Post of Executive Headteacher The Wessex Learning Trust & The Kings of Wessex Academy
Information for Candidates From the Chair of the Board of Directors
Dear Candidate
Thank you for your interest in the post of Executive Headteacher of the Wessex Learning Trust and The Kings of Wessex Academy. This is an exciting time for our Academies and our community.
As the Executive Headteacher you will have a pivotal role to play in building and growing the Trust. The Trust is seeking a committed and motivated leader who will drive forward school improvement working collaboratively with the Headteachers, Directors and Local Governing Bodies to provide a world class education for all the young people in the Cheddar Valley.
The Kings of Wessex Academy is a voluntary controlled Church of England 13-18 upper school and, following extensive consultation, it came together with six First Schools and one Middle School to form The Wessex Learning Trust as a Multi-Academy Trust in May 2016, which was enthusiastically embraced by the eight Local Governing Bodies, Headteachers, staff and parents.
The Kings of Wessex Academy has a very clear mission – ‘To get the best out of everyone’ – by providing opportunities for all through a well-rounded, caring, yet challenging environment with high quality teaching and learning at its heart. The Academy has consistently enjoyed academic success with its best ever results in August 2016 at both GCSE and A Level, placing it well within the top 10% of state secondary schools. Its last three Ofsted inspections rated it as good, outstanding, and good with an outstanding Sixth Form. It is served by a strong leadership team and a very good, dedicated, hardworking and committed teaching force with all subjects taught by appropriately qualified specialists who all go that extra mile for the young people in their care.
The Academy is located in the heart of the village of Cheddar, in extensive grounds, with large playing fields looking out onto the surrounding Mendip Hills. As a place of work and study, The Academy has undergone significant capital improvements over the past four years with major refurbishments and extensions to its buildings with further bids submitted for funds from the Condition Improvement Fund.
Adjacent to the Academy is a purpose built leisure complex serving both the Academy and the community. Alongside a theatre, the centre houses a large fitness gym, infinity pool, steam room, sauna and two fitness rooms and is run as an independent business subsidiary of the Trust.
This post is an exciting opportunity to lead a dynamic Multi Academy Trust and successful Academy in order to enrich the lives of future generations in our community.
I hope that you will find the information in this booklet interesting. Please contact us if you need any additional clarification.
We look forward to receiving your application.
BRIAN KIRKUP Chair of the Board of Directors
1 How to Apply
All candidates are asked to complete the application form, equal opportunities monitoring form and write a separate letter of application. Candidates’ letters should indicate how their experience relates to this post. CV’s will not be accepted.
The application form can be downloaded from the job vacancies page or The Kings of Wessex website at www.kowessex.co.uk
Completed applications should be emailed by 9am on Monday 6 February 2017 to Jude Owens at [email protected]
Shortlisted and unsuccessful candidates will be contacted from Friday 10 February 2017.
Interviews will be held over three days on Monday 27 February and Tuesday 28 February 2017 and, for those proceeding to the final stage, Wednesday 1 March 2017.
The invitation to attend for interview will outline in detail the programme for the three days. The Trust will be pleased to help make arrangements with a local hotel for overnight stay, if necessary.
We welcome visits from potential applicants. Should you wish to come and visit the Academy, please contact the PA to the Executive Headteacher Jude Owens at 01934 742608 or email [email protected]
The Wessex Learning Trust is committed to safeguarding young people and the successful applicant will be required to undertake an enhanced Disclosure and Barring Service Check prior to taking up the post.
2 THE WESSEX LEARNING TRUST Our History
In May 2016 The Kings of Wessex Academy established the Wessex Learning Trust as a Multi Academy Trust. On 1 September 2016 three existing Academies namely Axbridge, Weare and Wedmore joined the Trust, followed on 1 November 2016 by four local authority schools those being East Brent, Hugh Sexey, Lympsham and Mark.
Our schools have a long history of working closely together as part of the Cheddar Valley Learning Partnership which comprises of nine first schools, two middle schools and The Kings of Wessex Academy.
Currently sitting outside The Trust is a small Federation of one Middle School (Fairlands) and three First Schools (Cheddar, Draycott and Shipham), formed several years earlier whose students feed into the Trust. It is hoped that they will join The Trust in the near future to bring together all the schools in the Cheddar Valley in the best interests of the most important group of all, the student population.
The Wessex Learning Trust was created to: Help every child achieve their full potential to make a positive contribution to society and realise their lifetime ambitions. Promote excellent teaching to inspire curiosity, unlock talent and achieve positive outcomes. Ensure high quality care, guidance and support for each child. Share expertise and resources. Develop a highly effective and motivated workforce.
The Headteachers, Business and Finance Director, Board of Directors and Local Governing Bodies have worked closely together since December 2015 to build a Trust which is focused on these core values.
