Crookhorn College Stakes Hill Road • • PO7 5UD www.crookhorn.hants.sch.uk

HEADTEACHER INFORMATION PACK

“The college has a real heart with a personal feel to it.” -Ofsted 2015 CONTENTS

Page 3 Letter from the Chair of Governors

Page 4 Our College

Page 5 Management Team Structure

Page 6 Overview of Exam Results

Page 7 Finance Summary

Page 8 Headteacher Advert

Pages 9 - 12 Job Description

Pages 13 - 17 Person Specification

Page 18 Application Process LETTER FROM THE CHAIR OF GOVERNORS

Dear Applicant

Thank you for your interest in this important post. Following the decision of the present post holder, Mr. Grahame Sammons, to retire at the end of the school year, governors are seeking to appoint a well-qualified and experienced person to replace him.

As you will gather from the accompanying information, Crookhorn College is a thriving with a considerable local reputation. As governors we are looking to appoint a headteacher with vision, significant qualities of leadership and effective management skills to take the school forward into the years ahead. The school has improving examination results and has recently had a very positive Ofsted inspection. There is also a strong pastoral ethos in the school and governors will wish to ensure this is maintained.

Crookhorn College is set in attractive and well-maintained grounds. It is situated in a pleasant suburban environment in South-East with easy access to both sea and countryside. There are excellent transport links in all directions.

Within the pack you will find details on how to apply, together with the dates for the various stages of the selection programme. Please make sure that you respond as requested, as we have designed the process to make our review of all the evidence straightforward and easily assessable. Please note that we do not ask for your CV.

Candidates who are shortlisted will receive more information about the school in order to help them prepare for the interview stage. A day for a visit to the school is included in the process. However, should you wish to make an earlier visit, you are welcome to do so, but please make an appointment beforehand.

Applications will be assessed on professional competence and experience, communication skills, leadership and good personal relations with both staff and students.

We hope you will be interested to apply and we look forward to hearing from you.

Yours sincerely

Gareth J Denby M.A. Chair of Governors

Page 3 OUR COLLEGE

Crookhorn is an 11-16 mixed comprehensive school with 701 students on roll. The college acquired Foundation status in June 2008. The Local Authority is Hampshire with headquarters in Winchester.

There are forty nine teaching staff, four of whom are part-time and forty eight support staff. The senior management team comprises the Headteacher, a Deputy Headteacher, three Assistant Headteachers and a Bursar.

Crookhorn students come from the local communities of Bedhampton, Purbrook and Waterlooville with the majority of youngsters being able to walk to college. Our main feeder schools are Berewood Primary, Mill Hill Primary, Queens Inclosure Primary and Springwood Junior. However there is an increasing number of students who come from other local primary schools. Our Primary Cluster is active and opportunities for collaborative work are keenly exploited. Crookhorn staff work in local primaries on mutually agreed projects and teaching programmes. The college organises several well established annual competitions for primary age pupils: the Maths Olympiad, and Press Gang for juniors and Professor Cranium for infants, as well as many bespoke after school learning programmes.

We pride ourselves at Crookhorn as having a distinct ethos, the backbone of which is our engaging House system. There are four houses Arundel, Goodwood, Petworth and Romsey, each with eight mixed age tutor groups. The pastoral and welfare framework is house based and underpinned by the Four Cornerstones of Respect, Commitment, Responsibility and Achievement. There is a wide range of house activities and competitions, covering the whole curriculum. Many competitions are mixed age and are well established: Technohunt, ‘Pimp my…’ Houses have Talent, Linguachase are just a few. There are also competitive activities covering the traditional range of sports. Each House has its own charity some of which are local like Hannah’s Holiday Homes and other national charities such as Canine Partners for Independence. Within each House there is a range of student leadership roles comprising the traditional House and Sports Captain to Welfare Captains and Buddies. There are also whole college roles including Head Girl/Boy who lead the Student Council and a team of prefects.

Students at key stage 3 follow a broad and balanced curriculum with a compensatory programme in English and mathematics for youngsters who arrive with low key stage 2 scores. At key stage 4 students study a core of English, mathematics, science, religious education, physical education and personal, social and health education and choose three extra subjects from a wide range of options covering languages, creative arts and humanities.

