Head of School

Location:

RANIKHET ACADEMY

REAch2 Application Pack

Ranikhet Academy, Spey Road, Tilehurst, Reading, Berkshire. RG304ED

Executive Head Teacher – Mrs Salima Ducker

Part of REAch2 Academy Trust,

Hillyfield Primary Academy,

Higham Hill Road,

London,

E17 6ED

Contents

- Letter fromSir Steve Lancashire, Chief Executive

- The application process and timetable

- Details of who to contact for an application form

- Background on REAch2 and its MultiAcademy Trusts

- Job Description and Person Specification

Letter from Sir Steve Lancashire, Chief Executive, REAch2 Academy Trust

Dear Candidate,

Thank you for your interest in this role within the REAch2 Academy Trust.

This is a hugely exciting time for our family of schools. TheTrust has been recognised by the Department for Education as being well placed to raise standards and achieve excellence for pupils in a growing number of schools nationwide. We are presented with a rare opportunity to make a real difference to the lives and life chances of so many primary school children – many of whom haven’t previously received the educational opportunities they deserve.

REAch2 is a single Multi-Academy Trust (MAT) and includes over fifty schools at all stages of development, from those requiring significant improvement through to existing outstanding schools. As a Trust we are clear about the importance of achieving long term sustainability for our schools. Our vision is to enable individual academies to flourish with real autonomy, whilst also ensuring a strong ethos of support and collaboration across our schools.

Teachers within REAch2 belong to a national community of professionals, and benefit from a wide range of networks and development opportunities across the Trust. In time, our best teachers are able to work across schools, develop specialisms and step up to leadership roles within and beyond their own academy. The Trust provides a strong culture of collaboration and support, together with high expectations for staff and pupils alike.

Those we recruit are able to demonstrate that they share our values, are highly motivated to work with colleagues within and beyond their school to continuously develop their skills and pursue professional excellence, and are committed to providing the highest standards of teachingfor all children. If that is you then we would be delighted to receive your application.

Sir Steve Lancashire

Chief Executive, REAch2 Academy Trust

The application process and timetable

Closing date for applications – Thursday 8th March 2018, Noon

Interview date – Thursday 15thMarch 2018

The application

You are invited to submitan application form,which is available together with this document.

Ranikhet Academy and REAch2 Academy Trust have an Equal Opportunities Policy for selection and recruitment. Applicants are requested to complete and return the Equal Opportunities Monitoring form separately with their application.

In accordance with our Safeguarding Policy the successful candidate will berequired to have an enhanced DBS check.

To arrange an informal discussion or to arrange a visit to the Academiesplease contact: Brenda Vockings on Tel: 0118 937 5520

Completed application forms and equal opportunities monitoring forms should be sent to:

Brenda Vockings SBM

Ranikhet Academy

Spey Road,

Tilehurst,

Reading

Berkshire

RG30 4ED

Or by email to:

Background on REAch2

Background on REAch2 Academy Trust

The REAch2 Academy Trust

The REAch2 Academy Trust originated from the successful school improvement and partnership work led by Hillyfield Primary Academy in Waltham Forest, London. The Trust has grown to become a national family of primary academies committed to raising standards and achieving excellence for all pupils, whatever their background or circumstance.

Schools, staff and children within the Trust benefit from a strong ethos of support and collaboration across the REAch2 family. Teachers within REAch2 belong to a national community of professionals, and benefit from a wide range of networks and development opportunities across the Trust.

REAch2 Trust is part of a teaching school alliance (led by the REAch2 Tidemill Academy in Deptford). As a result, teachers and leaders within the REAch2 family are able to access a range of teacher and leadership development opportunities, including the Improving Teacher Programme and the Outstanding Teacher Programme, as well as programmes for middle leaders and newly qualified teachers.

The Trust is focused on ensuring it supports, develops and empowers its staff so that, in time, our best teachers are able to work across schools, develop specialisms and step up to leadership roles within and beyond their own academy. This underpins our approach to school improvement – including the successful improvements that have been achieved so far in many of our schools that have joined the Trust as sponsored academies.

REAch2 benefits from the involvement of leading educationalists, including our board member Professor John West-Burnham, and strong links to prestigious institutions such as the Institute of Education.

