WrennSchool, Wellingborough
Teacher of History: Information for prospective applicants
Thank you for your interest in this post. I hope you will find everything you need to help you decide whether you wish to apply for the position.
Please note that a copy of our school prospectus can be found on the school website, by clicking on the ‘General Documents’ link on the Home Page. Our web address is:
The contents of this leaflet are as follows:
Contents
General InformationPage 1
The Humanities FacultyPage 4
The PostPage 4
How to applyPage 6
Should you wish to know anything else about either the school or the post, please do not hesitate to contact us.
General Information
Wrenn School is a coeducational comprehensive school with 1380 pupils, including around 220 in the Sixth Form. Its pupils are mostly drawn from the town of Wellingborough, but a number also come from adjacent villages. The school has a genuinely multi-cultural and mixed-ability intake.
History
Wrenn is a split-site school, reflecting the fact that, for around 45 years, it operated as two separate schools. Wellingborough High School (for girls) was established at our ‘Broadway’ site on London Road in 1911, while our Doddington Road site was originally Wellingborough Grammar School (for boys), founded in 1930. The two schools amalgamated to form Wrenn comprehensive school (named after Harry Wrenn, the lastHeadteacher of the Grammar School and part-time author of crime fiction) in 1975. In 1993 the school was incorporated as a GrantMaintainedSchool, and is now a FoundationSchool. In 2004 the school was designated a SpecialistScienceCollege.
Buildings
Few comprehensive schools can boast so grand and well-appointed a campus. First-time visitors are invariably impressed as they drive up the London Road towards the Broadway site. The history of the school seems almost to breathe out of its ivy-clad façade. The Doddington Road site, through being less prominently situated, is often overlooked, but loses little in comparison.
The two sites are actually only 500 yards apart. Years 7, 8 and the Sixth Form are based at Broadway with Years 9, 10 and 11 housed at Doddington Road.
The school’s popularity, and consequent expansion, have meant that a great deal of development has taken place over the last 10 years. A new ICT Learning Hub and a suite of Art rooms have been added at Doddington Road, and the Broadway site has seen the opening of a new Music block, a sixth form Science laboratory and the expansion of our Sixth Form facilities.
The Pupils
At their visit last September, Ofsted described the students as having “positive attitudes to learning, settling to work quickly” and behaving well around the school. Visitors to our school frequently compliment them on the welcoming atmosphere they help to create.
In academic terms, our intake represents a rich cross-section. There are a number of pupils with learning difficulties: we have built up a strong reputation for our SEN provision, not least through our highly capable team of Learning Support Assistants. Equally, though, there are a number of very able pupils, and we have an extensive programme of support for those youngsters as well, both within and beyond the formal curriculum.
Inevitably, as with many schools, there is a small minority of students who display challenging behaviour, but the emphasis at Wrenn is on dealing with such behaviour effectively, and on minimising such instances through a varied and interesting curriculum, compellingly delivered. Importantly, the school has well-established support systems, certainly for staff (to enable them to teach in a calm and purposeful atmosphere), but also for the youngsters and their families; we are an educational establishment, and education in acceptable modes of behaviour is as important as education for formal qualifications.
The vast majority of our students enjoy school, get on well with their teachers and respond very well to good teaching.
The Staff
We are lucky in having a group of staff who, at all levels, teaching and non-teaching, are not only highly skilled, but are also friendly and supportive. There is an established induction programme and mentoring scheme for new staff, and a full programme of support for newly-qualified teachers.
Learning
We aim to provide a learning environment in which each pupil can develop to his or her full potential in a happy, ordered, challenging and satisfying atmosphere. Our pupils arrive at school eager to learn and our priority is to maintain that excitement throughout their school career.
Our pastoral organisation is on a year-group basis with a Head of Year leading a team of form tutors. Staff are expected to act as form tutors, guiding pupils and taking part in the PSHE teaching programme.
At Key Stage 4 the school offers a range of options to satisfy the learning needs, interests and abilities of all our pupils. Apart from the traditional classroom subjects, this includes a wide variety of practical subjects, a large number of vocational courses (come in partnership with local FE colleges), and Latin for more-able students.
The popularity of our sixth form has enabled us to offer a wide range of subjects at Level 3. Results at ‘AS’- and ‘A’-level have been good for a number of years, and this fact, along with the caring and supportive working environment created by our sixth form team, has been commented on by Ofsted at each visit over the past 10 years.
Extra-curricular activities
Wrenn has a rich tradition of extra-curricular activities and events. Sporting results and participation are excellent, and contributions to this from outside the PE department are welcomed. Likewise, the school has a particularly strong musical pedigree; supported by our talented peripatetic team, a number of ensembles and soloists have achieved a justifiably superb local reputation. The school has its own ArtGallery, used not only as a home for exhibitions from a range of local and national artists, but also as a showcase for our own students’ work. The school’s dramatic tradition, and reputation for dance, should not be overlooked either.
