Haylands Way, MK41 9BX Telephone: 01234 261516 Fax: 01234 272344 e-mail: [email protected]

Principal: Mr. Francis Galbraith BSc (Hons), NPQH, MBA

February 2018

Dear Applicant,

Head of Geography

Thank you for expressing an interest in becoming a leader of geography at . We hope you find the enclosed information useful and that it will encourage you to send in an application. Visits to the school are encouraged, by appointment.

In this pack please find the following:

• General Information • Ofsted Summary • Job Description • Person Specification • Application form

You will find additional information on our school website www.goldingtonacademy.org.uk which provides an insight into the organisation and experiences at Goldington Academy.

The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. In order to comply with our recruitment and child protection procedures, any offer of employment can only be confirmed once two references and a clear Enhanced Disclosure and Barring Service check have been received.

Please return your completed application form, accompanied by a letter of application, no later than noon on Wednesday 2nd May 2018. Interviews are expected to take place week commencing 7th May.

If you require any further information, please do not hesitate to get in touch. We look forward to hearing from you.

Yours sincerely,

Mr F X Galbraith BSc (Hons), NPQH, MBA Principal

Goldington Academy is a Company Limited by Guarantee registered in and Wales. Company No. 07557785 GENERAL INFORMATION

HEAD OF GEOGRAPHY Full Time, to start September 2018 (Start date and recruitment incentives may be negotiable for strong candidates)

About Goldington Academy

Goldington Academy was built in 1964 as a . Since 1976 it has been a fully comprehensive 9-13 middle school. As a school recognised by Ofsted as outstanding the school was eligible to become an academy and converted on 1st April 2011. (Details of our more recent Ofsted inspection are enclosed with the application pack). Following approval from the Regional Schools Commissioner, Goldington Academy converted to a secondary school starting on 1st September 2017. By September 2019 the conversion to a secondary school will be fully embedded, with an increased capacity of 750 students aged 11 to 16 at the school. The school, which serves an established mixed residential area to the north-east of Bedford provides excellent facilities and accommodation for the secondary age range. The number of children on roll is currently 730.

The school is well resourced, with interactive facilities in each teaching space. The school is organised on a year basis with a Head of Year in charge of each year group (Years 6, 7, 8, 9 and 10 from September). A strong emphasis is placed on pastoral care and students’ behaviour is excellent. Subject specialists have an overview of curriculum areas. We need an enthusiastic, energetic and suitably qualified geography teacher to lead our team. The post is permanent, full-time and would be suitable for either an NQT or an experienced teacher. You will be required to teach across the age and ability range through Years 6 to 10 with immediate effect, including the teaching of Year 11 as the school expands. The person appointed will be joining a committed, experienced and friendly team of humanities staff within a highly successful school. This is an excellent opportunity to work collaboratively to develop strategies and good practice to promote humanities and to contribute strengths throughout the school as a whole. It is very important for the successful applicant to be:

• a passionate teacher of geography; • able to work co-operatively with and lead a team of teachers; • able to plan exciting, engaging schemes of work; • aware of the importance of the organisation of different teaching strategies which underpin successful learning situations; • able to devise active learning situations for groups of children; • willing to undertake class teacher responsibilities including the pastoral and welfare oversight of children; • able to attend curriculum leader and departmental meetings; • play a significant role in the promotion of the school at information evenings and open evenings; • willing to support the extra-curricular opportunities that exist around geography.

The school operates a no smoking policy.

Conditions of Service All appointments will be governed by the current Conditions of Service for School Teachers in England and Wales.

Equal Opportunities Goldington Academy is an equal opportunities employer and therefore operates no restrictive policies in relation to age, sex or creed. It is the wish of the Academy’s Governors to appoint the most suitable candidate from all the candidates offering themselves for appointment.

Safer Recruitment The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. The post is subject to Enhanced Disclosure and Barring Service clearance and satisfactory employment history references.

