The Redhill Academy

Headteacher L32 – L36

Candidate Information Pack

1. Welcome ...... 1

Letter from the Trust Principal ...... 1 Letter from the Chair of Governors ...... 2 2. The Redhill Academy ...... 3

3. The Redhill Academy Trust ...... 6

4. The Redhill Teaching School Alliance ...... 7

5. Role Information ...... 8

Job Description: The Redhill Academy Headteacher ...... 8 Person Specification: The Redhill Academy Headteacher ...... 11 6. The Redhill Academy Information ...... 12

Curriculum Statement ...... 12 2018-2019 Examination Results Summary ...... 13 School Improvement Plan Summary 2019-2020 ...... 15 7. How to apply and recruitment timetable ...... 18

1. Welcome

Letter from the Trust Principal

Dear Applicant, As the founding school of the Trust, The Redhill Academy has consistently maintained high standards of student achievement over many years. The academy has an excellent reputation in the local community and is heavily over-subscribed. We are looking for an exceptional candidate who will be able to further improve standards and build on these achievements whilst taking the school into the new challenges and opportunities of the new decade. Across the Trust, our headteachers meet regularly as our Executive Senior Leadership Group. Our annual headteacher residential planning day in June is a chance for us to plan strategically for the development of educational priorities for the Trust. As a headteacher in the Trust, you will have access to high quality professional support from our executive headteachers and central service teams, including HR and finance advice. The Redhill Academy is a rewarding place to work, with friendly and professionally committed staff who are determined to provide the very best standard of education they can for our students. The students themselves come from a broad spectrum of social backgrounds. They are ambitious for themselves and are proud of their academy. I have no doubt that the new headteacher of The Redhill Academy will enjoy working in such an environment. I look forward to receiving your application.

Andrew Burns Trust Principal

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Letter from the Chair of Governors

Dear Applicant, Thank you for your interest in the post of Headteacher at The Redhill Academy. I hope that the information in the application pack provides you with enough insight into our school to make an informed decision to apply. Arnold is a market town and suburb of the city of Nottingham. It is situated four miles north of Nottingham City Centre. Arnold's town centre is the largest in the borough of Gedling and the most important in the northern part of the Greater Nottingham conurbation. Redhill School formed The Redhill Academy Trust in 2010. The Redhill Academy is a popular and successful comprehensive school of which we are justifiably proud. We believe that every student should have the opportunity to enjoy and achieve in a safe and supportive environment. We focus on working together to provide a welcoming, inclusive, stimulating and challenging educational environment where high expectations, the highest standards of teaching and learning and the development of the whole child are central to all that we do. Whilst it is the governors’ ambition to retain its outstanding Ofsted status, our drive for continued improvement stems as much from a desire to ensure that every student leaves Redhill having had the best possible educational experience. We are the founding school of The Redhill Academy Trust and the new Headteacher will work closely with Andrew Burns the Trust Principal. Redhill is a vibrant, successful and outstanding school that, through its Teaching School status and under the Redhill Academy Trust is now influencing the education of thousands of local children. We seek to appoint an inspirational leader who shares our inclusive ethos, has the necessary skills to maintain and build upon our successes and has the vision to ensure that the school embraces the challenges of the future. If you believe that you are that person, we would be delighted to receive your application. Yours sincerely,

