Wrenn School, Wellingborough

WrennSchool, Wellingborough

Teacher of Science (part-time, 0.6): Information for prospective applicants

Thank you for your interest in this post. I hope you will find everything you need to help you decide whether you wish to apply for the position.

Please note that a copy of our school prospectus can be found on the school website, by clicking on the ‘General Documents’ link on the Home Page. Our web address is:

The contents of this leaflet are as follows:

Contents

General InformationPage 1

The Science FacultyPage 3

The PostPage 4

How to applyPage 5

Job descriptionPage 7

Person SpecificationPage 8

Should you wish to know anything else about either the school or the post, please do not hesitate to contact us.

General Information

Wrenn School is a coeducational comprehensive school with 1300 pupils, including around 200 in the Sixth Form. Its pupils are mostly drawn from the town of Wellingborough, but a number also come from adjacent villages. The school has a genuinely multi-cultural and mixed-ability intake.

History

Wrenn is a split-site school, reflecting the fact that, for around 45 years, it operated as two separate schools. Wellingborough High School (for girls) was established at our ‘Broadway’ site on London Road in 1911, while our Doddington Road site was originally Wellingborough Grammar School (for boys), founded in 1930. The two schools amalgamated to form Wrenn comprehensive school (named after Harry Wrenn, the last Headteacher of the Grammar School and part-time author of crime fiction) in 1975. In 1993 the school was incorporated as a GrantMaintainedSchool, and is now a FoundationSchool. In 2004 the school was designated a SpecialistScienceCollege.

Buildings

Few comprehensive schools can boast so grand and well-appointed a campus. First-time visitors are invariably impressed as they drive up the London Road towards the Broadway site. The history of the school seems almost to breathe out of its ivy-clad façade. The Doddington Road site, through being less prominently situated, is often overlooked, but loses little in comparison.

The two sites are actually only 500 yards apart. Years 7, 8 and the Sixth Form are based at Broadway with Years 9, 10 and 11 housed at Doddington Road.

The school’s popularity, and consequent expansion, have meant that a great deal of development has taken place over the last 10 years. A new ICT Learning Hub and a suite of Art rooms have been added at Doddington Road, and the Broadway site has seen the opening of a new Music block, a sixth form Science laboratory and the expansion of our Sixth Form facilities.

The Pupils

At their visit in September 2012, Ofsted described the students as having “positive attitudes to learning, settling to work quickly” and behaving well around the school. Visitors to our school frequently compliment them on the welcoming atmosphere they help to create.

In academic terms, our intake represents a rich cross-section. There are a number of pupils with learning difficulties: we have built up a strong reputation for our SEN provision, not least through our highly capable team of Learning Support Assistants. Equally, though, there are a number of very able pupils, and we have an extensive programme of support for those youngsters as well, both within and beyond the formal curriculum.

Inevitably, as with many schools, there is a small minority of students who display challenging behaviour, but the emphasis at Wrenn is on dealing with such behaviour effectively, and on minimising such instances through a varied and interesting curriculum, compellingly delivered. Importantly, the school has well-established support systems, certainly for staff (to enable them to teach in a calm and purposeful atmosphere), but also for the youngsters and their families; we are an educational establishment, and education in acceptable modes of behaviour is as important as education for formal qualifications.

The vast majority of our students enjoy school, get on well with their teachers and respond very well to good teaching.

The Staff

We are lucky in having a group of staff who, at all levels, teaching and non-teaching, are not only highly skilled, but are also friendly and supportive. There is an established induction programme and mentoring scheme for new staff, and a full programme of support for newly-qualified teachers.

Learning

We aim to provide a learning environment in which each pupil can develop to his or her full potential in a happy, ordered, challenging and satisfying atmosphere. Our pupils arrive at school eager to learn and our priority is to maintain that excitement throughout their school career.

Our pastoral organisation is on a year-group basis with a Head of Year leading a team of form tutors. Staff are expected to act as form tutors, guiding pupils and taking part in the PSHE teaching programme.

At Key Stage 4 the school offers a range of options to satisfy the learning needs, interests and abilities of all our pupils. Apart from the traditional classroom subjects, this includes a wide variety of practical subjects, a large number of vocational courses (come in partnership with local FE colleges), and Latin for more-able students.

The popularity of our sixth form has enabled us to offer a wide range of subjects at Level 3. Results at ‘AS’- and ‘A’-level have been good for a number of years, and this fact, along with the caring and supportive working environment created by our sixth form team, has been commented on by Ofsted at each visit over the past 10 years.

Extra-curricular activities

Wrenn has a rich tradition of extra-curricular activities and events. Sporting results and participation are excellent, and contributions to this from outside the PE department are welcomed. Likewise, the school has a particularly strong musical pedigree; supported by our talented peripatetic team, a number of ensembles and soloists have achieved a justifiably superb local reputation. The school has its own ArtGallery, used not only as a home for exhibitions from a range of local and national artists, but also as a showcase for our own students’ work. The school’s dramatic tradition, and reputation for dance, should not be overlooked either.

