Exceptional Education at the Heart of the Community

Regional Lead Principal Exceptional Education at the Heart of the Community Communityning Lear

Dear Colleague,

I would like to take this opportunity to warmly welcome you to Oasis Community Learning (OCL). As the CEO of OCL, I am passionate and proud of our family of Academies.

It is our vision to create ‘Exceptional Education at the Heart of the Community’. Through our Hub strategy we are committed to serve the most disadvantaged communities across the country. We want to build the character and competence of every one of our young people so we can seek to transform the communities we serve.

Over the last few years Oasis Community Learning has made rapid progress, with our Academies moving from 30% to 79% ‘Good’ or better with steadily improving outcomes at all phases of education. This is a great time to join the OCL family. The exciting new role of the Regional Lead Principal will involve working in partnership with an experienced Regional Director to secure great standards of education and develop the capacity the region going forward.

We need colleagues who have the necessary complimentary expertise to provide challenge, support and intervention in each of our Academies no matter what community they work within. 77% of our Academies have joined OCL as sponsored Academies where the predecessor schools had been failing in local authority care for many years. So If you want to join our Trust it is vital that you have an ambitious growth mind set and believe that our children can achieve anything.

It is a privilege to serve our communities so we need the very best educational leaders we can provide…. Will this be you?

I look forward to meeting you if you are successful in being shortlisted for this exciting post. Be part of something very special – Oasis Community Learning

Very best wishes

John Murphy Oasis Community Learning CEO

Oasis Community Learning 1 Kennington Rd, Lambeth, London SE1 7QP

T. 0207 921 4226 Communityning Lear

About Oasis

For over a decade Oasis Community Learning in each of the communities we are based in. has been helping children and young people We know them to be places of great potential reach and realise their potential. and are committed to their continual positive transformation. Born out of the Oasis global charity, previously established in 1985 by Rev. Steve Chalke This is made possible by the outstanding MBE, our first opened in 2007. It people who work for us - leaders with vision, was Steve’s vision to open a school that was determination and drive to raise standards. inclusive of all and provided opportunity for the In fact we are securing better education whole community. Since then we have grown across the group and closing the gap for our as a family into 48 Academies spread across disadvantaged students each day through the UK, each connected to a community Hub. exceptional teaching and support. Since 2014 We are proud to be one of the largest Multi- our sustained improvement has seen the Academy Trusts in the UK. percentage of Ofsted inspected Academies attaining ‘Good’ or better rise from 30% to 79%. We work in some of the most socially disadvantaged areas, but believe passionately

48 Academies

24, 000 Students Over 4500 Staff Oasis’ Vision The over-arching vision of Oasis is for The complex responsibilities of education are community - a place where everyone is understood through the lens of Character, included, making a contribution and reaching Competence and Community. These principles their potential. As well as delivering first-class, are intentionally developed and embedded in all innovative education, Oasis seeks to build of our Academies. ‘Hubs’ in the areas it works; creating safe and inspiring local neighbourhoods that provide Together, Oasis staff aspire to: integrated and diverse services to benefit the • Create safe, stimulating learning whole person and community. environments • Increase progress and attainment to above Oasis Community Learning’s vision is to create national averages ‘Exceptional Education at the Heart of the • Provide teaching quality which secures good Community.’ and accelerated progress for all students The Oasis Ethos

Our ethos is a part of everything we do. At Oasis we look to employ people who not only share in our vision but are champions of our ethos.

A passion to include everyone

A desire to treat everyone equally, respecting differences

A commitment to healthy and open relationships

A deep sense of hope that things can change and be transformed

A sense of perseverance to keep going for the long haul The Regions We Work In

As part of our mission to effectively close the attainment gap between advantaged and disadvantaged students, we concentrate our work within specific regions and communities. We work within four regions within the UK: the Midlands, the South West, the North and London and the South East.

We are currently recruiting for Regional Lead Principal for the London and South East region.