Applications Applications for the post should be made on the enclosed form, accompanied by a letter of application and returned, no later than noon on Wednesday 2nd May, to:

The Principal, Goldington Academy, Haylands Way, Bedford, MK41 9BX

Interviews Interviews will be held week commencing 7th May 2018.

The school operates a no smoking policy.

Engaging minds. Nurturing success. Inspiring futures.

Haylands Way, Bedford MK41 9BX Telephone: 01234 261516 Fax: 01234 272344 e-mail: [email protected]

Principal: Mr. Francis Galbraith BSc (Hons), NPQH, MBA

OFSTED INSPECTION SUMMARY

The academy was formally inspected by Ofsted on 21st June 2016. This is the first short inspection carried out since the school was judged to be good in November 2012. Inspectors attended lessons, spoke with children and staff formally and informally, met with governors and reviewed parent feedback submitted via ParentView.

We are delighted that Her Majesty’s Inspector Kim Pigram has confirmed that the school continues to be good, in her post inspection letter of 20th July 2016.

It is pleasing that the achievements of children, staff, parents and governors have been officially recognised and endorsed at the very highest level. We are most grateful for the overwhelming support so many parents give so consistently. The inspectors said,

“Goldington Academy is a very welcoming school where pupils achieve well. Pupils, from the youngest to the eldest, and from varying backgrounds, work together with respect for one another and the staff. Pupils feel a sense of belonging at Goldington Academy and, consequently, they are well placed to learn and achieve.”

In summary, some of the headline statements are as follows:

• Pupils achieve well at Goldington Academy. Since the previous inspection overall standards of attainment have risen in line with national expectations. Moreover, gaps between the achievement of disadvantaged pupils and their classmates are closing rapidly. • Current school assessment information, and evidence seen on inspection, demonstrates that overall school performance continues to improve. • Leaders have made improvements to assessment and the curriculum diligently and thoughtfully. • Where pupils are underperforming or struggling, leaders use the information well to intervene rapidly.

Goldington Academy is a company limited by guarantee registered in England and Wales. Company No. 07557785

• Pupils and parents appreciate the quality of the education and opportunities that they receive at Goldington. Pupils talk very enthusiastically about their ‘fun’ lessons where they learn well and the array of extra-curricular opportunities which include football, gym, arts and craft, tennis, debating, cheerleading, the school choir, residential trips, day visits and music lessons. • Most parents are very pleased with the education that their children are receiving and comment on the ‘excellent principal’ and high-quality senior leadership team. Parents also appreciate the communication that they receive, most notably over the potential future changes for the school and what it means for their children.

Safeguarding is effective.

• There is a strong ethos and culture of safeguarding in the school. • The assistant headteacher, who is the designated safeguarding lead, is tenacious in ensuring that safeguarding is at the forefront of the work that staff undertake. • Pupils are taught how to stay safe through a well-thought-out curriculum which enables them to understand the risks both online and in their day-to-day life. • Pupils say that bullying does not happen often but, when it does, it is dealt with well.

Inspection findings (highlights)

• Leaders’ and governors’ evaluation of the school is accurate and thorough. They use it methodically to check that the school is constantly improving against the priorities identified. • You have actively sought external validation of your own self-evaluation, most notably through the school’s work with the Pilgrim Learning Trust and with a school improvement consultant. • The proportion of pupils achieving the expected standard and above in reading, writing and mathematics at key stage 2 is similar to the national average. These results have improved since the previous inspection. School information, and the work scrutinised during the inspection, indicates that pupils make good progress during key stage 3, particularly in English and science. This is due to the effective teaching that they receive. • Governors, led by a conscientious chair of the governing body, are determined that the school will provide the best education for each pupil. They bring a range of expertise to the role and use these skills to challenge and support the senior team over many aspects of the school’s work. Engaging minds. Nurturing success. Inspiring futures.