3 Our Academies
Age Denomination Number on Roll range The Kings of Wessex Academy 13-18 Church of England 1066 Cheddar http://www.kowessex.co.uk/
Hugh Sexey C of E Middle School 9-13 Church of England 608 Blackford http://www.hughsexey.com/
Axbridge C of E First School Academy 2-9 Church of England 198 http://www.axbridgefirstschool.co.uk/
East Brent C of E Academy 4-9 Church of England 65 http://www.eastbrentcofefirstschool.org/
Lympsham C of E Academy 2-9 Church of England 114 http://www.lympshamfirstschool.org.uk/
Mark First and Pre School C of E Academy 2-9 Church of England 138 http://www.markfirstschool.co.uk/
Weare Academy C of E First School 4-9 Church of England 140 http://www.weareacademy.co.uk/
Wedmore First School Academy 2-9 None 211 http://www.wedmorefirstschool.org.uk/
4 Our Aspirations
All of the Wessex Learning Trust Academies have agreed to work together to achieve the following outcomes:
Positive Outcomes for Children:
- End of Key Stage assessments are above national average. - Progress of disadvantaged children exceeds the national average. - Attendance is in line with or above national average. - Safeguarding is effective in all Academies.
Sharing Expertise and Resources Services are delivered centrally in key areas. Efficiency savings are achieved through shared services and procurement. - Expertise is shared across the Trust to secure improvements.
Developing our Workforce High quality staff are recruited and retained. Joint training helps to develop the workforce across the Trust. - There is sustainable and effective leadership with succession planning.
Growing the Trust The number of places in existing Academies has increased in response to parental demand. Other local schools join the Trust. - The Trust sponsors local schools that require support and or establishes a free school(s).
Building Effective Governance - The Trust is developing a strategic vision, core values and direction. - There are clearly defined responsibilities for the Trust Board and Local Governing Bodies that ensure maximum delegation. - The Executive Headteacher and Headteachers are supported and held to account for the performance of the Trust and its Academies. - There is effective oversight of the Trust’s financial performance which ensures that money is well spent.
Dynamic Engagement and Communications - Key stakeholders are actively engaged. - There is strong communication. - The good work of the Trust is actively promoted.
5 Governance
The Wessex Learning Trust is governed by a Board of Directors who are appointed by the Members and Diocese of Bath and Wells. The Directors have a wide range of professional skills and expertise that help to support and challenge the Executive Headteacher and the Trust’s Headteachers. The Board is responsible for the strategic direction and oversight of the Trust and has adopted the principle of maximum delegation for all its Academies. Directors meet four times a year.
All Academies within the Trust have a Local Governing Body with delegated responsibility in accordance with the Scheme of Delegation. Governors are appointed by the Directors and represent the interests of the community, Church, parents and staff.
The Local Governing Body at Kings meets four times a year and has three subcommittees, namely finance and personnel, standards and school improvement and Kings Fitness and Leisure Board. Governors are actively involved in the life of the Academy with termly visit days, support for Christian activities; through work as champions for safeguarding; and support for Pupil Premium students.
6 Leadership
The Wessex Learning Trust is led by the Executive Group under the leadership of the Executive Headteacher. The group currently meets every Tuesday morning to plan strategy and review and evaluate practice.
Executive Headteacher - Chris Richardson (The KoWA) (retiring summer 2017) Overall responsibility for the Trust, including governance, standards and school improvement, safeguarding, outcomes for children, finance and business operations.
Deputy Executive Headteacher - Jackie Hipwell (Wedmore) Responsibility for supporting the Executive Headteacher and acting as the primary specialist.
Business and Finance Director - Keith Perry (The KoWA) Responsible for finance and central business services
Acting Headteacher - Hannah Coles (Axbridge First School) (Headteacher - Lorna Richardson currently on maternity leave) Leading on nursery education.
Headteacher - Fiona Robson (East Brent and Lympsham) Leading on marking and feedback.
Headteacher - Paul Tatterton (Hugh Sexey) Leading on admissions and boys’ progress.
Headteacher - Anna Yates (Mark) Leading on Pupil Premium and able pupils.
