primary advantage class teacher application pack

Class Teachers Application Pack

2

Primary Advantage Federation c/o Holy Trinity Primary School 13 Richmond Road Dalston London E8 3HY Tel: 020 7254 1010

www.primaryadvantage.co.uk

Contents

Welcome 3

Our Vision & Approaches 4

Outcomes & Achievements 5

Pupil Outcomes 6/7

Federation Quality of Teaching 8

OfSTED Survey Inspection February 2011 9/10

Application Process 11

Primary Advantage Job Description 12/13

Contact Information 14

Primary Advantage Federation

c/o Holy Trinity Primary School

13 Richmond Road

Dalston

London

E8 3HY

Tel: 020 7254 1010

www.primaryadvantage.co.uk

Primary Advantage is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. We welcome applications from all sections of the community, regardless of gender, race, religion, disability, sexual orientation or age.

http://primaryadvantage.co.uk/

http://primaryadvantage.co.uk/

3

Dear Applicant,

Thank you for your interest in applying for a post at our federated schools. I hope this pack supports you in

finding out more about us. The pack includes some background information about the federation,

information about the application process and the job description. More information about each school can

be found on the schools’ websites. If you have any questions or would like to arrange a visit, please contact

Mrs Laura Lee, Federation Business Manager on 07837 387 997.

Our journey started in 2000 when St John and St James opened as a Fresh Start School. Since then we have

worked with many schools and teachers in Hackney and have grown into a Federation of six schools. We

believe we can achieve more by working collaboratively than on our own and have lived out that vision

through our partnership work with other schools since 2003. The Governing Body has made a commitment to

a shared responsibility to the wider school community, the provision of good quality education and the

improvement of life chances for pupils in the community beyond that of our own schools.

Primary Advantage Federation value the commitment of all teachers and therefore our NQT’s starting salary

will begin at M2 (£28,980).

We are looking for full-time inspiring and energetic teachers to work in all our schools from April 2015 and

September 2015. Staff of all levels of experience, including NQTs are encouraged to apply.

Our schools are exciting places which have high aspirations and promote innovation and excellence. We offer

high quality professional development to help all our teachers grow and develop outstanding practice. We

also offer the unique opportunity to be part of a community of teachers who regularly share best practice and

learn from each other.

If you are ambitious, successful and excited by learning we would like to meet you.

Kind regards,

Sian Davies

Executive Principal

WelcomeWelcomeWelcome

4

Primary Advantage Vision

We are a Federation of six schools called Primary Advantage. We believe our schools can gain many benefits

from working collaboratively and can achieve more by working together. We have made a commitment to a

shared responsibility to the wider education community, the provision of good quality education and the

improvement of life chances for pupils in the community beyond that of our own schools. Teachers, support

staff, school leaders and Governors have added expertise in working alongside colleagues to improve

provision and outcomes for pupils.

What is our approach?

We work in partnership, pooling our expertise and resources in order to achieve collectively what

we may not be able to achieve individually.

We believe passionately in improving the life chances for our pupils.

We do not tolerate low expectations.

We match tried and tested strategies that we know work to the needs of the schools and use our

experience of supporting schools in successfully implementing them.

We promote a collaborative approach whilst developing the capacity of each school to serve its own

community and retain it’s distinct identity.

We recognise the importance of individuality, spontaneity and creativity in developing innovation.

Our Vision & Approach

Outcomes & Achievements

How will we achieve our goals?

5

What outcomes do we want?

Every teacher is a good teacher; every school is a good school.

Teachers use the most effective teaching methods to motivate learners and raise aspirations. As a result all

pupils will make good or better progress.

Quality learning environments where pupils feel safe and secure, known and valued and motivated to learn.

Robust teaching and application of ICT skills ensure our pupils are properly equipped for the next stage of

learning.

Curriculum provision which inspires and motivates pupils and broadens their horizons. Our curriculum

supports community cohesion through an international curriculum strand.

We work with precision and move incrementally towards achieving outstanding grades in all aspects of each

school’s work.

Through pupil partnership work we continue to break down locally perceived boundaries and help pupils to

work harmoniously with pupils from other areas of Hackney.

We seek to maximise the efficiency and effectiveness of each school by capitalising on centralised services and

sharing systems and procedures.

Outcomes & Achievements

How will we achieve our goals?

Effective Leadership

Our leadership structure aims to make the most of our

shared resources, maintain high expectations and secure

high standards. The Executive Principal has significant,

successful experience in school improvement and

working across more than one school.