John Fahy Chair of Governors

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2. The Redhill Academy Introduction The Redhill Academy is a large, mixed secondary school in the residential district of Arnold, some four miles north of the centre of Nottingham. It caters for students across the 11-18 age and ability ranges, and currently has approximately 1500 students on roll, including a Post-16 of over 300. The Academy's most recent Ofsted inspection in March 2013 recognised it as an outstanding school. We became an academy in December 2010 and have been designated by the DfE as a National Support School. Our Principal, Andrew Burns, is a National Leader of Education. In April 2012 we became a National Teaching School and currently lead an alliance of over 34 other schools. The Redhill Academy Trust consists of 14 academies and caters for over 10,000 students over the full 3-19 age range. The academy has five feeder primary schools in the catchment area, as well as attracting students from further afield, and consequently the school is heavily oversubscribed. Students come from a variety of social backgrounds and represent the full ability range - the school is truly comprehensive. The majority of students continue with full-time education beyond the age of 16, a large proportion of them in the Post-16 Centre at Redhill, which continues to expand. Staffing Redhill has a teaching staff of 98.2 full-time equivalent, supported by 60 support staff, including a team of classroom support assistants and four cover supervisors. Redhill places a high emphasis on staff development and continually improving the quality of teaching and learning, mainly through the work of our Teaching School Alliance and the various subject networks which form a part of it. We have also developed director and assistant director of subject roles across the Trust with key staff responsible for ensuring consistency and high-quality delivery in all schools. We have an excellent induction programme and a range of support activities for all new staff. The appraisal cycle is seen as a helpful and supportive means of sharing good practice and complements our very active professional development programme. Vibrant teaching and learning communities further support on-going staff development. The Leadership Team currently consists of the Headteacher, two Deputy Headteachers, three Assistant Headteachers and a Business Manager. We know the crucial importance of maintaining a high profile around school as well as providing supportive line management to curriculum and pastoral teams. The school is involved in Initial Teacher Training in partnership with the Universities of Nottingham and Trent, and as a Teaching School, we work with School Direct to lead a cohort of over 20 trainees across our Alliance. From September 2020, the Academy will lead a SCITT. Curriculum Organisation At the academy, we currently operate a three-year Key Stage 4 so that students now make their option choices in Year 8 and commence their GCSE/BTEC programmes of study in Year 9. The academic organisation of the school is based on a faculty structure. A weekly timetable of 25 periods is in operation, each day being five periods of one hour each. Students are placed in two half year groups when they enter the school in Year 7, and are taught in mixed ability groups throughout

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the first year except in Mathematics and English where they are setted on entering the school. From the beginning of Year 8, the timetable is structured so that setting can take place wherever any department feels that it is appropriate. Some students, with a particular aptitude for languages may be invited to study German in addition to French in Year 8. In Key Stage 4, all students continue to follow a similar core curriculum, but with a much greater element of choice allowing them to specialise in particular areas of strength or interest. Vocational courses in Health & Social Care, ICT and Music Technology are offered and a GCSE in Core RE is compulsory for all Key Stage 4 students. Students with particular learning difficulties are supported either in class, in small groups or on an individual basis. We also have a student support centre, to provide additional help and challenge for individual students so that our very high standards of student behaviour are maintained. The Post-16 programme provides an extensive range of A Level courses, Level 3 BTecs, opportunities for re-sits in Mathematics and English, and a comprehensive enrichment programme. Student Development The school is organised vertically into five Houses; Africanus House, Green House, Knight House, Lawrence House and Smith House. Each House has its own Head of House and Achievement Co- ordinator. Nearly all staff are tutors or co-tutors and tutor groups are kept relatively small at around 20 students. PSHE is delivered through tutor time and the Redhill Pledge system encourages all students to participate in wider curriculum activities to further their development. Core values are encapsulated in our Redhill DRIVE philosophy which develops a genuine community ethos in the academy. The Redhill Student Planner is used by all students in Key Stage 3. In Key Stage 4 students have a Student Organiser. These provide a useful channel of communication between home and school, and an opportunity for students to keep a record of their homework, targets and achievements. However, we now also publish homework online for students through “Show My Homework” which makes it far more accessible for both students and their parents. Links with Parents Parents are supportive of the school and appreciate the caring and friendly atmosphere the academy generates. Considerable emphasis is placed on the Parents’ Consultation Evenings which follow on from reports and interim reviews. A half-termly newsletter for parents, The Redhill Review, is a popular means of communication. Regular communication also takes place via letters home, notes in the student planners, email, text messaging and the home page of the school website. In addition to all of this, we run a whole host of information evenings to help parents support the students in a variety of ways. We also conduct a bi-annual comprehensive survey to parents to seek their views on how they view the school’s performance in meeting their child’s needs. The results of this are posted on our website. Extra-curricular Activities There is an extensive range of extra-curricular activities at the school and all students are encouraged to participate. It is packaged together and promoted through the “Redhill Plus” brochure which also offers parents the option of ensuring their son or daughter is engaged in a supervised activity at the end of the school day.

