Deputy Headteacher
Achievement and
Attitudes to Learning
Application Pack
Headteacher:
Headteacher: Ms
Ms R
R Evans
Evans
Violet
Violet Road
Road Southampton
Southampton SO16
SO16 3GJ
3GJ
Tel:
Tel: 0238032111
0238032111
Fax:
Fax: 02380322433
02380322433
E:
[email protected]
E: [email protected]
Dear Prospective Candidate,
Thank you for your interest in the post of Deputy Headteacher: Achievement and Attitudes to
Learning.
This post offers the unique and exciting opportunity to bridge, an often natural divide, that occurs in
schools between the academic and pastoral teams.
The successful candidate will lead and manage five achievement leaders, alongside a ‘well-being’
team to ensure the life chances of our wonderful students are maximised and they can be, the best
that they can be.
Cantell is a richly diverse community with a wide range of pupils from different backgrounds, cultures
and ethnicities. Our academic profile is broad and varied with many students joining us above and
below the national expected levels at Key Stage 2. Whilst the proportion of students with a Special
Educational Need is broadly in line with the national average, our Free School Meals (FSM) and Pupil
Premium pupils are higher than average.
We are proud to be a 'true' comprehensive school that strives to achieve outstanding outcomes for all.
The school culture is based around the five Cs : Courtesy, Co-operation, Commitment, Creativity and
Challenge. We operate a 'can do' and 'no excuse' approach.
The recent publication of the School Performance Tables, based on the 2013 GCSE results has
underlined the fantastic achievements of our students. The school tops the city league table for value
added. This, for us, continues to be the most important measure of our performance.
In the headline measure of 5A*-C including English and Maths, Cantell achieved second place across
the city with 69% of students achieving this high standard.
As a result of these excellent achievements, and following the school’s recent “good” Ofsted report,
Cantell has been named in the top 25 Most Improved State Schools by the Daily Telegraph.
Our rapid rate of improvement is very much down to our hardworking students with support from a
committed, passionate and dedicated staff. We are proud , honoured and humbled to work with such
fantastic colleagues and as for the students …. well they are the reason we are here!
We are looking to appoint a Deputy Headteacher that can make a difference for our school
community; someone who is passionate about shaping the life chances of youngsters and will go the
`extra-mile’ in pursuit of this cause. The successful candidate will have a proven track record of
raising standards within a secondary school setting, and will understand that it is all about “doing a
100 things 1% better rather than 1 thing 100% better”
We are looking for an exceptional leader to support us on our journey to exceptional … beyond
outstanding. If you feel you are the right candidate for this job, we look forward to hearing from you.
Should you wish to visit the school or require any further details, please contact me (Harry Kutty) via
my PA, Emma Aveson on: 02380323111.
Yours faithfully,
Ruth Evans Headteacher
Harry Kutty Associate Headteacher
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Contents
Page No.
Letter of Application – Task
4
Job Description
5-7
Person Specification
8-9
School Self Evaluation (SEF) Executive Summary
10 - 12
School Improvement Plan 2013/15
13 - 14
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Letter of Application – Task
Cantell recently achieved a ‘Good’ OFSTED rating in November 2013. In your letter
of application, please indicate 3 to 5 areas, you think the school should focus on to
achieve an ‘Outstanding’ rating in 18 months.
What skills/qualities/experience linked to impact will you bring, which will help us
achieve this rating?
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Cantell School
Job Description: Deputy Headteacher: Achievement and Attitudes to Learning
Responsible to: The Headteacher
Line-Managed by: The Associate Headteacher
1) Overall Responsibilities
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To play a major role in formulating the aims and objectives of the school,
supporting the development of policies which enable the school to achieve its
full potential.
To manage the implementation of school policy.
To be a key player within the Senior Team, supporting the management of
day-to-day school life.
To make a leading contribution to the development of student`s attitudes to
learning.
To make a leading contribution to the achievement that students make,
adding value to their ‘academic journey’ through the School.
To make a leading contribution to the development of student leadership
within the school.
To make a leading contribution to the school ethos, culture and values.
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2) Job Description
Post: Deputy Headteacher: Achievement and Attitudes to Learning
The duties in this job description are in addition to those covered by the most
recent School Teachers` Pay and Conditions Document. This document may
be modified by the Headteacher, after discussion with you, to reflect or
anticipate changes in the job, commensurate with the salary and job title.
This is an exciting new position within the Leadership Team of the school,
designed to break-down the, often, natural divide that exists between pastoral
and academic teams. A key responsibility will be to manage change within the
newly re-structured ‘well-being’ team, to ensure outcomes for our students are
maximised and life chances are shaped positively.
A. Strategic Direction and Shaping the Future
1) Strive for continuous improvement by contributing to regular selfreviews of the school.
2) Support the creation and implementation of the school improvement
plan and to take sole responsibility for appropriately delegated
aspects of it.
3) Ensure the vision of the school is clearly articulated, shared,
understood and acted upon effectively by all and particularly those
within your team.
