vice principal - amazon web services · in school. it is our job to ensure that our students take...

WE ARE FORGE

JOB PACK

VICE PRINCIPALCURRICULUM AND STANDARDS

Dear Candidate,

I am delighted that you have shown an interest in the position of Vice Principal for Curriculum and Standards at Forge. This is a role that I that I see as being crucial for the strategic leadership of our Academy.

We are looking for someone whose determination and drive for young people is at the centre of their everyday work in school. It is our job to ensure that our students take pride in all they do and leave us with the confidence to take on the competitive and ever-changing world around us.

Our curriculum meets the needs and aspirations for all young people and includes a full programme of enrichment and extra-curricular activities. We encourage the pursuit of excellence from our students and they are expected to work hard with challenging targets set for improvement that are kept under constant review.

You will work with the assistant principals for Key Stage 3, 4 and 5, as well as senior and middle leaders to ensure that the curriculum both challenges and supports our students and enables them to reach their full potential.

The successful candidate will share our vision of a high expectation, no-excuse culture and lead a relentless drive to improve. In our last Ofsted inspection in 2016, we received a Good judgment in all categories and we have seen improving progress over the last 3 years – with a positive Progress 8 score in 2018. Our sixth form outcomes are strong with positive value added for both academic and vocational programmes of study. We have seen a rise in student numbers in all year groups; we are now oversubscribed, and our attendance is above national.

As you will be aware, we are part of the Ormiston Academy Trust (OAT). OAT is divided into regions and our Academy sits within the West region along with several other schools. The Trust provides opportunities for staff to work with other schools; partnership and sharing best practice is actively encouraged.

Our Academy is an incredibly rewarding place to work, staff expect to be challenged though our high expectations but they are also strongly supported; we place emphasis on CPD and staff wellbeing. The successful candidate is highly likely to be an aspiring Headteacher and the Academy and I will support them in achieving this ambition. I will support CPD such as the completion of NPQH and other opportunities such as the Future Leaders Programme.

I encourage you to visit Forge where I would very much like to meet you. During the visit we will have a tour of the Academy where you will get the opportunity to meet students and staff. I will also ensure that there are opportunities for informal conversations.

Finally, I would like to take this opportunity to wish you the best of luck. If you are successful in your application, you will be join a strong team, with enormous potential, who are on the verge of something very special.

Yours sincerely,

Dr Lisa Mason Head of Academy

PERSON SPECIFICATION

JOB TITLE: VICE PRINCIPAL Information for candidates: The person specification provides an outline of the experience, skills and abilities we expect the successful candidate to possess. You should match your own skills, experience, and abilities to those listed below. Tell us in what way you have carried out the criteria asked for. People with disabilities will be offered an interview where they meet the essential criteria alone.

CRITERIA

EDUCATION/QUALIFICATIONS: Graduate; good honours degree; QTS Experience: Experience as a Deputy or Assistant Headteacher or equivalent. Successfully led, planned, managed and evaluated change which has had a significant impact at whole school level. Experience of work strategically and successfully at a senior leadership level. Worked successfully with other education partners and providers. Experience of leading professional learning/in-service training that has led to measurable improvements. Proven track record of being able to inspire, challenge and motivate others to carry out the Academy’s vision of transformation. Experience of improving the quality of teaching and learning, including promoting excellence and challenging poor performance. Experience of successfully monitoring and evaluating the effectiveness of teaching and learning and curriculum provision, including its outcomes in terms of standards, achievement and personal development and wellbeing. Able to access, analyse and interpret information and data to drive school improvement and the raising of standards. Experience of building and sustaining effective partnerships with parents, carers, other schools (and partners) and the broader community that enhance the education of children.