Wellingborough
The town of Wellingborough is ten miles from Northampton and the M1 motorway. The rail link to London (St Pancras) is excellent – less than an hour’s journey – and we are almost equidistant from Cambridge, Oxford and Stratford-upon-Avon. The town has a new theatre and a wide range of recreational facilities. The Borough Council and Sport England have located a £400,000 all-weather playing surface and pavilion at the school; this is widely used by the local community as well as by our own students.
The Future Development of the School
In our most recent Ofsted Inspection, in September 2012, we received a rating of ‘Requires Improvement’ Satisfactory. The Sixth Form was described as Good. Strengths noted by the team included the behaviour of pupils; the high level of parental satisfaction; the rise in attainment at GCSE in the past four years; the progress made by students from disadvantaged backgrounds, and those with SEN; and the safe, caring environment provided. Criticisms centred mainly on the variability in the quality of teaching and marking.
The three main priorities in our School Development Plan are, therefore:
●to raise attainment at KS4, so that at least 60% of the current Year 11 gain 5 or more grades A*-C, including English and Mathematics;
●to improve progress at KS3, thus setting a firmer foundation for GCSE work;
●to raise the standard of teaching so that at least 75% of lessons are Good or Outstanding.
We are proud of the progress we have made at GCSE. In 2008, our GCSE figure stood at 32%, since when, in successive years, it has risen to 40%, 45%, 52% and finally 58% in 2012. We are working hard to improve further on this in 2013.
We have made these improvements while maintaining the integrity of the curriculum which, in some schools, has been sacrificed in the interests of league table positions and perceived Ofsted pressure. My priority will always be that the curriculum should serve the interests and ambitions of our students – in short, appropriate courses for appropriate people.
The Humanities Faculty
History is taught within the Humanities Faculty, which also includes Geography and RE. The make-up of the Faculty is currently as follows:
Karen RidgeCurriculum Leader (also subject leader for History)
Jennie NorrisSubject Leader for Geography
Emma WebbSubject Leader for RE
Richard ArmstrongGeography (also Deputy Head, Broadway site)
Dean AshurstGeography and RE (also Head of Year 8)
Erin BerrangRE
Craig BryantHistory and Geography (also teaches some Sociology)
Bill BrophyRE and Philosophy
Jennie GoodwinHistory (also Assistant Head, Teaching and Learning)
Tony LinehanHistory and RE (also teaches some English)
Frank MorrisGeography (mainly teaches ICT)
Andrew PetrieHistory and RE (Co-ordinator for Gifted & Talented students)
Simon PrattHistory (mainly teaches Economics)
Steve RandallGeography (also Head of Year 10)
Jonathan RossHistory and RE (Innovator for Faculty)
Helen WeathersonGeography (also Assistant Head, KS4 attainment)
Topics studied at Key Stage 3 include the Romans and Medieval England in Year 7, Britain 1500-1900 and Black Peoples of America in Year 8 and the Twentieth Century World in Year 9.
At Key Stage 4, students follow the School History Project (SHP) syllabus. Topics covered are: Medicine through Time; The American West; and Northern Ireland. (The latter of these forms the focus of a controlled assessment.)
In the Sixth Form the department follows the AQA syllabus, whose units include: Britain 1906-1951 and Life in Nazi Germany for Year 12. In Year 13 students study British Monarchy: the crisis of the state 1642-1689. They also complete an historical enquiry on American civil rights.
Together the History team has worked hard to write and resource schemes of work. Further curriculum development is a continuing priority, and fresh ideas from individuals within the department are welcomed. The department also looks to raise the profile of History within the school through organising field trips and the use of museum loan boxes.
The department has led the way in the school in pioneering different methods of teaching and learning. In the recent past, schemes of work have been designed around the need to appeal to students’ different learning styles. Assessment for Learning has also been prominent on our agenda for the past few years. Much of the development work in History has been in conjunction with, or emulated by, other areas within the school.
The Post
The post arises as a result of the departure of Jonathan Ross, who is re-locating to Kent. Jonathan has made a distinctive and highly valuable contribution to the school and the department. Recently, he led an INSET session on differentiation in lessons which was widely appreciated. The successful candidate for this post will be joining a similarly positive, hard-working team of teachers who are fully committed to children and education.
We are looking for someone to contribute to the teaching of History across the age and ability range from Year 7 to Year 13. The ability to teach other subjects is not necessarily required, but if you are able and willing to contribute elsewhere, if needed, please state this on your application form.
The Sixth Form component is an important one. Jonathan contributes significantly to our Sixth Form provision and we would be looking for someone who can take his place regarding this.
Wrenn School is an exciting and supportive place in which to work, and we regard the effective blend of people who make up the school as the key to this. The successful applicant will have the chance to work with a skilled, committed and well-led team of teachers, and to use and develop a wide range of teaching and learning skills.
