Science College

Assistant Principal Mathematics Recruitment Pack

Temple Moor High School Science College Field End Grove Selby Road LS15 0PT West

Telephone: 0113 390 0770 Fax: 0113 264 9394 Website: www.tmhs.co.uk Email: [email protected]

Closing Date: Friday 19 May 2017 (12 noon)

Contents

 Applicants’ Letter

 School Information

 Vision, Values and Philosophy

Learning Partnership – A Cooperative Trust

 Post and Person Specifications

 Further Post Information

 Applying for a Post at Temple Moor High School Science College

 Equal Opportunities Statement

 Recruitment of Ex-Offenders Policy Statement

May 2017

Dear Applicant

Subject Leader Mathematics

Thank you for your interest in this post.

I hope you will enjoy reading through our recruitment pack and I look forward to receiving your application. Please apply via a letter of application (no more than two sides of A4) and the completed application form. We do not accept CVs.

Your completed application should be returned to the school to be received no later than 12 noon on Friday 19 May 2017.

Yours faithfully

M West

Matthew West Principal

ABOUT THE SCHOOL

Temple Moor High School Science College is a foundation school for students aged 11-19. We have c1400 on roll at any time including Post 16. We are based in East Leeds, and serve the local communities of , Colton, , and Crossgates predominantly but also draw many students from out of area. We are consistently oversubscribed with the majority of our students arriving from our local primary schools as part of our Temple Newsam Learning Partnership Co-operative Trust. We were rated as a “Good” school in our last Ofsted inspection in March 2013 and the report particularly celebrates our provision for the most vulnerable learners through our off site facility: ELECT.

The school’s ethos and values are rooted in the co-operative movement and consequently, we believe in the value of partnership. We meet with other schools from the Co-operative group in Leeds on a regular basis at all levels of leadership and with our partner primary schools. In order to ensure a rich curriculum offer at Post Sixteen, within the principles of ‘Best Value’, we offer a shared Post 16 Provision with and have one joint training day a year where staff from both schools share best practise.

We are a true comprehensive school with a real breadth and diversity to our school community. We have students who go on to attain 12 A*s and progress to Russell Group Universities and students who have profound SEND either on roll or as part of our partnership with the East SILC, who send 45 students to Temple Moor as part of a partnership provision. The school intake is predominantly White British but our community has been enriched by a growing number of EAL students arriving within the area.

We are well-resourced with good access to ICT and smart boards in all classrooms as well as some offices and meeting rooms. Having been part of the first wave of Building Schools for the Future, our buildings are in very good condition and we have large open learning spaces and employ around 190 teaching and support staff. We have new buildings which offer excellent teaching and learning environment with outstanding facilities.

For more information about our school, please take a look at our website www.tmhs.co.uk.

VISION, VALUES AND PHILOSOPHY

Temple Moor is seeking energetic, enthusiastic, creative and committed staff who share its values and its commitment to continuous improvement. We believe that teaching and learning are the central focus of our work and we are determined to develop the quality of our teaching and to enrich the educational experiences of all our students. Academic achievement is a central strand to the school’s aims but this is only part of our belief in developing the potential of all of our students. We believe in nurturing the all-round development of students – personal, social, cultural and moral – and not just in the pursuit of academic excellence. We see no contradiction between these things – indeed we believe they complement one another.

We are seeking to develop the school as a successful ‘team’ with each member of the team both supported and challenged to bring about improvement. This is not a school of complacency and dullness but of energy and enthusiasm – these are the qualities we want in our students and our staff! We wish to develop a highly professional and well supported staff who enjoy their work and are committed to meeting the needs of the young people at the school. As a team we ensure that the school’s motto of ‘Together We Achieve Success’ is actively put into practice on a day to day basis.

We are committed to involving all staff in the development of the school. There is a commitment to openness, honesty and fairness in the leadership of the school and this should extend to all members of our teams.

The school is committed to providing excellent professional development opportunities for all members of the team. An innovative ‘personalised’ CPD programme is in place which utilises peer support and coaching to the full.