London and the South East

Our London and South East Academies are • , in several London boroughs and in Essex • Oasis Academy , Coulsdon and Kent. We have 14 Academies currently • , Waterloo within our regional family here, of which six are • , Royal Docks Primary, six are Secondary and two are all- • Oasis Academy Isle of Sheppey, Kent through. Our all-through Academies are: Our Primary Academies are: • Oasis Academy Shirley Park, Croydon • Oasis Academy Pinewood, Romford • , Enfield • Oasis Academy Skinner Street, Medway • Oasis Academy Johanna, Waterloo Within London and the South East, two • Oasis Academy Byron, Coulsdon Academies are “Outstanding”, eight “Good”, • Oasis Academy Ryelands, Croydon and one ‘Requires Improvement’. Oasis • Oasis Academy Putney, Putney Academy Arena and Oasis Academy Putney are yet to be inspected. Our Secondary Academies are: • , Enfield Academy Data

% % % Academy Type Ofsted NOR % Disadvantaged EAL SEN LAC Outstanding Byron P 212 46% 26% 18% 2% (May 2014) Good Johanna P 203 41% 67% 12% 0% (March 2015) Good Pinewood P 297 34% 27% 18% 1% (October 2016) Putney P Yet to be inspected 34 0% 24% 0% 0% Good Ryelands P 352 35% 34% 13% 2% (April 2017) Skinner Good P 389 54% 28% 24% 1% Street (June 2016) Arena S Yet to be inspected 243 56% 17% 15% 1% Good Coulsdon S 628 36% 12% 14% 1% (March 2015) Good Enfield S 917 60% 54% 12% 1% (April 2015) Requires Isle of S Improvement 1386 50% 4% 16% 3% Sheppey (March 2017) Good Silvertown S 184 50% 35% 13% 0% (May 2017) Outstanding South Bank S 478 66% 38% 22% 1% (June 2015) Good Hadley AT 1492 50% 72% 20% 0% (June 2016) Outstanding Shirley Park AT 1620 45% 33% 11% 1% (November 2013)

* P = Primary, S = Secondary & AT = All Through 8435 49% 36% 16% 1% Model of Governance

Oasis Community Learning is a sponsor and as such is currently legally responsible for 47 Oasis Academies.

The OCL Governance Model operates in a different way to the governing body of a Local Authority school. There are two parts to the governance of Oasis Academies - Local Governance is delivered through the Academy Councils (ACs), and National Governance is delivered through the National Office and the Regional Directors (RDs) and Deputy Regional Director (DRD), on behalf of the Board.

OCL believe the role of the AC is vital. It is essential that people in a local community have the opportunity to discuss and reflect on the purpose of education in society and how it can transform communities. It is therefore really important that the AC understands, has time to think about and ask questions around the Academy’s curriculum, teaching and learning.

The key principle of Oasis Governance is that local and national governance work together, each providing an aspect of governance that the other cannot. The OCL Board and the National Team cannot, because of their national/regional role, provide a local understanding; and the AC, because it is a local body, cannot provide national governance. However, together they provide the overall governance role for Academies.

OCL Board Volunteers from various backgrounds, including Education, Civil Service, Business, Accounting and Finance and others.

OCL CEO John Murphy

Regional Directors (RDs)

Deputy Regional Director (DRD)

Academy Councillors Academy based. Made up of local people from the community, parents and sponsor appointed representatives.

The Regional Lead Principal will not have any formal responsibility for Governance. In their role they will however closely inform governance, working closely with Principals and reporting regularly to the Regional Director for London & South East. Working Arrangements

This is a role based across the London & South East and will involve frequent travel throughout the region and nationally for meetings and events. There will be times when you are based primarily at one Academy and other times when you will work with multiple schools in any one week. Travel expenses incurred are claimable for any travel between working locations. Office space will be available for this post in the National office (Londonaterloo) W and Regional office (Coulsdon). In addition, you may choose to work from other Academies within the region where convenient, or from home if no meetings are scheduled, upon agreement with your line manager. Monitoring and Standards Team

The Academy Monitoring and Standards team work closely with Regional Directors, Deputy Regional Directors, this new role of Regional Lead Principal and individual Academy Principals. They monitor Academy provision and outcomes and target high quality support with the guidance and leadership from the National Directors of Primary and Secondary Education/Academies. Regional Lead Principal Job Description