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CRITERIA

PHILOSOPHY AND COMMITMENT:

Commitment to creating a positive culture for learning which is student focused, inclusive and creates an effective learning environment. A belief that everyone can benefit from and has an entitlement to high quality educational opportunities. A personal commitment to lifelong learning and continuous professional development. Commitment to high standards, best value and continuous improvement. A ‘can-do’ approach and positive attitude to innovation and change capacity throughout the Academy community. A willingness to work collaboratively with staff and to support them sensitively and effectively. The desire to lead by example; a willingness to participate in the high profile management style adopted by the Academy leadership team. A commitment to maintaining very high expectations of students and staff alike and challenging underperformance/low expectations. Values equality and diversity and the unique contribution that every individual makes to the learning community. Is committed to secure the Academy’s place in the community and build positive relationships, seeking and acting on feedback from community stakeholders.


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CRITERIA

PERSONAL AND LEADERSHIP QUALITIES: Ability to lead, coach and motivate staff within a performance management framework, including professional development and effective management of underperformance. Ability to develop the leadership skills of others. Strong interpersonal, written and oral communication skills; able to inspire others. Takes personal responsibility for their own actions. Resilience and motivation to lead the Academy through day-to-day challenges while maintaining a clear strategic vision and direction. Genuine passion and a belief in the potential of every student. Commitment to the safeguarding and welfare of all students. Can skilfully manage and maintain effective working relationships with parents and other stakeholders. Works as part of a team. Personal impact and presence – positive and with a growth mind-set. Enthusiasm, commitment and a sense of humour Initiative and self-motivation. Flexibility, creativity and the ability to think laterally. A capacity to work effectively under pressure. Strategic thinker. Stamina, resilience and perseverance. Self-motivated with excellent organisational skills and the ability to prioritise workload effectively. The ability to be reflective and self-aware. High expectations, reliability and personal integrity. Decision making skills, ability to investigate, solve problems, make decisions. Ability to develop new ideas.


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JOB DESCRIPTION

POST TITLE:

SALARY:

REPORTING TO:

RESPONSIBLE FOR AND LINE MANAGEMENT OF:

LIAISING WITH:

DISCLOSURE LEVEL:

STRATEGIC LEADERSHIP AND DEVELOPMENT:

Vice Principal - Curriculum and Standards September 2019

Leadership Pay Spine (L20-24)

Head of Academy

Assistant Principal Key Stage 3



Senior Leader for logistics

Core Subject Leaders

Head of Academy, Senior Leadership Team (SLT), all relevant teaching and non-teaching support staff, Academy sponsor, LA representatives and external agencies, parents, carers and governors.

Enhanced DBS

The Vice-Principal will be required to work as a member of the Academy leadership team:

• To share direct accountability for the successful delivery of the vision for theAcademy as a whole.

• To lead, plan, manage and ensure the successful delivery of the Academy visionfor individual student achievement (in the Academy’s broad definition that goesbeyond academic achievement) that meets or surpasses expectation.

• To assist in the day-to-day running of the Academy and, as necessary, deputisefor the Head of Academy in her absence.

• To provide strategic leadership and direction to the Academy and its communityin delivering high standards of achievement through a comprehensiveprogramme of activities.

• To be a member of the Senior Leadership Team (SLT), taking a corporate view ofpolicy implementation and an appropriate share of the many and various tasksrequired of Academy leaders.

• To ensure that all students across the full ability range have maximum supportand opportunities to reach their full potential and achieve a position where theycan become effective and valued stakeholders in modern society.

• To play a lead part in the community of the Academy.

GENERAL EXPECTATION OF SENIOR LEADERSHIP TEAM:

• Collaborate as a member of the Senior Leadership Team in order to build and realise the shared vision of excellence and high standards for all students.

• Maximise the effectiveness of all stakeholders in promoting an inclusive Academy ethos.

• Evaluate outcomes and hold relevant staff to account in relation to clearly agreed priorities.

• Play a major role in determining future strategy for the Academy.

• Contributing actively towards the formulation of all Academy policies and procedures and ensuring their consistent implementation throughout the Academy.

• Agreeing challenging subject targets, including student achievement targets, by ensuring rigorous monitoring, evaluation and review of progress through faculty improvement plans.

