Inclusion
Independence
Interaction
Birch Wood Area Special School
Headteacher
Candidate Information
Contents
Headteacher Appointment Pack
Birch Wood Area Special School
Closing date: 16th May 2014, 9am
1.
Contents list
2.
Letter to applicant
3.
Aims of the school
4.
Key school facts
5.
Support for our new Headteacher
6.
Job description
7.
Person specification
Please return all completed application forms to:
Birch Wood
For the attention of Brian Williams (Chair of Governors)
Grange Drive
Melton Mowbray
Leics
LE13 1HA
Or email to: [email protected]
Birch Wood
(Melton Area Special School)
Grange Drive
Melton Mowbray
Leicestershire LE13 1HA
Telephone: 01664 483340
Fax: 01664 483349
E-mail: [email protected]
1st May 2014
Dear Applicant
I feel privileged to be Chair of Governors at Birch Wood School and thank you for your interest in the
post of Headteacher. We are looking for an innovative leader to develop the school further to
provide the very best outcomes for our pupils.
We now wish to be led to the next stage of our drive to improve the education of our pupils by
someone who is as committed to the school as we are. It is vital that all our pupils achieve their full
potential equipping them further for the challenges of life.
In return we offer a supportive but challenging governing body, fantastic pupils, a dedicated team of
staff and two inspirational buildings.
The school is at the heart of the local community and works closely with local schools and all the
special schools in Leicestershire. There are close working relationships with the Local Authority and
it is also part of the Forest Way Teaching School Alliance. The new Headteacher will receive any
support required to help them to succeed.
We would like to invite you to look round our school please telephone Clive Lawrence on the above
number to arrange an appointment.
Our website is currently under review but if you have any questions please phone Brian Williams,
Chair of Governors on 07860 354626.
If you wish to be our new Headteacher, please submit a covering letter of no more than 2 sides of A4
detailing your suitability for the post, along with the completed application form, by post or email.
Thank you for your interest.
Yours sincerely
Brian Williams
Chair of Governors
The Aims of Birch Wood
We aim to provide:

A safe, secure and happy learning environment

A place where children learn to value themselves, other people and their environment

Wide ranging and stimulating learning experiences

Equal opportunities regardless of gender, race or culture

A curriculum which is well planned, broad, balanced, relevant, coherent and participative,
based on the National Curriculum and widely differentiated