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The number of students involved in extra-curricular Performing Arts is a real feature of the school. There are regular music concerts and drama productions which attract large audiences. There is an extensive range of sporting activities including soccer, rugby, netball, volleyball, athletics, hockey, cricket and tennis. Sporting opportunities are available for students of all abilities. Staff organise and lead many educational visits and trips, both at home and abroad. Weekend visits to France for Year 8 and an annual Battlefields trip to France and Belgium for Year 9 students take place in the Summer Term. A ski trip is offered to students in academies across the Redhill Trust. Music tours in recent years have included the USA, Canada and Austria. Humanities trips have included popular visits to Poland and Berlin. The Duke of Edinburgh Award scheme is a flourishing additional opportunity for our students, and currently 50+ students are taking part. Students can pursue the programme all the way through to Gold. A Careers and Aspirations Leader has responsibility for promoting and supporting students’ decision making about their further options as they approach the end of Key Stage 4 and 5, although careers education begins for our students in KS3.

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3. The Redhill Academy Trust At the Redhill Academy Trust, we have four principles that guide everything our academies aim to achieve:

• High expectations of all students • Valuing and celebrating academic achievement • Outstanding teaching for all students • Widening students’ experiences through a range of extra-curricular activities including sports and the performing arts.

The Redhill Academy Trust was officially formed in 2010. Its core purpose is to raise expectations and improve student achievement in all its academies. The Trust has sustainably expanded and now incorporates ten secondary schools and five primaries, with over 11,000 students. The Trust academies are located mainly in Nottinghamshire, but recently we have also been establishing a Derbyshire Hub in the Chesterfield area:

Secondary Primary • The Redhill Academy • Carlton Central Junior School • The Carlton Academy • Carlton Central Infant School • Hall Park Academy • Robert Mellors Primary School • The Oakwood Academy • Tupton Primary and Nursery Academy • Park Vale Academy • North Wingfield Primary and Nursery School • South Nottinghamshire Academy • Colonel Frank Seely Academy • The Bolsover School • Brookfield Community School • Tupton Hall School

The executive leadership team for the Trust, comprising the headteachers of each individual school, the executive headteachers and the Trust Principal, meet on a three-weekly basis to agree policy and overall strategy. Executive headteachers work over a cluster of between three and five academies, supporting and advising the Headteachers. Each academy has its own Local Academy Board of governors who work closely with the Headteacher and the Executive Headteacher with clear division of roles and responsibilities, documented in the Trust’s Scheme of Delegation. The Trust’s Executive Board encourages collaboration and good communication at all levels and has established a Chair of Governors’ Forum that meets each term. The mean P8 score per student in schools working within the Trust was -0.27 in 2018. This reflects the fact that the Trust has, in recent years, taken on a number of struggling schools with low student outcomes. This year, the same schools achieved a P8 of -0.11 per student which represents a significant improvement. Last year’s DfE Trust score was +0.07, which applies to schools that have been in the Trust for 3 years or more. We calculate that our score this year will be +0.12. Importantly, the success of our Trust and its growing reputation for raising the achievement of young people in the schools we work with means that we are able to attract and retain quality staff at all levels. This in turn has enabled us to build up our capacity to undertake the vital outreach work which is the key to improving standards in schools joining the Redhill Academy Trust. We are committed to recruiting and retaining the best teachers and leaders, and offer our staff an extensive, widely-praised Continuous Professional Development programme.

