INFORMATION BOOKLET

TEACHER OF ENGLISH

CONTENTS

1. Advert

2. Information about The School

3. Information about the department

4. Job Description

5. Person Specification

6. Plans and pictures of the School

1. ADVERT

THE LONG EATON SCHOOL

Thoresby Road, Long Eaton, . NG10 3NP Tel: 0115 9732438 Fax: 0115 9737349

e-mail: info@longeaton..sch.uk 11-18 mixed comprehensive, NOR – 1302

Headteacher – Neil Calvert

Teacher of English Main Pay Scale

Governors are looking to appoint a dynamic, enthusiastic teacher to join this successful team. The post is suitable for a teacher who is looking to work in a caring and supportive environment and would be suitable for either a Newly Qualified or more experienced teacher.

The Long Eaton School:

- is an over-subscribed 11-18 school; - enjoyed “best-ever” results at GCSE and A Level again last summer; - has been judged twice by OFSTED as an Outstanding school (February 2006, January 2009) - converted to Academy status in April 2011 - has been a designated Science College since 2003, with a second HPSS specialism in Applied Learning - moved into a £16m PFI brand new school building in February 2006 with state of the art facilities including an Enhanced Resource Centre, and is currently building an astronomical observatory; - has a highly motivated staff team, enthusiastic students and an “exemplary” governing body; - has a thriving sixth form with opportunities for further development;

We are looking to appoint a person who:  is committed to continuous development and the raising of achievement  will set standards and provide a role model for students and staff

Closing date: Sunday 25 March 2012 Interview: TBC Start date: September 2012

Further details of the post and the school are available from:

Telephone: 0115 9732438

Email: [email protected]

2. Information about The Long Eaton School

Our Vision

We have worked with students, parents, governors and staff to agree the following vision statement.

OPENING DOORS TO THE FUTURE Through:

Care and respect for ourselves, others and the environment. Challenge and support for all to reach their potential. Co-operation between school, home and community. Consistency and fairness in our values and expectations.

TO DEVELOP A LEARNING CULTURE FOR ALL.

All successful appointees will be expected to work in line with the school vision. The person appointed will play a major role in implementing the school vision, through contributing to and implementing the School Improvement Plan.

Location

The Long Eaton School is situated in the town of Long Eaton, an urban area between and Nottingham but within easy reach of both Nottingham and Derby City centres. The town of Long Eaton has experienced a change in employment patterns over the past 20 years. Traditionally the area was known for both furniture making and as an extension to the Nottingham lace industry. A small number of furniture manufacturers still exist within the town but most of the local businesses are small medium sized enterprises covering a range of different industries. The proximity of the town to the M1 has also resulted in the growth of distribution companies within the town.

There are three secondary schools in the Long Eaton area. We are working collaboratively at post-16 in order to offer a broad range of post 16 courses within the town, but we experience strong competition with the local colleges.

OFSTED

The school was inspected in January 2009 and received a very positive report for all aspects of school life. The judgement for Overall effectiveness of the school was Grade 1: Outstanding. The school was judged to be outstanding in the following areas:

 Achievement and standards  Personal development and well-being  Curriculum and other activities  Care, guidance and support  Leadership and management.

The judgements made by OFSTED are in line with our own judgements and the report states that the school knows itself very well. A full copy of the report can be obtained from the OFSTED web site. We were also selected for a Good Practice Inspection in July 2009 to recognise excellent practice in assessment in English, particularly with respect to APP.

Our Intake

The school has a comprehensive intake serving the south of the town and surrounding villages. Students reflect the full ability range, but overall the catchment is below average. The proportion of students eligible for free school meals is around 11%. The proportion of students with Special Educational Needs is 13%, with 29 students having Statements of Special Education Needs.

The Long Eaton School is served by 5 main feeder schools. Primary liaison is a real strength and there are a number of projects, including the development of web sites for our feeder schools, to strengthen these links. A key priority of Specialist Science status is to strengthen curriculum links for Science and Maths between our school and our feeder schools. For the past five years we have been oversubscribed with many parents out of our normal area seeking places at the school. For September Intake the Student Admission Number for Year 7 is 210.

