principal responsibilities · web viewthe academies enterprise trust firmly believes that all young...

CANDIDATE INFORMATION BROCHURE

To inspire young people to make their best better

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10/09/2014

Dear Candidate

Thank you for taking the time to apply for the EYFS Teacher role at Tree Tops Academy.

Tree Tops Academy opened in April 2012 and is part of Academies Enterprise Trust, the largest nationwide, multi academy sponsor in the country.

The Academies Enterprise Trust firmly believes that all young people deserve to become world class learners – to learn, enjoy, succeed and thrive in a world class educational environment, which has the best facilities, the best teaching and the most up to date resources available to them.

Our vision is to help students achieve world class learning outcomes by developing world class teachers in a world class community.

Tree Tops Academy has an exciting future and this appointment represents a great opportunity to secure positive outcomes for our learners.

If you share our vision and values then we would be very excited to hear from you.

Yours sincerely

The Recruitment Team

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Tree Tops Academy

Tree Tops is a primary academy of 230 pupils, located on the outskirts of Maidstone. The academy is set in magnificent grounds, with ample space for both outdoor learning and play. Our thriving nursery is located on site and offers an excellent start for our children’s education. We have separate facilities for KS1 and KS2, as well as rooms for small group and specialist teaching.

In April 2012, we became an academy with Academies Enterprise Trust. Being part of this large organisation gives us access to a wide range of support, the opportunity to work closely with other academies and excellent career development opportunities. We can offer you a wide range of in house professional development, delivered by a range of specialist teachers e.g. speak and language therapists, play therapists and Number Count.

Although we serve an area of considerable deprivation, parents and carers feel we provide good support for our pupils. Staff morale is high and we are a happy, inclusive community. We have high expectations for all: our pupils are keen to learn and our staff are dedicated to developing ambition. Our goal is always to strive to make our best better.

We welcome visits from anyone considering joining our team, to see for yourself our positive working atmosphere.

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Our AcademiesThe AET has a number of academies located across England.

Complete/ Open academy

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Primary- North

Academy Location Opened Age Profile

Caldicotes Primary Academy Middlesbrough April 2013 3-11Cottingley Primary Academy Leeds December 2012 3-11Feversham Primary Academy Bradford, West

YorkshireNovember 2012 3-11

Hall Road Academy Hull September 2012 3-11Meadstead Primary Academy Barnsley June 2013 3-11Newington Academy Hull September 2012 3-11North Ormesby Primary Academy Middlesbrough October 2012 3-11St Helen’s Primary Academy Barnsley, Monk Bretton December 2012 3-11Shafton Primary Academy Shafton, Barnsley December 2012 4-11The Green Way Academy Hull September 2012 4-11

Primary- East


Ashingdon Primary Academy Ashingdon, Essex September 2011 5-11Beacon Academy Loughborough,

LeicestershireDecember 2012 4-11

Hamford Primary Academy Walton-on-the-Naze, Essex

April 2012 5-11

Langer Primary Academy Felixstowe, Suffolk May 2012 3-11North Thoresby Primary Academy

Lincolnshire July 2013 4-11

Plumberow Primary Academy Hockley, Essex September 2011 5-11Utterby Primary Academy Lincolnshire July 2013 4-11Westerings Primary Academy Hockley, Essex September 2011 4-11

Primary- South

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Charles Warren Academy Milton Keynes, Buckinghamshire

September 2012 4-11

Molehill Copse Primary Academy Maidstone, Kent June 2012 3-11Noel Park Primary Academy London September 2012 3-11Oaks Academy Maidstone, Kent April 2012 4-11St James the Great Primary Academy

East Malling, Kent April 2012 3-11

Tree Tops Academy Maidstone, Kent April 2012 3-11Trinity Primary Academy London September 2012 3-11Weston Academy Isle of Wight April 2012 4-11

Primary- West


Anglesey Primary Academy Burton on Trent, Staffordshire

December 2012 4-11

Barton Hill Academy Torquay, Devon September 2012 3-11Brockworth Primary Academy Gloucester,