• Ensuring high-quality teaching and learning in line-managed faculties, following the Academy policy for self-evaluation and review.

• To manage delegated budgets effectively.

• Contribute, as appropriate, with senior leaders, to training and the professional learning of staff (coaching and mentoring) with an emphasis on care, support, guidance, behaviour, attendance, inclusion and support all staff in achieving the priorities and targets of the Academy.

• Support staff in developing a stimulating and challenging environment which secures effective learning and provides high standards of support for students and effective behaviour for learning.

• Ensure that the Head of Academy and governors are well informed about the Academy’s policies, plans and priorities and its success in meeting objectives and targets with any future development needs identified.

• To attend senior leadership meetings as appropriate.

• To engage in the process of appointing new staff including the interview process.

• To participate in duties lunch/break/before and after school.

• Contributing to assemblies.

• Share in the management of student disciplinary incidents, making recommendations to the Head of Academy regarding exclusions and facilitating the process of student re-integration.

• To actively participate in the monitoring evaluation and review of teaching and learning in line managed faculties. Managing any capability or disciplinary procedures in line with Academy policy, where appropriate.

• To ensure appraisal is rigorous by linking clearly to staff personal development and whole Academy professional development and the Academy’s arrangements for threshold and performance related pay.

• To have responsibility for the development of a specific range of whole Academy policies which will be agreed annually.

• To ensure that the work of the Academy is informed by the views of all stakeholders using questionnaires and focus groups.

SPECIFIC RESPONSIBILITIES

CORE DUTIES/ETHOS

The new post holder would be expected to:

• Have overall leadership responsibility for curriculum and standards.

• Provide strategic leadership and operational management to promote a culture for learning and outstanding outcomes for all students.

• Provide well-informed advice regarding national developments (curriculum, qualifications and outcomes measures) to the Head of Academy and SLT.

• Promote, establish and monitor systems of quality assurance for data, teaching and learning across all key stages and ensuring high expectations are set and met and best practice observed and implemented.

• Lead strategies to improve outcomes for all students

• Develop and lead the implementation of a target setting and assessment framework that provides regular and accurate reporting of progress to stakeholders, and accelerates the progress of students.

• Oversee the data management systems that allow for the coherent and timely analysis of student data, and ensures that all statutory data returns are accurately completed.

• Present a range of achievement data to a range of stakeholders which accurately reports the progress of groups of students.

• Lead the school’s pupil premium strategy, ensuring that gaps between disadvantaged and other students are reduced.

• To keep abreast of developments nationally and internationally that will impact on students and to embrace research informed practices.

• Maximise the impact of partnerships and external agencies with all stakeholder groups.

• Lead and manage effective and appropriate alternative offsite educational provision.

• To report to the Head of Academy and governors with information about progress data as and when appropriate.

• To work with the Head of Academy and SLT to ensure the accuracy of the evidence base on which the following are based: the Academy Development Plan, the Academy Self Evaluation Form, reports to governors and other stakeholders, returns to the DfE and outside agencies, and documents prepared for visits from our sponsor.

• To manage the work of Assistant Principals through professional development, appraisal, raising standards and ensuring monitoring, evaluation and celebration in all areas.

• Highly visible, supportive and approachable.

• Undertake whole Academy duties as outlined in responsibilities agreed each year.

• Monitor and support the overall progress and development of students as a teacher.

• To engage actively in the performance review process, addressing appraisal targets set by the line manager each autumn term.

• To promote equal opportunities and celebrate diversity in all aspects of the Academy.

• To play a full part in the life of the Academy community, to support its distinctive aim and ethos and to encourage staff and students to follow this example.

• To promote actively the Academy’s corporate policies.

• To comply with the Academy’s health and safety policy and undertake risk assessments as appropriate.

TEACHING

• To adhere to the Academy’s dress code.

• To undertake any other duty as specified by School Teachers’ Pay and Conditions Body (STPCB) not mentioned in the above.

