Headteacher Recruitment Pack January 2016 “As a school we have high expectations of both children and adults and are determined in our belief that this is driven by effective leadership from both the Board, and critically our Headteacher”. Mr John Luff Board Chairman Dear Candidate, Thank you for your interest in becoming the next Headteacher of Emerson Park Academy. The position arises following the retirement of Mr Walsh at the end of August 2016, following an inspirational and lifetime work in Education. This includes 14 years with our school, the last 7 of which were as Headteacher. Emerson Park Academy is a school that is proud to be at the heart of the community and demands a totally inclusive approach to diversity in culture, language and background. Our aim is to include a wide range of opportunities, engaging with every student, regardless of ability, to achieve their full potential in a learning environment that is challenging, stimulating, aspirational and enjoyable. This includes providing a supportive and safe environment for students, parents and staff ensuring that their well-being is of paramount importance. The school remains very popular locally being significantly over subscribed for many years. We have autonomy over our decisions having converted to academy status, but still maintain and enjoy close links with the Local Authority. At our last Ofsted inspection we were graded Good and poised to be Outstanding. Moving to Outstanding remains our ambition and to meet this objective we need to ensure the school produces consistent high performance and this will be a priority for our new Headteacher. We are fortunate to enjoy an engaged and active Board with several Directors frequently in school and all Directors in school on a regular basis. The Board recognises its responsibilities to the Headteacher, and is able to support and challenge effectively. We also recognise our strategic obligations and will work with our new Headteacher in looking outwardly and forward at important topics such as collaboration and expansion. As a school we have high expectations of both children and adults and are determined in our belief that this is driven by effective leadership from both the Board, and critically our Headteacher. Our new Headteacher will need to share strong leadership qualities of: Vision: with a clear sense of moral purpose being able to formulate and shape the future Courage: and willing to take risks in challenging under performance or poor behaviour Passion: about teaching and learning showing great commitment to students Emotional Intelligence: in building a successful team with respectful relationships Judgement: in making the right decisions and bringing other stakeholders forward together Resilience: in remaining optimistic, calm in crisis, energetic and positive Persuasion: being confident in communications and adept at telling the story of the school, as well as being a great motivator getting others to go the extra mile Curiosity: and outward looking, up to date with what is going on elsewhere and using it intelligently and effectively By always looking, thinking and moving forward, we believe that Emerson Park Academy will support our students to Endeavour, Persevere and Achieve. I would welcome receiving your application and together with my other Directors look forward to meeting you. Should you wish to visit the school in advance please let us know and we would be more than happy to facilitate. Yours faithfully, John Luff Board Chairman CONTEXT Emerson Park Academy is an 11 to 16 mixed Directors and senior staff constantly monitor comprehensive school situated in Hornchurch performance, and progress is reviewed regularly within the London Borough of Havering, close to at specific data meetings; within the Learning the A127. We have a cohort of close to 1000 and Achievement Committee; and within the students with a gender split 60 / 40 in favour of boys against girls. The school is consistently Headteacher report to the termly Board oversubscribed and provides a broad and meetings. balanced curriculum. The demographics of the area are changing and The most recent (section 5) OFSTED inspection in a more diverse ethnic mix is expected in the November 2011 resulted in a judgement of Good future. This diversity is already adding to the where the Inspector remarked we were poised school’s culture and ethos. to be Outstanding. Emerson Park is a converted academy School We were more recently inspected (under section which maintains strong links with the local 8) and whilst the outcome was positive, authority buying in School Improvement narrowing the gap between the progress of Services, HR and Governance Services. disadvantaged students and other students is We also have a strong history of sporting success currently a focus for the school. This together and as a Specialist Sports College have a with ensuring more able pupils are challenged collective partnership with The Coopers’ fully, and achieving consistency of attainment Company and Coburn School to provide sporting across the school are key priorities in our activity across the borough. Academy Development Plan. CARE, GUIDANCE AND SUPPORT The Academy’s pastoral system is built around four Houses (Brunel, Cavell, Hepworth and Redgrave) with students in each House split into 10 vertically tutored forms. Each form group consists of approximately 24 – 26 students. In September 2012 we moved away from year groups, following a two year investigation in to the possible benefits of having a vertically tutored system. So far we have found that vertical tutoring has created A greater family environment in the school, where everyone is approachable, no “year group” cultures or perceived blocks against talking to older students. Form Tutors facilitate activities throughout the week and the older students act as mentors. More time over the year for Form tutors to talk to students as an individual e.g. Year 10 and 11 revision planning/coursework support, Year 9 options process and transition from Primary. Peer mentoring happens naturally as our older students talk to younger students (especially during Year 9 options or during transition periods for students just arriving from primary schools). More opportunities for students to act as or take on leadership roles. Each House is led by a full-time, support member of staff. This structure enables the Academy to pro-actively oversee the welfare and progress of all its students. The Heads of House lead their own teams of Form Tutors and work collaboratively with subject teachers, other middle leaders and a range of external agencies to meet the diverse individual needs of all that attend Emerson Park Academy. STUDENT SUCCESS Jack Skinner (aged 18) achieved 7 A* and 3 A’s and is now a boarder at Colchester Royal Grammer school studying Maths, Chemistry and Physics. Jack said: “I thoroughly enjoyed my time at EPA and would like to thank all of my teachers over the years, especially those at KS4, who helped push me on for the top grades” Former Students Lee Robertson (aged 20) Achieved 5 A*s and 5 As at GCSE 2 A* and 2 A at A level and is now studying Social and Political Sciences at Cambridge University. Students who went on from Emerson Park in 2014 to Havering 6th Form College achieved the following: Charlie Gurr – Grade A in Geology and Maths, B in Chemistry and C in General Studies. Now studying Geology at University of Southampton Rory Bidgood – Sport BTEC Extended Diploma (Triple Distinction). Now working as a Youth Football Coach for Chelsea Football Club. Grace Levy – Grade A in Psychology and Law, B in French and Extended Project. Now studying Psychology at the University of Bristol. Link for Academy website. http://www.emersonparkacademy.org/Former_Students CURRICULUM At Key Stage 3, we ensure that all students receive a broad and balanced curriculum. Years 7, 8 and 9 are split into three equal ability bands although these are sometimes combined in English, Mathematics and Modern Languages to allow for better setting opportunities. Subjects taught are as follows: English, Mathematics, Science, Design Technology, Modern Languages, Physical Education, ICT, Cultural Studies (Citizenship, PSE, Religious Studies), Geography, History, Art, Drama and Music. At Key Stage 4, all students have access to a range of subjects and currently study four optional subjects. Both years are divided into three ability bands, however one band is composed of our higher attaining students. Most classes are examination classes, with the exception of core PE and Cultural Studies, and follow two-year courses from Year 10 to the end of Year 11. For our current Year 9, there is an EBacc focus on the curriculum offer, together with a curriculum support group for students where this offer is not appropriate. Currently, each lesson is one hour and the timetable operates over a period of two weeks. LEADERSHIP AND GOVERNANCE The academy trust is a charitable company limited by guarantee. The structure below shows how the Trust operates with the Members of the trust, who are akin to shareholders, being the subscribers to its memorandum of association. We have three founder members of the trust including the current Chair of the Board. The Board of Directors currently consists of twelve Directors and is made up as follows: Director Category Member Appointed 3 Co Opted 3 Parent Elected 3 Staff Elected (Teaching) 1 Staff elected (Non Teaching) 1 Headteacher (ex officio) 1 Total 12 Governance of the Board is primarily through a committee structure (shown below) and supplemented by fortnightly meetings between Chair / Vice Chairs and Headteacher and ad hoc meetings as required. The Board carries out the majority of their meetings termly by attending Director Days within school time. Committee Structure THE SENIOR LEADERSHIP TEAM The following is a summary of the current responsibilities and is not intended to be exhaustive.