Student progress is closely monitored using SISRA analytic which provides a comprehensive range of reports based on the four reports parents receive annually. These reports are reviewed at half termly meetings between subject leaders and members of the senior management team and action plans produced to address concerns. There are five parents’ evenings each year; these are open and not year based. Parents are expected to attend a minimum of one evening a year but can attend more should they wish. We also have three Student Progress Review days annually where students, tutors and parents meet to set targets for improvement.

The Governing Body consists of eighteen Governors, representing the Local Authority, parents and staff as well as co-opted and partnership Governors. They sit on five committees – human resources, finance and estate, student development, student achievement and strategic planning and meet on a termly basis.

This is an excellent opportunity to join a college that is passionate about learning and making the most of the potential in each and every student.

Page 4 MANAGEMENT TEAM

Line Management Structure

Headteacher Grahame Sammons

Deputy Headteacher Assistant Headteacher Assistant Headteacher Assistant Headteacher Bursar Standards Assessment & Key Stage 3 CPD & Key Stage 4 Pastoral Care & Inclusion Finance & Estate Sarah Bennett James Collins Christopher Potts Christopher King Lorraine Tuff

Pastoral & Inclusion Finance & Estate Academic Structure Structure Structure

Head of Languages Faculty Head of Mathematics Faculty Head of Technology Faculty Head of Arundel House Site Manager Deborah Clarke Sean O’Sullivan Steve Edington Steve Smith Wendy Appleton

Deputy Head of Deputy Head of Assistant Head of Head of English Faculty Personnel Manager Mathematics Technology Arundel House Timothy Bezant Deborah Dubb Calvin Easter Stuart Woodhall Michaela Bishop

Deputy Head of English Numeracy Coordinator Head of Creative Arts Faculty Head of Goodwood House Finance Assistant Sarah Burn Elizabeth Walmsley Adam Brunink David Lemon Rhona Honey

CoordinatorCoordinator ofof CareersCareers Assistant Head of Head of Science Faculty Music Coordinator & PSHE Goodwood House Emma Rex David Jones Sally Duncan Jessica Manley

ExaminationsExaminations & Data Drama Coordinator Deputy Head of Science Head of Petworth House & DataManager Manager Helen Callahan Sean Russell Gary Holman Gregory Sammons (From April 2016)

Assistant Head of Head of Humanities Faculty Key Stage 4 Pathways Petworth House Richard Hunt Programme Caroline Sellers Jo Poulter

Deputy Head of Lead Practitioners Head of Romsey House Humanities Mark Kehoe, Mitesh Patel Matthew Carver Samuel McGinley & Candice Affleck

Assistant Head of Head of Geography Romsey House Barbara Edington Natasha White

Head of P.E. Faculty Head of Student Support Christopher Watson Tracey McCaw

SENCOs Nicola Smith & Natalie Hope

Page 5 OVERVIEW OF EXAM RESULTS AUGUST 2015

EXAM RESULTS 2014 2015 Average APS 25.32 26.89 5 GCSE A*-C including English and mathematics 52% 55% Progress 8 0 0.12 EBacc 25% 26% A*-C in English 62% 60% A*-C in mathematics 67% 71% 3LOP in English 75% 73% 3LOP in mathematics 72% 76% 4LOP in English 32% 25% 4LOP in mathematics 20% 30% Capped 8+ EM VA added 997 1011