• To undertake an appropriate programme of teaching in accordance with the duties of a standard scale teacher.

• To assist in the development of appropriate syllabuses, resources, schemes of work, marking policies and teaching strategies in the subject area.

• To contribute to the subject area’s Development Plan and its implementation.

• To attend all appropriate meetings.

• To plan and prepare courses and lessons in line with Academy policy.

• To contribute to the whole Academy’s planning activities.

• To teach students according to their educational needs, including the setting and marking of work to be carried out by the student in the Academy and elsewhere.

• To assess records and report on the attendance, progress, development and attainment of students and to keep such records as they are required.

• To provide or contribute to, oral and written assessments, reports and references relating to individual students and groups of students.

• To ensure that ICT, literacy, numeracy, SMSC and British Values are reflected in the teaching/learning experience of students.

• To undertake assessment of students as requested by external examination bodies, subject area and Academy procedures.

• Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description.

• Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers.

• The Academy will endeavour to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition.

• This job description may be changed to reflect or anticipate changes in the job which are commensurate with the salary and job title.

STAFFING STRUCTURE

Executive leadership team

Senior leadership team

Executive Principal

Marketing DirectorFinance Director Head of Academy

Assistant Principal KS3

Senior Leader Logistics

Senior Leader Exec Senco

Associate Senior Leader

Pastoral

Designated Safeguarding Lead

Pastoral


Senior Leader Literacy


Training School


Senior Leader Mathematics


Success Centre

Vic e Principal

Inclusion, Pastoral SystemsVice Principal

Curriculum and Standards

Students• have good manners.• feel valued.• have the self-confidence to

build positive relationshipsinside and outside of theAcademy.

OUR VALUES AND REWARDS

RESILIENCE ASPIRATION RESPECT

Students• can bounce back from

failures.• can acknowledge the

situation, learn from theirmistakes, and move forward.

Students• can identify and set goals for

the future.• are inspired in the present to

work towards those goals.• are open to opportunities.

Here, at Ormiston Forge Academy, the character of our students is almost as important to us as the academic education we provide. We want them to leave us as well-rounded young people with a skill set to take them far in life.

Our core values are at the centre of everything we do, they are our ethos and are everything we stand for as an Academy. As staff these are values we model, all day, every day.

At Forge we use Show My Homework, the market-leading software which allows students to keep up to date with their homework. Staff will set regular tasks and quizzes to support students’ learning, and students and parents/carers can track this through the website or the free app. Student teachers can set homework through the log-ins of relevant staff members. We do not have a homework timetable at Forge; guidance is given on how much homework is appropriate dependent on how many lessons a subject has per week. This is to ensure homework is purposeful and meaningful.

We use a points system to encourage and reward behaviour that mirrors our values. You’ll see posters all around the Academy detailing how students can earn points connected to ‘SUCCESS, HOMEWORK, RESILIENCE, ASPIRATION and RESPECT’. Students can trade their points in for a variety of rewards from phone cases and sports equipment, to concert tickets and Chromebooks. There are plenty of incentives to appeal to all year groups. All staff at the Academy are encouraged to log points for students on SIMS. If you have any queries at all about ‘SHARRP’ rewards please email [email protected].

ACADEMY DAY

Monday-Thursday

08.40 – 08.55 Tutor period/assembly

08.55 – 09.00 Transfer to next lesson

09.00 – 10.00 Period 1


10.05 – 11.05 Period 2

11.05 – 11.20 Break

11.20 – 12.20 Period 3


12.25 – 13.25 Period 4

13.25 – 14.10 Lunch

14.10 – 15.10 Period 5

15.10 – 16.10 Period 6 (Monday only)

Friday

08.40 – 09.40 Period 1


09.45 – 10.45 Period 2

10.45 – 11.10 Break

11.10 – 12.10 Period 3


12.15 – 13.15 Period 4

13.15 End of Academy day

Each morning, a warning bell will ring at 8.35am to remind students to make their way immediately to their first session of the day.

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