GloucestershireSeptember 2012 4-11

Four Dwellings Primary Academy Birmingham January 2013 3-11Hazelwood Academy Wiltshire June 2013 3-11Lea Forest Primary Academy Birmingham December 2012 3-11Montgomery Primary Academy Birmingham October 2012 3-11Offa’s Mead Academy Chepstow,

GloucestershireSeptember 2012 4-11

Percy Shurmer Academy Birmingham September 2012 3-11Severn View Primary Academy Stroud, Gloucestershire September 2012 4-11

Secondary- North

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Childwall Sports & Science Academy

Liverpool, Merseyside September 2012 11-18

Eston Park Academy Eston, Middlesbrough January 2012 11-18Gillbrook Academy Middlesbrough September 2012 11-18Kingswood Academy Hull July 2013 11-16Swallow Hill Academy Leeds July 2013 11-18Unity City Academy Middlesbrough Expected:

September 201311-16

Secondary- East


Clacton Coastal Academy Clacton on Sea, Essex September 2009 11-19Cordeaux Academy Louth, Lincolnshire December 2012 11-18East Point Academy Lowestoft, Suffolk September 2011 11-18Felixstowe Academy Felixstowe, Suffolk September 2011 12-19Greensward Academy Hockley, Essex September 2008 11-18Maltings Academy Witham, Essex September 2008 11-18New Rickstones Academy Witham, Essex September 2008 11-18Tendring Enterprise Studio School

Clacton-on-Sea, Essex September 2012 14-19

Tendring Technology College Frinton-on-Sea, Essex and Thorpe-le-Soken, Essex

September 2011 11-19

The Duston School Northampton June 2012 11-18

Secondary- South


Aylward Academy London September 2011 11-19Bexleyheath Academy Bexleyheath, Kent September 2011 11-18Everest Community Academy Basingstoke, Hampshire September 2011 11-16Kingsley Academy Hounslow, Middlesex April 2013 11-18New Forest Academy Holbury, Southampton September 2012 11-18Nightingale Academy London September 2010 11-19Richmond Park Academy London September 2010 11-16Ryde Academy Isle of Wight September 2011 13-18Sandown Bay Academy Isle of Wight September 2011 11-18Sir Herbert Leon Academy Milton Keynes,

BuckinghamshireSeptember 2012 11-19

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Winton Community Academy Andover, Hampshire November 2012 11-16

Secondary- West


Broadlands Academy Keynsham, Bristol December 2012 11-16Four Dwellings High School Birmingham March 2013 11-16Greenwood Academy Birmingham January 2013 11-16Millbrook Academy Brockworth,

GloucestershireJanuary 2012 11-18

The Rawlett School Tamworth, Staffordshire September 2012 11-16Tamworth Enterprise College Tamworth, Staffordshire September 2012 11-16

Special- East


Columbus School and College Chelmsford, Essex May 2012 3-19Pioneer School Basildon, Essex June 2012 3-19

Special- South

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Newlands Academy London September 2013 11-16Wishmore Cross Academy Woking, Surrey September 2012 11-16

Special- West


The Green Field Academy Dursley, Gloucestershire


The Peak Academy Dursley, Gloucestershire


The Ridge Academy Cheltenham, Gloucestershire

September 2012 5-11

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Mission StatementTo inspire young people to make their best better.

Vision Statement

To help students achieve world class learning outcomes by developing world class teachers in a world class community.

Ethos Statement

Every young person deserves the opportunity to have a life that can be described as ‘good quality’, free from fear and danger, where they can give and receive respect to and from others with a sense of well-being, belonging, worth and achievement.

AET academies will become High Performing Organisations and, therefore, must be the:

Education provider of choice for students. Employer of choice for staff. Investment of choice for parents.

Values and Beliefs

Through our actions and behaviours we will strive to develop young people who:

Respect themselves and the community (people, property and theenvironment), and seek to have a positive impact on society;

Are polite, calm, caring, honest, trustworthy and helpful; Are responsible, independent and supportive of each other; Are tolerant, open minded and not prejudiced; Are determined and have a strong work ethic; Will be thoughtful and compassionate with the ability to listen and challenge in a

considerate fashion; Have good communication skills; Offer themselves as good role models for future generations of learners and

citizens; Can demonstrate strong self-belief and confidence and have high aspirations; Are team players who can work and support others, and where necessary are able

to take on leadership roles;

For further information about the Academies Enterprise Trust please visit our website www.academiesenterprisetrust.org or contact [email protected] to answer any questions you may have.

