Assistant Head Role Information .Page 2

Assistant Head Role Information .Page 2

The Ashcombe School

Contents Page

Assistant Head role Information………………………………………………….Page 2

Assistant Head Description……………………………………………………….Page 6

Assistant Head Person Specification……………………………………………...Page 8

The Ashcombe School A Level Results…………………………………………..Page 10

The Ashcombe School GCSE Results……………………………………………Page 12

Thank you for your enquiry for details for the post of Assistant Head (Head of Upper School – KS4) from September 2013. The postholder will be part of a strong and mutually supportive Senior Team, and will have overall pastoral responsibility for Key Stage 4 (Years 10 and 11), including managing the Heads of Year, in addition to wider school responsibilities as part of the Senior Team.This isan important post and we wish to appoint a candidate of the highest calibre who will be able to make a significant contribution to the school as a whole.

This booklet contains:

  • information about the school including extracts from the November 2010 Ofsted report (the full report can be downloaded from the Ofsted website or the school website )
  • information about the Senior Team
  • the person specification
  • description of the school
  • Investors in People report (June 2012) Executive Summary
  • a location map for the school

Enclosed with this booklet are:

  • “Accent on Ashcombe” – Autumn 2012
  • Press releases for A-level and GCSE results – June 2012
  • National Professional Qualification for Headship competency framework
  • application form
  • card to enable you to be informed of the result of the shortlisting process if you wish

Application process

Advertisement: Friday 25thJanuary

Closing date: Tuesday 5thFebruary

Shortlisting: 7th February (successful candidates will be informed by telephone followed by a letter of confirmation and further information regarding the interview process). Applicants are asked to ensure that their referees will be able to send a reference at relatively short notice.

Interview dates:12/13thFebruary (with a further shortlisting within the interview process)

Applicants should submit the enclosed application form and a letter of application. Formatting (e.g. bullet points, headings) should be used as desired to indicate the structure of the letter. A curriculum vitae may be attached if desired, but all relevant information should be included on the application form or in the letter. The letter of application should refer to the information in the following pages and should state why you believe that you are suitable for a post here (giving examples). You may wish to refer to “National Professional Qualification for Headship competency framework” (enclosed) to help structure your letter, identifying relevant experience and explaining the reasoning behind any decisions and actions taken.

The application form should be returned to Carole Knights, Clerk to the Governors,

The AshcombeSchool, Ashcombe Road, Dorking, Surrey RH4 1LY,

Tel: 01306 886312, Fax: 01306 742537, E-mail:

Visit our website for information about the school. In particular, if you look at the “About the school” section, there is a range of information including Prospectuses, Ofsted reports, IIP report, Exam Results etc. Specifically, the sub-section “For prospective staff” has moredownloadable documents including the “National Professional Qualification for Headship competency framework”(enclosed).

This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Any successful applicant will be required to undertake an Enhanced Disclosure check by the Criminal Records Bureau. Thank you for taking the time to complete your application. If you wish to be informed of the results of the shortlisting process, please stamp and address the enclosed card.

New staff welcome and support package

All new staff

  • Individual Planned programme of contact during period between appointment and commencement of post including social events to meet other staff.
  • Personal point of contact with Head and Assistant Head responsible for New Staff.
  • Induction meeting for all new staff and welcome pack with lunch to meet other new staff.
  • Staff handbook; Loan of laptop computer; Programme of meetings through year.
  • Housing support - Surrey offers a variety of schemes to assist new staff to get permanent or temporary accommodation. Because The Ashcombe is adjacent to Dorking mainline station (trains to Waterloo and Victoria, and Horsham) and Dorking Deepdene (Guildford to Reigate/Redhill), it is convenient for staff to live some distance from Dorking and travel in.

NQTs

  • Salary backdated to 1 August
  • Full participation in Surrey scheme for NQTs (programme of support and development using the Professional Development Portfolio (PDP) alongside assessment of performance)
  • Individual mentor (with allocated time) in addition to Departmental mentor; Courses for NQTs
  • Reduced teaching time

The Ashcombe is a successful and over-subscribed school with a strong academic tradition (70-80% 5A*-C inc En+Ma; features in top thirty comprehensive schools nationally at A-level). The school is well regarded in the community and the latest Ofsted inspection in November 2010 reported that:

Outcomes for students are outstanding as a result of high quality assessment information to track students’ progress, good quality teaching and good behaviour. Students … know that staff do their utmost to help them succeed. The commitment to and vision for improvement by senior and middle leaders, complemented by effective work with the governing body, ensures that high standards are maintained year-on-year

As a Leadership Partner school following the Outstanding judgement on L&M by Ofsted in Feb. 2008, many opportunities continue to be available within school and wider afield.

The school has exceptional Investors in People reports every year. The Executive Summary for June 2012 is an enclosure with the information pack

Within a comprehensive ethos, The Ashcombe School is committed to promoting the best interests of every child. There is a broad and balanced curriculum, and a focus on teaching and learning which will enable pupils to achieve whatever their prior attainment or aptitude. The academic standards are high, both in absolute and value-added comparisons. There is an innovative and successful pastoral system.

