Engaging minds. Nurturing success. Inspiring futures.

Haylands Way, MK41 9BX Telephone: 01234 261516 Fax: 01234 272344 e-mail: office@.beds.sch.uk

Principal: Mr. Francis Galbraith BSc (Hons), NPQH, MBA April 2018

Dear Applicant,

Teacher of English

Thank you for expressing an interest in becoming a teacher of English at Goldington . 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 2018.

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 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

GENERAL INFORMATION

TEACHER OF ENGLISH Full Time, to start September 2018 (although 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.

It is very important for the successful applicant to be: • passionate about English language and literature • creative in their approach to teaching

• able to work co-operatively with a team of teachers • hardworking and conscientious • willing to undertake class teacher responsibilities including the pastoral and welfare oversight of children if required

Goldington Academy is a company limited by guarantee registered in England and Wales. Company No. 07557785 At Goldington Academy, we believe that English is central to a child's academic success and is the key to being able to access and enjoy the whole school curriculum.

In Year 6, pupils are taught English in eight ability groups, resulting in smaller sets to support the less able. In Years 7, 8 & 9, the more able pupils are grouped together to allow for the appropriate level of challenge. Those pupils who require a greater level of support are taught in a separate set and all other teaching groups are of mixed ability. There are five lessons of English – one per day – for years 6 and 7 and four lessons of English for years 8 and year 9.

Year 7 and 8 schemes of work are based around topics through which students access a range of texts to develop reading, writing and speaking and listening skills. We are confident that all students are following an instructive, exciting, valid and motivating programme of study with schemes of work that are regularly assessed, revised and updated. Recently, we have introduced new schemes of work to promote students’ independent learning and to help them develop the skills needed for the new GCSE. Across the years, students are encouraged to read independently, both through activities in lessons and reading time during form time. A creative writing club runs weekly and we are keen to extend the range of extra-curricular activities on offer.

Year 9 schemes of work are currently being taught for the first time, and years 10 and 11 will follow the new specifications from AQA in both English Language and Literature.

Drama and ICT play an integral role in English. Pupils are encouraged to use a range of programmes and research methods to enhance their learning. As well as two well- equipped ICT suites, iPads are used for movie making as well as to cement the learning of grammar and punctuation. (e.g. Wordjuice; Spellfix)

The well-stocked Library is organised to support Accelerated Reader. The library is a bright and open environment designed to be a calm space to read for pleasure. The library is also used as a hub to support learning.

We are proud of the opportunities that the English Department offers pupils to enable them to advance their learning experiences. 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 DBS 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 2018, to:

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

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

JOB TITLE: Teacher of English

RESPONSIBLE TO: Principal and Governing Body

MAIN RESPONSIBILITES:

1. Teaching • Plan and teach lessons and sequences of lessons to the classes they are assigned to teach within the context of the school’s plans, curriculum and schemes of work. • Assess, monitor, record and report on the learning needs, progress and achievements of assigned pupils. • Set and mark work to be carried out by the pupil in school and elsewhere.

2. Whole school organisation, strategy and development • Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures in such a way as to support the school’s values and vision. • Work with others on curriculum and/or pupil development to secure co-ordinated outcomes. • Supervise and so far as practicable teach any pupils where the person timetabled to take the class is not available to do so.

3. Health, safety and discipline • Promote the safety and well-being of pupils in accordance with the school’s Child Protection and other relevant policies. • Maintain good order and discipline among pupils in accordance with the school behaviour policy.

4. Management of staff and resources • Direct and supervise support staff assigned to you and where appropriate, other teachers. • Contribute to the recruitment, selection, appointment and professional development of other teachers and support staff. • Deploy resources delegated to you in accordance with school policies.

Goldington Academy is a Company Limited by Guarantee registered in England and Wales. Company No. 07557785 5. Professional development • Participate in arrangements for the appraisal and review of your own performance, and, where appropriate, that of other teachers and support staff. • Participate in arrangements for your own further training and professional development, and, where appropriate, that of other teachers and support staff including induction.

6. Communication • Communicate with pupils, parents and carers in accordance with the school ethos, policies and practice

7. Working with colleagues and other relevant professionals • Collaborate and work with colleagues and other relevant professionals within and beyond the school. • Participate in administrative and organisational tasks, including the direction or supervision of persons providing support for the teachers in the school, which require the exercise of your professional skills and judgment.

8. Fulfil wider professional responsibilities • Make a positive contribution to the wider life and ethos of the school;

9. Upper Pay Range Accountabilities (if applicable): • Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation. • 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. • Have an extensive knowledge and well-informed understanding of the assessment requirements and arrangements for the subjects/curriculum areas you teach, including those related to public examinations and qualifications. • Have up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs. • Have a more developed knowledge and understanding of your subjects/curriculum areas and related pedagogy including how learning progresses within them than a Main Pay Range teacher. • Have sufficient depth of knowledge and experience to be able to give advice to colleagues on the development and well-being of children and young people. • 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. • Provide coaching and mentoring to other teachers, give advice to them and demonstrate to them effective teaching practice in order to help them meet the relevant standards and develop their teaching practice. 10. Additional Accountabilities for the Maximum of the Upper Pay Range In addition to the requirements of a Main Pay Range teacher and an Upper Pay Range teacher, teachers paid at the maximum of the Upper Pay Range are required to ensure that they: • Play a critical role in the life of the school. • Provide a role model for teaching and learning. • Make a distinctive contribution to the raising of pupil standards. • Contribute effectively to the work of the wider team. • Take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils’ learning.

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. 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. 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

PERSON SPECIFICATION

TEACHER OF ENGLISH

Specification Essential Desirable Assessed

Education/ Good honours degree English degree Application or equivalent in Training relevant subject

Qualified Teacher Status

Experience Successful teaching A minimum of two Application and experience in the years’ experience in references middle/secondary teaching English at sector (or placements KS3/KS4 for NQTs)

Pastoral experience

Skills/Attributes An excellent Application, interview practitioner and references

Ability to develop positive relationships with children

Ability to work in partnership with parents/carers

Ability to learn from experience

Ability to effectively collect, analyse and evaluate data

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

Knowledge Strong subject KS3/KS4 Application, interview knowledge of English and references language and literature.

Knowledge of the New National Curriculum

AFL strategies

Awareness of current best practice, developments and curriculum reforms

Personal Qualities Commitment to Application, interview equality and inclusion and references

High expectations of pupil performance

Enthusiasm

Commitment

Ability to work as part of a team

Ability to adapt to changing needs and circumstances

Sense of humour