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mailto:[email protected]

http://www.academiesenterprisetrust.org/

A commitment to training and personal development

As we head further into the 21st century and all schools and academies come to terms with the ever changing face of the workforce, leadership and management of professional development is at the very top of the AET’s agenda. We firmly believe that personal and professional growths are key factors in staff’s perception of their worth to an organisation and consequently in how much additional effort they are prepared to put into that organisation.

The aim, therefore, of the team leading CPD across the AET is to facilitate the design, co-ordination and monitoring of coherent and effective development activities and training programmes that address the challenges and barriers facing each academy and embed training and development as the central component of workforce development and school improvement.

Our vision for our academies is to develop a learning-centred culture with the entire school workforce, including both teachers and educational support staff, giving the same attention to the design, delivery and monitoring of their professional development as is given to the teaching and learning of students. Indeed, for our academies to continue to improve, teachers and other adults need to feel that their learning and development is just as important as the students’.

Staff Benefits

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Career Development

Apprenticeships Financial Support towards achieving further Qualifications Leadership Programmes Progression Opportunities Teacher Training Programmes

Family Friendly

Childcare vouchers – If you are using registered or approved childcare, you can choose to take part of your salary in Childcare vouchers through Sodexo to pay for it which are Tax and National Insurance free. This means you get extra value from your pay packet each month.

Financial

AET JTRS Apple Product Store – AET employees, students and families are eligible to purchase a range of Apple products at preferential terms.

Halfords – Gift Vouchers are available to purchase with a 10% discount for AET employees, students and families.

Halfords Autocentres – AET employees are eligible to receive a range of discounts on their motoring costs, such as MOT’s, servicing and repairs.

EAG Essex Auto Group – AET employees are eligible to receive preferential terms on the purchase of new vehicles within the EAG range of vehicle bands they offer. EAG also offer vehicle servicing and repairs, and hold an agency with Motability for those who require a vehicle to their specific disability needs.

EPCIS (Employee Personal Computer Initiative Scheme) – this is a HMRC approved scheme which allows you to purchase a Training Package which includes a high specification computer from a selected range. Your payment is deducted from your gross salary before you are taxed.

Life Assurance Pension

Health and Wellbeing

Edenred Travel Club – this provides all AET employees with discounts and special offers on holidays all over the world.

Halfords Cycle to Work – this scheme allows eligible employees to purchase a cycle tax efficiently through their employer, with deductions being made from the employee’s salary before Income Tax and National Insurance are applied. The repayment of the cycle will be over a 12 month period.

Hi-Tec Sport – Hi-Tec offer staff, students, and parents of the AET a discount on all footwear purchased directly from Hi-Tec via its online store.

Westfield Health – AET Solutions has enjoyed a business partnership with Westfield Health since 2008, which offers an opportunity to obtain cash back for eligible employee’s routine health needs. The scheme provides an excellent range of benefits for you and your dependent children.

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Westfield Rewards – Employees who have Westfield Health qualify to receive discounts at over 200 High Street and online stores, such as ASDA, Boots, Debenhams, House of Fraser and M & S.

Virgin Active – AET employees can obtain a corporate discounted membership. Virgin offers a range of therapy and wellbeing treatments where the costs can be claimed for under their Westfield Health annual benefit allowance.

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Academies Enterprise Trust Professional Services Team

AET academies are supported by the Professional Services Team, who work closely with the academies to deliver the AET vision to make our best better.