Each school is led by a highly effective Headteacher who

has the skills and experience required to motivate, inspire

and to hold their teams to account through rigorous

monitoring and evaluation. The Headteachers are

autonomous and hold the decision making

powers for their schools. They retain a teaching

commitment and maintain a relentless focus on

improving the quality of teaching and raising

standards.

Shared systems and approaches

We have developed key approaches which we know make the most

significant impact on pupil outcomes. These are well considered

systems, approaches or policies which can be implemented in a range

of settings with the appropriate levels of support.

Well trained and experienced staff

Our schools are special places to work. We attract and retain

staff at all levels that are willing to think flexibly, work with

rigour and precision and go the extra mile. We have been

successful in retaining experienced staff because of the

opportunities we are able to offer across the partnership.

We have identified that working in partnership offers us

improved opportunities for centralised training and

development. Each school in the Federation is able to offer a

range of skills and support to other schools. Our schools also

have identified lead practitioners to provide support in key

areas.

6

Primary Advantage National Teaching Schools

Primary Advantage National Teaching Schools

Teaching schools are outstanding schools that work with others to provide high-quality training and

development to new and experienced school staff. They are part of the government’s plan to give schools a

central role in raising standards by developing a self-improving and sustainable school-led system.

St John and St James, Holy Trinity and Springfield are designated teaching schools, working in collaboration

with the other three schools in the federation; St Matthias, Morningside and St John the Baptist. The school

works in partnership with primary schools across the borough and beyond and play a key role within the

Primary Advantage National Teaching Schools Alliance.

Primary Advantage is a federation of schools working together because we believe our schools can gain many

benefits from working collaboratively. We have made a commitment to a shared responsibility to the wider

school community, the provision of good quality education and the improvement of life chances for pupils in

the community beyond that of our own schools. Our work on improving provision for children will continue to

see us working in partnership with schools in Hackney, across London and into the County of Suffolk. We will

be working closely with our strategic partners, The Institute of Education and Hackney Learning Trust, to

effectively deliver Initial Teacher Training (School direct and PGCE), Continuous Professional Development,

talent management, school to school support, the brokering of Specialist Leaders of Education and research

and development. Primary Advantage National Teaching School Alliance will see all schools within the alliance

achieving more together.

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% Reading

L2c+ L2b+ L3 APS St John & St James 97 90 65 18.9 Holy Trinity 100 100 31 17.7 Springfield 90 80 27 16.4 St Matthias 88 86 30 16.2 St John the Baptist 93 77 30 16.3 Morningside 90 78 27 15.8 Hackney 14 90 83 28 16.4 National 14 90 81 31 16.5

% Writing


% Maths


Key Stage 1 - Reading, Writing & Maths

Pupil Outcomes July 2014 (contains KS2 un-validated data) KS1 At the end of KS1, pupils are expected to achieve a level 2

KS2 At the end of KS2, pupils are expected to achieve a level 4, they are also expected to make 2 levels of progress from KS1 to KS2 e.g. L1-L3, L2-L4, L3-L5

Year 1 % pupils achieving or exceeding the expected level in the Year one phonics screening test

GLD % of pupils who have achieved a Good Level of Development by the end of the Reception class

SPaG Spelling, punctuation and grammar

RWM pupils who achieved L4+ in both English and maths

2L (3L) % pupils achieving 2 levels (3Levels) of progress from KS1-KS2

APS Average Point Score

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% Reading

4c+ 5+ 6 2L 3L APS

St John & St James 97 87 0 100 66 31.8 Holy Trinity 100 52 0 90 35 30.1 Springfield 92 65 0 96 60 30.2 St Matthias 92 44 0 96 37 28.9 St John the Baptist 93 33 0 95 61 28.4 Morningside 92 27 0 91 37 27.9 Hackney 14 86 47 0 93 44 29 National 14 89 49 0 91 35 29

% Writing

4c+ 5+ 6 2L 3L APS

St John & St James 97 63 23 100 66 31.8 Holy Trinity 100 43 0 100 35 29.6 Springfield 96 62 8 100 68 30.7 St Matthias 76 24 0 96 31 26.5 St John the Baptist 93 28 2 100 68 28.3 Morningside 93 31 0 96 59 28.1 Hackney 14 89 35 4 97 47 28.3 National 14 85 33 2 93 33 27.9