POST: JOB PURPOSE: Regional Lead Principal The Regional Lead Principal will work across the London & SALARY: South East region, providing challenge, support and intervention to Academies within the region. Reporting frequently in to the Regional Director, they will be responsible for improving educational RESPONSIBLE TO: outcomes and standards within these Academies, working closely Regional Director with school leaders and ensuring educational success in line with OCL policies, frameworks and monitoring procedures. KEY RELATIONSHIPS: Oasis Community Learning Support required will range from spending a number of days per Chief Executive Officer, week in an Academy for a specified period of time, where the Regional Director, National Academy is in Ofsted categories or facing significant challenges Director of Primary, National on their journey to success and continuous improvement, to Director of Secondary, temporarily taking on the full responsibilities of Principal or Academy Principals and Executive Principal within an Academy, dependent upon the Executive Principals, the requirements of a specific situation. Academy Council, and Oasis Community Learning Board of The Regional Lead Principal will also be expected to undertake and Directors. lead on specific project work, as directed by the Regional Director.

WORKING PATTERN: Full time (37 hrs p/w, 52 weeks), permanent

DISCLOSURE: Enhanced. SPECIFIC RESPONSIBILITIES: their leadership of staff to enable the achievement of the highest possible A. ACADEMY IMPROVEMENT standards. • To work with Principals to develop a shared • To monitor, challenge and support vision and strategic plan for improvement in Academies within the family that are line with the Oasis ethos and key targets. identified as causing concern in a range of • To support the Principals with the contexts and be accountable to the Regional production, implementation and monitoring Director for this work. of their ADP’s and SEF’s. • To work in close partnership with your • To report regularly on the performance Regional Director and the National Directors of each Academy you are working with, of Primary and Secondary to contribute to presenting information appropriately for an overview of Academies with concern, the range of audiences (Regional Director, working to provide appropriate support and National Directors of Primary and Secondary intervention. Academy Councils, and Parents etc.). • To critically evaluate each Academy’s • To work with political and financial performance and ensure performance astuteness, planning for the future needs targets are met. This includes evaluation and further development of the Academies of data and working in partnership with the you are supporting. Regional Director and Monitoring Standards • To support Academies in developing and Team as part of the review cycle to ensure maintaining existing partnerships within the rigorous evaluation and quality assurance family of Academies. and sustained improvement. • To analyse a range of student level data in • To ensure evidence-based improvement their Academies and to support Principals plans and the necessary actions needed to in the interpretation and use of data to raise bring about improvement are implemented standards. quickly and effectively and to ensure that • To ensure that the Academies move forward such actions have the required impact. for the benefit of their students and their • To secure, sustain and quality assure wider communities. effective, high quality teaching and learning by ensuring each Principal has B. TEMPORARY ACADEMY LEADERSHIP in place sound strategies for monitoring and evaluating the quality of teaching • To temporarily take on the full and standards of pupil progress and responsibilities of Principal or Executive achievement, setting targets for rapid Principal within an Academy, dependent improvement of all students, including those upon the requirements of a specific situation. in vulnerable groups or from disadvantaged • During the period of placement, to backgrounds. monitor and take overall ownership for • To secure the improvement of leadership the performance, standards achieved and and management in the Academies you are quality of education in the designated working with. Academy. • To champion the Oasis ethos and lead by • To intervene, challenge and support senior example developing leadership capacity and the wider staff body to ensure high at all levels, through a range of means quality education for all students and including coaching and mentoring. the highest standards of learning and • To support Academies to plan for achievement in accordance with statutory improvement, both individually and as a requirements. family. • To actively manage Ofsted inspections and • To facilitate the deployment of Academy-to- other external visits (e.g. DfE) alongside the Academy support and intervention strategies Regional Director. for Academies you are working with, • To develop effective organisational and reporting frequently to the Regional Director. management structures and systems for • To support and guide Principals in the Academy, ensuring sustainability and effective succession planning. both mandatory and optional training and • To develop partnerships with Academy learning opportunities. Councilors, students, parents, the local community and other key stakeholders, D. CHAMPIONING THE OASIS ETHOS including but not limited to attending Academy Council meetings. • To promote the role of each Academy in • To create and communicate a shared vision, community transformation by supporting the ethos and strategic plan that inspires and development of the Oasis Hub model. motivates all stakeholders and reflects • To attend key events in the life of the the needs of the Academy and the wider Academies in the locality as the Oasis community, both as part of OCL and in the representative as required. wider context. • To attend Academy Council meetings as • To translate the Academy and Oasis vision appropriate. into clear objectives that promote and sustain Academy improvement. E. OTHER • To ensure that the Academy moves forward for the benefit of its students and their • To meet with the Regional Director once a community. fortnight as a minimum to feedback on the progress being made by each Academy. C. GENERAL RESPONSIBILITES • To travel to other regions within the Oasis family as required, to support colleagues • To be a member of the National Education and attend national meetings, conferences Team (NET) and fully participate within this and training. group. • To take responsibility and be accountable for F. SAFEGUARDING CHILDREN AND YOUNG specific national or regional project work as PEOPLE required. • To keep abreast of local, national and Oasis is committed to safeguarding and international policy, practice and research promoting the welfare of children and young in relation to schools working in challenging people. We expect all staff to share this contexts and advise accordingly. commitment and to undergo appropriate • To contribute to the Trust Improvement Plan checks, including an enhanced DBS check and (TIP) and individual Academy Development safeguarding training. Plans (ADP’s), for the Academies you are working with. Senior members of staff are required to • When required, to support the promotion undertake Safer Recruitment in Education of new Oasis Academies in the locality training. and support their development, working closely with the Regional Director, National The above responsibilities are subject to the Directors of Primary and Secondary and the general duties and responsibilities contained in national projects team. the Statement of Conditions of Employment. • When required, to be part of pre-Ofsted and other Learning Reviews with the Academies. The person undertaking this role is expected • To work with the Academies to develop and to work within the policies, ethos and aims disseminate highly effective practice across of OCL and to carry out such other duties as the locality and nationally, as required. may reasonably be assigned by the Regional • To promote, identify and disseminate good Director. The post holder will be expected to practice to improve standards of teaching have an agreed flexible working pattern to and learning in OCL Academies. ensure that all relevant functions are fulfilled • To regularly self-evaluate, set personal through direct dialogue with employees, targets and take responsibility for one’s own contractors and community members. professional development. The duties of this post may vary from time to • To take responsibility for your own learning time without changing the general character of and development and regularly undertake the post or level of responsibility entailed. .. Regional Lead Principal Person Specification