The AET’s fundamental philosophy is to ‘build the capacity and pace of leaders at all levels of the academy to take responsibility for their own academy’s (phase or aspect) continuous and sustainable improvement. It is not the role of AET Professional Services officers to instruct academy-based staff, on the, what or the how of doing their jobs. It is the responsibility of AET Professional Services staff to challenge, support and monitor the progress and development of the academy-based services:

Regional Managing Director engagement Leadership development CPD for the whole school workforce Ofsted guidance and support Maturity Matrices English and Literacy Mathematics and Numeracy Facilities (including Security, Health and Safety) Resident Ofsted Inspector Finance Human Resources (including recruitment and retention) Learning Technologies Data and Information ICT Infra-structure Community Sports Development PSHE Education and CEIAG support Community Learning Marketing and Public Relations Governor Training Special Educational Needs and Disabilities Partnerships including apprenticeship programmes Teaching School Network

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Academies Enterprise Trust, Safe Recruitment Procedure

Academies Enterprise Trust is committed to safeguarding and promoting the welfare of children and young people in its academies. In order to meet this responsibility, its academies follow a rigorous selection process to discourage and screen out unsuitable applicants. Disclosure and Barring ServiceA Disclosure and Barring Service Certificate will be required for all posts.

ShortlistingOnly those candidates meeting the right criteria will be short listed. Interview1. Those shortlisted will take part in an in-depth interview process.2. Candidates will be asked to address any discrepancies, anomalies or gaps in their application form. Reference CheckingReferences from the previous and current employer will be taken up for shortlisted candidates, and where necessary employers may be contacted to gather further information. ProbationAll new staff will be subject to a probation period of six months (which may, in certain circumstances, be extended by up to 3 months). The probation period is a trial period, to enable the assessment of an employee’s suitability for the job for which they have been employed. It provides the academy/trust with the opportunity to monitor and review the performance of new staff in relation to various areas, but also in terms of their commitment to safe guarding and relationships with pupils.

Equal OpportunitiesThe Academies Enterprise Trust recognises the value of, and seeks to achieve, a diverse workforce which includes people from differing backgrounds with different skills and abilities. The AET takes positive steps to create an employment culture through its Board of Governors, managers and other employees, in which people can feel confident of being treated with fairness, dignity and tolerance irrespective of their individual differences. This commitment extends beyond the relationship between and conduct of employees and potential employees, to the whole community and others connected with it. The AET is committed to the elimination of unlawful discrimination and to the promotion of good relations between all.

Data ProtectionPersonal data provided on your application, and for equal opportunities monitoring, is required to enable Academies Enterprise Trust to operate and monitor its recruitment and employment procedures. Data is kept secure and accurate, and disclosure is restricted to those people within the organisation who have a need to access it. Personal data supplied by you is destroyed within prescribed time limits, unless you are appointed, in which case the data you have supplied will form the basis for your individual staff record.

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Job Description for Teachers

Post Title: EYFS Teacher

The following information is provided to assist teaching staff to understand and appreciate the work content of their post and the role they are to play in the school. However the following points should be noted:

1. The postholder is required to carry out the duties of a school teacher as set out in the School Teachers Pay and Conditions Documents 2010

2. The Details set out below describe the main duties and responsibilities to the post; however a document such as this does not permit every item to be specified in detail, nor does it direct the particular amount of time to be spent on carrying them out.

Prime Objective of the Post

To teach and develop a class of pupils in Reception, recognising their educational needs and achieving the highest possible standards for each child within every area of the Curriculum.

Supervisory/ Managerial Responsibilities

Will be responsible for the safe supervision of the class both in the classroom and around the school. Will be responsible for other pupils in school when required e.g., play times etc. Will be responsible for the supervision of Non-Teaching and Support staff and students.

Supervision and Guidance

Responsible to the Senior Leadership Team and the Headteacher.

Range of Decision Making

Responsible for the day-to-day decision making for the class and the other pupils in the school. Has the opportunity to influence school policy-making and other decisions within the general structure of the school processes and to refer particular problems to the Senior Leadership Staff.

Refers major First Aid and Health and Safety problem to the named First Aider or the Headteacher (see school’s Health and Safety Policy)

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Responsibility for assets materials etc.

Responsible for organising the classroom and maintaining its assets and material correctly, procuring new stock when necessary within the allocated budget. Responsible for the correct usage, and security of other equipment within the school. Responsible for training non-teaching staff and students on the proper care and use of resources.

Principal Responsibilities

To be directly responsible for the standards the pupils achieve and to ensure that they demonstrate competence equal to their abilities across the Curriculum.