The Wider Community

The school is fortunate in having a very supportive community. The school has good links with the local community and has developed very strong partnerships with a number of local businesses. All Y10 students go out on work experience and increasingly students in KS4 and KS5 are integrating vocational work in local companies with their studies in school, including a Young Apprenticeship programme in Health and Social Care at KS4. The sponsorship raised through Science College has ensured that links with business are continually being developed.

The Governing Body is very experienced and supportive. Governors are increasingly getting involved in the life of the school through attending INSET days and making visits to the school. There is a wide range of experience on the Governing Body and as a group, they have a genuine concern for the school, its staff and students, while retaining their proper role in holding the school accountable. In the February 2006 Ofsted Inspection governance was described as “exemplary” and it also received a Grade 1 in the January 2009 Inspection.

The Site and Buildings

We moved into brand new purpose-built accommodation in February 2006 as part of a Private Finance Initiative Bid. The DfES allocated over £16million to build the new school and the design has incorporated many aspects requested by students who were involved in the design process. All curriculum areas are suited on two floors in the new school. The building also incorporates an Autism Resource Centre for students who will benefit from being integrated into mainstream education. The premises provide a major boost to our attempt to continue to improve standards within the school, providing modern, high-quality, well-maintained accommodation. An extension to our Construction Centre was opened in 2010 to meet increasing demand for courses within our Learning Community, and a further building development, including specialist facilities for Media and Digital Photography and an Astronomical Observatory opened in January 2012. For further details see http://www.mpole.org.uk

Achievement

The school has a commitment to high achievement. A key aspect of raising achievement is effective teaching which is of the highest standard, and this is a basic quality we look for in all appointments we make. All the activities in the school are designed to raise student achievement. Staff applying to the school are expected to share the overall vision that these strategies encapsulate.

In terms of examination results the school has been very successful over the past few years. The trend for the headline GCSE figures (5A*-C) has risen steadily (54%, 55%, 63%, 65%, 70%, 75%, 76%, 77%, 78%, 81%, 84%) and from our projections we anticipate that the gap between this and the ‘5EM’ figure will close significantly in 2012. We are determined to build on this success and we are also confident that we can

improve these results further over the coming years. 16+ results continue to improve, with some particularly strong subject areas including the STEM subjects.

Teaching and Learning

A key development has involved the focus upon good classroom practice. A significant amount of time is given to the identification of outstanding teaching and to understanding and supporting a range of learning styles. This has involved classroom observation at all levels within the school and is an integral part of school life. Our Advanced Skills Teacher and cross-curricular strands ensure that good practice is shared and becomes embedded across the school.

Curriculum

In September 2005 we introduced a curriculum structure which now comprises seven areas: English and Media, Mathematics, Sciences, Languages and Business, Technologies, Arts & PE and Social Sciences, underpinned by Student Development and Student Support Teams comprising both teaching and support staff.

Citizenship, Careers Education and Guidance and Enterprise Education are part of the on-going PSHE programme in Years 7 – 11. This programme intensifies as students’ progress through the school.

Students in Key Stage 4 are given a wide range of subjects to choose from and an “open option” system is used to ensure that students get the subjects they choose. The curriculum was judged by Ofsted as being “outstanding” and particular reference was made to the wide variety of learning pathways open to students at 14 – 19. We made successful ‘gateway’ bids for the new diplomas in Construction and the Built Environment, Hair and Beauty and Public Service, and our curriculum offer is under review again as we respond to external changes in policy.

At Post 16 students follow a wide range of Advanced Level options including BTEC and OCR National courses. All students are expected to take General Studies and complete an External Project Qualification (EPQ) as part of an extensive enrichment programme. We have introduced Level 2 courses at 16+ which are aimed at students who do not achieve 5+A* - C grades at GCSE by the end of Year 11. These new courses have resulted in a wider range of students choosing to continue their education in the Sixth Form.

The school has also introduced an in-school inclusion unit (Student Support Centre) which continues to serve our youngsters and is widely viewed as an excellent facility.

We gained the Inclusion Quality mark in September 2008 and Career Mark in November 2009.

Wider Opportunities

At Long Eaton we are committed to the broader development of students and run many clubs and sporting and cultural activities. School productions and concerts are organised each term and staff run a wide variety of sports teams in local and regional competitions. The school has run a successful Literacy and Numeracy Summer School and a Gifted and Talented Summer School for a number of years.