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4. The Redhill Teaching School Alliance The Redhill Teaching School Alliance (RTSA) was established in 2012 and is now an acclaimed and trusted source of CPD, ITT and School to School support. The Teaching School is overseen by the Teaching School Director, who is assisted by an experienced administrative team based in the Redhill Trust Office. The Teaching School and Trust collaborate closely at a strategic and administrative level to ensure that staff across the Trust and the wider Alliance have access to the highest quality of support and training, as well as providing recruitment and retention opportunities for all. Our overall strategic vision is to systematically raise the achievement of all students within our alliance schools and beyond. The Redhill Teaching School is one of six Nottinghamshire based DfE accredited alliances and has a membership of 34 schools; 16 secondary and 18 primary, all of which are located in Nottinghamshire, Nottingham City, Derbyshire and Lincolnshire. All members pay an annual subscription which allows them to access the CPD offer and elements of school to school support for free. Primary membership has grown significantly over the last two years following the initiative to develop a primary CPD offer. The Trust Director of Primary Education helps to manage the primary offer and support the development of cross-phase work within the Teaching School. The RTSA CPD programme is based on the principle that all teachers, regardless of career stage, should have access to a professional development and training programme which directly benefits classroom practice and helps to build leadership capacity. We critically evaluate all of our programmes and pride ourselves on the high quality of our materials and facilitators. Our programmes are delivered by current classroom practitioners and/or leaders in schools who are able to provide delegates with practical solutions, resources and materials to promote good practice. Through training and presenter feedback we ensure that there are consistently high standards throughout our programmes. Alongside our own offer, the RTSA works with Inspiring Leaders to deliver NPQ at all levels, including hosting and facilitating a secondary specific NPQML programme. Redhill is one of the founding members of Inspiring Leaders and as such, supports the work of Inspiring Leaders at an executive and a strategic level. Along with the Trent Valley Teaching School Alliance, the RTSA also holds the contract for the Nottinghamshire and Nottingham City ‘Science Learning Partnership’. As an ITT provider we have a strong track record of successfully recruiting and training teachers and the RTSA is currently developing a secondary SCITT programme, which will be accredited by Inspiring Leaders (QTS) and NTU (PGCE), and will launch in September 2020. Our member schools have significant experience in delivering teacher training and we have always championed the training of future teachers and leaders within our schools. The majority of our trainees continue to work in our schools post-graduation and continue to access our training through the NQT programme. As a Teaching School we are accredited to designate SLEs and provide SLE core training. All of our SLEs and Lead Practitioners are represented in our Directory of Expertise and on our website. Our SLEs continue to be an important and valued resource in the drive for school improvement and are actively involved in many different initiatives in a wide variety of member schools, where their work is highly lauded. All information about the Redhill Teaching School Alliance can be found on the website www.redhilltsa.org.uk.

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5. Role Information Job Description: The Redhill Academy Headteacher

Accountability Accountable to the Executive Board of the Redhill Academy Trust through the Trust Principal and to the Governing Body of The Redhill Academy. They are responsible for carrying out their duties in accordance with and subject to:

• The provisions of all applicable legislation and any orders and regulations having effect under the applicable legislation, and in particular the Education Act 1996(17);

• The instrument and articles of government of the school;

• The provisions of the funding agreement between the school and the EFA;

• The Trust’s Scheme of Delegation. The Role

• To provide vision and leadership for The Redhill Academy, which secures its success, ensuring high quality education for all its students and high standards of learning and achievement.

• To inspire, challenge and empower all members of the school community to play their part in achieving that vision;

• To manage resources effectively and innovatively in order to secure best value and promote the highest achievement for both students and staff alike;

• To ensure a safe and stimulating environment;

• To promote the school in the wider community and to work with others to support system wide improvement. In carrying out their duties the Headteacher should ensure that their actions:

• Are focussed on learning and achievement;

• Demonstrate high quality leadership;

• Reflect the highest possible professional standards;

• Consistently model the values, vision and ethos of the school;

• Promote an open, fair and equitable culture where all are valued and respected.

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Key Responsibilities: The Headteacher will:

• Hold and articulate clear values and moral purpose, focused on providing a world-class education for the students they serve.

• Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their students and staff, and towards parents, governors and members of the local community.

• Lead by example - with integrity, creativity, resilience, and clarity - drawing on their own scholarship, expertise and skills, and that of those around them.

• Sustain wide, current knowledge and understanding of education and school systems locally, nationally and globally, and pursue continuous professional development.

• Communicate the school’s vision and drive strategic leadership.

• Demand ambitious standards for all students. Instil a strong sense of accountability in staff for the impact of their work on students’ outcomes.

• Secure excellent teaching through an analytical understanding of how students learn and of the core features of successful classroom practice and curriculum design.

• Establish an educational culture of sharing best practice within and between schools, drawing on and conducting relevant research and robust data analysis.

• Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other.

• Hold all staff to account for their professional conduct and practice.