Headteacher - Denise Mawdsley (Weare) Leading on assessment. 7 Performance
Details of the performance of individual Academies in the Trust are given below: Ofsted Date of last inspection Overall grading The Kings of Wessex 6 March 2015 Good with Outstanding Sixth Form Hugh Sexey 22 June 2012 Outstanding Axbridge 9 July 2008 Outstanding East Brent 6 December 2013 Good Lympsham 8 January 2014 Good Mark 12 October 2012 Good Weare 17 October 2007 Outstanding Wedmore 4 June 2014 Good SIAMS Date of last inspection Overall grading The Kings of Wessex 9 March 2015 Outstanding Hugh Sexey 13 September 2012 Outstanding Axbridge 4 July 2013 Outstanding East Brent 27 February 2012 Good Lympsham 8 October 2014 Outstanding Mark 5 July 2016 Outstanding Weare 28 January 2013 Outstanding Wedmore n/a Examination/Test Results 2014 2015 2016 The Kings of Wessex Post 16 %A*-B 64.8 56.4 54.2 %A*-E 99.4 98.6 98.7 APS per entry 39.2 37.5 36.4 Progress 0.30 0.15 0.33 Key Stage 4 % 5A*-C including English and Maths 70 68 76 % A*-C English and Maths 79 % English Baccalaureate 34.3 35 37 Attainment 8 score 56.3 Progress 8 score 0.5 % pupils making expected progress in English 77.5 81 91.9 % pupils making expected progress in Maths 76.9 80 82.9 Hugh Sexey Key Stage 2 % of pupils making expected progress in RWM 79 60 % of pupils making expected progress in Reading 88 71 % of pupils making expected progress in Writing 91 78 % of pupils making expected progress in Maths 84 77 Progress in Reading -1.29 Progress in Writing -1.77 Progress in Maths -1.90
8 2014 2015 2016 Axbridge Key Stage 1 % of pupils making expected progress in Reading 94 92 93 % of pupils making expected progress in Writing 79 77 90 % of pupils making expected progress in Maths 94 81 93 East Brent Key Stage 1 % of pupils making expected progress in Reading 55 76 81 % of pupils making expected progress in Writing 45 76 69 % of pupils making expected progress in Maths 64 82 69 Lympsham Key Stage 1 % of pupils making expected progress in Reading 94 85 78 % of pupils making expected progress in Writing 82 89 78 % of pupils making expected progress in Maths 78 93 83 Mark Key Stage 1 % of pupils making expected progress in Reading 81 79 74 % of pupils making expected progress in Writing 81 88 44 % of pupils making expected progress in Maths 74 92 67 Weare Key Stage 1 % of pupils making expected progress in Reading 94 100 88 % of pupils making expected progress in Writing 89 100 88 % of pupils making expected progress in Maths 92 100 88 Wedmore Key Stage 1 % of pupils making expected progress in Reading 92 84 77 % of pupils making expected progress in Writing 88 79 71 % of pupils making expected progress in Maths 84 89 65
9 THE KINGS OF WESSEX ACADEMY
Our History
The Kings of Wessex opened as mixed comprehensive upper school in 1976; although the origins of the school in fact date back to the mid-18th Century when Hannah Moore founded her school in Cheddar. The Kings of Wessex Academy is a Church of England School in the Diocese of Bath and Wells and the Parish of Cheddar.
During the building of the school the remains of an important Anglo Saxon Palace were discovered on the site, hence the name of ‘The Kings of Wessex’. The outline of the site of the Palace and also the ruins of the 13th Century Chapel of St Columbanus today enhance the setting of the Academy.
On 1 September 2006 Kings became a Foundation School and on 1 June 2011 became an Academy under the Government’s fast-track scheme for Outstanding Schools.
Academy Aims
The Academy’s mission is: ‘To get the best out of everyone’, and to achieve this we aim:
To strive constantly for excellence. To make effective learning the focus of the Academy. To teach in a way that both inspires and challenges each student to become responsible for their own learning. To provide a broad and balanced curriculum, which is relevant to students now and in their adult lives. To promote an understanding of the meaning, significance and values of the Christian faith. To promote an active partnership between the Academy, parents, and the communities of the Cheddar Valley. To foster a caring and orderly environment for learning in which every student can feel secure and valued as an individual. To provide equal opportunities for all. To value and professionally develop all staff. To promote responsible citizenship and lifelong learning.
We are ambitious for all our students and encourage each of our young people to ‘be the best that they can be’ and to ‘stand out from the crowd’.
10 Christian Distinctiveness
We are proud to be a Church of England Academy. We believe that all students are unique and special and seek to promote honesty and respect, showing love, compassion, tolerance and forgiveness towards others. These are important Christian values that underpin our relationships with each other in school and our work with young people.
All our students study Religious Education, indeed our R.E. Department is one of the most successful Departments in the Academy. Students participate in a daily act of collective worship through assemblies that take place on three days each week and a ‘Thought for the Day’ in their tutor time.
The Academy has close links with St Andrews Church in Cheddar and all our students visit the Church for services at Harvest, Remembrance, Christmas, Easter and Ascension.
Students play an active role in both assemblies and Church services. We have a dedicated Christian ‘Sanctuary’ on our campus and a Christian Leader who works with staff and students to lead Christian activities including a thriving Christian Union group. The Academy enjoys the support of the wider Christian community who regularly contribute to our collective worship programme.
11 Academy Leadership Group
The Academy Leadership Group (ALG) is composed of the Executive Headteacher, a Deputy Headteacher, three Assistant Headteachers and the Bursar with the following responsibilities:
Executive Headteacher - Chris Richardson (retiring summer 2017) Responsible for strategic vision, improvement planning, monitoring and evaluation, and curriculum.