Essential unless otherwise dictated

• NPQH (desirable) • Qualified to degree level • PGCE (or equivalent) – Qualified to teach in the UK Qualifications • Evidence of recent, relevant professional development • Serving or returning Headteacher/Principal. • Right to work in the UK.

• Demonstrable experience of securing rapid and sustained improvement as a school leader and taking a school or Academy to at least Good or Outstanding in the OFSTED framework. • Experience of sustaining successful senior leadership posts in more than one school or Academy (desirable). • Recent experience of leading and managing educational initiatives at school, LA, or regional/national level. • Ability to interpret complex quantitative and qualitative data and use this analysis to inform planning, support and challenge. • Demonstrable experience of raising and sustaining standards in schools. • Understanding and experience of system leadership. • Ability to build capacity in colleagues through coaching or mentoring and brokering/delivering INSET. • Experience of leading and managing innovation and change. • Experience of monitoring, evaluating and improving the quality of education provision. Experience, • Ability to pursue challenging and rigorous questions and probe Skills and explanations. Knowledge • Experience of Performance Management processes to maximise the contribution of senior colleagues. • Experience of managing disparate teams across different business functions. • Ability to build and develop strategic partnerships. • Experience of systems leadership to bring about improvements across an organisation, embedding efficient and lean systems that ensure a quality service and value for money. • Awareness of what makes a successful recruitment campaign and experience of engaging and appointing the best leaders • Knowledge of statutory governance requirements including Health and Safety and Safeguarding • Experience of financial resource management and budget scrutiny. • Excellent interpersonal skills. Essential unless otherwise dictated

