Acland Burghley School Headteacher Information Pack

Acland Burghley School
Headteacher Information Pack
February 2014
2.
Contents
The Advertisement
3
The School
5
Our Vision
5
Learning to Succeed Together
5
Brief Facts
6
Acland Burghley Sixth Form
8
Job Description
9
Core Purpose
9
Key Responsibilities
10
Strategic Direction and Shaping the Future
10
Leading, Learning and Teaching
10
Managing the Organisation
11
Developing Self and Working with Others
11
Securing Accountability
12
Strengthening Community
12
National Standards for Headteachers
13
Person Specification
14
Qualifications and Experience
14
Qualities and Skill We Expect
15
Acland Burghley School / February 2014
3.
The Advertisement
Acland Burghley School
London NW5
Headteacher
Start date: September 2014
Highly competitive salary
Acland Burghley is a school with great potential. It is an inner-city school in a diverse neighbourhood with engaged and supportive
governors, some outstanding teachers, happy students and the goodwill of parents, that now “requires improvement” after many years of
being rated as “good.”
Acland Burghley is a mixed, neighbourhood comprehensive school with 910 Year 7-11 students. It has a further 390 students in the sixth
form, which is part of La Swap; a long established consortium linking the sixth forms of La Sainte Union School, William Ellis School, Acland
Burghley School and Parliament Hill School. Proud of its strong performing arts traditions, along with its comprehensive and inclusive
values, Acland Burghley is a popular local school that is at the heart of the community it serves.
Whilst previously being rated a “good” school, Acland Burghley was judged to “require improvement” in its Ofsted inspection in September
2013, with the pace of student progress and the levels of challenge and expectation highlighted as areas to be addressed. Following this
judgement, the governing body is looking to recruit a new Headteacher who is able to rise to the challenge of:
•
Rapidly improving the school’s performance while remaining true to its ethos
•
Inspiring both students and staff to achieve their full potential
•
Establishing an environment in which everyone in the school takes pride in their work
•
Developing the management systems and structures to ensure effective leadership
Currently a Headteacher or an outstanding Deputy with substantial experience of school leadership, you have a vision for the future
development of our school with the expertise to manage its performance, assets and human and financial resources. A track record of
delivering high-quality teaching and learning for all children, including those with Special Educational Needs, is essential along with a clear
commitment to equality of opportunity, inclusion and a culture that celebrates diversity.
You will possess outstanding leadership and management skills that include clear goal-setting, team selection, delegation and
accountability. You will be both open and honest in relationships with the school’s key stakeholders as well as having the confidence to
make shrewd judgements for the long-term benefit of the school, however difficult they may be.
Acland Burghley School / February 2014
4.
In return for your energy, integrity and enthusiasm, we are able to offer you an attractive remuneration package with the
potential for success bonuses, access to the best professional development support and the opportunity to build and develop
your senior leadership team.
To discover more about this exciting opportunity and for an information pack, please contact our retained
consultant, John Carter at Veredus on 07725 607112 or email him at john.carter@veredus.co.uk. Please supply a
contact telephone number.
The sponsor actively encourages all candidates to visit the school prior to the interviews. To arrange a visit, please
contact John Carter at Veredus.
Closing date for applications: 17th March 2014
Interviews: 24th & 25th March
Acland Burghley School / February 2014
5..
5
The
T
he S
School
chool
Ourr vi
O
Ou
visi
vision
siion
on
Acla
Acland
laand
nd B
Bu
Burghley’s
urgh
ur
ghley’
y s diverse,
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vers
ve
rse,
rs
e, inclusive
in
inclusiv
c ve aand
nd ttruly
nd
ly compr
comprehensive
p ehensive community
commu
uniityy w
will
ili l be
be rrecognised
eeccog
ogni
niise
nis
sed aac
across
cro
oss
s LLondon
ondo
on
don
do
n as a ccentre
een
n
ntr
tre for
tr
f r
fo
excellence
exce
c lllen
ence
ce iin
n learning,
lear
le
arrn
niing
ng,, where
wher
wh
erre all
a l students
al
stu
uden
nts
ts are
aree supported
sup
ppo
p rtted
d and
and
d challenged
ccha
haallllen
enge
en
g d to
ge
to engage
eng
ngaag
age creatively,
cre
cr
rea
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eati
veellyy, collaboratively
cco
ollab
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el
and rigorously
r go
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for
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cho
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Acland
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la Burghley students
stud
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ts will
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ha
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ns,, skills,
sskkilills
ls,, resilience
ls
reesi
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nce
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and
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igght
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meett the
the demands
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and
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ccommunity
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mmunity life. They will also h
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empathy,
mpath
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onfid
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ce aand
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the w
will
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work wi
w
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ith
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oth
others
th
her
e s to
o aachieve
ch
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v a bbetter
ve
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uture.