We are looking for someone who is:
- Committed to teaching all abilities and ages in a multi-cultural school, with high expectations of pupil/student achievement;
- Open to new ideas;
- Seeking challenges rather than waiting to be asked;
- Likely to recognise that criticism and advice are part of the process of improvement for which we are all looking;
- Highly motivated and well-organised;
- Keen to work as part of a team and to play a full part in the process of curriculum development;
- Willing to teach across the ability range in Years 7 to 11.
The school has a well-established programme of support for staff joining the school, including an Induction Day in the Summer Term and a successful mentoring programme to help new staff find their feet. For newly-qualified teachers there is a further programme of support, advice and training.
There are many opportunities for staff to be able to contribute to the school’s development: first and foremost, of course, through excellent teaching, but also through involvement with a number of initiatives. Opportunities for professional development occur frequently, and several staff have gone on to posts of responsibility, either within our school or further afield.
If you relish the challenge of joining a forward-thinking department which is committed to improving standards and improving provision for young people, we look forward to receiving your application.
How to Apply
If what you have read has been of interest, we would welcome an application from you. The application form should be returned to me, along with a covering letter of application, at the following address:
William Thallon
Headteacher
WrennSchool
London Road
Wellingborough
Northamptonshire
NN8 2DQ
A copy of the application form is available from the school website or, alternatively, from Sharon Sharpe (01933 222039, ).
The deadline for receipt of applications is Tuesday 16th April 2013.
In your letter of application, please let us know the following:
- Any achievements of which you are particularly proud;
- The experiences that have prepared you for the role;
- Qualities you would bring to the role;
- What matters to you in the teaching and learning of your subject.
It would be appreciated if your letter could be kept to a limit of 2 sides of A4 paper.
(In case you need it, the school’s fax number is (01933) 271585.)
Interviews will probably take place in the week beginning 22nd April. As part of the interview day, candidates will be asked to teach a 60-minute lesson. Further details will be given when candidates are short-listed.
Thank you for having had the patience to read this far. I look forward hopefully to hearing from you in the near future.
WILLIAM THALLON
November 2018
Job Description
Teacher of History
At WrennSchool, wesee it as our mission to be demanding of our pupils, whatever their talents and abilities. We seek to stretch our pupils academically; we have high expectations of their conduct and attitudes towards others; and we encourage them to think well of themselves, to know that they are capable of excellence, and to aim high.
1: Main responsibilities of the Post
A teacher of History to support the subject leader in securing success at Key Stage 3, GCSE and ‘A’-level.
To continue the development of the education for all students in each key stage leading to improved standards of learning and achievement.
2: Line Manager
Reporting to the Curriculum Leader for Humanities
3: Staff supervised:
Subject teachers do not have line management responsibility for other members of staff.
4: Duties and Responsibilities
●To help maintain and develop high expectations within thedepartment.
●Contribute to the operation of the school by following school and department policies and attending meetings as appropriate.
●Be supportive of the pastoral welfare of pupils.
●Display strong knowledge of the subject, including National Curriculum requirements.
●Contribute to departmental planning, assist in the development of departmental Schemes of Work and take part in standardisation procedures.
●Take account of change within the subject and be entitled to relevant in-service training that reflects this and other developments that have been identified through performance management reviews.
●Prepare and present lessons in accordance with departmental policy, communicating clearly and effectively with pupils through questioning, instructing, explaining and feedback.
●Encourage a positive working relationship with pupils, acknowledge the individual differences that exist between pupils, and employ a range of teaching strategies and resources appropriate to the age, ability and attainment of pupils.
●Create and maintain a consistently good, purposeful, supportive, orderly and safe environment where pupils can learn.
●Ensure that all classroom procedures, including those to do with behaviour, are clear, consistent and understood.
●Monitor, assess and feedback regularly the progress of individual pupils, using departmental assessment and wholes school procedures.
●Provide information to parents and other relevant persons or agencies through the preparation of reports and discussion at relevant meetings or when deemed appropriate.
●To support the extra-curricular life of the department and school wherever possible.
●To actively engage in developing ICT skills as they might apply in the teaching/
learning/administration of the subject
●To have an involvement in other associated duties as discussed and agreed with the Headteacher
Person Specification
Essential Characteristics
Qualifications and Experience
●Degree in History or a related subject
●Qualified Teacher Status
●Enhanced CRB
Knowledge, skills and abilities
●Understanding of the characteristics of high quality teaching and effective learning
●Understanding of sound behaviour management techniques
●Ability to work effectively within a team
●Good written and verbal communication skills
●Ability to explain key subject concepts and ideas clearly to pupils of different ages and abilities
●Ability to think on one’s feet
●Good ICT skills
●Willing and able to teach at all key stages, including the Sixth Form
Personal attributes