JOB DESCRIPTION
Status of Post
This is a senior post within the school’s staffing structure, which carries with it
membership of the Leadership Group. This post holder is accountable to the
Headteacher. In addition, you will be required to fulfil any reasonable
expectations from the Headteacher. The post will require you to work in
partnership with the Headteacher, Deputy Headteacher, Trust Board, LGB
and staff to ensure the continuous improvement of the school and partner
schools.
Main purpose of the job
 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 Assistant Headteachers and the
Trust’s own policy
 Under the overall direction of the Headteacher play a lead role:
o in formulating the aims, objectives of the schools and
establishing the policies through which they are to be
achieved
o be responsible for the standards and curriculum of pupils
within a specific phase including monitoring of progress
towards achievement
o proactively manage staff and resources with a team
 Carry out the professional duties of a teacher as required
 Take responsibility for promoting and safeguarding the welfare of
children and young people within the specific phase
 Act as an advocate for Extol Academy Trust
Key tasks of the AHT
Shaping the Future
 Support the Headteacher, Deputy Headteacher and governors in
promoting and developing a vision for the future of the school;
demonstrating inspirational leadership and creativity
 Play a role in the school improvement planning process, taking
account of the agreed priorities of the school and reflecting
specifically on personal areas of responsibility
 Contribute to the identification of key areas of strength and
weakness in the specific phase with detailed reflection on day to
day working knowledge of the school’s policies and practices
 Exemplify the application of agreed policies, priorities and
expectations, so as to set an outstanding example to other
colleagues
 Develop and enhance a culture of team work, in which views of
members of the school community are valued and taken into
account
As a school improvement lead
 Play a key role, alongside the Headteacher and Deputy
Headteacher in the monitoring of pupil, staff performance within
identified phase.
 Take an active part in school self-evaluation, the writing and
reviewing of the schools SEF and the development of the Securing
Improvement Plan.
 Lead key areas of the Securing Improvement Plan. This will include:
o Development and monitoring of phase
o Policy development
o Teacher and Support Staff performance management
o Lead on a whole school area
As a member of the SLT
 As part of the leadership team maintain a high profile as an
example of best and leading practice. Bringing out the potential for
leadership in others, stimulating colleagues with a positive, active
and supportive attitude.
 To challenge and support all others in developing professionally both
formally and informally.
 To work alongside the Headteacher and Deputy Headteacher to
use a range of data sources to set realistic yet challenging targets
for pupils within phase.
 Present an accurate and coherent account of the Phase’s
performance to a range of audiences.
 Develop positive working relationships with pupils, staff, parents and
governors, and be prepared to give feedback about their views and
needs to the SLT.
 Collaborate with others in the organisation of whole school events.
 Undertake other reasonable duties related to day to day admin and
organisation of the school as requested by the Headteacher.
Leading Learning and Teaching
 Maintain a high profile as an example of best and leading practice
within the classroom and foster the high expectations to which the
school continually aspires.
 To monitor whole Phase assessment in conjunction with the
Headteacher.
 With the Headteacher and Deputy Headteacher, be involved in
monitoring, evaluating and challenging the quality of teaching and
learning taking place within the specified Phase.
 Share responsibility for the analysis of performance data, to ensure
priorities are appropriate and improvement in standards is promoted
within Phase.
 Contribute to the development of effective timetabling, which
meets and responds to the needs of pupils within the statutory
frameworks and the resources available.
 Coach and develop staff within specified Phase to maximise impact
on effective teaching and learning.
 Actively include pupils to further enhance their learning
opportunities and personal development.
 Support the target setting process; including statutory procedures
and targets for individuals and groups within specified Phase.
 Implement strategies to promote high standards of behaviour.
 Seek to develop and enhance a broad and rich curriculum which
meets the needs of the range of pupils within specified Phase.
 Monitor and evaluate outcomes achieved from classroom practice.
 Lead development of a core area within the school to ensure high
quality teaching which support high standards.
 To demonstrate a commitment to positive behaviour management
throughout the school acting as a restorative practice facilitator.
Developing self and managing others
 Contribute to the creation of a positive school ethos, in which every
individual is treated with dignity and respect and promote
safeguarding to ensure the welfare of children and young people is
paramount.
 Make a distinctive contribution to the wider school team and
continued development of New Silksworth Academy
 Contribute to the development of collaborative approaches to
learning within the school, specified Phase and partner schools.
 Monitor the effectiveness of colleagues’ teaching and wider
professional impact and report the evaluation to the Headteacher
and Deputy Headteacher.
 Lead, manage and organise meetings as appropriate in support of
the school’s aims.
 Set high expectations for your own performance and that of others.
 Engage in relevant professional development activity as necessary.
Strengthening Community
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Support the development of the school within the community;
strengthening partnerships with other schools and services thus
enhancing community cohesion
Respond to an understanding of the diversity of the school
community.
Contribute to policies and practices which promote equality of
opportunity and tackle prejudice.
Evaluate and enhance the development of a curriculum which
provides pupils with opportunities to enhance their learning within
the wider community.
Promote and model good relationships with parents, which are
based on partnerships to support and improve pupils’ achievement,
involving parents as true partners in the education of their children