•Crookhorn has achieved a three year upward trend of 5 •FSM have achieved a 12% decrease in the gap from 32% in GCSEs including English and mathematics (43% to 55%). This 2013 to 20% in 2015. represents a 12% increase from 2013. Girls have achieved an upward trend for this measure of 13% from 43% to 56%, with •The prior attainment (APS) of Cohort 10 was 26.9 which was boys achieving an upward trend for this measure from 43% -0.7 below the national average. 21% of this Cohort were in to 55%, which is a 12% rise from 2013. the low ability band compared to 16% nationally. 25% were in the high ability band compared to 35% nationally. •Students achieved 60% in English, just 5% below the national average in English for A*-C and mathematics achieved 70% •Cohort 10 exceeded headline targets for A*-A with 19% of which is 7% above national average, with a below average our students gaining 3 A*-A grades with a 2% increase from cohort. Crookhorn gained 26% in EBacc results compared to 2013. Our high ability students achieved 59% 3A*-A and 31% 23% nationally (2014), which was an increase of 18% from gained 5A*-A. 2013. •The value added performance for the College is 1011 which •English has seen a 15% upward trend with girls on a 15% is a significant improvement from 1001 from 2014. Over increasing trend (48%-63%) and boys also on a 15% upward three years this figure has increased from 973.6 in 2013. trend (43%-58%) •The progress 8 figure for 2015 was 0.12 which was an •Mathematics has seen a 3% upward trend with girls on an increase from 0.04 in 2014 with girls on 0.24 and the boys 8% upward trend (59%-67%) and boys on a 7% upward trend on -0.02 (69%-76%) •The internal data predicted 56% A*-C including English and •English has seen a 26% upward trend in three levels of mathematics which was 1% above the actual result. progress from 47% to 73%. Mathematics has seen a 7% upward trend in three levels of progress from 69% to 76%. •60% of our SEN students made expected progress in English These progress figures show that Crookhorn is achieving while 40% of our SEN students made expected progress in above national average and significantly so in mathematics. mathematics.

Page 6 FINANCE SUMMARY

The Governors of Crookhorn College are committed to achieving Best Value in all decisions made and strive to ensure the College is using its resources effectively to meet the needs of the students and staff whilst addressing the current financial difficulties faced by education due to changing government strategies.

Crookhorn College’s focus for the current financial year is:-

•Financial management – to monitor and report on financial savings made through the introduction of a new capitation budget process.

•Continue with the site maintenance rolling programme and include ceilings and lighting within this.

•Review College IT systems and resources to ensure staff are able to work efficiently with minimal technological frustrations.

The College is currently using its brought forward surplus to fund teacher training posts in maths, English and science to try to reduce the risk of recruitment issues in these core subjects due to a national shortage of teaching staff in these areas.

2015 / 16 BUDGET SUMMARY Income Budget Share £3,775,087

Pupil Premium, Service Children, National Strategies, SEN, 1-to-1 Funding £250,843

Balance Brought Forward £441,680 Other Income £132,773 Total Income £4,600,383

Expenditure Staffing Costs £3,338,185 Premises Costs £220,896 Supplies and Services Costs £723,147 Total Expenditure £4,282,228

Page 7 HEADTEACHER ADVERT

“The college has a real heart with a personal feel to it.” - Ofsted 2015

Following the retirement of Grahame Sammons after fourteen years successful leadership of Crookhorn College the governing body is seeking to appoint an experienced, inspirational leader. This person will possess the skills, expertise and vision to lead our oversubscribed college into the next phase of its development.

Crookhorn College is located in an attractive part of south east Hampshire close to the South Downs national park and the south coast, with good national road and rail links. The cities of Portsmouth and Southampton are within easy travelling distance as are the attractive towns and villages of rural Hampshire and West Sussex.

This is an exceptional opportunity for a talented individual with drive and enthusiasm. This person will possess:

•A proven record of successful leadership.

•High expectations for all members of the college community.

•An open and collaborative approach to leadership.

•Flexibility, self-motivation and imagination.

•A strong commitment to all aspects of college life.

If you want to lead a college with a unique engaging House system, underpinned by the Four Cornerstones of Respect, Responsibility, Commitment and Achievement, motivated and talented students, and a staff who are determined to do the very best for each individual student then download an application form today.

We welcome a visit prior to the selection process and this can be arranged by contacting Rachel Murray on 02392 251 120 ext. 225

Appointment for September 2016

Salary L51-L63 £71,375 to £82,677

A relocation package is available

Closing Date: 10th February 2016 Interviews: 7th to 9th March 2016

Crookhorn College is committed to safeguarding children and promoting the welfare of young people and expect all staff and volunteers to share this commitment.

Page 8 JOB DESCRIPTION

PART 1 You are required to carry out the duties of a Headteacher as set out in the relevant paragraphs of the current Schoolteachers’ Pay and Conditions Document.

PART 2 Post: Headteacher, Group 6.