Temple Moor is seeking the very best candidates for posts at the school. We want people who are reflective learners, who are innovative and creative, and who have the highest standards and expectations. You will rightfully be ambitious and have a strong commitment to professional developments. We will expect a major contribution, not just within the specific responsibilities of post but to the all-round development of the school.

Temple Moor is an exciting and dynamic community. Staff are mutually supportive and friendly.

Temple Moor High School Science College is part of the Temple Newsam Learning Partnership – A Co-operative Trust. We are supported by a range of partners and stakeholders who are united behind our vision.

Temple Moor hopes to not only transform the life chances of every student who passes through the school, but to have a lasting positive impact on the wider community as well. We aim to provide the best education for all students in our area by working together to provide a personalised education for all, as well as promoting community cohesion.

Temple Moor is a winning team, if you feel that you have what we want and wish to be involved in realising our vision, please apply. Thank you for your interest in the post.

Our Vision:

To be a centre of excellence that will challenge and inspire its students to achieve their potential and place them at the heart of the local, national and global communities. Our students will be highly literate and numerate and acquire a capacity for lifelong learning which will lead to a successful and satisfying life.

Our Values:

The achievement of our vision to be a centre of excellence with the highest of standards will be gained through the establishment of a common set of values:

 Equity  Equality  Self-help  Self-responsibility  Democracy  Respect  Ambition  Resilience  Tolerance  Care for others  Kindness

Our Principles:

There are three key principles that underlie our drive to be a centre of excellence: a) Ethos: We promote a ‘can do’ culture and aim to nourish the self esteem of students, their families and our staff. We believe that success will be gained by working as a team. Together students, parents, staff, governors and our partners in the wider community will provide excellence and opportunity for all and ensure that each student has the opportunity to realise their dreams. b) Learning: Learners need to enjoy in order to achieve

A personalised approach is critical to creating a culture of success. Engaging students in the process of learning will not only enable them to become autonomous learners but emphasis that student enjoyment of learning will open the gateway to success.

Students develop the 5 key elements of lifelong learning:

 Reflectiveness (Learning from experience):  Resourcefulness (Flexibility, imagination and risk taking);  Resilience (Positive attitude and target setting);  Responsibility (Looking after yourself and others); and  Reasoning (Making careful decisions).

A school is successful when:

 Staff talk about learning  Staff observe each other  Staff plan, organise, monitor and evaluate their work with students and each other  Staff teach each other  Coaching and peer mentoring are essential elements of a successful learning environment.

c) Inclusion: We are an open access inclusive school who believes no child can be left behind. We actively work with our extended service partners to ensure that any barriers to learning are identified and students are supported in addressing these barriers. We are developing restorative practices which ensure everyone is equally engaged in finding the solution to problems.

Our School Development Plan:

Our central objective is to become an outstanding school and our four focus points of development are:

• Innovation in raising levels of attainment for all. • Innovation in developing and modelling professionalism and pedagogy – developing the standards within teaching and learning. • Innovation in developing effective distributive leadership. • Innovation in developing the school’s ethos of success, climate for change and inclusion – high standards.

What is the TNLP Co-operative Trust? The Temple Newsam Learning Partnership Trust is a group of schools and partners who are working together for the benefit of the community as a whole. The Trust celebrates the differences and uniqueness of each school but also has a shared vision and a common set of values. The Trust is aiming to develop a community which ensures that pupils and their families are supported to improve life chances. A Co-operative is independent but agrees to work within a set of internationally agreed values and principles.

Which schools and partners are a part of the TNLP Trust? Meadowfield Primary, Corpus Christi Primary, Corpus Christi College, Temple Moor High School, Templenewsam Halton Primary, Whitkirk Primary, Colton Primary, Austhorpe Primary, East SILC, Children’s Centres, YMCA, Children’s Services and the Co-operative and Barnardos.