Deputy Headteacher - Barbara Marshall Responsible for student welfare and guidance, mentoring and interventions, child protection and safeguarding, and pupil premium.
Assistant Headteacher - Christian Hughes Responsible for examinations and assessment, homework, e-learning and timetable.
Assistant Headteacher - Sarah Hobbs Responsible for teaching and learning, continuing professional learning, educational visits, duties and operations.
Assistant Headteacher - Rachel Hopwood Responsible for Sixth Form, careers advice and guidance, and able students.
Bursar - Keith Perry Responsible for finance, premises, health and safety, Kings Fitness and Leisure.
12 In addition, the ALG has a number of shared responsibilities that include action planning and monitoring and evaluating the work of the Academy. ALG are linked with Subject Leaders and Year Leaders to ensure good communication, provide support and challenge and accountability.
ALG meet three times each week: to plan the calendar; formulate policy, agree strategy and review practice; and to plan the weekly staff briefing.
Staffing
Kings’ greatest asset is, of course, its staff and we are committed to fully supporting both teachers and non- teachers. The Academy is characterised by positive and supportive relationships, and a strong teamwork ethos. Currently there are 68.6 FTE teachers and 34.05 FTE support staff. A real strength of Kings is our specialist teaching with almost all classes being taught by a graduate in the subject.
We operate a flat staffing structure with Subject Leaders and in the larger Departments of English, Maths and Science Seconds in Department. Non-teaching support is provided in practical subjects including Science, Design Technology and Art. Our SENCO leads on support for students with special educational needs and disabilities. Each year group is led by a Year Leader and in the Sixth Form by an Assistant Headteacher and Senior Sixth Form Tutor.
Training and staff development is important in the Academy with a strong focus on pedagogy and leadership development. The Academy is an active member of the Jubilee Network and South West Academies Group that provide opportunities for leaders to work together, share good practice and visit partner schools.
We take seriously our commitment to staff well-being which is supported by free gym membership, a fit club, break time coffee and snack service and free flu jabs. In recognition of our teachers’ commitment to student extra sessions, staff receive three additional days holiday each year at the end of the Summer Term.
As a Church of England Academy all staff are expected to demonstrate a commitment to upholding the Christian ethos and distinctiveness of the Academy.
13 Improvement Planning
The Academy Improvement Plan is agreed on an annual basis in response to the outcomes of our self- evaluation. The focus of the 2016-17 plan is ‘quality first teaching’ with the following key targets:
Improving Outcomes for Students - Progress of Pupil Premium students. - Progress of SEN students. - Progress in underperforming subjects at GCSE and A Level. - Reading for students with a reading age below 12 years.
Improving Teaching, Learning and Assessment - Embedding dedicated improvement and reflection time. - Putting strategies in place so that students know how to respond when they get stuck in lessons. - Ensuring that teaching challenges lower ability students. - Systematically checking on progress in lessons and refocusing teaching where students do not understand. - Improving differentiation for Pupil Premium, SEN and lower ability boys. - Developing and reinforcing positive attitudes to learning through KASH (Knowledge Attitude Skills Habits).
Improving Personal Development, Behaviour and Welfare - Attendance of SEN and Pupil Premium students. - Engendering a competitive team spirit. - Supporting students with anxiety/mental health issues. - Developing the use of the ‘sanctuary’ as a focus of Christian reflection and worship.
Implementing the Curriculum and Examination Reforms at GCSE and A Level
Improving the Effectiveness of Leadership and Management - Continuing to develop role of Subject Leaders in securing the best teaching. - Reviewing the effectiveness of support for pupil premium students. - Developing middle leadership skills. - Further enhancing staff well-being. - Prioritising Sixth Form recruitment. - Securing funding to support capital maintenance projects.
14 Monitoring and Evaluation The Academy has an ongoing programme of monitoring and evaluation led by Senior and Middle Leaders. Our Middle Leaders work together with Senior Leaders to undertake an evaluation schedule that includes learning walks, graded lesson observations, work scrutiny and student voice.
Developing the skills of our Middle Leaders in evaluating the quality of teaching in their Departments and in taking action to improve the quality of teaching has been a key priority since our last Ofsted inspection and has resulted in Subject Leaders becoming confident in making judgements and driving forward improvements in quality first teaching.
Tracking data is also monitored on a regular basis using SISRA which ensures that all our leaders and teachers have a clear understanding of the progress of individual students and sub-groups. Feedback from monitoring is shared by Subject Leaders at Team Meetings, with ALG and the Local Governing Body and this in turn informs both Department and whole school priorities for action.
Teaching and Learning
Effective Teaching and Learning is central to the work of Kings. We are fortunate in having an excellent team of teachers who make an enormous difference to the success of our students, and it is for this reason that we are passionate about constantly striving to improve pedagogy.
Following our last Ofsted inspection our focus has been on ensuring that teachers check students’ understanding during lessons and refocus teaching when necessary, challenging lower-ability students to deepen their understanding and making sure that all students know how to respond when they need help.