• Ensure that the school’s systems, organisation and processes are well considered, efficient and fit for purpose, upholding the principles of transparency, integrity and probity.

• Provide a safe, calm and well-ordered environment for all students and staff, focused on safeguarding students and developing their exemplary behaviour in school and in the wider community.

• Establish rigorous, fair and transparent systems and measures for managing the performance of all staff.

• Exercise strategic, curriculum-led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of students’ achievements and the school’s sustainability.

• Distribute leadership throughout the organisation, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making.

• Create an outward-facing school which works within the Trust and other schools and organisations - in a climate of mutual challenge - to champion best practice and secure excellent achievements for all students.

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• Develop effective relationships with fellow professionals and colleagues in other public services to improve academic and social outcomes for all students.

• Be committed to high quality training and sustained professional development for all staff.

Other Carrying out any other such duties as the Trust/Governors may reasonably require.

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Person Specification: The Redhill Academy Headteacher

ESSENTIAL DESIRABLE Qualifications Qualified Teacher Status recognised by the Department of Education ✓ National Professional Qualification for Headship (NPQH) ✓ A relevant graduate qualification to degree level or equivalent ✓ Relevant further or professional qualification ✓ Evidence of recent relevant Continuing Professional Development (CPD) ✓ Experience Experience across 11-18 age range ✓ Experience of senior leadership in a secondary school ✓ Experience as a Deputy Headteacher ✓ A proven track record of successful leadership ✓ Building strong working relationships internally and externally ✓ Proven track record of consistently raising attainment ✓ Leading successful school improvement work ✓ Experience of working in an academy ✓ Knowledge and Understanding National policy framework, current educational legislation and its impact on schools and their wider communities ✓ Safeguarding principles and practice ✓ Comparative data and performance indicators to establish benchmarks and set targets for improvements ✓ Successful and innovative curriculum development ✓ New technologies for teaching, learning and management ✓ Roles and responsibilities of the Governing Body ✓ Role of Ofsted and the current framework and requirements ✓ Legal aspects of school management ✓ Strategic Planning, including experience of involvement in school improvement planning, implementation, monitoring and self-evaluation ✓ Experience/understanding of financial responsibilities e.g. managing delegated budgets and the principles of Best Value ✓ Opportunities offered by conversion to an academy ✓ Professional and People Management Skills Ability to establish, develop and promote a positive school ethos ✓ Ability to inspire and motivate staff and students ✓ Experience of promoting the school within the community ✓ Ability to lead effective teams and develop team approaches ✓ Experience of successfully organising, managing and motivating staff ✓ Ability to be pro-active and positive about challenge and change ✓ Commitment to own personal and professional development and that of all staff ✓ Excellent communication skills ✓ Commitment to a distributed management style ✓

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6. The Redhill Academy Information Curriculum Statement

We are ambitious for every student and understand our role in allowing them to realise their potential. All students study a broad and balanced curriculum, which is underpinned by:

• A focus on our core purpose of raising student achievement;

• an unwavering belief that high-quality teaching and learning is the key to delivering strong examination performance;

• the Redhill Learning Skills;

• a commitment to promoting literacy and numeracy via the DEAR (Drop Everything and Read) Programme, Accelerated Reader and the use of Catch Up Funding. Due to our Performing Arts specialism, all students in KS3 have weekly lessons in dance, drama and music. We value these subjects and recognise the role they play in developing creative ability. The take up rate for extra – curricular performing arts opportunities is high. At the end of Year 8, students are given the opportunity to choose the subjects they would like to study for GCSE. The overwhelming majority of stakeholders believe that this is the right option for our students. However, in light of changes to the Ofsted school inspection framework (September 2019) this approach is under review in 2019/20. Our Pledge System promotes participation in the wider aspects of school life. During their time at the Academy all students are expected to complete Pledges such as: to successfully participate in residential trips, to represent the Academy in sport or contribute to Academy performing arts or to participate in fundraising events. Consequently, there are a large number of trips and visits (home and abroad), extra-curricular activities or volunteering opportunities available to our students. A large number also complete the Duke of Edinburgh Award and sign up to the National Citizen Service summer programme. These experiences are vital for increasing ‘cultural capital’ and enabling students to become good citizens. A wide-ranging programme of academic lectures available for KS4 and KS5 students, provides stretch and challenge to our most able. All students, regardless of their prior attainment or background, should leave the Academy ready to take advantage of the opportunities, responsibilities and experiences of later life. It is our dedication to developing confident, articulate and well-qualified individuals which has directed our curriculum model.