PART 3 You are required to provide professional leadership and management for Crookhorn College, promoting a secure foundation from which to achieve high standards in all areas of the College’s work.

In addition you are required to undertake the following responsibilities within the framework of College Policy and National regulations.

1. Teaching, Learning and the Curriculum

1.1 Articulate clear values and moral purpose for the leadership of Crookhorn College, focused on providing a first class education for our students.

1.2 Ensure that the education and interests of our students are at the centre of everything we do at Crookhorn College.

1.3 Lead the improvement and development of Crookhorn College on the basis of evidence and knowledge about effective practice, and to promote a strong culture of continuous professional development for our staff.

1.4 Demand ambitious standards for all students, overcoming disadvantage and advancing equality, instilling a strong sense of accountability in staff for the impact of their work on students’ outcomes.

1.5 Maintain and secure outstanding teaching for all students through an understanding of the features of successful classroom practice and curriculum design.

2. Monitoring and Evaluation

2.1 Ensure that proper standards of professional performance; Target-setting, Appraisal and Upper Pay Spine are established, and evaluate the standards of learning and teaching in the College.

2.2 Liaise, supervise and participate in Appraisal arrangements; identify areas for further training and ensure colleagues undergo such training.

Page 9 JOB DESCRIPTION

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

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

2.5 Establish, implement and maintain rigorous and transparent systems for monitoring the performance of all staff, addressing under-performance, supporting staff to improve and valuing excellent practice.

3. Leading and Managing People and Relationships

3.1 Communicate compellingly the College’s vision and drive the strategic leadership, empowering all students and staff to excel.

3.2 Ensure the maintenance of good order and discipline at all times during the College day (including the midday break) when students are present on the College premises and whenever the students are engaged in authorised College activities, whether on the College premises or elsewhere.

3.3 Make arrangements for parents to be given regular information about the College curriculum, the progress and achievement of their children and other matters affecting the College, so as to promote common understanding of its aims.

3.4 Ensure that Crookhorn College’s development is consistent with our core objectives and seeks further to serve our local community.

3.5 Maintain relationships with organisations representing teachers, employees and other people working in the College.

3.6 Maintain liaison with other colleges and establishments with which the College has a relationship, including the primary cluster group of schools.

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

3.8 Identify emerging talents at all levels in Crookhorn College, coaching current and aspiring leaders in a climate where excellence is the standard, leading to good succession planning.

3.9 Provide a safe, calm and well-ordered environment for all students and staff, with a strong focus on safeguarding and the development of exemplary behaviour in College and in the wider society.

Page 10 JOB DESCRIPTION

3.10 Encourage strong, robust governance and actively support the Governing Body to deliver its functions ever more effectively – in particular its functions to set College strategy and hold the Headteacher to account for student, staff and financial performance.

3.11 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.

4. Managing Resources

4.1 Locate, control and account for those financial and material resources of the College which are under the control of the Headteacher.

4.2 Deploy and manage all teaching and non-teaching staff of the College and allocate particular duties to them (including such duties of the Headteacher as may properly be delegated to the Deputy Headteacher or other members of the staff) in a manner consistent with their conditions of employment, maintaining a reasonable balance for each teacher between work carried out in College and work carried out elsewhere.

4.3 Report regularly to the Chair of Governors on the performance and professional development of all employees of the College.

4.4 Prepare, implement and monitor college Financial Policy in support of the agreed curriculum and pastoral policies and Service Level Agreements with Hampshire LA and other contracted organisations by servicing Governors’ Finance and Estates Committee, keeping briefed the Chair of Finance and Estates.

4.5 Exercise strategic, curriculum-led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of achievement and the College’s sustainability.

4.6 Develop the capacity of Crookhorn College to work with other schools and improve the quality of education at system level.

4.7 Develop effective relationships with other services to improve academic and social outcomes for all students.

4.8 Inspire and influence others – within and beyond the College – to believe in the fundamental importance of education in young people’s lives and to promote the value of education.

Page 11 JOB DESCRIPTION

5. Improvement

5.1 Harness the findings of well-evidenced research to help contribute to the self-improving and College-led system.

5.2 Model positive relationships and attitudes towards our students, and to engage parents, Governors and members of the local community in the constant improvement of all that we do.