We have a team of eight Teaching and Learning Leaders who model good practice, support teachers through coaching, mentor trainee teachers and NQTs, lead training and share good practice through our teaching and learning blog.
The Academy runs an innovative professional learning programme, run by teachers for teachers and using external providers, with all staff being required to undertake 18 hours of twilight training per year to develop pedagogy, share good practice and plan the implementation of new GCSE and A Level specifications.
15 Curriculum
Key Stage 4: Students follow a three-year Key Stage 4 curriculum commencing in Year 9.
The core subjects include English Language and Literature, Maths, Science and R.E. In Science approximately 50% of the cohort is entered for triple Science with the remaining 50% taking core and additional Science within the same time allocation.
All students are required to choose from History or Geography and approximately 80% of the cohort study either French or German. Those not studying a Language receive additional teaching time for English and Maths.
In addition students choose three options from the following list of subjects: Geography, History, ICT, Computing, Product Design, Cooking and Nutrition, Business Studies GCSE and BTEC, P.E., French, German, Art and Design, Textiles, Music and Performing Arts BTEC.
All students follow non accredited courses in PSHE/Citizenship and Physical Education.
To support students in making their option choices, children in Year 7 of their Middle Schools participate in two taster days at Kings. In Year 8 we publish information on course choices and all parents and children have an opportunity to attend a Key Stage 4 options evening.
Sixth Form: Students in the Sixth Form at Kings currently study four AS Levels in Year 12 and three A Levels in Year 13. A small number of able students continue with four A Levels in Year 13. From September 2017 students entering the Sixth Form will no longer take AS Levels, but will follow three courses from the list below. Students achieving predominantly A grades at GCSE will take four A Levels.
A Levels: - Art - German - Biology - History - Business Studies - Mathematics - Chemistry - Film Studies - Computer Studies - Music - Design Technology - Photography - English Language - Physics - English Literature - Psychology - French - Religious Studies & Philosophy - Further Mathematics - Sociology - Geography - Textiles
BTEC Level 3 Diplomas (2 A Level equivalent): - Sport - Performing Arts - Business
All Year 12 students have the opportunity to complete the AS Level Extended Project Qualification which is undertaken as an independent project commencing in June of Year 12 and completed in October of Year
16 13. The Sixth Form curriculum is enriched by a conference programme which allows our students to explore issues related to PSHE, religion, preparation for Higher Education and career planning.
Welfare and Guidance
Students are supported by a team of tutors led by a Year Leader.
On entry to the Academy, the students are placed in mixed ability tutor groups, in which they remain throughout Years 9 to 11. The pastoral team is managed by the Deputy Headteacher and is supported by a Parent and Family Support Worker and an Attendance Officer.
The Academy has strong links with a range of external agencies including education attendance, children’s social care, CAMHS, education psychologists and the police.
All students follow a programme of PSHE/Citizenship to help them prepare for the demands of life in and out of the Academy. The course includes areas such as Health Education, E-safety, Sex Education, Study Skills and Careers Education and Guidance.
A dedicated Careers Adviser works with our young people to provide careers information, advice and guidance. The emphasis in Year 9 is on helping young people to make decisions and explore career opportunities. In Year 10, students undertake a period of work experience in the Summer Term and work in the Academy focuses on helping students to prepare. Throughout Year 11 students receive guidance and support in helping them to make decisions about Post-16 options. In the Sixth Form the emphasis is on helping young people through the application process for Higher Education or in entering the workplace.
Our Mentoring Plus programme supports pupil premium students in years 9 -11 and all year 11 students. Mentors meet every half term with students to review progress and set new learning targets. The Mentor liaises directly with subject staff to ensure students are kept on track and that any missing work is caught up. Any student falling behind, or needing additional support attends compulsory extra sessions that are run at lunchtime and after school by all Departments.
Students are also given support at key points in transition with one- to- one meetings taking place with senior staff in both Year 11 and Year 13.
There is a strong commitment to safeguarding with training for all staff and senior staff and Year Leaders all having undertaken their level two training.
Behaviour
The Academy has high expectations in terms of behaviour, because we know that good behaviour is central to good learning. Our Code of Conduct is underpinned by a consistent behaviour policy called ‘Actions Bring Consequences’. Students are very clear about expectations and consistently demonstrate good behaviour both in lessons and around the campus. The incidence of fixed term and permanent exclusions is consistently low.
Celebrating our students’ achievements is important at Kings. Throughout the academic year, students receive merits for their work and contribution to Kings leading to Special Achievement Awards at Bronze, Silver, Gold, Platinum and Titanium. Praise post cards are also sent home to parents to celebrate students’ work and end of term presentation assemblies are held to celebrate students for their achievement and contribution in academic and enrichment subjects, colours, 100% attendance and other awards. Students are also celebrated as “Stars of the Term” for each Department. A special highlight on the academic 17 calendar is the annual Awards Evening in September, when we welcome parents, Governors and friends of the Academy to celebrate our students’ success.
