RUDSTON PRIMARY SCHOOL
Assistant Headteacher (EYFS Phase) Candidate Information
April 2017
Assistant Headteacher Advert
NOR: 423 (plus nursery 52 places)
Salary: L 1-L5
Start date 1st September 2017
The Governors of this innovative and forward looking school wish to appoint a dynamic, inspirational, passionate and talented person with exceptional leadership skills to motivate and be part of the leadership of our school and strive for excellence at all levels.
We are looking to appoint an outstanding class teacher who will also take on the role of Phase Leader with responsibility for Curriculum, Teaching and Learning in our Early Years Foundation Stage and Year 1. This is a permanent position, with teaching commitment in the EYFS.
Opportunity to visit the school – Show around dates – 2nd May or 4th May.
Please contact Helen McLinden (0151 722 2435/ ) to arrange a convenient time.
Applications to be in by 15th May at midday
Shortlisting : 15th May 2017
Interview : 19th May 2017
Letter from the Headteacher
Dear Colleague,
Re: Assistant Headteacher (Early Years Phase) Post at Rudston Primary School, Liverpool
Thank you for your interest in the post of assistant headteacher at our school. We hope that having read the job information details and having made a visit to our school you will wish to apply for this post.
The post has arisen due to the successful promotion of our current Early Years Assistant Headteacher who will take up her position at Hope University following secondment in the summer term.
Rudston Primary School is an oversubscribed primary school with 423 children currently on roll across Reception to Year 6. Rudston Primary School amalgamated in 2012. The school governs the Children Centre on site and Rudston owns the PVI Preschool and after school club Bright Stars. Currently we are a two form entry school, Reception to Year 6 with classes organised according to age. The Early Years Reception classes are linked by an Eco barn and have excellent outdoor facilities including access to the Woodland for Forest School development. The school site is spacious with a large playing field, school gardens and outdoor classrooms.
We are a school with a positive, engaging ethos and a strong record of academic achievement. This has been achieved by supportive and engaged families, wonderful children and a very dedicated and committed team of staff and governors. We pride ourselves on the creativity embedded in the curriculum and our child-centred approach to teaching and learning. Over the past 5 years we have worked assiduously and now believe that we are ‘Good’ overall with ‘Outstanding features’. We were proud of our Jan 2014 Ofsted Section 8 inspection which graded us as ‘Good’
Our Early Years provision has always been held in high regard as well as the team work which innovatively and proactively delivers excellent provision. The early years phase is integral and our Phase Leads (Assistant Heads) work closely together as an SLT to ensure continuity and cohesion.
You can find information about our school at http://www.rudstonprimary.co.uk
If you believe you are an outstanding early years teacher and leader and would like to join our Rudston Primary School community, we would welcome your application for this position.
Yours sincerely
Vicky Pierce
Headteacher
.
Bright Stars Pre School
Bright Stars Pre-School education is part of the Rudston Primary School integrated provision. It shares the same ambitious vision and commitment to high quality provision which can be seen in school. Bright Stars is open for 38 weeks of the year, school term time only.
The staff members are all skilful, trained educators who are knowledgeable about how children learn, about child development and care and have a passionate commitment to the pre-school and its aims. We work closely together as an integrated team and this provision is led by an outstanding Pre-school Manager and Deputy Pre-School Manager.
We also provide extended day provision for children attending the pre-school.
Out of Hours Club
Rudston Out of Hours Club came under the management of the Rudston Schools in 2011. In the previous ten years it was organised by a private provider. Recently the club has grown both in strength and numbers and is now providing quality extended care for children, between the ages of 3 and 11 years. Provision of after school and planned holiday play schemes allow parents to continue working or studying. The club has secured a fun environment in which children can learn and socialise through play with their peers.
All children’s needs are met by staff who are either qualified play workers, early years professionals or experienced with a sound background of working with primary school aged children. On-going training ensures their knowledge is always up to date.
At Rudston Out of Hours Club we operate a high staff to child ratio which gives the children and staff the best opportunity to build up trusting relationships with each other, which is most important to the smooth running of such a scheme.
Our Aims and Facilities
• To provide a stimulating atmosphere, where children can relax and play in a safe environment.