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2018-2019 Examination Results Summary

KS4 Results over 3 years KS5 Results over 3 years

2017 2018 2019 2017 2018 2019 NOR 220 219 254 NOR 88 154 125 % PP students 23.2 21.0 26.8 No PP students 18 11 18

KS2 APS 4.94 4.90 4.79 A Level APS 34.0 31.4 32.16 A Level Average A8 55.52 52.45 50.32 C+ C C+ Grade A8 (PP) 48.25 43.27 40.14 A level Pass Rate 99.5 98.9 97.9 Basics % 9-4 79.5 71.2 69.3 A level %A* 7.5 8.7 5.3 Basics % 9-5 56.8 52.1 50.0 A level % A*/A 33.6 25.9 22.9 % Ebacc (entered) 39.5 32.4 30.7 A level % A*/B 64.0 48.8 48.7 Ebacc APS 4.60 4.55 4.43 %AAB in 2 facilitating 19.4 11.7 12.8 subjects % 44+ Science 75.9 79.7 77.4 A level VA 0.00 0.02 -0.07 Progress 8 0.45 0.28 0.32

Progress 8 (PP) 0.43 -0.44 -0.06 Progress 8 (Boys) 0.25 -0.07 0.23 Progress 8 (Girls) 0.64 0.63 0.40 Progress 8 English 0.26 0.32 0.23 Progress 8 Maths 0.04 0.10 0.09

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KS4 Attainment by Subject

Average Entries %7+ %5+ %4+ Point Score English Language 252 19.0 59.9 71.8 4.9

English Literature 248 22.2 66.5 79.4 5.1

Maths 254 19.3 53.5 72.8 4.7

Biology 52 59.6 96.2 100 6.9

Chemistry 52 65.4 94.2 98.1 7.0

Physics 52 48.1 82.7 96.2 6.3

Combined Science 196 14.3 45.9 71.9 4.7

Computer Science 48 18.8 47.9 54.2 4.3

French 78 38.5 78.2 85.9 5.8

German 19 63.2 94.7 100 6.9

Geography 75 28.0 49.3 68.0 4.9

History 140 42.9 71.4 80 5.8

Art: Fine Art 83 27.7 75.9 89.2 5.5

Dance 24 16.7 45.8 66.7 4.5

Drama 49 18.4 44.9 71.4 4.8

Music 22 31.8 72.7 90.9 5.7

Design & Technology 66 18.2 48.5 68.2 4.6

Food & Nutrition 54 14.8 48.1 61.1 4.4

Physical Education 61 21.3 54.1 77 5.0

Psychology 13 23.1 92.3 92.3 6.0

Religious Studies 34 41.2 67.6 79.4 5.7

Business Studies 19 15.8 68.4 84.2 5.1

Health & Social 52 26.9 48.1 84.6 4.9 (Non-GCSE) CIDA 15 20.0 73.3 93.3 5.13 (Non-GCSE) Financial Education 13 0 46.2 92.3 4.4 (Non-GCSE) Construction 28 0 32.1 85.7 4.2 (Non-GCSE)

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School Improvement Plan Summary 2019-2020