Wellingborough

The town of Wellingborough is ten miles from Northampton and the M1 motorway. The rail link to London (St Pancras) is excellent – less than an hour’s journey – and we are almost equidistant from Cambridge, Oxford and Stratford-upon-Avon. The town has a new theatre and a wide range of recreational facilities. The Borough Council and Sport England have located a £400,000 all-weather playing surface and pavilion at the school; this is widely used by the local community as well as by our own students.

The Future Development of the School

In our most recent Ofsted Inspection, in September 2012, we received a rating of ‘Requires Improvement’ Satisfactory. The Sixth Form was described as Good. Strengths noted by the team included the behaviour of pupils; the high level of parental satisfaction; the rise in attainment at GCSE in the past four years; the progress made by students from disadvantaged backgrounds, and those with SEN; and the safe, caring environment provided. Criticisms centred mainly on the variability in the quality of teaching and marking.

We are proud of the progress we have made at GCSE. In 2008, our GCSE figure stood at 32%, since when, in successive years, it has risen to 40%, 45%, 52% and 58% in 2012. We suffered a temporary setback in 2013 when English (a well-staffed subjects and generally high-performing) suffered a decline. (Mathematics, however, improved on its position and achieved its best-ever results, with 69% achieving A*-C.) We are confident that this glitch will be remedied in 2014.

We have made these improvements while maintaining the integrity of the curriculum which, in some schools, has been sacrificed in the interests of league table positions and perceived Ofsted pressure. My priority will always be that the curriculum should serve the interests and ambitions of our students – in short, appropriate courses for appropriate people.

The Science Faculty

The make-up of the Science team is as follows:

Mrs Glenda FullerHead of Faculty

Mr John GilyeadKS3 Coordinator, Head of Physics

Mr Steve BlackettKS4 Coordinator, Head of Chemistry

Mrs Ushma ChauhanVocational Courses Coordinator

Mr Stephen Cox

Miss Emma Dunkley

Mrs Vicky HamnettAssistant Head of Faculty

Miss Rebecca Kay

Mrs Amber Lowe

Mr Dean Clark-Peasey

Mr Andreas Petrou

Mrs Penny StewartHead of Biology

Mrs Janet BallLead Lab Technician(Doddington Road)

Mrs Jane SmartLab Technician(Doddington Road)

Mrs Gill FlauntyLab Technician(London Road)

Mrs Liz WilsonLab Technician(London Road)

Mrs Sam MallettSpecialist Science Coordinator

Courses offered

At Key Stage 3 we follow an in-house course based around the QCA Scheme of Work. In Key Stage 4 we currently follow the EdExcel GCSE course. We also offer the BTEC Extended Certificate for some students at KS4, and additionally have a high uptake of the separate sciences. Each unit at KS3 and KS4 has a unit manager who has responsibility for producing a ‘Wrenn-style’ teachers guide, including assessment material.

In the Sixth Form we offer ‘AS’ and ‘A’-levels in Biology, Human Biology, Chemistry and Physics.

Facilities

The department has 11 laboratories and as part of the schools specialist capital grant project, two laboratories have been completely refurbished. We also have a dedicated Sixth Form laboratory.

The department is committed to making increasing use of multimedia software in the presentation of lessons. With this in mind, all our laboratories have been installed with multimedia projectors and a dedicated PC. It is also worth noting that all members of the department are issued with a laptop computer.

Development of the Department

The department’s overall aim is to develop an excitement and enthusiasm for Science by encouraging and rewarding positive achievements so that as many pupils as possible can say not only “I’m good at Science” but also “I enjoy Science”. This features at the head of our development plan and permeates much of the work we do.

The targets in our current development plan include:

• To re-write KS4 curriculum in line with the changes to the syllabus.
• To continue to develop the BTEC Level 2 qualification.
• To improve attainment at KS5

All students are given specific targets and progress monitored for each of the units they study. Their performance is then tracked so that students are rewarded appropriately. Underperformance is also picked up in this way.

The department now has an established separate sciences cohort. Numbers in the sixth form are rising rapidly, resulting in an AS Human Biology group, 2 ‘AS’-level Biology and Chemistry groups and 3 ‘AS’-level Physics groups

Organisation of teaching groups

In Year 7, classes are set according to ability (approximately 28 pupils per group) and this is continued in Years 8 to 11. In Years 9 to 11, groups are approximately 26 pupils, and this smaller group size enables us to develop better quality relationships as well as giving potential for first-class Sc1 work. In Years 7, 8 and 9 classes are generally taught by one teacher, but in Years 10 and 11 each group is shared by two teachers and this enables teachers to broadly work within their specialist subject. Those studying the separate sciences are taught by 3 teachers, each teaching within their specialist subject.