What are Co-operative values and principles?  Self-help – helping people to help themselves  Self-responsibility – being responsible for our own actions  Democracy – having an equal say in how things are run  Equality – everybody should be treated justly and fairly  Equity – being treated fairly and justly  Solidarity - taking joint responsibility and supporting others  Honesty, openness, social responsibility and caring for others

Who owns a Co-operative? A Co-operative is owned and led by its members. That is why the TNLP have chosen this way of working.

Who can become a member? Staff of a Trust School, students/pupils on roll in a Trust School, parents and carers of children attending a Trust School, community organisations working with the Trust.

What are the responsibilities of being a member? You can be involved at any level. Some Co- operatives have members who simply receive a newsletter. Others choose to be more active through consultations, forums and events. The more active members the Trust has the better they can shape the work of the Trust.

What are the benefits of being a member of the Trust? These are currently being developed.

Children - Priority booking to Trust holiday activities and after school clubs, develop projects such as the Multi-Use Games Area, access to joint activities and special events, have a say in how the Trust is run and what activities are offered in the community.

Parents/Carers - Reduction in costs of holiday activities, long term support for children and families, have a say in the way the Trust is run.

Staff in schools – Joint training, shared access to Trust facilities, opportunities to share best practice, shared resources, have a say in the way the Trust is run.

Community organisations – Plan & develop shared projects based on local need, have a say in the way the Trust is run.

Do you have voting rights? In a co-operative voting is done on a “one member, one vote” principle where each member has an equal say.

Does Trust membership cost anything? No the TNLP is free to join.

POST SPECIFICATION

Post Title: Subject Leader Mathematics

Salary Grade: MPS/UPS + TLR1a

Responsible to: Assistant Principal Mathematics

General Description: To provide professional leadership and management for the Department to secure high quality teaching and learning, effective use of resources and improved standards of and achievement for all students.

Summary of Key Tasks:

1. Additional Responsibilities/Key Tasks of a Subject Leader

1.1 To provide effective leadership for the Programme Leader, teachers and support staff within the department team.

1.2 In consultation with the Assistant Principal (Mathematics) to plan, develop, monitor and evaluate the curriculum to meet department objectives.

1.3 To model good or outstanding teaching to other members of the department.

1.4 To ensure a continuing focus on learning, classroom practice and outcomes.

1.5 To produce a department handbook which provides clear guidance on policies, protocols and procedures to be followed in the department.

1.6 To ensure the appropriate differentiation of the curriculum and the provision of a variety of teaching and learning materials to meet the needs of students of all abilities.

1.7 To continue to develop work on methods of assessment for learning within the department to fit in with the School Assessment Policy. To monitor the production of students’ progress reports and reviews in accordance with published due dates. To ensure that comprehensive and accurate records of each student’s attainment and progress are kept. To ensure the effective setting and marking of internal examinations/ assessments.

1.8 To establish appropriately high levels of expectation and good standards of behaviour by ensuring consistency in the use of the Behaviour system across the department.

1.9(a) To support, monitor and evaluate all staff across the department in accordance with school policy by:

a) ensuring that colleagues are covering the syllabus and following schemes of work according to department policy;

b) monitoring teachers’ planning; c) observing lessons; d) ensuring that homework is set and recorded and all work is marked in accordance with school and department policy. e) Ensure the whole school marking and feedback policy is enacted.

1.9 To support, monitor and evaluate the work of the Programme Leader within the (b) Department.

1.10 To provide support for any member of staff experiencing professional difficulties.

1.11 To promote reflection and collaboration as methods of improving the learning across the department. 1.12 Overall responsibility for ITT students and NQTs within the department and ensuring effective communication and support from the Staff Tutor. 1.13 To lead the creation, implementation and monitoring of Schemes of Work and Lesson Plans.

1.14 To monitor the quality of provision within the department including teaching and learning, marking and the setting of homework.

1.15 Encouraging and supporting the effective use of ICT as a tool for learning and administration. 1.16 To instigate discussion and integrate with CPD planning, about the development of new methods of teaching, course enrichment, cross curricular links, literacy, Numeracy and ICT with the department.