Opportunities to promote self-esteem and confidence

A partnership with parents/carers and other professionals

Learning in a variety of situations and inclusion with mainstream schools

Inclusive activities within the local community

Joined-up services under one roof.
Key School Facts:
Birch Wood Area Special School for Melton in Leicestershire caters for pupils with a Statement of
Special Educational Need, aged 4 – 19 years old, over two sites. There are currently 137 pupils on
roll with moderate (MLD), severe (SLD) and profound and multiple learning difficulties (PMLD). A
large percentage of pupils have an Autistic Spectrum Disorder (ASD) and some pupils have other
impairments and physical difficulties. As is typical in schools of this type there are more boys than
girls. The majority of pupils come from North East Leicestershire and Rutland and are from a wide
range of socio-economic backgrounds.
Birch Wood opened in 2004 as the first area special school in Leicestershire. It is a purpose-built
school which is located close to Sherard Primary School; it is currently a split site with MLD pupils
aged 11 – 19 being educated at our BW2 site. Staffing currently consists of 25 teachers, 85 learning
support assistants, 13 midday supervisors, a school nurse, administration and premises staff. The
facilities include a hydrotherapy pool, sensory rooms and a soft play room.
School organisation:
The classes are arranged according to age. Children are placed in classes according to Key Stage
wherever possible. There are classes for pupils with generic learning difficulties and there are also
classes specifically for children with severe and complex autism. The autism classes are considered
to be an active part of the school and they do not operate as a separate unit. All staff in the autism
classes are provided with in-depth training on autism and strategies and techniques which are used
throughout the day. These classes are kept smaller than the generic classes and have a slightly
higher staff to pupil ratio. The general principles of the curriculum at Birch Wood are that it should
be broadly balanced, relevant and differentiated according to each pupil’s needs. The curriculum
aims to provide progression, continuity and coherence in order to build on existing knowledge and
skills.
Pupils are disapplied from SATs; however, where appropriate they will be entered for external
qualifications in their latter years at school. These will primarily be accredited qualifications which
are based on portfolios of evidence and experience; however, those students who are capable will
be entered for appropriate examination based qualifications.
Birch Wood has excellent facilities for sport and PE. The school hall is used for PE lessons and is fully
equipped and has excellent storage for PE equipment. There is a ball court at the rear of the school
building which can be used for football and basketball. PE lessons also take place in local community
venues.
Communication:
At Birch Wood we try to implement a total communication environment. This means that whatever
a child’s communication needs are we will try to develop, address and support them using a full
range of additional support. Strategies which staff have training in at school and are routinely used
are moderating teacher language, Makaton signing, use of symbol systems, symbol supported text,
PECs, and AAC (including the use of electronic voice devices).
Inclusion:
Inclusion is seen as an important aspect of the curriculum at Birch Wood and inclusive experiences
are offered to all of our students. These experiences range from community visits and students
volunteering in classrooms to whole class visits to other schools, and to supported and unsupported
individual visits to other mainstream schools for lessons. We are fortunate to be campus based and
have paths between Birch Wood and Sherard Primary School. We have developed an excellent link
with this school and a range of inclusive activities are taking place. We also have excellent links with
many other mainstream schools including shared placements, both primary and secondary, in the
local area that are keen to work with us.
Support for our new Headteacher
In addition to support from governors, parents, staff and the community, Leicestershire Special
Schools are acknowledged nationally as having an excellent reputation for working collaboratively
and supporting each other. They have regular meetings with the Local Authority who they work
closely with and their own regular meetings and an annual residential conference.
They are also, in conjunction with mainstream schools, part of the Forest Way Teaching School
Alliance which provides CPD, School to School support, research and development opportunities and
trains its own teachers. Mentoring support will also be provided.
Birch Wood Area Special School
Headteacher Appointment
Job Description
Accountability:
The Headteacher is accountable to the Governors for the standards achieved and the conduct,
management and administration of the school, subject to any policies which the Department for
Education and the Governors may make.
Primary Objectives:
The core purpose of the Headteacher is to provide professional leadership and management for the
school. This will promote a secure foundation from which to achieve high standards in all areas of
the school’s work.
Professional Duties:
These are set out in the annually amended “School Teachers’ Pay and Conditions Document”
generally titled “Conditions of Employment of Headteachers”.
Strategic Directions and Development:





Lead by example, provide inspiration and motivation. Embody the pupils, staff, governors and
parents’ vision, purpose, ethos and the leadership of the school.
Ensure that all those involved in the school are committed to its aims and are accountable in
meeting objectives to secure school improvement.
Develop, implement, monitor and review plans for school improvement, reflecting, as required
national initiatives, Ofsted reports, Local Authority plans and the objectives and targets set and
agreed by and with the Governing Body.
Establish effective and continuing liaison with all relevant external agencies to promote and
enhance the school.
Create and develop opportunities for partnership and collaboration within the community.
Teaching and Learning:






Provide personal enthusiasm for and commitment to the learning process.
Put into place the principles and practice of effective teaching and learning.
Access, analyse and interpret information.
Initiate and support research and debate about effective learning and teaching and develop
relevant strategies for performance improvement.
Acknowledge excellence and challenge poor performance across the school.
To ensure that the progress of each pupil is monitored and recorded in such a way that, at each
stage of development, sufficient information is available to make the most appropriate
decision(s) concerning the pupil.