The Long Eaton School is the first secondary school in the Midlands to achieve Permanent ECO School Status. We are firmly committed to improving our environment and also to educating students about environmental issues such as re-cycling and sustainability. The Long Eaton School was chosen in 1994 to send two of only eight students from the UK to the UN International Children’s Conference on the Environment in Vancouver, Canada and in recent years students have attended the Conferences in Japan and Norway. The school has won various competitions both locally and nationally for its work in this area. Last year we won the East Midlands Teaching Awards, Healthy School of the Year.

Global Dimension

The school was awarded International School Status for the second time in September 2011, and the development of a global dimension to the curriculum is a key area of improvement for us as we seek to prepare our young people to compete in an increasingly challenging and demanding world. We are committed to providing opportunities for international experience and cultural immersion for all members of the school and we have recently built a strong link with a school in Italy, which has included student exchange visits. Links are also being developed in Cuba, UAE, China, USA, France, Canada, India and the Czech Republic. In April 2010 we devoted an entire INSET Day to this theme, with high profile keynote speakers Frank Gardner and Feargal Keane from the BBC. Our international work received further national recognition in July 2011 when we won the Linguascope ‘Language School of the Year’ Award.

Specialist Status

The school was designated as a Specialist Science and Maths College in September 2003. We were successful in seeking re-designation in September 2007. Science College has led to challenge and innovation with teaching and learning. We have increased staffing and resources and there has been a dramatic improvement in the ICT infrastructure. In 2007 the school was designated as a High Performing Specialist School. We have held a second specialism, Applied Learning, since April 2008, and this has enabled us to further develop our vocational curriculum. Although funding is no longer linked to Specialism, the principles are enshrined in our ethos and will continue to be a driver for school improvement.

Leadership and Management

The school is currently managed by a Leadership Team consisting of the Headteacher, one Associate Headteacher, four Assistant Heads and the Bursar. Each member of the Leadership Team line manages a curriculum team. Subject Leaders meet on a 4-weekly cycle as do Achievement Leaders. There are two subject meetings in the cycle, one for maintenance/administration and one for developmental issues/sharing good practice.

Professional Development of Staff

We currently employ 198 staff in both teaching and support roles. The staff are experienced, loyal and work very hard in order to provide the best for the youngsters in our care. In return, the school takes its responsibilities as an employer very seriously and has recently invested in a new programme to support and enhance staff wellbeing. The school is committed to the professional development of staff, both teaching and support staff. We have achieved Investors in People status and the assessor rated the school’s commitment to CPD as “highly effective”. If you decide to join us, I will ensure that the school will support you in planning and developing career opportunities during your time at the school.

The school works closely with Nottingham, Trent and Derby Universities and last year helped to train over 20 PGCE students in a variety of subjects. We have also trained a number of staff on the Graduate Teacher Programme and host trainees from Malaysia and the USA.

There is a well established programme of induction and all staff have opportunities to participate in our programme of continuing professional development. Arrangements for the Performance Management of all staff, teaching and support, is well established and enables individuals to access a wide range developmental opportunities, including accredited training and external qualifications.

Recent Developments

I can quite confidently state that The Long Eaton School is a caring, well disciplined and happy school with a staff that is motivated, committed and mutually supportive. This judgement has been validated by Ofsted who have twice judged the school to be “outstanding” in the last five years. The students are co-operative, enthusiastic and are here to learn. Student behaviour in most lessons was described by Ofsted as “exemplary”. Students who do not meet our expectations are dealt with by the very experienced pastoral team within the school.

Within our current School Improvement Plan we have identified the following priorities:

 Develop a sense of community in which each individual takes responsibility and feels valued  Equip all learners to become global citizens  Provide a mutually supportive environment in which all learners have opportunities to identify, develop and celebrate their individual interests, strengths and talents  Develop and embed collaborative cross-curricular learning experiences  Develop personalised learning in order to meet the needs of all learners and improve outcomes  Develop the infrastructure and curriculum provision to encourage all learners to become digitally literate

A key development in recent years has been the revamping of KS3, which was started in September 2007. The new curriculum reduces content and increases opportunities for the development of personal, learning and thinking skills. Cross curricular projects are an important part of this new approach. Students at the end of Year 7 have the opportunity to following different learning pathways suited to their individual needs including choosing a second language, an accelerated programme through Maths and Science or having a choice within the Technologies, Humanities and Arts. This flexibility and choice increases in Year 9.