1.17 To support the process of performance management within the department in accordance with the school’s policy.

1.18 To ensure that work is provided for classes in the absence of department colleagues.

1.19 To ensure the department is represented on Development Teams on whole school issues. To ensure that there is two-way feedback from those teams and that decisions are acted on.

1.20 To engage with the Chair of Governors where appropriate to ensure school policies are in accordance with the department’s work.

1.21 To uphold and promote the Equal Opportunity and Race Equality Policies.

1.22 To ensure the security, storage and proper use of all equipment and monitoring health and safety on at least an annual basis.

1.23 To be responsible for the effective utilisation of capitation in line with principles of best value.

1.24 To organise and chair meetings of the department and attend other relevant meetings when appropriate.

1.25 To undertake an annual review and set targets for the following year in consultation with the Assistant Principal (Mathematics).

1.26 To contribute to any duties which may reasonably be given to him/her by the Principal.

1.27 Commitment to the safeguarding of our students.

1.28 Participating in staff selection processes.

2. Aptitudes

Ability to:

2.1 Bring the best out of staff within the responsibilities of the post.

2.2 Communicate effectively with staff, students and parents.

2.3 Work under pressure.

2.4 Organise and develop effective systems.

2.5 Relate well to young people.

2.6 Engender trust and respect from students and colleagues.

2.7 Prioritise and plan to ensure completion of tasks.

2.8 Take initiative and work independently.

2.9 Take responsibility for personal CPD needs.

2.10 Work well as part of a team.

2.11 Evaluate achievements and deliver improvement.

2.12 Be open-minded to development and change.

3. Skills

3.1 Highly effective classroom practitioner.

3.2 High level of ICT competence.

3.3 Negotiations and counselling.

3.4 Time planning.

3.5 Problem solving.

3.6 Excellent communicator.

4.

Characteristics 4.1 Excellent attendance record.

4.2 Sense of humour.

4.3 Committed to achieving success.

4.4 Willingness to be flexible and work to meet the best interests of the school.

4.5 Self-motivated.

4.6 Team worker.

4.7 Energy, vigour and perseverance.

PERSON SPECIFICATION

Post Title: Subject Leader Mathematics

ATTRIBUTES ESSENTIAL DESIRABLE HOW EDUCATION  Graduate in related  Good honours graduate  Letter/aIDENTIFIEDpplicati AND discipline  Additional on form TRAINING  Teaching qualification (eg degree/Further  Reference PGCE, BEd, etc) qualification (e.g. Masters Degree)  Experience of post of  Experience of A Level  Letter/applicati RELEVANT responsibility (i.e. TLR teaching on form EXPERIENCE holder)  Strategies for raising  Reference  Experience of team achievement for all  Interview leadership learners including those process  High level of competency who are disadvantaged in analysing and then  Experience of leading utilising data sets to inform staff in a key aspect of planning for progress to school improvement or secure better student monitoring and outcomes evaluation  Varied experience in taking  Experience of leading, initiatives and curriculum or coordinating, development with evidence curriculum of impact developments to  Excellent classroom enhance the learning practitioner, able to use a experiences for all variety of teaching and learners including those learning strategies with who are disadvantaged evidence of impact over  Involvement in cross- time curricular, whole-school initiatives related to student progress  Strong inter-personal skills  Awareness of future  Letter/applicati SKILLS AND  Efficient administrator educational and political on form APTITUDES  Communicate effectively context  Interview with staff, students and process parents both verbally and  References in written form  Able to motivate a team to sustained success  Competent in ensuring accuracy in assessment  Able to work under pressure to secure sustained success  Bring the best out of staff within the responsibilities of the post