Enrichment
The Academy has a strong commitment to providing a wide range of enrichment opportunities for all our students. Staff run a plethora of clubs and activities, including sport, music and performing arts which are introduced to students at the start of Year 9 at our ‘Freshers’ Fayre’. The P.E. Department has an on-going programme of sports fixtures and there is also an opportunity for students to participate in House events. In Music, students take part in ensembles, singing and the school band and are able to be involved in termly performances. In Performing Arts there are frequent performance events with an annual school production that takes place every Spring Term. All Departments organise educational visits with recent trips to Berlin, Mexico, Iceland and California.
The Academy has a House system with four Houses: Avalon, Camelot, Lyonesse and Tintagel, which operate on a vertical basis. There are inter-house competitions with awards presented each term for the winning Houses.
The high point of the school calendar is Charities Week that takes place in the penultimate week of the Autumn Term. Organised by the Senior Student Team the week involves all the students in a fun-packed programme of events that raise money for three charities (local, national and international) that are chosen each year by the students themselves. Our ‘Charities Week’ raises approximately £10,000 every year.
At Kings we believe that it is important to develop the leaders of tomorrow and we do this through our ambassador programme, Senior Student Team and Duke of Edinburgh Award Scheme. Our senior students are also enthusiastic about helping others and involve themselves in activities such as peer mentoring and paired reading.
18 Facilities
The Academy is sited on an attractive campus close to the centre of the village of Cheddar, with views across the Mendip Hills and Somerset Levels. Each Subject Team has its own dedicated suite of rooms plus a teacher work room, and there are specialist facilities in Design Technology, Science, Languages, Art, Music, Performing Arts and ICT. Our Sixth Form has a dedicated social area together with a space for silent study. There is also a dedicated learning support base with specialist provision including a separate therapy room for SEND students.
The Academy is fortunate in having a state-of-the-art ‘Kings Theatre’ and a modern ‘Learning Resources Centre’, which houses our library and is equipped with a suite of computers and study area. Also on the campus is a large sports centre ‘Kings Fitness and Leisure’.
Over the past 20 years the Academy has been considerably extended and almost completely refurbished. This has recently included new facilities for P.E. changing rooms, the Performing Arts and a student café. The Academy has in-house services for catering and cleaning and contracts out its ground maintenance.
There has also been an on-going programme of installing new windows and new cladding, which has brought about a significant improvement to the appearance of the buildings and working environment. Work on the Sixth Form/Art Block is scheduled for completion at the end of this Spring Term.
Planning applications have recently been submitted for an all-weather floodlit pitch and a three classroom extension to replace the final temporary unit on site. There are also plans to relocate the local Police Station on the Academy campus.
A community-led Cheddar Arts@Kings Theatre run a lively programme of theatre, film, music and comedy events. Both are run by a team of committed and enthusiastic volunteers.
Parent Partnership
The Academy works closely with parents and is committed to an effective partnership for the benefit of our students. Parents are welcomed into the Academy and we are in regular contact with home to report on progress and broader academy issues. Tutors phone home to parents at the start of term to inform of tutees’ progress and keep in close contact during the year. Parents are kept informed through our website newsfeed and Headteacher’s blog.
We are fortunate in still having a Parent Teacher Association (PTA) which provides valuable support and an important link between the Academy and the Parent Body. The PTA gives generously to Subject Teams and raises money from providing refreshments and raffles at academy events and donations by parents to the Enrichment Fund.
Finance
The Academy has an annual budget of £5.2 million, with funding devolved to budget holders. Responsibility for managing the budget rests with the Bursar who is supported by two Finance Assistants. The Bursar reports monthly to both the Headteacher and Local Governing Body on the financial performance of the Academy. The finance office also has oversight of the budget for the Wessex Learning Trust, which utilises PS Financials as its financial management programme and our accounts are audited annually by Bishop Fleming. The Academy has been successful in attracting significant capital maintenance funding over recent years.
19 Kings Fitness and Leisure
Kings Fitness and Leisure is a wholly owned subsidiary of the Wessex Learning Trust. Sited on The Kings of Wessex Campus this purpose built Leisure Centre has 1520 members and annual turnover of £1.1 million. The Centre has excellent facilities including a modern well equipped fitness suite, swimming pool, sports hall and two studio spaces. A wide range of classes is also provided for our customers. Recent improvements have included a refurbished pool area, sauna and steam room. The centre is used by Kings’ students and all employees at the Academy are entitled to free membership.
20 Job Description
The Executive Headteacher is accountable to the Board of The Wessex Learning Trust and the Local Governing Body of The Kings of Wessex Academy for the professional leadership, strategic direction and operational management of the Trust and the Academy, working collaboratively with all partners to achieve outstanding success across The Trust.
The successful candidate will need to strike a dynamic balance between the two roles.
