DEPUTY HEADTEACHER JOB DESCRIPTION

Introduction

This job description is based on the role of senior leaders as set out in the School Teachers Pay and Conditions Document and Education and Employment Legislation.

The Deputy Headteacher is accountable to the Headteacher and governors for the standards achieved and the conduct, management and administration of the school, subject to any policies which the governors may make. The job description is subject to annual review as part of the Performance Management process.

The governing body are committed to safeguarding and promoting the welfare of children and young persons and the Deputy Headteacher must ensure that the highest priority is given in following guidance and regulations to safeguard children and young people. The successful candidate will be required to undergo an enhanced DBS clearance and employment checks.

Overall Purpose

Through the direction provided by the Headteacher, responsible for the day to day professional leadership and management of the school, staff, pupils, premises and resources. There is a very specific focus on pupil outcomes and the quality of teaching through the accountability of senior and phase leaders for high standards. This will promote a secure foundation from which to achieve high standards in all areas of the schools’ work.

To gain success the Deputy Headteacher will support the Head Teacher:

  • Effectively manage teaching and learning
  • Promote excellence, equality and high expectation for all pupils
  • Evaluate school performance and identify priorities for continuous improvement
  • Carry out day-to-day management, organisation and administration
  • Secure the commitment of the wider community, including the Governing Body
  • Create a safe and productive learning environment which is engaging and fulfilling for all pupils
  • Work effectively with the senior leadership team and the Governing Body

Working with the Headteacher and the GB to develop staff who have the necessary skills and knowledge to promote equality, respect diversity and challenge stereotypes to promote the rights of children and young people. Also to recognise the role parents, carers and families play in helping children and young people succeed and thrive through being healthy; staying safe; enjoying and achieving; making a positive contribution and achieving economic well-being.

To support the Headteacher as his/her Deputy in the Senior Leadership of the school including in formulating the strategic aims, objectives and plans for the school and inestablishing the policies and line management arrangements for themanaging of staff and resources .

The Deputy Headteacher will have a set of specific delegated responsibilities which are school - wide and represent an appropriate breadth and depth of responsibility at Leadership level, in addition to carrying out the professional duties of a teacherif and as determined by the Headteacher.

To develop and sustain strong links with parents and, under the direction of the Headteacher, with the wider community, in order to sustain their involvement in the successful provision of education at the school.

To deputise for the Headteacher at meetings or events as agreed with the Headteacher including in the absence of the Headteacher

Key Duties & Responsibilities

1. Core Purpose and Accountability

1.1. To play a major role under the direction of the Headteacher in formulating the aims and objectives of the school, and establishing the policies through which they are to be achieved. Managing staff and resources to achieve the aims and objectives of the school and monitoring progress towards their achievement.

1.2. Undertake the professional duties of Deputy Headteacher reasonably delegated by the Head teacher.

1.3. To provide professional leadership and management of School Development plan priorities under the guidance of and with the support of the Headteacher.

2. Generic/Teachers

2.1. To carry out the duties of a school teacher if and as required, as determined by the Headteacher.

2.2. To facilitate and encourage learning which enables pupils to achieve high standards. To share and support the corporate responsibility for the well-being, education and discipline of all children.

2.3. Alongside all staff of the school, to uphold the school’s aims and policies which underpin good practice and the raising of standards.

2.4. Alongside all staff at the school, to be pro-actively involved in working together as part of a team in order to develop areas of provision that impact positively on learning and teaching across the school. The post-holder will be expected to lead areas/projects involving team working as directed by the Headteacher.

2.5. To take a leading role in the school self-evaluation process including, as required by the Headteacher, leading project or working teams through the school self-evaluation or similar processes.

2.6. To undertake professional development by keeping abreast of the latest developments and via taking part in coaching, mentoring, self-evaluation and peer review.

2.7 To act as coach/mentor for staff below Leadership team level in their personal development as agreed with the Headteacher, and in the cascade of good practice within and across the school

2.8 To take a pro-active and constructive part in any external partnerships, project, meetings or other activities commensurate with the level and seniority of the Deputy Headteacher post.

3. Performance Management

3.1. Work with the Headteacher in the undertaking of annual Performance Management of identified staff or groups of employees, setting and agreeing targets linked to school development plan priorities.

4. Key Areas

4.1. Qualities and knowledge

Support the Headteacher in:

  • Ensuring the vision for the school is clearly articulated, shared, understood and acted upon effectively by all staff.
  • Demonstrating the vision and values of the school in everyday work and practice.
  • Motivating and working with others to create a shared culture and positive climate.
  • Demonstratingpositive relationships and attitudes towardspupils and staff, and towards parents, governors and members of the local community.
  • Leading by example - with integrity, creativity, resilience, and clarity - drawing on your own scholarship, expertise and skills, and that of those around you.

