cultural development of all  The use of a range of evidence, including performance students data to support, monitor, evaluate and improve  Individual, team and whole-school accountability for student learning aspects of school life, including challenging poor outcomes performance Is able to:  The principles and practice of quality assurance  Demonstrate political insight and anticipate trends systems, including school review, self-evaluation and  Engage the school community in the systematic and rigorous self- performance management evaluation of the work of the school  Stakeholder and community engagement in, and  Collect and use a rich set of data to understand the strengths and accountability for, the success and celebration of the weaknesses of the school school’s performance.  Combine the outcomes of regular school self-review with external evaluations in order to develop the school. Strengthening Knows about Is committed to: community  Current issues and future trends that impact on the  Engage in dialogue with parents and carers, the local Church and school community other partners to promote their support for the school as a community  The rich and diverse resources within local of faith to benefit students’ religious, spiritual, moral, social and cultural communities, including the local Catholic community, development both human and physical  Work with parents “who have the first responsibility for the education of  The wider curriculum beyond school and the their children“ (Catechism of the Catholic Church 2223) to support the opportunities it provides for students and the school learning and human flourishing of all students, including in relation to AF & I & R community their spiritual and religious development and their sacramental  Models of school, home, Church, community and preparation business partnerships  Build and maintain effective relationships with parents, local Church,  The work of other agencies and opportunities for other partners and the community to enhance the education of the collaboration students and to define and realise the mission of the school  Strategies which encourage parents and carers to  Ensure the school is inclusive and respectful of other cultures, faiths support their children’s learning and beliefs since the Church believes that every individual has unique  The strengths, capabilities and objectives of other value in the eyes of God regardless of race, ethnicity, gender, socio- schools. economic circumstances and ability  Promote a shared understanding of the contribution the school can make to the common good  Collaboration and networking with other schools to improve outcomes Is able to:  Recognise and take account of the richness and diversity of the school’s communities

PS for Headteacher at St. Anne’s Catholic High School for Girls, Sept 2010 Page 4  Engage in a dialogue which builds partnerships and community consensus on values, beliefs and shared responsibilities  Listen to, reflect and act on community feedback  Build and maintain effective relationships with parents, carers, the local Church, partners and the community, that enhance the education of all students.

Note: Whilst particular knowledge and professional qualities are assigned to one of the six Key Areas, it is important to emphasise that they are interdependent and may be applicable to all key areas. Each of the Key Areas of Headshipis taken from the DfES National Standards for Headship and therefore they represent essential criteria.

St Anne’sCatholic High School is committed to safeguarding and promoting the welfare of children and young peopleand expects all staff and volunteers to share this commitment.

Key: AF = Application Form I = Interview R = References

PS for Headteacher at St. Anne’s Catholic High School for Girls, Sept 2010 Page 5