Our cornerstones and touchstones

REAch2 is a cornerstone of every academy in the Trust: a strong, responsible foundation providing a solid base, from which every academy can build and grow. Defined by the values of excellence, quality, delivery and standards – these features give the Trust its enduring attributes and its inherent reliability.

What gives each REAch2 Academy its uniqueness are the touchstones of the Trust: seven principles which make our Academies distinctive. Just as 500 years ago touchstones were used to test the quality of the gold they marked, so too our touchstones find what is precious and set these things apart. They are used to express the values and ethos of the Trust and describe what the Trust wants to be known for and how it wishes to operate.

The touchstones are:

-Learning: children and adults will flourish in their learning and through learning discover a future that is worth pursuing;

-Leadership: we aspire to an unwavering emphasis on the highest quality of leadership at all levels. The Trust seeks out talent, develops potential and spots the “possible” in people as well as the “actual”.

-Enjoyment: children deserve enjoyment in their learning and the pleasure that comes from absorption in a task and achieving their goals. Providing contexts for learning which are relevant, motivating and engaging will release in children their natural curiosity, fun and determination.

-Inspiration: inspiration breathes energy and intent into our schools: through influential experiences of people and place, children are compelled to believe that no mountain is too high and that nothing is impossible.

-Inclusion: we celebrate the economic, social and religious differences that serving a range of communities across the country brings and we encourage diversity. Embracing inclusion, particularly those children with special education needs, ensures that the Trust serves all and believes everyone can and must succeed.

Responsibility: we take accountability seriously and by being responsible for every child, we act judiciously with control and care. We don’t make excuses, but mindfully answer for actions and continually seek to make improvements.

-Integrity: we are a trust that has a strong moral purpose. As a Trust we recognise that we lead by example and if we want children to grow up behaving appropriately and with integrity then we must model this behaviour. We welcome the fact that all our decisions and actions are open to scrutiny.

You can learn more about the touchstones, and hear from staff and pupils across REAch2 schools, at our website:

Job Description and Person Specification

Job Title:Head of School

Salary:Leadership Scale 9-18

Responsible to:Executive Head Teacher

Overview

The Head of School will work closely with the Executive Head Teacher to deliver school development priorities and manage the day to day running of the school.

This job description should be read in conjunction with the range of duties and responsibilities of Headteachers as set out in Part IX Paragraphs 51 to 55 of the annual Teachers’ Pay and Conditions Document. Candidates will be expected to have considered these in relation to REAch2 Academy Trust.

Main Purpose

  • To support the Executive Head teacher to deliver the highest possible educational standardsintheschool,andcreateanatmosphereandstructureinwhichpupilsfeel valued and staff have high expectations ofthem.
  • To deputise for the Executive Head teacher in theirabsence.
  • To undertake the day to day operational management of theschool.

Key responsibilities

  • To ensure the effective management of teaching and learning throughout the school.
  • To maintain effective pupil behaviour management procedures and ensure theseare understood and implemented consistently by allstaff.
  • To ensure that the school delivers a curriculum which meets national requirements and provides challenge andstimulation where pupils are highly involved.
  • To ensure that each class has an assignedteacher.
  • To ensure high standards of behaviour from all staff and volunteers in the school, supported by policies and procedures which promote positiveengagement, self-esteem, self-discipline, independence and accountability.
  • To develop, implement and maintain effective strategies to promote engagement of the whole school community. In particular to establish effective relationships with all parents/carers and promote their involvement in their children’s learning and schoolactivities.
  • To ensure regular and effective reporting to the SLGB on school performance andimprovement.
  • To chair regular senior leadership team meetings which ensure productive and effective communication, monitoring, decision making andrecording.
  • To monitor the continuing professional development programme for all staff to ensure fair and equitable allocation of resources and targeted developmentactivities which promote school developmentpriorities.
  • To support the Executive Head Teacher on the recruitment and selection of teaching and support staff in accordance with agreed procedures and ensure that the school’s safeguarding responsibilities aremet.
  • To ensure that the school’s appraisal procedures are implemented fairly and consistently and that concerns arising are addressedpromptly.
  • To develop and maintain effective relationships with the whole schoolcommunity and outside agencies including the police and localauthority.
  • To ensure the school is maintained effectively and provides a safe andsecure environment for pupils, staff andvisitors.
  • To promote the safety and well-being of all pupils andstaff.
  • Designated child protectionofficer.
  • TokeepuptodatewithOfstedlegislationandensuringthattheschoolisOfsted ready.
  • To undertake any other duties commensurate with the post as reasonablydelegated by the ExecutiveHead teacher.