Key Responsibilities
Executive Leadership of the Wessex Learning Trust
Ensure the successful leadership and management of The Trust to achieve positive outcomes for all children. Ensure the strategic development of the Trust by working collaboratively with Headteachers, the Board of Directors and other partners. Ensure that that there is robust financial management. Inspire and motivate people to ensure successful outcomes for all children in the Trust. Ensure that high quality teaching and learning is delivered in all Academies within the Trust. Ensure that good practice is shared across the Trust. Ensure effective support, challenge and accountability in the Trust. Ensure that safeguarding is secure and outstanding across The Trust. Ensure the best outcomes for all children regardless of their ability and background and that there is equality of opportunity for all children and employees. To be accountable to the Board of Directors for the performance of the Wessex Learning Trust. To maintain and develop positive relationships with parents and the wider community. To ensure the sustainability and future growth of the Trust.
Leadership and Management of Student Attainment, Achievement, Progress and Safety in the Academy
Ensure that the aspirational culture “To get the best out of everyone” is met through an ethos of challenge and support where all students can achieve success and become engage in their own learning and the learning of others. Ensure that the learning environment is one in which discipline is firm and fair; where student progress is encouraged through effective support, praise, care and recognition of success; and where challenge can be met and be achievable. Ensure consistent and continuous Academy wide focus on student attainment and achievement using data and benchmarks to monitor progress in every student’s learning. Implement strategies which ensure high standards of behaviour, attendance, student welfare and citizenship in a caring and supportive environment. Ensure collaboration with other Agencies in providing for the intellectual, spiritual, moral, cultural, physical social and emotional well-being of students. Ensure that student safety is as the centre of all the Academy’s functions; in particular, strategic planning and resource management.
21 Leading, Managing and Developing the Academy Staff
Ensure that outstanding teaching is the primary objective for all teachers. Lead, motivate, support, challenge and develop staff to achieve further improvement. Ensure that through effective communication across the whole Academy all staff are engaged in the development and implementation of the Academy Improvement Plan. Implement and sustain rigorous procedures for monitoring the performance of all staff, including objective setting and review as part of the appraisal process. Acknowledge the responsibilities and celebrate the achievements of individuals and teams. Utilise the talents of the staff to maximise contributions to professional improvements within all subject areas of the Academy.
Leadership and Management of the Academy Curriculum
Within available financial resources determine and ensure a curriculum is provided which will meet the needs of all students to secure future progress to higher academic studies, apprenticeships, further training and ultimately the world of work in the modern world. Develop, champion and recognise student outcomes and successes. Develop and champion student opportunities. Support extended learning opportunities through enrichment activities, educational trips and visits, local, national and international opportunities and community based opportunities. Ensure that the curriculum is providing for the intellectual, spiritual, moral, cultural, physical, social, creative and emotional well-being of all students.
Managing Academy Resources
Promote creativity, innovation and the use of appropriate existing and new technologies to achieve excellence. Agree and set appropriate priorities for expenditure with the Governing Body. Allocate funds and monitor the effective administration of the Academy budgets to enable to secure its objectives. Deploy and manage the Academy’s financial and human resources efficiently and effectively in order to achieve the Academy’s goals and objectives in line with the Academy Improvement Plan within budgeted resources. Ensure that the Academy buildings and facilities meet the needs of students and staff and are of the highest standard of cleanliness and repair, and compliant with health and safety regulations. Explore and develop additional sources of funding.
Stakeholders and the Local Community
Secure the commitment of all parents and carers, especially the hard to reach parents, and the wider community to the vision and mission of the Academy. Actively support the Parent Teacher Association in its work in providing additional sources of funding. Recognise and support the work of Kings Fitness and Leisure and its place in bringing the Academy’s resources to be accessible to the community. Recognise and support the work of the Community Arts volunteers, the reading volunteers, the Examination Invigilators and organisations within the community who contribute to the learning opportunities provided by the Academy. Act at all times as an ambassador for the Academy and in a manner that upholds its values and ethos.
22 Seek opportunities to communicate and enhance the value of the Academy to other sectors of the local community; including the schools and voluntary organisations. Commitment to the Christian character and distinctiveness of The Academy and The Trust and maintaining good relationships with the local church community and the Diocese.
Accountability and Governance of the Academy
Work with the Local Governing Body to consider and plan for the future and further development of the Academy within the local, national and international context. Translate the Academy vision into an Improvement Plan with agreed and prioritised objectives and operational plans, which will promote and sustain further Academy improvement within an agreed timeframe. Encourage an Academy ethos which enable everyone to work together, share knowledge, understanding, celebrate success and accept accountability for outcomes and results. Present a coherent and accurate account of the Academy’s performance in a form appropriate to a range of audiences, including parents, the local community, The Trust Board, the Local Governing Body, Ofsted and others, to enable them to contribute effectively.
This appointment is with the Wessex Learning Trust and this Job Description forms part of the contract of employment of the successful appointee. It reflects the position at the present time only and may be reviewed in consultation with the employee in the future.