The split-site nature of the school means that the whole department only get together at meetings and social events. However, the team is friendly, very supportive and there are lots of opportunities throughout the day to share successes, problems and information. The school, as a whole, has a strong commitment to professional development for its entire staff and this is reflected in the opportunities available in the Science department.

Over the last 8-9 years the school has enjoyed Specialist School Status in Science. This has enabled us to improve the quality and range of our already strong science programme. As an example of this, we have also become a satellite centre for training course delivered by the East Midlands Science Learning Centre.

The Post

This is a part-time vacancy, to replace a part-time member of staff. The ideal proportion for which we are looking is 0.6, but other applications would be considered.

We have a range of skills within the Science team, so we would be prepared to consider applicants from any scientific specialism. The flexibility we have within our wider school team means that we could accommodate either a full-time or part-time teacher; it is the quality of teaching which is most important to us in making this appointment.

Wrenn School is an exciting and supportive place in which to work, and we regard the effective blend of people who make up the school as the key to this. The successful applicant will have the chance to work with a skilled, committed and expertly-led team of teachers, and to use and develop a wide range of teaching and learning skills. We are looking for someone who is:

• Committed to teaching all abilities and ages in a multi-cultural school, with high expectations of pupil/student achievement;
• Open to new ideas;
• Seeking challenges rather than waiting to be asked;
• Likely to recognise that criticism and advice are part of the process of improvement for which we are all looking;
• Highly motivated and well-organised;
• Keen to work as part of a team and to play a full part in the process of curriculum development;
• Willing to teach across the ability range in Years 7 to 11.

The school has a well-established programme of support for staff joining the school, including an Induction Day in the Summer Term and a successful mentoring programme to help new staff find their feet. For newly-qualified teachers there is a further programme of support, advice and training.

There are many opportunities for staff to be able to contribute to the school’s development: first and foremost, of course, through excellent teaching, but also through involvement with a number of initiatives. Opportunities for professional development occur frequently, and several staff have gone on to posts of responsibility, either within our school or further afield.

If you relish the challenge of joining a forward-thinking department which is committed to improving standards and improving provision for young people, we look forward to receiving your application.

How to Apply

If what you have read has been of interest, we would welcome an application from you. The application form should be returned to me, along with a covering letter of application, at the following address:

William Thallon

Headteacher

WrennSchool

London Road

Wellingborough

Northamptonshire

NN8 2DQ

A copy of the application form is available from the school website or, alternatively, from Sharon Sharpe (01933 222039, ).

The deadline for receipt of applications is Tuesday 17th June.

In your letter of application, please let us know the following:

• Any achievements of which you are particularly proud;
• The experiences that have prepared you for the role;
• Qualities you would bring to the role;
• What matters to you in the teaching and learning of your subject.

It would be appreciated if your letter could be kept to a limit of 2 sides of A4 paper.

(In case you need it, the school’s fax number is (01933) 271585.)

Interviews will probably take place in the week beginning 23rd June. As part of the interview day, candidates will be asked to teach a 60-minute lesson. Further details will be given when candidates are short-listed.

Thank you for having had the patience to read this far. I look forward hopefully to hearing from you in the near future.

WILLIAM THALLON

November 2018

Job Description

Teacher of Science

At Wrenn School, wesee it as our mission to be demanding of our pupils, whatever their talents and abilities. We seek to stretch our pupils academically; we have high expectations of their conduct and attitudes towards others; and we encourage them to think well of themselves, to know that they are capable of excellence, and to aim high.

1: Main responsibilities of the Post

A teacher of Science to support the Head of Faculty in securing success at all key stages, including in the Sixth Form

To continue the development of the education for all students in each key stage leading to improved standards of learning and achievement.

2: Line Manager

Reporting to the Curriculum Leader for Science

3: Staff supervised:

Subject teachers do not have line management responsibility for other members of staff.

4: Duties and Responsibilities

●To help maintain and develop high expectations within thedepartment.

●Contribute to the operation of the school by following school and department policies and attending meetings as appropriate.

●Be supportive of the pastoral welfare of pupils.

●Display strong knowledge of the subject, including National Curriculum requirements.

●Contribute to departmental planning, assist in the development of departmental Schemes of Work and take part in standardisation procedures.

●Take account of change within the subject and be entitled to relevant in-service training that reflects this and other developments that have been identified through performance management reviews.

●Prepare and present lessons in accordance with departmental policy, communicating clearly and effectively with pupils through questioning, instructing, explaining and feedback.

●Encourage a positive working relationship with pupils, acknowledge the individual differences that exist between pupils, and employ a range of teaching strategies and resources appropriate to the age, ability and attainment of pupils.

●Create and maintain a consistently good, purposeful, supportive, orderly and safe environment where pupils can learn.

●Ensure that all classroom procedures, including those to do with behaviour, are clear, consistent and understood.

●Monitor, assess and feedback regularly the progress of individual pupils, using departmental assessment and wholes school procedures.

●Provide information to parents and other relevant persons or agencies through the preparation of reports and discussion at relevant meetings or when deemed appropriate.