% SPAG

4+ 5+ 6 APS

St John & St James 93 83 23 33.4 Holy Trinity 100 57 0 30.4 Springfield 92 69 0 32 St Matthias 80 48 0 29.3 St John the Baptist 81 56 2 29.8 Morningside 78 51 3 29.2 Hackney 14 78 53 5 29.9

National 14 76 52 4 28.6

% Maths

4+ 5 6 2L 3L APS

St John & St James 97 53 30 100 55 31.6 Holy Trinity 100 43 10 100 25 30.1 Springfield 96 54 24 100 64 34.1 St Matthias 80 24 0 86 51 26.8 St John the Baptist 91 42 7 100 56 29.2 Morningside 92 42 17 96 37 29.9

Hackney 14 86 40 10 93 43 29.3

National 14 86 42 9 89 35 29

Key Stage 2 Reading, Writing & Maths

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Key Stage 1 - Federation Quality of Teaching 2011-13

Holy Trinity St John & St

James Springfield St Matthias

St John the

Baptist Morningside

End of 11/12

Outstanding

Good

Satisfactory

Inadequate

38%

62%

0%

0%

Outstanding

Good

Satisfactory

Inadequate

38%

62%

0%

0%

Outstanding

Good

Satisfactory

Inadequate

33%

67%

0%

0%

Outstanding

Good

Satisfactory

Inadequate

0%

70%

30%

0%

Outstanding

Good

Satisfactory

Inadequate

29%

41%

30%

0%

School and

LA grading

1 School and

LA grading

1 School and

LA grading

1 School and

LA grading

2 School and

LA grading

2 School and

LA grading

4

End of 12/13

Outstanding

Good

RI

Inadequate

55%

45%

0%

0%

Outstanding

Good

RI

Inadequate

50%

50%

0%

0%

Outstanding

Good

RI

Inadequate

50%

50%

0%

0%

Outstanding

Good

RI

Inadequate

18%

82%

18%

0%

Outstanding

Good

RI

Inadequate

42%

58%

0%

0%

Outstanding

Good

RI

Inadequate

20%

81%

19%

0%

School and

LA grading

1 School and

LA grading

1 School and

LA grading

1 School and

LA grading

2 School and

LA grading

2 School and

LA grading

2

End of 13/14

Outstanding

Good

RI

Inadequate

45%

55%

0%

0%

Outstanding

Good

RI

Inadequate

47%

53%

0%

0%

Outstanding

Good

RI

Inadequate

70%

20%

10%

0%

Outstanding

Good

RI

Inadequate

18%

82%

0%

0%

Outstanding

Good

RI

Inadequate

22%

56%

22%

0%

Outstanding

Good

RI

Inadequate

38%

44%

18%

0%

School and

LA grading

1 School and

LA grading

1 School and

LA grading

1 School and

LA grading

2 School and

LA grading

2 School and

LA grading

2

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Dear Ms Davies

Ofsted 2010 – 11 survey inspection programme: leadership of more than one school

Thank you and your team for your hospitality and cooperation, and that of your staff and pupils, during my visit on 26 and 27 January to look at the leadership of the federation. Please pass on my thanks to the local authority representative, the parents and governors that also gave up their time and made a valuable contribution to the visit.

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.

The evidence used to inform the judgements included: interviews with senior leaders, middle leaders, governors, staff, parents, local authority representatives and pupils; and the scrutiny of relevant documentation.

The effectiveness of the federation leadership and management in embedding ambition and driving improvement is outstanding.

Outcomes

Attainment at the end of Key Stage 2 is at least in line with the national average with a strong trend of improvement over several years.

Even though the environment beyond the school can be sometimes turbulent and challenging, pupils make outstanding progress across all stages from very low starting points.

Different groups of pupils, including those with special educational needs and/or disabilities and a wide range of vulnerable groups, make exceptional progress because of the precise, relentless and well-managed early intervention and support they receive throughout their time in school.

Pupils’ skills and knowledge for their future lives are very well developed.

Attendance is in line with the national average and is improving.

Pupils’ attitudes are exceptional as is their enthusiasm for learning and school life. Pupils are excited and pleased to talk about what they have learned.

Continued overleaf

OfSTED Survey Inspection (February 2011)

In February 2011, the Federation received the following OfSTED Survey Inspection report

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Provision

Teaching is consistently good with a growing number of outstanding features. The application of the

teaching and learning policy is adhered to unswervingly with rigour and relentlessness.

The federation ensures that the consistency of the high quality of teaching and learning is supported

by equally high-quality professional development and training which focuses on the important details

and refinement of assessment strategies.