Haylands Way, Bedford MK41 9BX Telephone: 01234 261516 Fax: 01234 272344 e-mail: [email protected]

Principal: Mr. Francis Galbraith BSc (Hons), NPQH, MBA

JOB DESCRIPTION

POST: HEAD OF GEOGRAPHY

RESPONSIBLE TO: PRINCIPAL

In addition to the main duties and responsibilities set out below, the post holder is required to carry out the professional duties of a teacher as set out in the School Teachers’ Pay and Conditions Document, and to undertake the general responsibilities of a teacher in Goldington Academy.

MAIN DUTIES AND RESPONSIBILITIES

The core purpose of the Head of Geography is to provide professional leadership and management for the Geography Faculty, securing high quality teaching, effective use of resources and improved standards of learning and achievement for all pupils and pupil groups.

• To co-ordinate and organise the teaching of Geography throughout the school, setting a high standard of professional practice and to play a key role in supporting, guiding and motivating Geography teachers within the Department.

• To produce and update schemes of work which are relevant to National Curriculum and GCSE guidelines appropriate to the pupils at Goldington. To monitor and evaluate the curriculum, planning and learning outcomes through the delivery of Goldington’s Monitoring, Evaluation and Review programme to ensure continuous improvement.

• To ensure the successful delivery of the Geography GCSE at Goldington.

• To ensure we are running suitable and appropriate extra curricular trips and visits both within and outside of the country.

• To report to and keep up to date the Principal, colleagues, Governors and parents, of developments within the subject areas, in particular the implementation of the National Curriculum, through Staff meetings, Governors’ meetings, staff days, departmental meetings and Parents’ evenings.

• To oversee the smooth running of the Geography programme.

Goldington Academy is a company limited by guarantee registered in England and Wales. Company No. 07557785

• Collaborate effectively with other leaders in school to promote Literacy Across the Curriculum.

• To remain well-informed of current developments within Geography by attending professional in-service courses and other similar meetings.

• To monitor and evaluate the curriculum, planning and learning outcomes through the delivery of Goldington’s Monitoring, Evaluation and Review programme to ensure continuous improvement.

• To identify appropriate attainment and / or achievement targets.

• To monitor pupil progress towards targets and identify intervention where/when appropriate

• To contribute towards the School Improvement Plan and draw up, with colleagues, a Departmental Improvement Plan on an annual basis.

• Plan and implement strategies where improvement needs are identified.

• To ensure that appropriate policies and procedures exist for Assessment, Recording and Reporting which are in line with National Curriculum and school requirements.

• To ensure that assessment practices are consistent within the department to enable accurate evaluation of the standards achieved.

• To use the data available on pupils (e.g. NFER CATS data; standardised scores; Reading results) to inform teaching/learning practices within the department and identify intervention needs.

• To understand how the subject areas contributes to school priorities and to the overall education and achievement of all pupils.

• To offer guidelines to colleagues, particularly non-specialists, by preparing curriculum guidelines/schemes of work, convening regular departmental meetings and giving individual professional advice and support, in order to ensure pupil progress target levels and objectives are achieved.

• To contribute to the sharing of good practice to support the raising of standards within the department, and across the school.

• To lead regular meetings as outlined in the annual schedule and to keep the Principal and SLT Link informed via agendas and minutes.

• To contribute to whole school initiatives, sharing effective strategies which support the wider development of teaching and learning throughout the Academy in order to raise standards.

• To ensure that whole school strategies are consistently implemented within the department to support the raising of standards across the school.

• To evaluate the impact of all improvement practises on the quality of teaching and learning.

• To liaise with the SENDCo to ensure the needs of Statemented pupils and pupils with IEP’s (Individual Education Plans) are being met. • To liaise with the Gifted and Talented Co-ordinator to ensure the needs of pupils identified as gifted and talented are being met.

• To be responsible for allocating the departmental budget in a manner, which maximises its impact on teaching and learning.

• To promote the subject areas by organising displays of pupils’ work, arrange special events, invite outside agencies/speakers and organise extra-curricular activities.

• To report to the Governors’ Academic Standards & SEN Committee as and when required.

• To maintain confidentiality at all times in respect of school related matters and to prevent disclosure of confidential and sensitive information.