 Hold members of your team to account for students’ outcomes  Highly effective classroom practitioner  Organise and develop effective systems  Relate well to young people  Engender trust and respect from students and colleagues  Prioritise and plan to ensure completion of tasks  Use CPD as a level for sustained change to everyday practice to secure the very best teaching and learning experiences for all students, including those who are disadvantaged ATTRIBUTES ESSENTIAL DESIRABLE HOW  Take initiative and work IDENTIFIED independently  Work well as part of a team  Evaluate achievements and deliver improvement  Celebrate success within the team and of students across the school  Promote Fundamental British Values (FBV) to all students through delivering an inclusive and progressive curriculum  High level of ICT competence  Energy, vigour and  PositivePerseverance attitude/approach  Extra-curricular interests  Letter/applicati CHARACTERISTICS  toA passionleading afor team helping all and commitment on form  Commitmentstudents succeed to high  Career development  Interview  achievementsProblem solving, for all potential at senior process  Open,negotiating collaborative and leadership level  References managementcounselling style  Drive,Time planning dynamism and energy  Vision for development of the team

 Commitment to the safeguarding of our students  Outward facing: able to work with a range of external partners to secure success  Excellent attendance record  Sense of humour  Self-motivated  Willingness to be flexible and work to meet the best interests of the school  Team worker

THE MATHEMATICS DEPARTMENT

Temple Moor High School is a large, over-subscribed 11-18 secondary school whose vision is to pursue excellence in everything we do. In order to achieve this, we want, and our students demand, a high-performing Mathematics Department. The current team have contributed to the school restoring its ‘good’ from Ofsted (April 2017) and they are now ready to push on to greater successes in the near future.

We currently have ten Maths teachers working within the Department, including two Co- Directors of Learning for Maths and a Programme Leader. We are supported by a Mathematics Learning Manager who is responsible for all our administration and for taking lessons when staff are absent. We also have a member of the Department based at our offsite provision ensuring our most vulnerable learners have the opportunity to achieve the highest possible grade from their GCSE Maths course.

In KS3, students follow a set scheme of work. This is written by Department members using National Curriculum guidelines and students are assessed on a regular basis. In Year 9 students begin their GCSE syllabus. We make sure that all students have the opportunity to reach their full potential by personalising the curriculum. At KS5 we have one Year 12 group and one Year 13 group. We have programmes in place to realise the potential of our students and mentoring and intervention schemes to support all our learners.

Our facilities are outstanding. We have a suite of eight multifunctional teaching rooms, all equipped with interactive smart board technology, a breakout area with 30 PCs and a Maths staff workroom. Sets of iPads can also be booked for use within classrooms. We have an excellent programme of CPD, working in partnership with the Red Kite Alliance

The Mathematics Department at Temple Moor High School Science College are a dynamic and innovative team who are supportive of each other and have a willingness to work hard in the pursuit of excellence.

Applying for a Post at Temple Moor High School Science College

Making an Application Interview and Selection Process

Application Form Those candidates who meet all the requirements for the If you wish to be considered for this post please post will be short listed and details of the interview complete the enclosed application form providing full programme will be confirmed in writing. details of your education, qualifications and employment history, including any unpaid or voluntary As part of the selection process, in addition to work. Where there are gaps in your employment assessing your skills and knowledge against the please state the reasons why (eg gap year, career requirements of this role, specific questions will be break, unemployed, etc). asked to assess your suitability to work with children.

Under the Disability Discrimination Act 1995 and 2005, Use a black pen or type your application form and we are legally required to consider making reasonable ensure that your application form arrives before the adjustments to ensure that disabled people are not closing date. It is not the school’s policy to accept late disadvantaged in the recruitment and selection applications (although exceptions may be allowed in process. We are therefore committed to meeting, the case of disabled applicants who receive wherever possible, any needs you specify on the information in a different format, or who have difficulty application form. Please contact the school if you need in completing an application form). Please remember to discuss this in any detail. to sign the declaration on the final page of the application form. We will consider any reasonable adjustments under the terms of the Disability Discrimination Act to enable an You will note that we require details of two referees, applicant with a disability (as defined under the act) to one of which must be your current or most recent meet the requirements of the post. employer. Canvassing CVs are not accepted as part of the application process. You must not canvass members of the school’s Governing Body which includes Elected Members of The completed application form should be submitted the Council. This means you must not seek their electronically to [email protected] or by post to the support or attempt to ask them to influence the decision school. – if you do, you will be disqualified.