To determine, organise and implement an appropriate curriculum for the school, having regard
for the needs, experience, interests, aptitudes and stage of development of the pupils and the
resources available to the school.
Make explicit to pupils, parents, teachers and the wider community the school’s high
expectations that all pupils can achieve and succeed.
Leading and Managing Staff:






Establish and sustain appropriate structures and systems.
Manage the school efficiently and effectively on a day-to-day basis.
Delegate management tasks and monitor their implementation.
Prioritise, plan and organise themselves and others.
Make professional, managerial and organisational decisions based on informed judgements.
Think creatively to anticipate and solve problems.
Efficient and Effective Deployment of Staff and Resources:





Set appropriate priorities for expenditure, allocate funds and ensure effective administrative
control.
Manage and organise accommodation efficiently and effectively to ensure that it meets the
needs of the curriculum and health and safety regulations.
Manage, monitor and review the range, quality, quantity and use of all available resources in
order to improve pupils’ achievements, ensure efficiency and secure value for money.
Prepare and submit to the school’s Governing Body, for approval, an annual budget and with
the Governors’ Finance Committee, manage and monitor expenditure.
Implement and maintain clear, effective procedures and structure for the management of all
resources required to make the school a good, happy learning environment.
Accountability:



Lead and manage the creation and implementation of a strategic plan, underpinned by sound
resource planning and which identifies priorities and targets for ensuring that pupils achieve
high standards and make progress, increasing teachers’ effectiveness and securing school
improvement.
Think creatively and imaginatively to anticipate and solve problems and identify opportunities.
Ensure that parents and pupils are well informed about progress, achievement and any aspects
of the school’s work which supports learning.
Other:




Recognise and take account of the richness and diversity of the school’s communities.
Engage in a dialogue which builds partnerships and community consensus on values, beliefs and
shares responsibilities.
Listen to, reflect and act on community feedback.
Build and maintain effective relationships with parents, carers, partners and the community
that enhance the education of the pupils.
Birch Wood Area Special School
Headteacher Appointment
Person Specification
The successful candidate will be able to demonstrate that s/he has the experience to fulfil the tasks
specified in the National Standards for Headship and the appropriate skill and abilities:
Qualifications, Experience and Professional Development
The following are essential requirements:
 Qualified Teacher Status.
 Evidence of the impact of recent professional development.
 Proven leadership and management abilities including school self-evaluation.
 Recent experience as a headteacher/deputy headteacher or equivalent and able to
demonstrate positive outcomes of his/her leadership.
 Implement the School Improvement Plan with governors and staff to lead school development
and appropriate allocation of the budget.
 Able to analyse data and set challenging targets that raise expectation and set high standards
for learning, teaching and achievement, in order to achieve a successful outcome for pupils and
be totally committed to partnership working.
 Able to hold people to account and to challenge poor performances where necessary.
 Significant teaching experience within Special Education.
 Experience of working successfully with children who have learning difficulties including
moderate, severe, profound and multiple learning difficulties.
 Experience of a wide range of responsibilities covering a number of aspects of school life and
able to demonstrate positive outcomes of these.
 ICT literate.
The following are desirable:
 A degree/diploma in special education.
 Headteacher or acting headteacher experience in a special school.
 Evidence of involving parents and others in the education of children.
 Knowledge and understanding of current educational developments and their impacts on
practice.
 Participation in work with mainstream schools and other agencies.
 Knowledge of a commitment to a total communication environment.
 Experience of SEN across key stages.
 Experience of whole school management.
 Ability to demonstrate good teaching and interactive skills with children.
 An understanding of the role of performance management and a commitment to staff
development.
The ideal candidate will also have the following:
Strategic Thinking and Planning Abilities:
Able to






build a vision through strategic thinking and to gain commitment to that vision through
analytical thinking and clear prioritisation
lead school self-evaluation and build the capacity of the school to improve further
understand strategic financial planning, budget management and the principles of best value
determine, organise, implement and assess an appropriate curriculum
monitor and evaluate the quality of education and to empower others to do so
use a wide range of contacts and networks in the school and beyond to develop best practice.
Abilities to Build and Maintain Positive Relationships:
Able to






promote a caring ethos where there is mutual value and respect
secure the support of and maintain effective relationships with children, parents, staff,
governors and the local authority
be approachable and listen to the ideas and opinions of others and work co-operatively with
them to find solutions to difficulties
utilise staff strengths and develop potential
demonstrate a commitment to a collaborative style of management
show realistic understanding of work/life balance for self and others.