• To practise and promote fair and equal treatment of all staff, parents and pupils throughout the course of performing all duties contained within this job description.

• To be aware of the guidelines as laid out in the Health and Safety at Work Act, the Health and Safety policy requirements of the Governing Body and fire drill procedures.

• To undertake other tasks a designated by the Principal when appropriate or necessary.

In addition, applicants need to be able to demonstrate a strong awareness of what constitutes excellent teaching as documented in the Department for Education professional Teachers’ Standards. Where appropriate, this also applies to the standards for Post-Threshold teachers.

Goldington Academy is a company limited by guarantee registered in England and Wales. Company No. 07557785

Teachers’ Standards

PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

PART ONE: TEACHING 6 Make accurate and productive use of assessment

. know and understand how to assess the relevant subject and A teacher must: curriculum areas, including statutory assessment requirements

. make use of formative and summative assessment to secure pupils’ 1 Set high expectations which inspire, motivate and challenge pupils progress . use relevant data to monitor progress, set targets, and plan . establish a safe and stimulating environment for pupils, rooted in subsequent lessons mutual respect . give pupils regular feedback, both orally and through accurate . set goals that stretch and challenge pupils of all backgrounds, abilities marking, and encourage pupils to respond to the feedback. and dispositions . demonstrate consistently the positive attitudes, values and behaviour 7 Manage behaviour effectively to ensure a good and safe learning which are expected of pupils. environment

2 Promote good progress and outcomes by pupils . have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in . be accountable for pupils’ attainment, progress and outcomes classrooms and around the school, in accordance with the school’s . be aware of pupils’ capabilities and their prior knowledge, and plan behaviour policy teaching to build on these . have high expectations of behaviour, and establish a framework for . guide pupils to reflect on the progress they have made and their discipline with a range of strategies, using praise, sanctions and emerging needs rewards consistently and fairly . demonstrate knowledge and understanding of how pupils learn and . manage classes effectively, using approaches which are appropriate how this impacts on teaching to pupils’ needs in order to involve and motivate them . encourage pupils to take a responsible and conscientious attitude to . maintain good relationships with pupils, exercise appropriate their own work and study. authority, and act decisively when necessary.

3 Demonstrate good subject and curriculum knowledge 8 Fulfil wider professional responsibilities

. have a secure knowledge of the relevant subject(s) and curriculum . make a positive contribution to the wider life and ethos of the school areas, foster and maintain pupils’ interest in the subject, and address . develop effective professional relationships with colleagues, knowing misunderstandings how and when to draw on advice and specialist support . demonstrate a critical understanding of developments in the subject . deploy support staff effectively and curriculum areas, and promote the value of scholarship . take responsibility for improving teaching through appropriate . demonstrate an understanding of and take responsibility for professional development, responding to advice and feedback from promoting high standards of literacy, articulacy and the correct use of colleagues standard English, whatever the teacher’s specialist subject . communicate effectively with parents with regard to pupils’ . if teaching early reading, demonstrate a clear understanding of achievements and well-being. systematic synthetic phonics . if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

4 Plan and teach well structured lessons A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the . impart knowledge and develop understanding through effective use behaviour and attitudes which set the required standard for conduct of lesson time throughout a teacher’s career. . promote a love of learning and children’s intellectual curiosity . set homework and plan other out-of-class activities to consolidate . Teachers uphold public trust in the profession and maintain high and extend the knowledge and understanding pupils have acquired standards of ethics and behaviour, within and outside school, by: . reflect systematically on the effectiveness of lessons and approaches o treating pupils with dignity, building relationships rooted in mutual to teaching respect, and at all times observing proper boundaries appropriate . contribute to the design and provision of an engaging curriculum to a teacher’s professional position within the relevant subject area(s). o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions 5 Adapt teaching to respond to the strengths and needs of all pupils o showing tolerance of and respect for the rights of others o not undermining fundamental British values, including democracy, . know when and how to differentiate appropriately, using approaches the rule of law, individual liberty and mutual respect, and tolerance which enable pupils to be taught effectively of those with different faiths and beliefs . have a secure understanding of how a range of factors can inhibit o ensuring that personal beliefs are not expressed in ways which pupils’ ability to learn, and how best to overcome these exploit pupils’ vulnerability or might lead them to break the law. . demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support . Teachers must have proper and professional regard for the ethos, pupils’ education at different stages of development policies and practices of the school in which they teach, and maintain . have a clear understanding of the needs of all pupils, including those high standards in their own attendance and punctuality. with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able . Teachers must have an understanding of, and always act within, the to use and evaluate distinctive teaching approaches to engage and statutory frameworks which set out their professional duties and support them. responsibilities.