• To value every child and to meet individual needs
• To support children to achieve their full potential by offering challenging and exciting play in a supervised environment
• To advocate the value of play in children’s development
• To encourage children to work together and respect individuals
Job description
Reports to: Head Teacher
Purpose: To assist the Headteacher and Deputy Headteacher with the leadership, management and organisation of the school in seeking to achieve the highest standards of pupil achievement and school efficiency, with particular responsibility for continually raising the standards of teaching and learning in the Foundation Stage and Year 1.
Main purpose of the job
· Maintain the positive ethos and core values of the school, both inside and outside the classroom.
· To support the Headteacher in creating, establishing and managing the aims and objectives of the school, in partnership with pupils, staff, governors and parents.
· To effectively lead and manage Early Years (Reception and Year 1) provision
· To liaise across the phase with Bright Stars (Pre School) Manager and team
· To manage and develop their team to improve standards in teaching and learning.
· To lead the development of the leadership and curriculum structure of the Early Years phase
· To teach a class of pupils and ensure that planning, preparation, recording, assessment and reporting meet their varying learning and social needs.
· To carry out the duties of this post in line with the remit outlined in the current School Teachers’ Pay and Conditions Document including the conditions of employment for Deputy Head Teachers and the school’s own policy
· To lead the EYFS assessment and tracking with pupil progress assessment and data analysis feeding back to school stakeholders effectively
Further subject or aspect specific areas of responsibilities will be agreed following appointment
Leadership Duties and Responsibilities
Shaping the future
In co-operation with, and under the direction of the Headteacher and Deputy Headteacher to:
· support the vision, ethos and policies of the school and promote high levels of achievement across the school and specifically within Foundation Stage;
· support the creation and implementation of the school development plan within the national and local context, and to take sole responsibility for appropriately delegated aspects of it;
· support all staff in achieving the priorities and targets which the school sets for itself, and to provide them with support and guidance in implementing key school strategies;
· support the evaluation of the effectiveness of the school's policies and developments across the school and specifically with Foundation Stage;
· ensure that parents are well informed about the school’s Foundation Stage curriculum, its targets, children's attainment and their part in the process of improvement.
Leading teaching and learning
· to promote effective teaching practice which secures learning across the breadth of the Foundation Stage Curriculum and provides a professional model, clearly demonstrating effective teaching, classroom provision, organisation and display, as well as high standards of achievement and behaviour;
· to take responsibility for the development and monitoring of the Foundation Stage or whole school curriculum aspect(s), as agreed from time to time;
· to support the Headteacher and Deputy Headteacher in the monitoring of the quality of teaching and children's achievements including the analysis of performance data, particularly with regard to the Foundation stage;
· to support the Headteacher in developing links with parents, other schools, educational institutions and the wider community, including business and industry, in order to enhance teaching and learning and children's personal development.
Developing self and working with others
· to provide inspirational leadership for the Foundation Stage team;
· to support the Headteacher in developing positive working relationships with and between all Foundation Stage staff and provide and sustain motivation;
· to lead groups of Foundation Stage staff in developmental activities, delegate appropriately and evaluate outcomes;
· to support the Headteacher and Deputy Headteacher in the implementation of the school's performance management policy;
Managing the organisation
· to support the Headteacher and Deputy Headteacher in the appointment, deployment and development of Foundation Stage staff to make most effective use of their skills, expertise and experience and to ensure that all staff have a clear understanding of their roles and responsibilities;
· to support the Deputy Headteacher in managing the school effectively in the absence of the Headteacher;
· to support the Headteacher and Deputy Headteacher in the management and organisation of relevant groupings of children to ensure effective teaching and learning takes place and that children's personal development needs are met;
· to work with the Headteacher and Deputy Headteacher , SBM and Governors (including Foundation Stage link governor) in establishing priorities for expenditure and monitoring the effectiveness of spending and usage of resources with a view to achieving value for money.
· to work with the SENCo to ensure that children within the Foundation Stage have access to high quality educational experiences that meet their specific needs.
Securing accountability
· to act as a "critical friend" and provide effective professional challenge and support to the Headteacher and SLT colleagues;
· to provide information and advice to the Headteacher and Deputy Headteacher and governing body about the Foundation Stage and support accountability processes throughout the school;
· to take on specific tasks related to the day to day administration and organisation of the Foundation Stage;
· to take on any additional responsibilities which might from time to time be determined.