5.3 Promote the sharing of best practice between teachers and a culture where less good practice is challenged and improved.

5.4 Demonstrate political astuteness in promoting the interests of our College in the context of our core objectives, translating opportunities from local and national policy into the College’s context.

6. Accountability

6.1 Ensure that the progress of the students of the College is monitored evaluated and recorded.

6.2 Ensure that teachers at the College receive information they need in order to carry out their professional duties effectively.

6.3 Provide information about the work and performance of the staff employed at the College where this is relevant to their future employment.

6.4 Promote a positive image of the College within and beyond our own community by receiving and dispatching all official correspondence, returns, etc. attending LA, DfE, College, University etc. meetings, representing the College community positively with parents, presiding over the Parents’ Association, and promoting the College with the wider community, voluntary and charitable organisations.

6.5 Arrange for a Deputy Headteacher or other suitable person to assume responsibility for the discharge of his/her functions as Headteacher at any time when he/she is absent from the College.

Crookhorn College is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

The Headteacher shall be entitled to a break of reasonable length in the course of each College day, and shall arrange for a suitable person to assume responsibility for the discharge of his/her functions as Headteacher during that break.

Page 12 PERSON SPECIFICATION

Professional skills and experience

•Qualified teacher with NPQH or working toward. •Experience as a Deputy Headteacher or Headteacher. •Be able to improve further standards of classroom management and practice. •Have the necessary experience to give a clear lead on curriculum, resources, finance and pastoral issues. •Have the ability to analyse problems, reach judgments and resolve issues. •Be skilled in the monitoring of performance of people and policies.

Leadership and Management

•Have strong leadership qualities with a proven record of managing significant educational responsibilities. •Be capable of leading and contributing to the Senior Leadership Team. •Have the capacity to respond to changing needs with vision and the ability to translate that vision into practical policies. •Demonstrate a personal commitment to quality and excellence in learning and teaching. •Demonstrate an understanding of financial management.

People relationships and communications

•Be able to relate to all students in a positive and constructive way and inspire them to achieve more than they think possible. •Have the ability to earn the respect of staff, governors and parents. •Have the ability to build on the strengths and expertise of individual staff and possess the flair to motivate and lead staff as a whole. •Possess integrity, optimism, resilience and a well-developed sense of proportion and humour. •Possess excellent written and verbal communication skills and the ability to chair and participate in meetings. •Be committed to furthering the relationship with the local and international community. •Have the ability to build constructive relationships with other educational organisations and local employers. •Have the commitment to maintaining and further enhancing the College ethos as embodied in the Four Cornerstones and the House system.

Page 13 PERSON SPECIFICATION

CRITERIA Essential/ Desirable Assessed by Application/ Interview Process

Qualifications Essential Desirable Application Interview A first degree or equivalent. Qualified Teacher Status (QTS). NPQH or working toward the qualification. Higher Education qualification other than initial teacher training.

Evidence of recent and relevant training and development at headship level and/or in preparation for headship. Professional experience and knowledge Essential Desirable Application Interview Substantial experience of teaching.

Successful strategic experience of leading and managing at headship/deputy headship level in a secondary school or other educational organisation.

In depth knowledge and understanding of the wider educational agenda including current national policies and educational issues as well as the statutory and legal framework governing the operation of a school/academy.

Proven track record in leading and managing staff including building a successful team, delegating effectively and implementing and managing change.

Successful experience of raising standards for all with measurable outcomes as a result of one’s contribution in a school in the pursuit of excellence.

Personal aptitudes, qualities and skills Essential Desirable Application Interview

To have high expectations and the ability to think and plan strategically to reflect, promote and deliver the school’s vision, ethos, priorities and targets whilst empowering others to take them forward.

Page 14 PERSON SPECIFICATION

Personal aptitudes, qualities and skills - continued Essential Desirable Application Interview

To be articulate and approachable with excellent interpersonal skills both verbally and in writing.

To have proven, sound decision-making skills combined with the ability to lead, influence and manage change.

To be astute and perceptive with strong analytical skills and the ability to use sound judgement in order to anticipate and resolve conflict and issues imaginatively.

To be proactive, innovative and versatile with a high level of drive, energy and enthusiasm, resilience, reliability, integrity and a sense of humour.