4) Translate the vision into a clear set of objectives
5) Work closely with the Governors, in particular the safe-guarding link
to co-create long term strategy & provide accurate and relevant
information to ensure that Governors are able to hold the school to
account for this area of its work.
B. Leading Teaching and Learning
1) Lead a team of Achievement Leaders, who will, under your
leadership be pivotal to student outcomes – academically and
pastorally.
2) Consistently evaluate the quality of provision by taking a lead with
Parent and Student Voice.
3) Support the monitoring of the quality of teaching and learning by
taking a key role within existing Quality Assurance Systems.
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4) Support the development of teaching and learning by strengthening
links with parents, other schools, educational institutions and the
wider community, including business and industry.
5) Share in the school`s passion to eradicate variation between the
quality of work provided by all teams.
C. Leading and Managing Staff
1) Develop positive working relationships with and between all staff
balancing the need for support, challenge and accountability.
2) Provide strong direction and leadership for students and staff on all
matters relating to behaviour, safeguarding and attendance,
including taking the lead on strategies to maintain and develop the
highest standards
3) Develop and lead strategies to raise achievement at whole school
and group level, including oversight of intervention strategies across
the school
4) Provide strong leadership for students and staff so that high
expectations are encouraged and developed
5) Support the implementation of the school`s appraisal policy
6) Develop and implement a clear IAG policy, which provides students
with the necessary information to make successful and appropriate
life-chances.
D. Management of Staff and Resources
1) Manage the recruitment process within your own area, leading to
the very best people being appointed to the school.
2) Adapt and/or innovate to ensure retention rates for the very best
staff are good.
3) Support the development of the school`s budget, by managing cost
centres effectively and maximising all opportunities which generate
revenue for the school and support our drive to provide life
changing experiences for our students.
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4) Person Specification
Criteria
Qualifications
Experience
Essential
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QTS (Secondary age range)
Degree level (or equivalent)
qualification
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At least 7 years teaching experience
(secondary)
Outstanding teaching ability
Contributing to the effective raising of
standards
Effective leadership of whole school
developments relating to learning and
teaching and/or self-evaluation
Effective leadership of pastoral systems
and structures leading to increased
student engagement.
Demonstrable evidence of raising the
standards of learning and teaching
Effective management of change
Aspects of leadership and management
in a whole school context
Use of technology to improve systems
that raise student achievement
Effective line management of other staff
Senior Leadership experience
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Professional
Development
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Personal
qualities, skills
and
characteristics
Desirable
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Further professional qualification e.g.
Leadership Pathways or NPQH
Safeguarding/CPLO
Teaching experience in more than
one school
Experience of working in a wider
context than an individual school
Leading of INSET
Effective collaboration with external
agencies
Development of innovative learning
and teaching
Experience of working in an urban
school environment
Effective contribution to the SEF
Evidence of relevant further
professional development
Performance management experience
Recognition that life-long learning is an
essential part of personal development
Evidence of leading on the professional
development of other staff
Build and maintain effective
relationships through effective
interpersonal skills
Excellent communication skills
Inspire, challenge, motivate and
empower others
Think creatively to anticipate and solve
problems
Build on current good practice whilst
moving the school forward with vision
and vigour
Develop effective teamwork and be
able to contribute effectively to a range
of teams
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Knows what outstanding looks like
and the proven ability to develop
outstanding practice
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5Knowledge /
special
aptitudes
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Other
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Think strategically and contribute to
creating a coherent school vision
Inclusive approach to education
High expectations of self and others
Manage and resolve conflict
Work under pressure, maintaining a
sense of perspective and humour
Commitment, honesty and dedication
Ability to manage own time effectively
Reliability and integrity
Resilience and tenacity
Knowledge of current educational
trends, curriculum developments and
educational initiatives
A commitment to the principles of the
Every Child Matters agenda
Excellent knowledge and understanding
of diversity and equality requirements
Knowledge of latest Ofsted
requirements
A belief in the role of independent
learning in education with the ability to
articulate and deliver this vision
Excellent strategies for discipline
A dedication to high academic
standards
A belief in working in partnership and
as part of an established team
Sound knowledge of 14-19 agenda
Proven ability in the development of
effective structures and systems
Ability to think strategically ‘
Very good literacy skills
Some experience of whole school
budgeting
Sense of humour
Outstanding references
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Knowledge of the new SEF
requirements
Experience of working with SIMs
Safer Recruiting
Some experience of curriculum and
timetabling
5) School Self Evaluation (SEF) Executive Summary.
(Please note that this is NOT the schools SEF)
Context
Cantell is a richly diverse community with a wide range of pupils from different
backgrounds, cultures and ethnicities. Our academic profile is broad and varied with
many students joining us above and below the national expected levels at Key Stage
2. Whilst the proportion of students with a Special Educational Need is broadly in
line with the national average, our Free School Meals (FSM) and Pupil Premium
pupils are higher than average. School leaders are driven to achieve the highest
standards of teaching and learning possible. We operate a 'coaching' model which is
led by the Director of Teaching and Learning. We are proud to be a 'true'
comprehensive school that strives to achieve outstanding outcomes for all. The
school culture is based around the five Cs : Courtesy, Co-operation, Commitment,
Creativity and Challenge. We operate a 'can do' and 'no excuse' approach.