TARGET IMPLEMENTATION CURRICULUM Faculty Leaders’ meetings used to discuss curriculum developments and Ofsted expectations. Undertake a review of the Followed up in line management meetings. curriculum to ensure it Curriculum rationale document to be produced. meets the needs of our students TLCs and team meetings used to develop strategies and resources so key topic areas are revisited throughout the year in subjects. Faculty Leaders’ meetings used to develop curriculum rationale, drawing on meetings from last year and Tim Croft’s INSET. Guidance given through the process. Develop middle leader Regular conversations with Faculty Leaders to check understanding and areas for expertise in curriculum development (links to formal QA process). design, coverage and Review Year 9 curriculum to develop features of a transition year for GCSE courses. student progression Review assessments in KS3 and KS4 to ensure rigour and purpose. Faculty team time and staff meetings used to encourage discussion. Regular checks on understanding by middle leaders. Identify key areas to target within the PSHE curriculum and CPD required to enable effective development of PSHE. Review PSHE and careers Once per half term a PSHE week to run in tutor time across the school. programmes to ensure they enhance the Trial delivery of some PSHE content to particular age groups i.e. separate KS3 and KS4 curriculum offer and specific sessions. develop key skills for Review careers programme to ensure it effectively meets the eight Gatsby Benchmarks of students Good Career Guidance. Develop new opportunities to complement current careers programme including use of outside providers. ACHIEVEMENT Data Manager to have an overview of 5+ in all subjects and work with SLT to identify where weaknesses exist. Increase the focus of the strong pass (5+) across all 5+ targets set for all subject areas. subjects, especially in Focus on 5+ at NG meetings. All issues identified to be followed up in Line and Faculty English and maths Meetings. Close scrutiny of mock exam (1 and 2) performance. Re-orientate Y7 Literacy Evening to a ‘Welcome to Y7 Evening’. Improve parental Use of a variety of methods (including use of technology) to increase parental engagement. engagement with achievement and academy More Trust student events to take place e.g. sports, performing arts, DofE, trips and residential ethos opportunities. Review and implementation of rewards systems. Improve the achievement of boys and disadvantaged Identification of strategies to improve both achievement and attendance amongst key groups. students TEACHING & LEARNING Revisit the Effective Revision Cycle with all staff and promote the use of common posters and slides in lessons. To continue to develop the Practice of revisiting content to be a common feature in all subject areas (especially KS4 and Redhill Learning Skills KS5). agenda focusing on All staff to explicitly link revision activities with exam questions (bank to be built up). ‘memory and recall’ Assessments from KS3-5 to include an element requiring memorised factual content. Regular use of low stakes testing. Recall based strategies to be built into tutor time e.g. ‘Treasure Chests’, ‘Wahoo’ Use Sept INSET to share strategies from the Voice 21 framework. Subject areas to build explicit oracy activities into lessons and incorporate these into SoW. To continue to develop the Redhill Learning Skills Stems for constructing quality talk to be displayed in classrooms. agenda focusing on ‘oracy’ Oracy based activities built into tutor time. Events held through the school year e.g. Debate Mate, ‘Question Time’, ‘No Pen’ day.

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TARGET IMPLEMENTATION Whole staff INSET on extended writing. To develop extended writing across the Build extended writing into the ‘First 300 minutes’ of Year 7 courses. curriculum (especially in Build opportunities for extended writing into SoWs. KS3) Use expertise of primaries via a joint meeting primary colleagues. Produce guidelines based on the Trust feedback and marking guidelines. To improve the quality of Use meetings to share mechanisms for giving feedback to students. Staff to embed into feedback practices in practice. school Staff use the task/process/self-regulation model. Teaching is planned to respond to feedback gathered from students. POST 16 Set up initial meeting in Sept, and produce plan for the year. Use of UNIFROG to map Gatsby benchmarks. Improved Hold events such as careers week/talks, link with business, bespoke work experience and Careers/Apprenticeship regular meetings with specific groups e.g. Law, Engineering, Teaching Medicine group. Liaise support and work with local businesses and staff to bring in a range of speakers through the year. experience in line with ACO to run the ‘Get into Teaching’ programme starting in November. Gatsby benchmarks. Meet Year 13 parents in Spring term for students who are not going to University to create a plan of action for the summer term. Track students career interests and ensure interviews and tutor mentoring link. Give specific support for medicine applicants. Head of Year 12 and 13 to review effectiveness of the new PSHE and Assembly programmes Assess and review the (use Carlton model to map against key criteria). provision of the pastoral and wider curriculum offer Continue developing UNIFROG system and VESPA materials as key part of the programme. in relation to the new Use Share Point to share good practice across the Trust. “personal development” Mentoring records used effectively by tutors. New mentoring documents. Ofsted criteria. Minuted meetings throughout the year attended by Post 16 leadership team. Monitor and track the Use of SISRA at each data entry and at COD time to monitor progress of the groups. achievement and progress Trust dashboard to be updated at each data entry. In-depth discussion at Zorba meetings. of key groups, providing effective intervention Academic mentoring and bespoke study skills sessions involving new academic mentor. support for these groups. Plan and deliver session(s) based on the Y10 and Y11 models. LEADERSHIP

SLT roles re-organised ready for the new academic year.