To be able to relate empathetically to parents/carers, staff, students, governors/trustees and the wider community.

To be able to prioritise, plan and organise effectively.

Leading learning and teaching Essential Desirable Application Interview

An outstanding classroom practitioner with the ability to monitor and evaluate performance continuously in order to improve the quality of teaching and learning and maintain and stretch high standards.

Successful experience of positive behaviour management and of developing a student-focused, inclusive and effective learning environment so that behaviour and attendance are outstanding.

Successful experience of curriculum development along with an understand of the issues associated with choice and flexibility to meet a personalised learning agenda.

Proven experience of the implementation of effective assessment procedures and an understanding of the use of assessment for the learning needs of all students.

Page 15 PERSON SPECIFICATION

Improving the life chances of children and young people Essential Desirable Application Interview RecognitionA first degree and or equivalent.promotion of the role parents and carers play in helping children and young people succeed and thrive.

A commitmentfirst degree orto equivalent.a student-centred approach, within an equitable and inclusive school in which the academic and personal welfare of each student is paramount.

AShaping first degree the future or equivalent. Essential Desirable Application Interview

ExperienceQualified Teacher of and commitmentStatus (QTS). to working with a Governing Body to develop collaboratively a school vision which embraces excellence, high standards and inclusion.

Proven record of providing vision, a sense of purpose and high aspirations for a school with a determined focus on raising student achievement.

ADeveloping first degree self or and equivalent. working with others Essential Desirable Application Interview

ToQualified be a high-profile Teacher Status role (QTS).model with a professional approach that demands excellence, confidence, trust and respect of the entire college and wider community.

To have substantial experience of building on staff good practice and expertise so that they have the necessary skills and knowledge to raise standards and promote personal well- being so that young people can play an active and positive role in modern society.

Qualified Teacher Status (QTS). To demonstrate the importance of a work life balance.

QualifiedLeading and Teacher managing Status the (QTS). organisation Essential Desirable Application Interview

EvidenceA first degree of highly or equivalent. developed skills in performance management, recognising high performance and tackling under-performance through to resolution.

Page 16 PERSON SPECIFICATION

Leading and managing the organisation - continued Essential Desirable Application Interview

Successful experience of effective strategic financial and resource management to achieve educational priorities and to ensure efficiency and value for money.

Evidence of the skills to harness the potential of ICT for the benefit of the college around the delivery of the curriculum and college support systems.

A demonstrable understanding of the processes of safeguarding, safer recruitment and safeguarding procedures.

Committed to sustain a safe, secure and healthy college environment. Securing accountability Essential Desirable Application Interview Proven successful experience of school self-evaluation and accountability and the school improvement process. Strengthening accountability Essential Desirable Application Interview

Successful experience of securing and raising standards in an inclusive school and working with external agencies locally, nationally and internationally.

A commitment and vision to collaboration with neighbouring schools in support of the development of the wider school community.

Specific requirements Essential Desirable Application Interview

A commitment to and evidence of promoting equal opportunities within the college, curriculum and in employment practice.

A commitment to maintaining and further enhancing the Crookhorn College ethos as embodied in the Four Cornerstones.

A commitment to House-based pastoral care and the maintenance and development of systems and relationships to build on current practice.

Page 17 APPLICATION PROCESS

15th January Advert for Headteacher posted

18th January to 5th February Optional College visits for prospective candidates

10th February (Noon) Applications deadline

w/c 22nd February Shortlisting and references called

7th to 9th March Interviews held at the College

Application should be made using the form included with the information pack and an attached letter of no more than two sides of A4 (font size 11). A person specification and job description are part of the information pack. The letter should outline the personal experience, skills and qualities that equip you for the post of Headteacher and outline the ways in which you will develop Crookhorn College in the future. Curriculum vitae and testimonials should not be included.

The form and letter should be returned to Rachel Murray, Clerk to the Governors via email on rachel.murray@ crookhorn.hants.sch.uk or by post to Crookhorn College, Stakes Hill Road, Waterlooville, Hampshire PO7 5UD.

Crookhorn College is committed to safeguarding children and promoting the welfare of young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. All successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment suitability enquiries

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