The curriculum has been enriched by the federation’s development of subject leaders and planning.

The strong emphasis on a practical approach to learning, aligned with stimulating visits, motivates

pupils’ interest. The rigorous planning and teaching of literacy and numeracy skills by staff are

outstanding.

The care and welfare of pupils are a real strength of the federation. Excellent links with a wide variety

of agencies are in place. Thoughtful, caring and responsive approaches to individual pupils and families

make this aspect of the school’s work outstanding.

Leadership and management

Your vision, determination and extensive strategic skills and expertise are outstanding. You

demonstrate great drive and ambition for the schools, applying a forensic precision to the procedures

that maintain the federation’s trajectory of improvement.

Other leaders and managers across the federation, especially the heads of school, have a passion for

being equally precise and detailed in their monitoring and evaluation of progress, attainment and the

quality of teaching.

Exemplary systems support leaders’ rigorous analysis of practice and provide feedback to teachers on

how to improve further. The information provides a general picture of the proportions of good and

better teaching across the schools and the federation. However, providing this information about

separate subjects is less developed.

The governing body is an effective and strategic group which knows the federated schools well. It

provides excellent and robust challenge and support in equal measure.

Areas for improvement, which we discussed, include:

developing an even more analytical overview of the quality of teaching and learning which identifies

the proportions of good and better teaching in separate subjects, especially literacy and numeracy.

I hope that these observations are useful as you continue to develop the leadership of the federation.

As I explained previously, a copy of this letter will be sent to your local authority and will be published on the

Ofsted website. It may be used to inform decisions about any future inspection.

Yours sincerely

John Seal

Her Majesty’s Inspector

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To assist in the selection of resources for the curriculum.

To work with support staff and other teachers in the classroom to effectively plan for a range of needs and be supportive of and sensitive to the needs of other colleagues.

Encourage interaction and teamwork within the school, share ideas and new initiatives and identify new ways of teaching the curriculum. When required, take a leading role in an area of school development.

To advise other staff including NQTs, and students on teaching. practice, and to assist with inset for staff and governors when required to do so.

To work across the federation of schools if and when required to do so.

To work with Hackney LEA on local and national initiatives for all subjects of the National Curriculum.

Other Responsibilities

In addition to undertake such

duties of a similar nature as may

be reasonably directed by the

Executive Principal/Headteacher

from time to time.

Note: The duties and

responsibilities of this post may

vary from time to time according

to the changing needs of the

school. This job description may

be reviewed at the discretion of

the Executive Principal/

Headteacher in the light of those

changing requirements and in

consultation with the class teacher

and governing body.

Job Title: Classroom Teacher

(Primary School)

Reports to: Governing Body,


and Members of Senior

Management team

Direct Reports: Ancillary staff when

based in their classroom

Key Contacts:

Internal: Other Teachers within the

school, Executive Principal,

Headteacher & Assistant Head.

External: Church, Local Community,

Parents & Agencies relevant to

duties.

Salary: M2 - M6 (£28,980 - £37,119)

and sustain effective teaching through the assessment of learning

To keep under review the methods of planning and delivery of the curriculum, recording pupils’ progress and make any required assessments.

To monitor and report the quality of pupil attainment in all subjects to the Executive Principal/Headteacher and governing body

Monitor and assess own performance and take a proactive approach to professional development

Effectively manage pupil behaviour, encouraging a high standard of behaviour and mutual respect between pupils and all members of the school community.

To promote and facilitate parental involvement in teaching and learning through a shared school/home approach.

Primary Advantage Federation Job Description - Class Teacher

Role Summary:

1.1 The current School Teachers’

Pay and Conditions document

describes duties which are required

to be undertaken by teachers in the

course of their employment. In

addition certain particular duties

are reasonably required to be

exercised, and completed in a

satisfactory manner. It is the

contractual duty of the class

teacher to ensure that his/her

professional duties are discharged

effectively.

1.2 This job description sets out

the duties to be undertaken and

performed to the satisfaction of the


and governing body by the class

teacher. The duties set out below

relate to the overall class teaching

requirements and related

expectations of a class teacher.

Key Tasks and Activities:

Within the class: to ensure the full implementation of the National Curriculum Orders for all subjects, or the Foundation Stage content as defined in current DCSF documentation (as applicable to the year group) and in accordance with school policies.

Create a positive, stimulating and innovative environment for learning. Maintain a well organised classroom with appropriate displays, resource areas and materials.

Plan and implement a curriculum to meet the needs of all pupils in the class and develop personal and social aspects of learning.