The Teachers’ Standards can be found on the GOV.UK website: https://www.gov.uk/government/publications/teachers-standards

The professional standards for a post-threshold teacher are set out below.

Post-threshold teachers

(1) Professional attributes

Frameworks

P1. Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation.

(2) Professional knowledge and understanding

Teaching and learning

P2. Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.

Assessment and monitoring

P3. Have an extensive knowledge and well-informed understanding of the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those related to public examinations and qualifications.

P4. Have up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs.

Subjects and curriculum

P5. Have a more developed knowledge and understanding of their subjects/curriculum areas and related pedagogy including how learning progresses within them.

Health and well-being

P6. Have sufficient depth of knowledge and experience to be able to give advice on the development and well-being of children and young people.

(3) Professional skills

Planning

P7. Be flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners and which integrate recent developments, including those relating to subject/curriculum knowledge.

Teaching

P8. Have teaching skills which lead to learners achieving well relative to their prior attainment, making progress as good as, or better than, similar learners nationally.

Team working and collaboration

P9. Promote collaboration and work effectively as a team member.

P10. Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback. GOLDINGTON ACADEMY

HEAD OF GEOGRAPHY– PERSON SPECIFICATION

ESSENTIAL DESIRABLE

Qualifications • Qualified Teacher Status • Geography or other appropriate qualification or degree • Graduate/ Degree • Interest in pursuing Post Graduate Qualification • On-going professional/ management training and development

Experience • Relevant teaching experience • At least one years relevant teaching experience • Knowledge and experience of undertaking performance management and line management • Implementing systems and processes to monitor and evaluate teaching and learning • Leading development and implementation of policy • Planning curriculum innovation Skills, knowledge and • Leadership qualities, guiding, motivating and • Willingness to contribute to extra-curricular activities supporting colleagues to achieve high standards aptitude • Experience of leadership at an appropriate level across the department • Ability to motivate staff and students and to convey • Confident communicator and user of ICT enthusiasm for teaching and learning • Excellent classroom practitioner with good classroom

management and personal organisation skills • Excellent subject knowledge • High level of communication and interpersonal skills Skills, knowledge and • Ability to develop positive relationships with children • Knowledge and understanding of schools’ self- aptitude and work in partnership with parents evaluation processes • Commitment to high standards through planning, • Knowledge and sensitivity for the support and delivery and assessment development of staff • Ability to lead and work as part of a team • Ability to meet agreed specified deadlines for documentations etc. • Ability to promote enthusiasm for subject • Understanding of data to inform planning, teaching and assessment • Knowledge and understanding of strategies to raise student achievement/ attainment

Philosophy • High expectation for pupil performance • Recognition of the role of the school within the community • Commitment to equal opportunities • Personal and professional commitment to the • Commitment to equality and inclusion philosophies of school improvement and school • Flexible, adaptable to change, and a commitment to effectiveness professional development • Commitment to raising achievement, attainment and aspiration

Personal attributes • Flexibility and willingness to adapt to the changing • Highly effective strategies to manage pupil behaviour needs of the school

• Energy, enthusiasm, imagination, drive and self- motivation • Ability to continue to foster a positive ethos and co- operation within the school • Good attendance / punctuality record. • Positive attitude and sense of humour