In our last OFSTED inspection, carried out in November 2013, we were
judged to be a ‘good’ school. Dr Terry Fish, Lead inspector said in his blog
on the Bournemouth Echo): `... the OFSTED Framework is extremely tough
and to be judged as Good’ means really, really good’
The school has received a 'stand-alone' Academy Order in recognition of our good
and improving performance.
Overall Effectiveness:
This is a good school. We judge: student achievement, quality of teaching,
behaviour and safety, and leadership and management to be good.
Achievement
The school judges student achievement to be good because:
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Attainment of students at the end of Key Stage 4 has improved significantly
over the last five years.
The attainment of students at the end of Key Stage 4 is improving at a faster
rate than nationally.
At the end of Key Stage 4, students have made rapid progress often, from
very low starting points.
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Students in current Year 11 are making rapid and secure progress, and are
predicted to achieve results that exceed school based targets and targets set
by Fisher Family Trust (FFTD).
A previous legacy of underachievement in Key Stage 3 has been eradicated,
whereby students in all year groups are making at least good progress;
resulting in positive attainment.
Students who enter the school with no key stage 2 data, make good progress.
The attainment of girls is now in line with the figure secured nationally.
Teaching and Learning
The school judges the quality of teaching to be good because:
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The quality of teaching has continually improved over the last four years and
there has been significant improvement since the last inspection.
The proportion of outstanding teaching is improving significantly.
Our students tell us the quality of teaching they receive is good.
Our parents report they perceive the quality of teaching to be good.
Teachers have high expectations of students, and relationships between
teachers and students are usually very good.
Students receive regular feedback on their work, most of which is effective,
so they know what they need to do to improve.
Literacy development is a priority in planning and there are a number of areas
of good practice across the curriculum.
Behaviour and Safety
The school judges behaviour and safety to be good because:
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Students good behaviour makes a positive contribution to the harmonious,
inclusive, and welcoming school community.
Students are polite and well behaved around the school.
The management of students’ behaviour is consistent and effective.
Students are keen to learn.
Students, staff and parents consistently tell us behaviour is good and
improving.
Students are well cared for and feel extremely safe in school.
Leadership and Management
The school judges leadership and management to be good because:
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Leaders at all levels are ambitious and committed to ensuring that all students
strive to achieve their full potential.
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Systems for monitoring the performance of faculties and subjects are good,
holding leaders and teachers accountable for student achievement.
The school has appointed a Director of Teaching and Learning (April 2012)
with a clear brief to work with teachers to increase the percentage of good
and outstanding teaching. The quality of teaching is robustly and accurately
monitored.
Students follow a broad and balanced curriculum that meets the needs of
individuals.
Senior leaders and governors accurately evaluate how well the school is doing
and define priorities for improvement planning.
The school maintains a strong academic curriculum supported with access to
a range of vocational courses to meet the needs of specific students.
Cantell offers a good range of enrichment and extra-curricular activities,
making a positive contribution to students’ academic, sporting, social and
cultural development.
Students enjoy a variety of opportunities in school to reflect on spiritual,
moral, social and cultural issues.
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6. Cantell School Improvement Plan 2013/15
Key Focus: Standards and achievement: maintain outstanding rates of progression
for every student through quality first teaching, rigorous tracking and effective
intervention.
School Priorities
Achievement: ensure the very best rates of progression for every student through
quality first teaching, rigorous tracking and effective intervention.
1. Continue to develop a high expectations culture in which every student strives to
make 4 levels of progress, with a particular focus on high attainers on entry
achieving A/A*s.
2. Enhance the impact of intervention programmes to close the attainment gap as
early as possible, specifically for students who are pupil premium.
3. Further increase rates of progress in mathematics and English, with a focus on
high attainers in mathematics and EAL learners in English.
4. Accelerate the rates of progress made by White British students who come into
the school as low and middle attainers.
5. Raise standards and consistency in foundation subjects where students are
learning less well.
6. Raise the confidence, self-esteem and aspirations of girls who come in at or below
the national average in order for them to secure the best outcomes possible.
7. Ensure students with no KS2 data on entry make at least good progress from
school assessed starting points.
Close the gap between students’ chronological age and reading age through the
school’s literacy strategy.
Teaching & Learning: ensure that all teaching is at least good and a significant
proportion (40%) is outstanding. This is to be achieved through:
1. Supporting all staff to drive their teaching towards outstanding through the
expansion of the coaching programme and personalised CPD programme.
2. Ensure support and development is targeted on the minority of areas where
students learn less well.
3. Ensure that students always act upon the feedback they receive to make rapid
gains in their learning.
4. Ensure all staff use teaching and homework strategies which effectively promote
independence and resilience.
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5. Ensure the teaching of literacy is cohesively planned and consistently
implemented across the school.
6. Increase the level of challenge in all lessons, with a particular emphasis on higher
attaining and pupil premium students.
7. Provide students with effective support and preparation for the new examination
requirements.
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