There are clearly defined accountabilities for staff and expectations that these will be met within a supportive atmosphere. Some of the key elements of the school and its management are:

  • enormous commitment and dedication from the staff
  • comprehensive and detailed target-setting and attainment monitoring processes
  • structured monitoring of curriculum and pastoral delivery
  • weekly meetings between ST contacts and Heads of Department / Heads of Year
  • a reflective questioning and “no-blame” culture
  • outward-looking (senior staff have much external professional experience) and innovative

This is an exciting post in a school which expects the highest standards from pupils and staff, and there is great satisfaction to be gained by participating and sharing in its activities.

The Senior Team

  • David Blow – DJB Head:
  • Alison Reed - ASR – Senior Deputy Head and Deputy Head (Pastoral):
  • Chris Panting – CGP –Deputy Head (Teaching & Learning):
  • Jez Carter – JNC –Deputy Head (Finance & Timetable)
  • James Robinson - JDR - Assistant Head (Pastoral) & Head of Sixth Form.
  • Jay Simmonds - JS - Assistant Head (Pastoral) & Head of LowerSchool (Y7-9).
  • Stuart Ketley – SJK – Acting Assistant Head (Pastoral) & Head of UpperSchool (Y10-11).
  • Helen Myers - HEM - Assistant Head & Senior Curriculum Manager
  • Yasmin Sheikh - YAS - Assistant Head (Curriculum).
  • Ben Jackson – BMJ - Assistant Head (Curriculum).
  • David Jackson DAJ – Acting Assistant Head (SENCO & Inclusion)
  • Zoe Wood ZSW – Acting Assistant Head (Curriculum) part-time,
    returning from maternity leave Feb ‘13

In addition to specific responsibilities, each member of the team also undertakes specified tasks from anoverall list. The allocation for each member of ST will be negotiated and adjusted once these appointment have been made. There is a strong team of support staff to assist in the delivery of these accountabilities within the educational parameters set by the accountable member of ST. For example, there is an ICT Manager who directly manages the ICT technicians, and he is responsible through an Asst ICT Coordinator to James Robinson as ICT Co-ordinator who ensures that the ICT provision is led from an educational perspective. Similarly, there is an Exams Officer who manages her office staff and a team of invigilators, and she is responsible to Ben Jackson.

Management model of Senior Team

This is described in two A3 diagrams. The model is based on clear accountabilities for all staff and clear "threads of accountability" leading up to the Head who is responsible to the Governors for the management of the school.

It recognises that each member of staff may have several roles (e.g. teacher of Maths, form tutor in Year 8 and Study Centre Co-ordinator) and that each role has a different thread of accountability leading through managers (e.g. in this example, Head of Maths, Head of Year 8 and Assistant Head (Curriculum)) to the Senior Management Team and ultimately the Head. Even the Head when teaching Maths is accountable to the Head of Maths who in turn is accountable to the Assistant Head (Curriculum). These accountabilities are illustrated in the lower boxes on each of the A3 diagrams, linked to the ST structure at the top of each sheet.

It also recognises that there are many tasks to be performed in the running of the school which are carried out by members of Senior Team. These are described in the central boxes on each of the A3 diagrams. In addition, members of SMT should be role models, be a positive and visible presence around the school, and support staff in a variety of ways including undertaking “ST send-for”. Members of ST also undertake responsibilities for the other initiatives (such as LanguageCollege, LeadershipPartnerSchool) in which the school is involved.

All staff are required to undertake responsibilities for performance management.

Some management principles

  • Clear accountabilities for individual and clear “thread of accountability” through management structure from individual through ultimately to Head
  • Building in at least two members of ST with experience for each area to allow for absence and transition and to allow for dialogue and questioning
  • Situational analysis - “Playing to strengths”
  • Being flexible, offering developmental opportunities where possible and “outreach” role to the benefit of the wider educational community e.g. MFL/ICT, China, LA. If possible, to make into “win-win” situation, so that school benefits from expertise gained
  • Seeking funding / opportunities widely - adapt to whichever suddenly becomes available - being able to respond rapidly to such situations
  • Any staffing change / departure offers a “window of opportunity” and this should be examined
  • Careful consideration of appropriate role of teaching staff and support staff

Salaries and teaching load

The posts of AssistantHead will be paid on the Leadership Spine (L11 -15) plus London Fringe. The basic teaching load will be 18periods per week out of 40 (a standard teacher teaches 34/35 periods per week)

The Ashcombe School Description

Please visit our website: for full information

Context

The Ashcombe School is an LEA community comprehensive school for pupils of all abilities between the ages of 11 and 18. Pupils come to us not only from the seven Dorking primary schools but also from state and independent schools in other localities, many travelling here by rail each day. There are approximately 1500 pupils on roll (with nearly 300 in the Sixth Form) and each year the school is over-subscribed. We usually admit 240 pupils into Year 7.