To be directly responsible for the quality of the pupils learning to include:

The progress they make in knowledge, understanding and skills The skills they need to be effective learners The attitudes which are promoted including motivation, co-operation and willingness

to work collaboratively

To be directly responsible for the quality of your teaching ensuring that:

The work is thoroughly planned Lessons have clear objectives Appropriate teaching strategies are employed Work is matched to pupil’s attainment and abilities The classroom is well organised and resources are used effectively, including

support staff The work is regularly marked and assessed High expectation is evident in the pupil’s work and behaviour Children are well motivated and challenged Regular assessments are made to inform future planning, including AFL strategies Behaviour and discipline is well maintained All classroom records maintained, including assessment data to track pupil

progress and uniform reports to SLT, and parents as required

Additional Responsibilities

1. To be responsible for the development of a negotiated area of the Curriculum, working in co-operation with the colleagues as appropriate to achieve the most effective approach throughout school

2. To be involved in managing and organising resources for the above Curriculum area and keeping staff informed of issues relating to this.

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3. To be responsible for the learning environment of area in school other than the classroom in respect of displays, safety issues etc.

4. To meet the needs of different groups of children represented in school, such as EAL, SEN, G&T and vulnerable children.

5. To be responsible for safeguarding, pastoral care, discipline and guidance for the pupils in school.

6. To help organise and participate in educational visits for pupils to enrich the curriculum.

7. To liaise with staff from other schools, outside agencies when required.

8. To participate in the school’s performance management arrangements as outlined in the policy.

9. To attend staff meetings and INSET days.

10.To provide annual written reports for parents and consult with them at the termly parents /teacher meetings.

11.To contribute to sending out regular information to parents regarding classroom practice and or duties, e.g. newsletter, home school agreement, letters etc.

12.To participate in the school’s process of self-evaluation and continuous improvement.

13.To undertake further training and professional development opportunities to keep up to date with best practice.

14.To contribute to assemblies and such events.

15.To carry out such additional duties as may be reasonable required by the Headteacher from time to time.

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Person Specification for the Post of EYFS TeacherAttributes Essential Desirable How Identified

Qualifications Recognised teaching qualification. Training in ICT. Interview

Experience At least 2 years minimum teaching experience in a Primary school using the renewed primary framework

Experience of effective planning and teaching in all areas of the Foundation Stage.

Ability to deliver the Foundation Stage curriculum.

Evidence of delivering ‘good’ lessons.

ICT literate. Experience of teaching in an inner city Primary school.

Experience of using an interactive whiteboard.

Teaching experience in different key stages,

Through a thematic cross curricular approach

Experience of tracking pupil progress to accelerate their rate of progress

Interview,

App. Form

References,

Lesson Obs.

Special Knowledge

Fully conversant with good Primary practice. Working knowledge of the National Curriculum in the Foundation Stage for all subjects.

Knowledge of Assessment and tracking procedures and how they can be used to adapt planning and delivery of the curriculum

Ability to lead on a curriculum priority area.

Working knowledge of the faith communities of the children attending the Academy.

Safeguarding and child protection procedures.

Knowledge of the Rose Review of the primary curriculum

Skills with information technology.

An interest in drama, circle time, D & T, the creative arts.

Improving Schools Programme (ISP)

Interview

App. Form

References

Lesson Obs.

Disposition Conscientious, reliable, flexible, good inter-personal skills with both Able to support and inspire others - Interview

Adjustment

Attitude

adults and children. Self-motivated, understand the importance of self-evaluation and professional accountability.

Willingness to participate fully in school life. Good team player.

Calm and able to deal with competing demands on time managing stress levels

Able to form good relationships with parents from minority ethnic communities

adults and children

App. Form

References

Practical& Intellectual Skills

Good organisational and behaviour management skills.

Ability to match teaching strategies to different learning styles to engage all pupils

Good written and oral communication skills.

Able to analyse pupil progress data and use it to plan intervention strategies to close gaps in pupil progress

Interview

App. Form

References

Lesson Obs.

Circumstances & Training

Satisfactory enhanced CRB check

Be willing to undertake some out of school hours working eg. After school clubs. Commitment to taking part in continual professional development.

Evidence of recent attendance on appropriate courses.

Interview

App. Form

References

Other Able to meet the demands of teaching children and equipped to withstand the pressures of the post.

Interview

App. Form

References