General responsibilities

  • To ensure equality of opportunity for all pupils in order that they may achieve tothe best of theirability.
  • To ensure equality of opportunity for all staff to facilitate theircontinuing professionaldevelopment.
  • To be aware of and understand the duties and responsibilities arising from the Children’s Act 2004 and Working Together in relation to child protection and safeguardingchildren,youngpeopleandvulnerableadultsasitrelatestothisrole.
  • To ensure the Executive Head Teacher are made aware of and kept fully informed of any concerns arising in relation to safeguarding and/or childprotection.

Dateofissue:September 2018_

Signature ofPostholder:

Signature ofExecutiveHead teacher:______

PERSON SPECIFICATION

Head of School

Essential / Desirable
General
Professional knowledge and understanding of what constitutes and how to achieve quality in educational provision and high aspirations for inner city children. / √
Demonstration of commitment, drive and enthusiasm in its delivery. / √
Qualifications
Degree / √
Qualified Teacher Status / √
For new Heads of School, NPQH qualification or registration on the course / √
Evidence of continuing professional development / √
Experience
Experience of raising levels of educational achievement / √
Appropriate experience of primary teaching / √
Whole school management experience at senior level / √
Curriculum development and innovation / √
Finance, resource and FMS management / √
Staff deployment, development and training / √
Responsibility for whole school policy development and planning over a wide range of areas / √
Working with and advising Governors / √
Working co-operatively with other agencies and the local community / √
Knowledge and Understanding
Factors relating to high standards of pupil achievement and child development / √
Principles and practice of school improvement / √
Curriculum development and approaches to teaching and learning / √
Foundation Stage: framework and structure / √
National Curriculum: framework and structure of KS1 and KS2 / √
Development planning and the formulation, implementation and evaluation of short and long term objectives / √
Recent developments in legislation / √
A sound knowledge of IT and computer applications / √
Good understanding of performance measures and approaches to improving standards / √
Importance of meeting the needs of all pupils within the community / √
Understanding of Health and Safety procedures and regulations / √
Knowledge and understanding of roles and responsibilities of Executive Head teachers and Governors / √
Abilities
To raise levels of educational achievement / √
To have a collaborative style of leadership, motivation and management / √
To promote good standards of behaviour that reflects cultural and ethnic diversity / √
To set goals, plan, manage change in a complex environment / √
To implement, facilitate and manage change in a complex environment / √
To communicate effectively both orally and in writing with pupils, parents, staff, governors, Trust and the LEA / √
To lead, inspire and manage a team / √
To develop a long term and inclusive vision for the school / √
To develop and enhance the reputation of the school in, and its relationship with, the local community / √
To manage the financial and budgetary aspects of the local management of schools / √
To implement school self-review and evaluation / √
To devise and implement effective systems for improving the performance of the school, its pupils and staff and to keep these systems under systematic review / √
Personal Qualities
High aspirations and a commitment to excellence for all / √
The ability to deal with, and relate sympathetically, to adults and children from a diverse range of backgrounds / √
The ability to innovate and recognise and build on other people’s good practice / √
The ability to manage personal work pressure with resilience and flexibility / √
Proven ability to inspire, motivate, encourage, support and involve children, staff, governors and parents and to lead by example / √
Strong interpersonal skills with the ability to listen, persuade, negotiate and act as an effective member of a team / √
Strong educational vision for children in the Early Years / √
Good communication and presentation skills / √
Ability to make complex decisions quickly and frequently / √
Ability to appreciate and manage conflicting and diverse opinion / √
A strong commitment to equal opportunities / √
Positive and pro-active approach to change / √
A commitment to partnership with governors, parents and the wider community / √
Ability to establish and implement fair and effective discipline / √
Reliable and self-reliant / √
Highly motivated / √
Sets high personal standards and is able to challenge own work and the work of others / √
Interests outside professional life / √