Person Specification for the Appointment of Headteacher
The following is a summary of some of the main attributes that the Governing Body would wish to see in the successful candidate for Headteacher. Generic qualifications, knowledge, experience, skills and qualities to fulfil this role are set out in “National Standards of Excellence for Headteachers” (DFE-00019-2015) to which candidates should refer. It is downloadable from
The National Standards of Excellence for Headteachers are set out in four domains, beginning with a Preamble. There are four ‘Excellence As Standard’ domains:
- Qualities and knowledge
- Pupils and staff
- Systems and process
- The self-improving school system
Non-negotiable threshold – Including qualifications
NB no candidate will be considered further if they do not meet these criteria
1.Qualified Teacher Status
2.Readiness for headship – NPQH, or evidence of equivalent level of learning achieved through senior leadership role within a school
3.Successful teaching experience in the primary phase
4.Recent and relevant in-service professional development and training including Safeguarding
5.A Christian who is a member of the Church of England or other mainstream Christian church (member of Churches Together in Britain and Northern Ireland) supported by a clerical reference (a Clerical reference may, for example, be sought from a priest associated with a candidate’s church or a school in which he/she has taught)
Experience, Knowledge & Skills
6. Is suitable to work with children and has the ability to protect them and promote their welfare. Has the ability to promote the safety of pupils and staff
7.Experience of successful school leadership in a senior role including evidence of bringing about school improvement. The candidate will provide overall strategic leadership and, with others, lead, develop and support the strategic direction, vision, values and priorities of the school
8. The ability to lead and manage teaching and learning throughout the school, and deliver some teaching commitments.
9. The ability to ensure the robust and accurate collection of regular and timely classroom data. This includes the ability to analyse data reports and provide trend analysis and utilise these to inform and input into improvement plans.
10.Experience of using whole school self-evaluation (e.g. lesson observations, work scrutinies, data analysis) to raise standards and bring about school improvement
11.Awareness and understanding of the current Ofsted and SIAMS processes and framework
12.Understanding of the Headteacher’s responsibilities and accountability to pupils, governors, parents, LA, Diocese and the wider community in accordance with relevant legislation, regulations and policies
13.The ability to develop a curriculum which promotes pupils’ spiritual, moral, social, cultural, academic, creative and physical development and well-being,whilst ensuring good order, behaviour and discipline
14.The ability to build effectiveand harmoniousrelationships with all members of the school community, leading by example and coaching others to bring about improvements
15.The ability to articulate and communicate a vision for the future development of Chilton Foliat Church of England Voluntary Aided Primary School as a distinctive and effective church school and a commitment to upholding and developing its values
16.The ability to lead, manage and develop staff including successful experience of using performance management along with the professional development of all staff to bring about school improvement. The ability to participate in a review of their own performance and those of teachers and support staffwith a regard for their wellbeing.Maintain relationships with organisations representing teachers and other staff members
17.The confidence and ability to lead collective worship appropriate to the category of the school (1944 Education Act)
18.Successful experience of setting and managing budgets to support school improvementand the ability to effectively organise and deploy resources within the school
19.Ability to secure good, transparent governance working with the Governing Body
20.An understanding of how to develop an inclusive school, capable of promoting it’s reputation in the community to continue to attract pupils, managing PR, website etc
21.Evidence of partnership working and collaboration with colleagues and other relevant professionals within and beyond the school, including relevant external agencies and bodies
Personal Qualities
22.A passion for learning that extends beyond the school. Commitment and drive to take an ambitious and popular school to the next level in educational achievement
23.The ability to inspire trust and commitment from pupils, staff, parents, governorsand village and wider community
24. An excellent communicator to all stakeholders
25. The ability to inspire children for a lifelong love of learning