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ssu
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We
ree proud
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er
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acchi
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ccur
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we champion
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ty across
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th
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curr
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um
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s ability
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and
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re preparing
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r pa
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ng our
our students
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ntts to
to lead
leaad successful,
s cccessf
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sful
ul,l, ha
h
happ
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ap
pp
py and
aan
nd fu
ffulfilled
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nd
n
d tto
o re
recognise
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nise
isse th
the
he mutual
mutu
mutu
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t all bben
benefits
en
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ts and
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nd obligations
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obl
blig
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ions
ons
ns
th
hatt stem
ste
tem from
tem
from
fr
rom
om being
bei
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ng part
ng
par
artt off a community.
com
ommu
m ni
nity
ty. TTh
hey
ey llea
earrn
ea
rn to
to st
sstand
tan
a d up for
for
or what
wha
hat ma
m
atttter
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ur high
ur
hig
igh ex
igh
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p ct
c aattio
ions
nss ffor
o ccollaboration,
or
o la
ol
labo
b raati
bo
tion
tion
on,
that
They
learn
matters.
Our
expectations
lead
positive
relationships.
Excellent
off behaviour
rrespect
re
sp
pec
ectt and
and personal
pers
pe
rsson
o al
al responsibility
rres
esspo
p ns
nsibbiillitty le
ead
ad tto
o strong
stro
st
stro
rong
ng aand
nd p
nd
osit
os
siittiv
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rel
lati
la
tion
onsh
on
nssh
hip
ps.
s. EExc
xccel
elle
lle
lentt standards
sta
tan
tand
nd
dar
ard
rd
dss o
beeha
havi
havi
viou
io
ou
ur flow
flow from
flo
from
ma
understanding
students
parents
right
behave
sshared
shar
h red
du
nderrst
nd
sttandi
diing
d
ng bbetween
ettweeen
e sstaff,
taaff, st
tud
uden
ents
tss and
dp
aarren
nts
t of
of the
the ri
th
igh
ghtt wa
way to bbeh
way
e ave
eh
avve in
in a llearning
earn
ea
rnin
rn
in
ng co
ccommunity.
omm
mun
unit
ity.
it
y
y.
confidence,
capacity
unique
contributions
Alll students
Al
s ud
st
den
nts participate
par
p
arrti
tici
ici
c pa
pate
atee fully,
fully
ully,
ul
lyy, building
builld
bu
diin
ing their
the
heir con
onfid
on
fiden
fid
encce
en
ce, enjoyment and capaci
city
ty for
for leadership.
llea
e de
ea
d rs
r hip
hiip.
p. The
TTheir
h ir u
he
niqu
ni
quee contribution
qu
o s
on
Burghley
ssustain
su
stai
st
a n Acland
A land
Ac
dB
u gh
ur
g leey as
as a vibrant,
vibbra
rant
nt,, forward-looking
forw
fo
rwar
ardar
d lo
dloo
oking and innovative community.
commu
uniity
ty..
Acland
Acl
and Burghley
B rgh
Bu
hley
ey S
Sc
School
hoo
ho
o l / Feb
FFebruary
eb
bruary
bruar
y 2014
2014
6.
The school – brief facts
Acland Burghley is a mixed comprehensive school in the London Borough of Camden. The standard entry number of 182 per
year gives us 910 pupils in Years 7-11, arranged as seven tutor groups in each year group. Since Camden has four girls-only
schools and one boys-only school, we have more boys than girls. Acland Burghley School currently has about 35% girls overall.
The school also has 390 pupils in the sixth form, which is part of La Swap, a long established consortium linking the sixth forms
of La Sainte Union School, William Ellis School, Acland Burghley School and Parliament Hill School, all within easy walking
distance of each other.