4.2.Pupils and Staff

Support the Headteacher to:

  • Raise the quality of teaching and learning and pupils’ achievement. Setting high expectations and monitoring and evaluating effectiveness of learning outcomes.
  • Contribute to establishing an ‘open’ culture as the basis for sharing best practice within and between MAT and local schools, drawing on and conducting relevant research and robust data analysis.
  • Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other.

4.3. Systems and process

  • Ensure that the school’s systems, organisation and processes are well considered, efficient, fit for purpose anduphold the principles of transparency, integrity and probity.
  • Provide a safe, calm and well-ordered environment for all pupils and staff, focussed on safeguarding pupils and on developing their exemplary behaviour in school and the wider community.
  • Implement rigorous, fair and transparent systems and measures for managing the performance of all staff.
  • Exercise strategic, curriculum-led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of pupils’ achievements and the school’s sustainability.

5. Specific Duties of the Deputy Headteacher

5.1. To provide professional leadership and management of key areas of the school curriculum and/or development plans and/or policies, as determined on an annual basis with the Head teacher.

5.4. To take an active role in the school’s leadership team, contributing to the development of identified areas leading to high standards of teaching, effective use of resources and improved standards of learning and achievement for all children.

5.5. To teach a class/classes as determined by the school’s needs under the instruction of theHeadteacher- this may vary according to operational needs.

5.6. To identify and pursue leadership and management development opportunities (to be agreed and negotiated with the supportive involvement of the Head teacher).

Not all of the above duties will need to be performed all of the time and will vary according to the needs of the school at different times.

The specific focus for the Deputy Headteacher’s work programme will be determined at the beginning of the performance management cycle.

PERSON SPECIFICATION – DEPUTY HEADTEACHER – St Joseph’s catholic PRIMARY AND NURSERY SCHOOL, NEW OLLERTON. A VOLUNTARY ACADEMY.

The following essential and desirable attributes will be evidenced through the application form, scrutiny of documentation (e.g. qualifications, DBS) and tested through the interview procedures

Essential / Desirable
  • A practising Catholic

Qualifications /
  • Qualified Teacher Status
  • First Degree or equivalent
/
  • Higher degree or equivalent
  • NPQSL graduate
  • Safeguarding and Safer Recruitment training
  • National SEND qualification

Experience /
  • Minimum of three years successful senior leadership experience in a Primary or Junior School.
  • Successful, outstanding teaching experience
  • Evidence of implementing strategies for raising standards of teaching and learning successfully
  • Proven track record of leading change effectively
/
  • A track record of working with other schools
  • Experience as a Core Coordinator (including R.E.)

Skills and qualities /
  • Excellent communication and interpersonal skills
  • Able to inspire staff and other stakeholders with a clear educational vision, focussed on teaching and learning
  • Able to lead a team, plan strategically and delegate effectively
  • Openness to lead in a changing environment
  • Support the Headteacher in day to day strategic leadership, including delegated accountability to lead the School as required
/
  • Forward looking, positive and entrepreneurial
  • Understanding of need to promote a school within the community
  • Able to use a variety of strategies to monitor and evaluate standards and to take prompt action to challenge underperformance to improve outcomes

Personal attributes /
  • Passion for making a difference to children’s lives
  • Demonstrates energy, vigour and perseverance
  • Role models commitment, reliability and integrity
  • Has a track record of demonstrating good judgement
  • Emotional resilience when faced with challenges
  • Committed to working in partnership with staff, governors, parents, carers and the wider community
  • Committed to supporting teachers and TAs in their professional development and opening up opportunities, in this regard
  • Adaptable to changing circumstances and embrace new ideas

Knowledge and Understanding /
  • Understanding of national agenda in education, including DFE and the Ofsted framework
  • A thorough understanding of what makes for effective teaching and learning and assessment
  • Understanding of equality of opportunity, safeguarding, child protection, safer recruitment and diversity issues
  • Knowledge of Early Years, KS1 and KS2 and the importance of transfer, transition and curriculum continuity
/
  • Involvement in local and national learning and teaching initiatives

Leading, learning teaching and assessment /
  • Commitment to developing flexible and effective approaches to learning and teaching which will lead to the highest of standards
  • Highly effective and accurate judgements about the quality of teaching
/
  • Challenging middle leaders to be accountable for standards and high quality outcomes
  • Ability to coach and improve teachers to secure improved outcomes
  • Very successful experience of teaching in Early Years, KS1 and KS2

Developing self and working with others /
  • Ability to develop all members of staff and self in line with the changing needs of education or the school.
  • To ensure development of leadership and management skills and provide succession planning in all areas.
  • Commitment to working effectively with parents, FOSJ, external partners, other agencies and schools to support learning of children and to define and realise the school’s vision
/
  • Previous successful track-record of working with other schools in a collaborative arrangement

Suitability to work with children /
  • Enhanced DBS disclosure
  • Able to safeguard and promote the welfare of children
/
  • Trained in safer recruitment procedures
  • Appreciation of the role of the LADO
  • Trained as Designated Child Protection Lead