• Passionately committed to safeguarding and the welfare and wellbeing of children and young people. • Ability to work hard and remain fully committed, even when under pressure, always acting with consideration for yourself and others. • Forgiving and committed to healthy inclusive relationships (strong interpersonal & diplomatic skills). • Emotionally resilient and therefore patient and persevering with challenging behaviours and attitudes. • To be hopeful, honest and always act with integrity, taking a rigorous approach to improving standards in order to ensure transformation of students’ lives and their wider communities. • Act with humility and as a team player by serving others both in the Region and the Oasis family. • Able to demonstrate and communicate the Oasis ethos in your behaviours and actions. • Positive, passionate and enthusiastic and able to help others be the same. • Able to keep a sense of proportion by acting with self-control. Personal • To have high aspirations and a commitment to excellence, and to role Attributes model this behaviour to others. • Self-disciplined and able to reflect and learn in order to develop wisdom and understanding. • Advocacy, facilitation and negotiation skills. • Emotional intelligence. • Calm and diplomatic. • Thrives on change and enjoys working at pace. • Flexible with a capacity for hard work. • Significant personal presence; enjoys being highly visible and meeting with a range of audiences. • Ability to grasp and communicate a complex vision in simple and easily understood terms to a variety of audiences. • A strong sense of accountability for ensuring performance targets are met. • Determination to secure the sustained improvement of the region’s Academies. • Willingness to undergo appropriate checks, including enhanced DBS checks. The Oasis Vision for Education Exceptional Education at the Heart of Communityning the Community Lear

OASIS’ AIMS: THE OASIS OFFER

Transform Lives - Every person matters and everyone is Underpinned by our values and beliefs, all our work is loved and valued. designed to ensure each student receives the very best Transform Learning - We have a passion for learning and educational offer. Oasis operates as a national family of we want everyone to achieve their full potential. Academies across four regions. Transform Communities - We are committed to community development and the aim of all our work The regional teams provide standards leadership and a is to increase community cohesion locally, regionally, professional governance service. nationally and globally. The Oasis family of Academies is lead by empowered, OASIS PHILOSOPHY OF EDUCATION and empowering, resilient leaders who through deeply As an organisation, with a rooted Christian ethos, held beliefs and values always strive to make decisions in our philosophy of education is underpinned by three the best interests of the students and their communities. important Hebrew principles: Inspirational Leadership, Deep Learning and Healthy Communities. Each Oasis Academy has its own identity and purpose and serves the local community by working with it to Inspirational Leadership: Rabbi (my teacher; my guide; transform learning aspirations and opportunities. my role model; a term of respect) Through personal example and strong relationships, all As a family, Oasis Academies work interdependently, teachers are encouraged to be inspirational role models benefiting from sharing best practice and inspirational for their students. In this way, a teacher is not simply a pedagogy. Leaders and teachers build understanding of purveyor of ‘knowledge’, dropping it into the minds of what is needed to secure the best possible sustainable those they teach. Instead, they are communicating and outcomes for all learners. bringing knowledge, wisdom and understanding through their words, actions and whole lives, helping students to Each Oasis Academy is committed to enabling children reflect and think for themselves. and students to become effective, enthusiastic, independent learners committed to life-long development. Deep Learning: Yada (to know; to see; to perceive; to understand; to experience; to have a relationship Each Oasis Academy is dedicated to the task of working with) Gives students the opportunity to encounter and continuously in pursuit of excellence across all aspects of experience learning personally and relationally. It is never its life and work. an abstract, theoretical or academic idea simply to be contemplated but, rather, primarily about gaining wisdom – the practical application of knowledge to every area of life. Life is not straightforward; learning from failure and mistakes and being resilient is an important part of it. It is hands-on learning throughout life which can only be obtained through on-going active, intentional engagement with it and with others.

Healthy Communities: Shalom (peace; completeness; nothing missing; nothing broken; well-being, wholeness) Seeks to ensure that every classroom encounter, each piece of curriculum planning, each assessment experience are all shaped, informed and delivered in the light of our desire for wholeness and well-being in the widest sense of the word; for everyone at every level of their lives – academically, vocationally, physically, spiritually, morally, socially, economically, environmentally and culturally.