The school is popular and oversubscribed. It is entirely local in character and reflects the diversity of the residents in our area,
with a balanced intake of ability and social class. The majority of the intake comes from 10 primary schools in Camden and
Islington. The school is a Specialist Arts College and there is a strong emphasis on creativity and participation in a wide range
of arts activities and events. Governors and staff are nonetheless committed to a curriculum with breadth and balance.
Ofsted judged the school to “require improvement” in September 2013, after a “good” rating in November 2010. They
challenged us to raise the pace of our improvement. We are working to a robust improvement plan – with its focus firmly on
consistently good or better teaching – and know we will be in a good place by their next visit. Ofsted recognised many
positives including:
•
Universally positive relationships and a positive climate for learning in every lesson
•
Significant improvement in progress at Key Stage 3 and in the progress of higher attaining students at all
levels
•
Excellent value-added at A level
•
Strong arts specialism, contributing to ethos and high achievement
•
Strong support for special needs and in the Base, and excellent multi-agency working
•
Positive engagement and feedback from parents
•
Leaders’ vision, passion and commitment for students to do well
The staff has enormous energy and commitment and really believes in the school and its aims. The governing body is active
and participative with a high proportion of parents and past parents.
The local reputation of the school is high, and achievement is good and improving at GCSE and strong at A level. We are
committed to raising achievement for all students through high-quality teaching that secures progress for all in each lesson,
and embedding positive attitudes to learning in all our students. Some groups of students still underachieve at KS4; and
addressing this issue is a school priority.
Relationships within the school are excellent and behaviour is well managed. The school has benefited enormously from its
ABC peer support programme. The award winning ABC scheme is now nationally and internationally known and student
mentors are regularly invited to other schools to demonstrate their value.
Acland Burghley School / February 2014
7.
The school has developed an innovative whole-school approach to educational inclusion designed to ensure that all our
students access high-quality education and that barriers to learning are effectively tackled. Our support for students’ SEN is a
source of pride. Ofsted confirmed that “those with special educational needs and/or disabilities make progress in line with
their peers and in some cases exceed it”. In 2011, we opened a specialist Resource Base for students with autism, through
which students who would not otherwise be able to access mainstream secondary education are supported.
There is active and considerable support from parents and families, focused through ABPTA, the Acland Burghley Parent
Teacher Association. ABPTA organises meetings to give parents and staff an opportunity to meet to discuss issues. They also
organise social events and fundraising. The school’s weekly newsletter, ABS Bulletin, is distributed to all Year 7–11 students and
is a highly-valued channel of communication with families.
Acland Burghley School / February 2014
8.
Acland Burghley Sixth Form
Acland Burghley is partner school in the LaSwap Sixth Form Consortium along with La Sainte Union, Parliament Hill and William
Ellis Schools. The consortium provides comprehensive post-16 education for approximately 1200 students. Each school sixth
form is led by a Director of Sixth who line manages a Head of Year 12 and Head of Year 13. Cohesion across the consortium is
sustained through regular contacts. Directors meet weekly and Heads of Sixth Form meet fortnightly to share information and
to plan strategy and key events. LaSwap Team meetings offer the opportunity for Heads of Department and Heads of Sixth to
work together every half term to take forward the priorities for development. The co-ordination of the consortium is sustained
by the overall Director of LaSwap, a dedicated data manager and a consortium admin manager.
Currently there are 310 students in the sixth form at Acland Burghley. The majority of students are on A level programmes. The
consortium offers a very diverse A level curriculum of over 40 courses. A feature of the inclusive nature of the sixth form is the
variety of pathways available, ranging from the Science Plus programme tailored to meet the needs of the most gifted scientists
interested in STEM-related pathways at high demand universities, through to more accessible applied and vocational level 3
courses. Internal progression routes are well established in the sixth form with a number of students taking 3 years to move
through level 2 courses onto level 3, often progressing onto university.
Study facilities are highly valued by sixth form students and set to improve further. Sixth form students have priority use of the
il@b, the school’s learning resource centre, during the periods when they do not have a taught lesson. This provides good access
to IT as well as the usual library facilities. The sixth form centre is due to be refurbished and extended, with work commencing
in March and completed in August. This new centre will offer students enhanced study facilities integrated into a new sixth form
common room.
ALPS is used across the consortium for target setting and monitoring students’ progress. Assessment and data collection points
are regular throughout the year. Attendance to lessons is monitored every week and response to concerns is rapid. Tutors are
expected to maintain close contact with parents. Acland Burghley has consistently achieved overall ALPS grade 3 for A level.