To integrate new SLT Regular line management and SLT team meetings to ensure regular dialogue takes place. members into the team Key generic areas discussed in meetings (using the Key publication to initiate discussion). Weekly NG meetings held to analyse subject performance, initiate appropriate remedial strategies and involve all SLT in securing +0.5 Progress 8. SLT to study the new framework. Middle leaders to be familiarised with the new ‘Deep Dive’ approach. HoFs to prepare curriculum statements and share with subject teachers so they understand the To make preparations in key messages. advance of a future Ofsted inspection Audit undertaken of necessary polices to ensure all are updated and in place. Access reports from schools inspected under the new framework to identify potential issues for Redhill. SNR and QA processes to incorporate elements of the new inspection procedures.

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TARGET IMPLEMENTATION COMMUNITY Engage in dialogue with new procurement manager. To improve on current Identify the key areas of spend for the academy using the past 3 years’ costs. procurement practices Operate the tender process when necessary on a rolling programme awarding projects to appropriate suppliers. Review summer refurbishment programme. Identify future spaces to be refurbished and produce costed plans (PE changing rooms, LRC, music and art). Deliver next phase of refurbishments. To improve the quality of Explore options and engage with architect to look at a replacement plan for J Block. teaching and learning Discuss prices with suppliers (J Block). Select build option replacement and submit SIF spaces bid. Award contract (J Block). Build to commence (J Block). Finish build review and sign off (J Block). Discuss and identify priorities for parental engagement. Review options on the market for parental engagement and costs. Give SLT an overview Improve communication of applications on the market. and engagement with Arrange demonstrations as appropriate. parents Study made of Trust schools using parental engagement apps. Roll out and implement the chosen options and prepare staff and parents for the changes. Group of staff to trial use of Office 365 applications TLC. Improve online collaboration between Upgrade to windows 10. staff within school and Staff CPD sessions developed and delivered covering SharePoint and Office 365. across the Trust Increased number of staff to transition to the new applications and online storage.

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7. How to apply and recruitment timetable Applications Your application should include a letter of application that covers;

• How your skills, experience and personal qualities match the requirements of the role • Your view of the current challenges and opportunities the Academy needs to be prepared for over the next few years. The letter should be no longer than two sides of A4. CVs should not be attached. In order to comply with the safer recruitment requirements candidates must fully complete the application form including the section on references. It is not acceptable to substitute parts of the form with your own version. All gaps in employment should be accounted for and explained. References Open testimonials are not accepted for this post and it is intended that references will be taken up from your existing employer and one other professional reference of your choice. If you are not currently working with children, references will be requested from a previous employer where this was the case. You are, therefore, requested to supply contact details for this organisation and also to alert all referees to expect a request, should you be shortlisted. References from relatives or people writing solely in the capacity of friends will not be accepted. Security Checks Due to this post having access to children and/or vulnerable adults, candidates will be required to undertake a Disclosure and Barring Service check. The possession of a criminal record will not necessarily prevent an applicant from obtaining this post, as all cases are judged individually according to the nature of the role and information provided. Candidates who are foreign nationals, or a UK national who has lived abroad at any point in their adult life, MUST provide a Certificate of Good Conduct prior to taking up an appointment. Recruitment Timetable Closing date for the receipt of applications to Sarah McNeill [email protected] is midday on Monday 24 February 2020. Shortlisting will take place on Wednesday 26 February 2020 and candidates called for interview will be notified by the end of Friday 28 February 2020. Interviews Intended interview dates: Tuesday 3 and Wednesday 4 March 2020. Candidates selected for interview will be notified by telephone in the first instance, followed by an email. If you have not been contacted by the end of Friday 28 February 2020 you should assume that, on this occasion, you have not been successful. The Redhill Academy follows a safer recruitment process. The appointment to this post will be subject to suitable references and an Enhanced Disclosure and Barring Service check. The school is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment.

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