Standards

The school's academic success is widely recognised. Around 70% gain 5A*-C incl. En & Ma [these figures do not include any non-GCSE courses]. Almost 100% gain 5+ A*-G and 14% of grades were A*. The Sixth Form is one of the largest in Surrey and in addition to A-levels (where the average points score per student is around 350 UCAS pts so amongst top 30 comprehensives in the country) also offers GCSEs and vocational courses. However, the main focus of achievement and recognition is based on ‘value-added’ (subject VA at GCSE is strong, and at A-level, in top 10% in ALPS) with very high EBacc figures for both entry (77%) and achievement (47%); we have been very successful in reducing underachievement. Although the school is large, we ensure that our pupils feel secure. Individual care is provided through the tutor groups and through a well structured pastoral care system.

Organisation

The Head, three Deputy Heads and six Assistant Heads form the Senior Management Team. There are approximately 70 full-time and 20 part-time teaching staff, with a strong team of support staff. The management structure includes a Curriculum Committee and a Pastoral Committee. Staff Development is a major focus of the School Development Plan. The school is committed to an effective Equal Opportunities policy in all aspects of school life. Recruitment and selection will be in accordance with the “Safer Recruitment” guidelines, and all appointed staff will have to produce enhanced CRB clearance. The school has been inspected by Ofsted five times, most recently in February 2008 and November 2010, and on each occasion received very pleasing reports. As a result, we became a High Performing Specialist School, and a Leadership Partner School in 2009. It is an accredited ‘Investors in People’ (IIP) organisation. The school has a purpose-built nursery on site, professionally staffed on a non-profit making basis.

Accommodation and Resources

Overall the school has very good accommodation which includes eleven Science laboratories, a Design and Technology suite of five workshops a Study Centre with a mezzanine floor, a gymnasium and a large sports hall, tennis/netball courts and extensive playing fields and an Assembly Hall, fully equipped for dramatic and musical productions. The Bradley Arts Centre opened in September 2005 with 3 Art rooms, a large multimedia Performance Area, 2 fully equipped Drama teaching rooms and 2 Music teaching rooms with excellent practice facilities. On becoming a Language College the school was able to equip two outstanding ICT rooms based on the application of ‘cutting-edge’ technology. There are 6 further specialist ICT rooms and 3 classrooms equipped with dual-purpose computer desks. ICT is used extensively by staff both in teaching and administration.

Language College, Dorking Schools Partnership and Leadership Partner School

We gained Language College Status in September 1998. The school’s approach has been one of “extra opportunities” and sharing. The Modern Language interactive digital videos on the website have gained the school an international reputation. There are regular free workshops on ICT in MFL. As part of the Language College work, the school is a member of a very active partnership group of all the schools in Dorking including the other secondary schools and special schools.

This commitment to working with our local schools has been developed with creation of the Dorking Schools Partnership, which includes taking responsibility for the Pupil Support Services for the area.

Becoming a Leadership Partner (LP) School meant that at the time there was funding to support leadership development both within the school and wider afield. The awarding letter highlighted:

-strong commitment to working with a range of schools

-excellent local confederation to carry out systemwide work

-strong support from LA, link with local and regional succession planning activities

-fully supportive and proactive Governing Body;

-development of a formal succession planning framework included in KPIs

-existing partnership work provides a framework for developing leaders in a subject context

Extra-curricular activities

Beyond the curriculum, the School has earned an outstanding reputation for its dramatic and musical productions. There are many school sports teams and the Duke of Edinburgh's Award Scheme is thriving. Annually a large number of visits and trips are organised, both in this country and abroad. The school has exchange links with France, Germany, Italy, Spain, China and Tanzania. There is a long standing charities link with a community in Romania.

Location and further information

The school is situated on the north-east edge of Dorking, in close proximity to some delightful Surrey countryside including Box Hill and Ranmore Common. The A24 (5 minutes to the M25), A25 and both Dorking railway stations (serving London, Horsham, Guildford and Reigate) are close by. Surrey house prices are relatively high, particularly in Dorking itself, and many staff prefer to live near Horsham, Reigate or Outer London. Information/advice on housing can be obtained from: For local information, we recommend The school is a no smoking site.

Summary of main points from Ofsted report (November 2010)

The report rated the school’s Outcomes for Pupils as outstanding, along with both Outcomes in the Sixth Form and the Sixth Form as a whole. Similarly, pupils’ achievement and the extent to which they enjoy learning, pupils’ attainment, “the extent to which pupils feel safe” and “the extent to which pupils contribute to the school and the wider community” were also rated as outstanding. The effectiveness of partnerships in promoting learning and well-being was also judged to be outstanding (“ a resounding success in the local area”) reflecting the school’s work not only in the Dorking Schools Partnership, but also through its Leadership Partner School work in supporting other schools both in Surrey and further afield.

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