Develop effective ways of overcoming barriers to learning

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Requirements

Qualifications

Degree level qualification.

Postgraduate professional Qualification e.g. Postgraduate Certificate in Education

Willingness to continue professional development.

QTS (including skills tests)

Communication

Applies effective verbal communication skills.

Presents information and ideas clearly, by using language appropriate to the audience.

Positively influences the opinions of others through factual discussion.

Adapts personal style to suit individual situation and needs.

Creates an environment of trust by delivering on promises.

Utilises report-writing skills to accurately reflect a situation through positive language.

Confident in leading staff meetings as appropriate.

Other Skills Required for Role

Demonstrates excellent classroom practice

Exercises flexibility in order to accommodate changes in work priorities.

Balances tasks and resources in the organisation of a wide range of activities.

Provides contingencies to deal with the unexpected.

Thinks clearly and logically in working through a problem making referrals as appropriate.

Anticipates workload and plans ahead.

Monitors progress against key performance indicators.

Enthusiastic and positive attitude.

Awareness of the needs of children who have a variety of needs.

Understand the nature of a Church of England Primary School and be willing to teach R.E. and attend collective worship to meet the expectation of the Governing Body.

Accountability/Freedom to act

Makes routine decisions based upon guidelines and procedures laid down in the established framework.

Contributes towards the effective delivery of performance targets, objectives and standards.

Leads by example in standards of behaviour in the work environment.

Leadership/Management Skills

Ability to lead school based projects or developments

General Comments

The Classroom Teacher within a Primary school teaches classes of approximately 30 children aged 5 - 11 years. To be successful in this role they must readily adapt to constantly changing curriculum, modifying lesson preparation and delivery accordingly.

Primary Advantage Federation - Personal Specification

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Application Process

Applicants are asked to complete all the standard information

required on the Primary Advantage application form, and to

submit a supporting statement, addressing all the criteria

identified in the person specification. Please specify the role you

are applying for i.e Class Teacher. The reference number for this

application is: CT2/15.

Candidates are advised that when completing the references

section on the application form to please ensure that:

• Your first referee must be your current, or most recent,

employer

• You must provide a recent employer or a character who can

confirm your ability for the role

Shortlisted candidates will be asked to teach an activity or lesson

and will be advised of the details of the lesson observation prior

to interview.

Candidates must ensure that if they are successful at interview,

that they are able to provide evidence of their Right to Work and

Remain in the UK. The school is not able to employ any person

who cannot validate their Right to Work and Remain in the UK in

the line with the Asylum, Immigration and Nationality Act 2000.

Successful candidates will be required to apply for an enhanced

Criminal Record Check via the DBS. We are committed to

safeguarding and promoting the welfare of our children and

expect all members of staff to share this commitment.

Completed application forms must be received by 9:30am on

Wednesday 18th March 2015.

Interviews will take place on Tuesday 24th & Wednesday 25th

March 2015.

If you have any queries or would like to arrange to visit our

schools, please contact Laura Lee on

07837 387 997 or email

[email protected].

We look forward to receiving your application.

Completed Application Forms

Successful Candidates

15

Springfield Community Primary School

Castlewood Road

London N16 6DH

Tel: 020 8800 9007 Fax: 020 8800 8738

Email: [email protected]

Please visit our website

Springfield Community School

St John & St James’ CE Primary School

Isabella Road

London E9 6DX

Tel: 0208 985 2045 Fax: 020 8985 5768



St John & St James CE Primary School

St John the Baptist CE Primary School

Crondall Street

London N1 6JG

Tel: 020 7739 4902 Fax: 020 7729 2347



St John Baptist CE Primary

mailto:[email protected]

http://www.springfield.hackney.sch.uk/


http://www.johnjames.hackney.sch.uk


http://www.st-john.hackney.sch.uk/

16

Holy Trinity CE Primary School

13 Richmond Road

London E8 3HY

Tel: 020 7254 1010 Fax: 020 7275 8589



Holy Trinity CE Primary School

St Matthias CE Primary School

Wordsworth Road

London N16 8DD

Tel: 0207 2541148 Fax: 0207 2759215



St Matthias CE Primary

Morningside Primary School

Chatham Place

London E9 6LL

Tel: 0208 9855382 Fax: 0208 9866881



Morningside Primary


http://www.holytrinity.hackney.sch.uk/


http://www.st-matthias.hackney.sch.uk/


http://www.morningside.hackney.sch.uk/

primary advantage class teacher application pack

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