23 Person Specification
Areas of Essential Desirable Evidence/Identified by Assessment 1. Qualifications Qualified Teacher Status and Honours Degree. Higher Degree relevant to Headship. Application form and verification. Evidence of continued professional Level 2 or above safeguarding training. development in preparation for the role. Application form. Safer recruitment trained. NPQH, if not already an existing Head; or similar Application form and qualification. verification.
2. Skills, Proven track record of success in a senior Existing Headteacher. Application form. experience and leadership capacity in the Secondary Sector, personal abilities including Post-16 education. Experience of working within a Multi Academy Trust. Experience of leading and motivating teams of Interview and references. people and building effective relationships at all Experience of working in a Church of England levels to achieve positive outcomes for children. School.
Experience of improvement planning and Interview and references. robust financial management.
Enthusiasm, strong interpersonal, emotional Interview. intelligence, and communication skills.
Able to think creatively and imaginatively to Interview. solve problems and identify opportunities and able to articulate and defend a clear vision for the future.
24 Areas of Essential Desirable Evidence/Identified by Assessment Able to sustain a positive culture and ethos and Interview. build effective and supportive teamwork.
Experience of working successfully with Interview and references. Governors, parents and other stakeholders to secure positive outcomes for children.
Is visible and approachable, empathetic and Interview and references. enjoys engaging with children, staff, parents and the wider community.
A commitment to actively ensuring the Christian Interview. character and distinctiveness of The Trust and Academy.
3. Improving the Able to inspire high levels of performance in Determination to overcome all barriers to the Application form. life chances of children and staff. effective inclusion of all. young people Enthusiastic about promoting the spiritual, Understanding the importance of promoting and Interview. moral, social and cultural development of all maintaining enrichment activities and visits. children.
Committed to promoting equality, respect, Interview. diversity and challenge stereotypes.
Committed to ensuring a positive partnership Interview. with parents and carers for the benefit of each child.
25 Areas of Essential Desirable Evidence/Identified by Assessment 4. Shaping the Commitment to working collaboratively with Application form. future the staff, students, Board of Directors and Local HT standards 1 Governing Body in developing and realising the Trust vision.
Ability to communicate a shared vision for the References. Academy.
Experience of strategic thinking and planning to Interview. implement the vision and sustain and extend improvement.
5. Leading Clear understanding of the importance of A strong commitment to extra-curricular Application form teaching and teaching, learning and assessment in achieving activities to enrich the lives of children. learning positive outcomes for all children. HT standards 2 Understanding of how the needs of all children Interview. including those who are disadvantaged, have special educational needs or a disability will be met.
Commitment to providing a curriculum that Interview. meets the needs of all children within financial constraints.
Demonstrates high expectations for the Interview. progress, attendance and behaviour of children, where all are valued and can contribute and achieve success.
26 Areas of Essential Desirable Evidence/Identified by Assessment Demonstrates a clear understanding of the Interview. importance of robust arrangements for child protection and safeguarding
Has a strong commitment to making academy Interview. life a positive and enjoyable experience for all.
6. Developing self A commitment to their own professional Experience of working in partnership with other Application form. and working with development and effective succession planning. schools. others HT standards 3 Values the importance of well-being and work Interview and references. life balance for all staff and self.
Ability to establish and develop positive and Interview and references. productive working relationships with a wide range of stakeholders including staff. Inspire and motivate people to ensure successful outcomes for all children in the Trust.
Can inspire and motivate people to ensure Interview and references. successful outcomes for all children in the Trust.
7. Managing the Experience of formulating policy, implementing Knowledge of statutory requirements relating to Application form. organisation practice and monitoring and evaluating Academies. HT standards 4 performance to bring about sustained improvement.
Understands the importance of effective Interview. appraisal to improve staff performance and maximise the outcomes for children.
27 Areas of Essential Desirable Evidence/Identified by Assessment Ability to work with Members, Directors and Interview. Local Governing Bodies to ensure that robust governance contributes to the success of the Trust.
8. Securing Ability to undertake Academy self-evaluation Experience of sound financial controls and Application form. accountability and to use the outcomes to further improve budget management. HT standard 5 students’ successes.
Ability to communicate an account of the Interview. Academy’s performance clearly and effectively.
Experience of curriculum planning development Interview. and target setting.
9. Strengthening Commitment to working effectively with other Willingness to be involved in community events. Application form and community Academies in The Trust, other Agencies, interview. HT standard 6 employees, voluntary organisations, parents and carers to enhance the students enjoyment, well-being, achievement and personal development.
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Station Road, Cheddar, Somerset BS27 3AQ Telephone: 01934 742608 Fax: 01934 742757 Email: [email protected] Websites: www.kowessex.co.uk www.wessexlearningtrust.co.uk
Wessex Learning Trust. Registered in England. Company Number 7348580.
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