The sixth form is committed to excellent progression guidance and employs a specialist Higher Education adviser and a careers
adviser who work with heads of sixth form and tutor teams. The rates of progression to university and the success rate in achieving places in Russell Group universities is above the national average. The wider personal development of our students is
supported by a programme of enrichment activities and volunteering opportunities. EPQ is well established in the school as an
opportunity for students to stretch themselves. At the end of Year 12 students undertake work experience.
Each student has a base school, where most of their taught programme takes place. At their base school students are allocated
to a personal tutor who provides individual academic and pastoral support. A PSHE programme, including a lively programme
of guest speakers and facilitators, is planned by the Heads of Sixth Form and delivered in weekly tutorial sessions of one hour.
Tutor groups are 15-20 in size, which promotes close relationships between tutors and students. Tutor teams meet with their
Head of Sixth four times a term. We also have a part-time student counsellor to provide additional support. Heads of Sixth,
tutors and students are supported in their work by a highly effective sixth form admin team consisting of an admin manager
and a sixth form attendance officer.
You can find more information about our school on our website:
www.laswap.camden.sch.uk
If you have any queries regarding Acland Burghley School or the recruitment process, please telephone John Carter at Veredus
on 020 7932 4205.
Completed applications should be emailed to Katrine Thompson by 12:00 on 17th March at
katrine.thompson@veredus.co.uk.
Acland Burghley School / February 2014
9.
Job Description
Position:
Headteacher
School name:
Acland Burghley Secondary School
Position reports into:
Governing body
Local Authority:
Camden
Core purpose
The core purpose of this role is to provide professional leadership and management of the school that will promote a secure
foundation from which to achieve high standards in all area of the school’s work.
To achieve success, the Headteacher will:
•
Provide vision, leadership and direction
•
Effectively manage teaching and learning
•
Promote excellence, equality and high expectations of all pupils
•
Deploy resources to achieve the school’s aims
•
Evaluate school performance and identify priorities for continuous improvement
•
Carry out day-to-day management, organisation and administration
•
Secure the commitment of the wider community
•
Create a safe and productive learning environment that is engaging and fulfilling for all pupils
Acland Burghley School / February 2014
10.
Key responsibilities
Strategic direction and shaping the future
•
Work with the governing body and other key stakeholders to ensure the school’s vision is clearly
articulated, shared, understood and acted upon effectively by all
•
Work within the school community to translate the school’s vision into agreed objectives that promote
and sustain school improvement
•
Demonstrate the school’s values in everyday work and practice
•
Motivate and work with others to create a shared culture and positive environment
•
Ensure that strategic planning takes account of the diversity, values and experience of the school and the
community
Leading, learning and teaching
•
Develop the school as a learning community with the highest expectations for teaching, learning and
intellectual stimulus for staff and students
•
Ensure that learning is at the centre of strategic planning and resource management
•
Ensure that effective systems are in place for raising achievement, using data and benchmarks to monitor
progress in every child’s learning
•
Demonstrate and articulate high expectations and set stretching targets for the whole school
community
•
Implement strategies that secure high standards of behaviour and attendance
•
Determine and implement a diverse, flexible curriculum and implement an effective assessment
framework
•
Take a strategic role in the development of new and emerging technologies to enhance and extend the
learning experience of pupils
•
Systematically monitor the quality of teaching and classroom practice in partnership with teachers and
advisers as appropriate
•
Plan and implement strategies to improve the quality of teaching and learning
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11.
Managing the organisation
•
To develop an effective Leadership Group to ensure targets in the school development plan are achieved
and new targets promoted as appropriate
•
Produce and implement clear, evidence-based improvement plans and policies for the development of
the school and its facilities
•
Ensure that policies and practices take account of national and local circumstances, policies and
initiatives
•
Manage the school’s financial affairs to ensure that funding and staffing match educational priorities
and that regular financial management information is provided for governors
•
Recruit, retain and deploy staff appropriately and assist in managing their workload to achieve the
school’s vision and goals
•
Implement successful performance management processes with all staff
•
Manage the school environment efficiently and effectively to ensure that it meets the needs of the
curriculum and health and safety regulations
•
Ensure that the range, quality and use of all available resources is monitored, evaluated and reviewed to
improve the quality of education for all pupils and provide value for money
Developing self and working with others
•
Regularly review own practice, set personal targets, and take responsibility for own personal
development
•
Develop and maintain effective strategies and procedures for staff induction, professional development
and performance reviews
•
Treat people equitably and with dignity and respect to create and maintain a positive school culture
•
Ensure clear delegation of tasks and responsibilities, so that teams and individuals undertake effective
planning, allocation, support and evaluation of work
•
Build a collaborative learning culture within the school and actively engage with other schools to build
effective learning communities
•
Manage own workload and that of others to allow an appropriate work/life balance
•
Supervise and participate in local and national appraisal arrangements, including performance
management for teachers
•
Manage both teaching and support staff to review their own professional development needs with the
aim of supporting appropriate training that will enhance the learning and pastoral care of students
Acland Burghley School / February 2014
12.