Supporting information Induction and Continuous Professional This section of the form is very important. It gives you Development an opportunity to explain why you are applying and why you are the best person for this job. Use the job description and person specification as your guide and The Governing Body are committed to ensuring your give specific examples, where possible, to well- being and continuous professional development in demonstrate how you match the requirements for this this role. On appointment the HR, Operations & post. If you do not have enough space, please attach Marketing Director will discuss an appropriate induction a separate sheet. programme with you that will help familiarise you with the culture of the school, local practices, policies and For teaching posts: in addition to the application expectations. form, please submit a formal letter of application (up to 2 sides of A4 no smaller than font size point 11) You will be offered the opportunity to further develop detailing your experience of teaching and learning and your professional knowledge by participating in local the impact your contribution will make in terms of training events and, where appropriate, working raising standards at our school. towards further qualifications.

Pre-employment Checks Medical Assessment

A satisfactory medical assessment will be required for all

new staff before we confirm any offer of an appointment. References If you are short listed we will normally take up references before the interview date. One of your referees must be your current or most recent School Policies employer. Two satisfactory references must be received before we confirm any offer of an appointment. The information we request will relate Child Protection to salary, length of service, sickness absence record, This school is committed to safeguarding and promoting skills and abilities, suitability for the job, disciplinary the welfare of children and young people and expects all record and suitability to work with children. staff and volunteers to share this commitment. We have Copies of references or references that are designated senior members of staff who are responsible addressed “to whom it may concern” will not be for referring and monitoring any suspected case of abuse. accepted. On receipt of references, your referees All members of staff will receive training in line with our may be contacted to verify any discrepancies, child protection policy. anomalies or relevant issues as part of the recruitment verification process. Whistle Blowing We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so. Disclosure and Barring Service (DBS) Therefore our policy is to ensure that all staff are made Employment at this school is subject to an enhanced aware of their duty to raise concerns about any check with the Disclosure and Barring Service. Police inappropriate attitude or actions of colleagues. and appropriate barred list checks will be made. All such checks must be satisfactory before we confirm Code of Conduct and Personal Behaviour any offer of an appointment. The school believes that it is essential for standards of Under the Rehabilitation of Offenders Act 1974 conduct at work to be maintained to ensure delivery of (Exemption Amendment) Order 1986, there are a quality services and also to protect the well-being of all its number of jobs where we must take account of employees and students. convictions, even though they are ‘spent’. All posts at this school are regarded as such. However, spent The Governing Body regard everyone working at our and/or unspent convictions may not necessarily make school as a role model to our students. As such employees you unsuitable for appointment. should conduct themselves with integrity, impartiality and honesty. Furthermore, everyone in the school has an absolute duty to promote and safeguard the welfare of Validation of Qualifications children. Registered teachers are in addition bound by the All short listed candidates will be asked to bring codes and professional values of the Department for original certificates of relevant qualifications to Education’s National College for Teaching & Leadership. interview. These will be photocopied and kept on file While registered teachers are bound by the code, the and may be confirmed as genuine with the relevant school considers the principles to apply to all staff awarding bodies. employed at the school.

Equal Opportunities Right to Work in the We are committed to promoting best practice in our efforts Under the Asylum and Immigration Act 1996, it is a to eliminate discrimination and to create a working and criminal offence to employ anyone who is not entitled learning environment where all are treated fairly and with to live or work in the United Kingdom. Applicants can respect. expect us to ask for proof of this at interview stage, where you will be asked to provide some original We take action to ensure that nobody is treated less documentation to confirm that you are eligible to work favourably than anyone else because of their colour, race, within the UK. Photographic proof of identity will also sex, ethnic or national origin, religion, gender, sexual be required. orientation, disability, age or marital status. To monitor effectiveness of Equal Opportunities policies we need to monitor the number of applications by sex, race and disability. You are therefore requested to provide this information on the application form.