We also introduced a House System in December 2009, and this is already providing opportunities for students to work outside their normal age group and to develop and challenge their interests, strengths and talents.

The school became an Academy under the new legislation in April 2011. We do not have a sponsor, and have retained our name and ethos, but the new status will enable further development of all areas of school life, and will support the raising of outcomes for young people, as we increasingly take advantage of the greater autonomy which it has granted to use.

Safeguarding Children

This school is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. Safeguarding training for all staff forms an essential part of our CPD Programme.

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I hope that this information has given you a flavour of the school and that having read all the information, you feel able to apply for the advertised post. The next few years will be both challenging and rewarding as the school develops and responds to an exciting period of change and development.

Neil Calvert March 2012

3. ENGLISH AND MEDIA AT THE LONG EATON SCHOOL

FACILITIES The faculty enjoys excellent facilities, with a suite of dedicated teaching rooms, all of which are equipped with fixed digital projectors and most with interactive white boards. In addition four of our rooms have sets of 30 laptops for student use and most teaching groups will also be able to access one of two other computer suites. Media, both as a component of English and as a subject in its own right, has been a growing area within the faculty and there is a dedicated Apple Mac suite available. In addition, a further fully equipped media room was opened in February 2012. This features a brand new computer suite, as well as specialised equipment, such as a variety of screens for chroma key compositing, and a range of up to date photographic and video equipment. All staff also have access to a quiet workroom, with computer workstations, as well as the main staffroom.

STAFF There are 15 members of staff within the faculty: a curriculum team leader, 12 teachers and two teaching assistants. Four of the teachers have a specific teaching and learning responsibility within the faculty and two others are part of the school's senior leadership team. The team is hard working, dedicated and enthusiastic, offering a wide range of skills and interests as well as being involved in many extra-curricular activities, such as Film Club, Book Club, Debating Society, Radio Club, Spelling Bee and media competitions, such as the Derbyshire DAFTAs.

CURRICULUM

Key Stage 3: In Years 7, 8 and 9 students will develop their key skills of reading, writing, speaking and listening through a wide range of topics and approaches. Some of these are quite traditional, such as poetry or the study of a Shakespeare play, whilst others are more contemporary, including the study of spoken language and approaches to media within English. All students have 7 hours of lessons per fortnight across Key Stage 3. At the moment the KS3 curriculum is being amended, with an increasing emphasis on making Year 9 a more appropriate transition for the new GCSE syllabus.

Key Stage 4 All Key Stage 4 students follow the Edexcel GCSE English Language and English Literature specifications over 8 lessons per fortnight. At the moment there are 9 English teaching groups in each year but we plan on having 10 teaching groups from September 2012.

The AQA GCSE Media course is also offered by the faculty as an option in Year 10 and 11, with 6 teaching groups currently running in KS4.

Key Stage 5 Four distinct subject areas are offered by the faculty at Key Stage Five:

 AQA Advanced English Literature Specification B, with 3 teaching groups currently running in KS5.

 AQA Advanced English Language Specification A, with 2 teaching groups currently running in KS5.

 AQA Advanced Media Studies, with 3 teaching groups currently running in KS5.

 Edexcel Creative Media Production - a BTEC Level 3 in one year and a Subsidiary Diploma in two years. This course was first offered in September 2011 and there is one teaching group currently running.

All Year 12 students have 9 hours of lessons per fortnight whilst Year 13 students have 10 hours of lessons per fortnight.