Securing accountability
•
Develop a school ethos that enables everyone to work collaboratively, share knowledge and
understanding, celebrate success and accept responsibility for outcomes
•
Fulfil commitments of contractual accountability to the governing body
•
Work with the governing body, providing information, objective advice and support, to enable it to meet
its responsibilities
•
Ensure individual staff accountabilities are clearly defined, understood, agreed, and subject to rigorous
review
•
Develop and present a coherent and accurate account of the school’s performance to a range of
audiences, including governors, parents and carers
Strengthening community
•
Build a school culture and curriculum which take into account the richness and diversity of the school’s
communities
•
Collaborate with other agencies to promote the academic, spiritual, moral, social, emotional and cultural
well-being of pupils and their families
•
Create and maintain an effective partnership with parents and carers to support and improve pupils’
achievement and personal development
•
Seek opportunities to invite parents and carers, community figures, businesses or other organisations into
the school to enrich the school and its value to the wider community
•
Co-operate and work with relevant agencies to protect children
•
Ensure that parents receive regular information about students’ progress, the curriculum, the school’s
aims and objectives
Acland Burghley School / February 2014
13.
National Standards for Headteachers
This job description is based on the Department for Education (DfE), the National Standards for Headteachers, and the
Common Core of Skills and Knowledge for the Children’s Workforce.
The Headteacher will carry out his/her professional duties in accordance with, and subject to, the National Conditions of
Employment for Headteachers, and Education and Employment legislation.
The Headteacher is accountable to the governors for the standards achieved and the conduct, management and
administration of the school, subject to any policies that the DfE may make. This job description is subject to annual review.
Acland Burghley School / February 2014
14.
Person specification
Qualifications and experience
•
Honours degree, higher qualification in education and/or management, or a strong track record of
professional development
•
Qualified Teacher Status
•
NPQH (unless an existing Headteacher before 1 April 2009)
•
Demonstrably successful experience as a Headteacher or Deputy Headteacher in an inner-city school
leading rapid change and much improved standards of attainment
•
Ofsted grading at least good at the last inspection at current school
•
GCSE examination results of 5+ A* - C inc. English & Maths at or above national average
Qualities and skills we expect
•
Visionary and visible leader who is ambitious for the school
•
Ability to think and plan strategically, and to motivate and empower others to carry the vision forward
•
Proven track record in raising standards of teaching and learning, with a capacity to lead a school on its
improvement journey at a rapid pace
•
Skilled in the assessment of teaching & learning, and leading professional development
•
Ability to monitor and evaluate the performance of people in a robust manner
•
Ability to lead the school in systematic and rigorous self-evaluation
•
Commitment to comprehensive schooling in a mixed, multicultural environment
•
Understanding of, and commitment to, the school’s inclusive culture and values
•
Thorough knowledge of recent developments in education practice, Ofsted inspections and the post-16
agenda for education and learning
•
A sound understanding of issues relating to finance, personnel and curricular organisation and
management
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15.
Qualities and skills we expect
•
Knowledge of the use and impact of new technologies to support learning and teaching and the effective
management of the organisation
•
Ability to develop strong relationships with parents, carers, governors and other stakeholders, with other
educational providers and with members of the wider community to enhance the learning of all
•
Presence and authority, and the ability to communicate effectively with all stakeholders
•
Ability to lead and manage change, creativity and innovation
•
Strong management experience, with the ability to build and lead effective teams
•
Good at working with and through others, and adept at managing conflict
•
A leadership approach that includes emotional intelligence, enthusiasm, resilience and reflexivity
•
Outstanding oral and written presentational skills to a range of audiences
Acland Burghley School / February 2014