EQUAL OPPORTUNITIES POLICIES & PRACTICE

(EQUALITY ACT 2010)

Temple Moor High School Science College and Leeds City Council are committed to policies and action to ensure that its employees and the people it serves are not discriminated against on the basis of disability, race, colour, ethnic origin, religion, age, sexuality or gender.

The core purpose is:

“To improve the quality of life for the people of Leeds, with particular emphasis on the needs of the disadvantaged.”

We want to make sure that we take equal opportunities into account at every stage of the Company’s work. Equal opportunities has therefore been integrated into our policies on how we:

 recruit and treat our staff  deliver our services  consult with the people of Leeds  work with other organisation

POLICY STATEMENT ON THE RECRUITMENT OF EX-OFFENDERS

1. Introduction

1.1 It is a legal requirement that all registered bodies and prospective employers must treat DBS applicants who have a criminal record fairly and do not discriminate because of a conviction or other information revealed. It also obliges registered bodies and employers who are Regulated Activity providers (including schools) to have a written policy on the recruitment of ex-offenders, a copy of which can be given to DBS applicants at the outset of the recruitment process.

1.2 This policy statement should be read alongside our Equal Opportunities policy.

2. Policy Statement

2.1 As an organisation using the Disclosure and Barring Service (DBS) checking service to assess applicants’ suitability for positions of trust, Temple Moor High School Science College complies fully with the Code of Practice and undertakes to treat all applicants for positions fairly. We undertake not to discriminate unfairly against any subject of a DBS check on the basis of a conviction or other information revealed.

2.2 Temple Moor High School Science College is committed to the fair treatment of its staff, potential staff or users of its services, regardless of race, gender, religion, sexual orientation, responsibilities for dependents, age, physical/ mental disability or offending background.

2.3 A summary of this written policy on the recruitment of ex-offenders is made available to all DBS applicants at the outset of the recruitment process by inclusion in the information pack for applicants.

2.4 We actively promote equality of opportunity for all with the right mix of talent, skills and potential and welcome applications from a wide range of candidates, including those with criminal records. We select all candidates for interview based on their skills, qualifications and experience.

2.5 As a Regulated Activity provider (RAP) all paid employees at Temple Moor High School Science College are in regulated activity and therefore subject to checks with DBS.

2.6 In relation to volunteers and contractors, we only request a DBS check after a thorough risk assessment has indicated that one is both proportionate and relevant to the position concerned.

2.7 For those positions where a DBS check is required, all application forms, job adverts and recruitment briefs will contain a statement that a DBS check will be requested in the event of the individual being offered the position. 2.8 We encourage all applicants called for interview to provide details of their criminal record at an early stage in the application process. We request that this information is sent (under separate, confidential cover) to the Principal and we guarantee that this information will only be seen by those who need to see it as part of the recruitment process.

2.9 We ensure that all those in our school who are involved in the recruitment process have been suitably trained to identify and assess the relevance and circumstances of offences. We also ensure that they have received appropriate guidance on the relevant legislation relating to

the employment of ex-offenders e.g. the Rehabilitation of Offenders Act 1974 and know how to access the advice and support e.g. from our HR service, registered body, the DBS etc.

2.10 At interview, or in a separate discussion, we ensure that a confidential, open and measured discussion takes place on the subject of any offences or other matter that might be relevant to the position. Failure to reveal information that is directly relevant to the position sought could lead to withdrawal of an offer of employment.

2.11 We make every subject of a DBS check aware of the existence of the Code of Practice and make a copy available on request.

2.12 We undertake to discuss any matter revealed in a DBS check with the person seeking the position before withdrawing a conditional offer of employment. This discussion and any subsequent risk assessment may be undertaken by senior leaders in school or by our HR service.