4. Job Description

JOB DESCRIPTION The purpose of this Job Description is to set out in general terms the management, purpose and responsibilities of a specific job at TLES. It is not intended to be a comprehensive listing of every task that a TLES employee might be called upon to undertake. Neither is it a legal document, although it may be referred to in Contracts of Employment. MANAGEMENT DETAILS Job Title: TEACHER Grade: MAIN PAY SCALE Reporting to: GOVERNING BODY VIA THE HEADTEACHER Line Manager: CTL FOR DEPARTMENT Directly Supervised Posts: Indirectly Supervised Posts: Employee Signature and Date: Line Manager Signature and Date: DUTIES OF ALL TEACHING EMPLOYEES 1) Work towards and promote the School Vision and the current school aims outlined in the School Improvement Plan. 2) Work towards the National Standards for Qualified Teacher Status as defined in the latest version issued by the Teacher Training Agency. 3) Fulfil the responsibilities of all teachers as defined in the most recent version of the School Teachers Pay and Conditions Document. 4) Commit to safeguarding and promoting the welfare of children. 5) Undertake professional development activities to enhance personal development and job performance. 6) Carry out a share of supervisory duties in accordance with published rosters. 7) Participate in appropriate meetings with staff and parents as defined by the school calendar. 8) Be subject to CRB checks as required by the School. DUTIES SPECIFIC TO THIS POST 1) Plan, teach and evaluate lessons to ensure a variety of tasks and learning experiences for students matched to their needs thus ensuring high quality learning 2) Continuously assess students, provide feedback, set targets for students and ensure they know how best to improve. 3) Use positive discipline management techniques to resolve conflict and promote collaborative learning. 4) Consistently apply and develop whole school policies to ensure effective learning and inclusion. 5) Contribute to the teaching of literacy and numeracy across the curriculum. 6) Use appropriate ICT to ensure effective learning. 7) Act as a tutor to a group of students in accordance with the defined Role of the Form Tutor job description 8) Work with parents as partners to raise standards and achievement. 9) Form professional and co-operative working relationships with colleagues. 10) Set a good example to students through professional conduct and personal presentation. 11) Commitment to ensuring that every student is given the opportunity to achieve their potential and meet the high expectations set for them. 12) Be responsible to your line manager. 13) Deliver teaching, training and awareness-raising activities in Astronomy to students, staff and members of the wider community. 14) In addition to the above you may be asked to undertake any other duties which may reasonably regarded as of a permanent nature shall be incorporated into the job description in specific cases. NOTES 1) The above responsibilities are subject to the general duties and responsibilities contained in the statement of conditions Employment. 2) This job description allocates duties and responsibilities but does not direct the amount of time to be spent on carrying them out and no part of it shall be construed. In allocating time to the performance of duties, the postholder must have regard to the school's published Directed Time Policy. 3) The job description is not necessarily a comprehensive definition of the post. It will be reviewed at least once per two years and may be subject to modification or amendment at any time after consultation with the postholder.

5. Person Specification

SKILLS Requirement Essential/Desirable Measurements Excellent communication skills, both written and Essential Application form, interview oral Good interpersonal skills, with the ability and Essential Application form, interview experience to enthuse and motivate others Self-motivating and resilient Essential Application form, interview Good planning and organisational skills and a flexible Essential Application form, interview approach to the management of work Able to think and work strategically Essential Application form, interview Ability to develop effective partnerships and Essential Application form, interview networks Ability to work as part of a team and on own Essential Application form, interview initiative Confident user of ICT Essential Application form, interview QUALIFICATIONS Requirement Essential/Desirable Measurements Documentary evidence / Qualified Teacher Status Essential application form Documentary evidence / Degree in subject related course Essential application form EXPERIENCE Requirement Essential/Desirable Measurements Knowledge of National Curriculum and of KS3, Essential Application form, interview GCSE and AS/A2 subject related courses. Experience of teaching KS3 and GCSE subject Essential Application form, interview related courses. Experience of teaching AS/A2 subject related Desirable Application form, interview courses. Experience of writing subject related units of work. Desirable Application form, interview OTHER Requirement Essential/Desirable Measurements A willingness to participate in and a commitment to Essential Application form, interview training and professional development A willingness to participate in the development of Essential Application form, interview teaching and learning expertise. An understanding of Health and Safety legislation Essential Interview An appreciation of anti-discrimination legislation and Essential Interview an understanding of own role within this An understanding of safeguarding and child Application form and Essential protection and own role within this interview

6. PLAN OF THE SCHOOL

Ground Floor

First Floor