Strengthening the community
· to work with other agencies to ensure learning experiences and opportunities for pupils are integrated into the wider community;
· to build the reputation of the school with the outside community;
· to collaborate with city-wide Foundation Stage educational development strategies;
· to create and maintain partnerships with parents and carers to support and improve pupils’ achievement and personal development.
Child protection
· to ensure that the child protection policies and procedures adopted by the governing body are fully implemented and followed by all staff, specifically within the Foundation Stage,
· to ensure that sufficient resources and time are allocated to enable staff to discharge their child protection related responsibilities effectively
Rudston Primary School is committed to safeguarding and promoting the welfare of its pupils and would expect you to share this commitment.
NB . The EYFS Assistant Head will have a class responsibility but will have management cover for at least 1 day per week in addition to dedicated PPA time.
Person specification
Assistant Headteacher
Rudston Primary School
The following outlines the key skills and experience required for this position. The selection panel will assess each candidate against the criteria listed below expecting candidates to demonstrate knowledge and understanding of each area and to show evidence of having applied (or an awareness of how to apply) this knowledge and understanding in the school context. The panel will use the following assessment tools: application form; interview/assessment activities; reference and other employment checks.
Essential / Desirable / SourceQualifications
· Qualified teacher status and evidence of appropriate subsequent CPD
· Early Year specialism / X / X / A
A
Experience
· Minimum 3 years’ experience of teaching
· Experience of teaching across Early Years Foundation Stage and Key Stage 1
· Evidence of successfully leading a subject /curriculum area across whole school
· Demonstrable excellence as a class-teacher
· Evidence of collaborative working with both teaching and support staff
· Demonstrable experience of introducing change or innovation within an EY setting
· Experience of working within a Foundation Stage unit
· Experience of leading a team showing the ability to lead and support other staff within the school which impacts on standards and achievements / X
x
X
X
x
X
x / X / A
A,I,R
A,I,R
A,I,R
A,I,R
A,I
A,I,R
A,I,R
A,I,R
Personal Qualities
· Commitment to support the ethos of the school
· The ability to promote collaboration through support and challenge, developing highly effective teamwork and motivation
· Openness, approachability and supportiveness to all staff, pupils and parents
· High level or organisation, with pro-activeness and professionality at all times
· High standards and expectations of themselves as a role-model, their children and their colleagues
· Demonstrable ability to delegate roles and responsibilities / X
X
X
X
X
X / I,A
A,R
A,R,I
I,R
A,I,R
A,I
Knowledge, Skills and Abilities
· Evidence of a commitment to excellence and the maximising of academic and personal achievement for all pupils
· Clear and effective communication skills
· Evidence of the skills and abilities necessary to advise and mentor staff
· Thorough knowledge and understanding of the EYFS , KS 1 curriculum and early phonics
· Knowledge and experience of Forest Schools
· Knowledge of how SEND impacts on early learning /
X
X
X
X / X
X / A,I,R
I
A,I
A,I
A,I
A,I
Teaching and Learning
· Evidence of the ability to raise standards of achievement and to sustain good progress
· Evidence of a clear understanding of the range of diverse teaching and learning styles needed to help children learn, including those with SEND and more able children
· Evidence of the ability to be a reflective practitioner, to adapt and be creative in order to meet the needs of all children. / X
X
X / A,I,R
A,I
A,I
Leadership and Management
· High expectations of oneself, the team and children
· Ability to act as a role model to staff, children and school community
· Flexibility and resilience under pressure
· Ability to manage a high workload and conflicting priorities
· A positive attitude to school innovation and change
· Excellent attendance, punctuality and time keeping
· Personal impact and presence
· Real enthusiasm and commitment for school led development and improvement
· Commitment to and evidence of using research based evidence to make decisions and implement provision
· Experience of working with other schools, organisations and outside agencies / X
X
X
X
X
X
X
X
X / x
Equal Opportunities and Inclusion
· Evidence of a commitment to an equal opportunities policy and how this impacts on procedure and practice
· Demonstrable commitment to Inclusion and development of inclusive practices. / X
X
Safeguarding
· Understanding the protocols and good practise with regard to safeguarding of children
· Ability to form and maintain appropriate relationships and personal boundaries with children and young people. / X
X
N.B. Source A,I,R – Application, Interview and/or Reference