HEADTEACHER
RECRUITMENT PACK
August 2015
Reviewed July 2016
1
HEADTEACHER RECRUITMENT – FLOW CHART
Vacancy Occurs – GB informs LA of vacancy
and then with LA adviser, considers model of
leadership. If decision is to recruit a new
Head teacher then guidance and this flow
chart apply
Recruitment Panel - GB meet to select
recruitment panel, should have advisers (LA,
HR) present. Panel then meet with advisers to
plan recruitment.
Page 9
Page 8
Safeguarding Children - At least one member
of the panel must be trained in safer
recruitment. Safeguarding must feature
throughout the recruitment process.
Page 6
Tasks - Agree which panel members draft up
documents including advert and documents
needed for candidates (eg person
specification). Begin to complete checklist at
appendix A.
Equality and Diversity – Panel must be aware
of obligations under equalities legislation and
the schools own equality procedure when
planning /undertaking the recruitment
Page 7
The Advertisement – Panel need to agree
media (online only or print?), costs, publication
and script.
Page 12
Page 10
Information to Candidates - Include CoG
letter, job description, person specification,
app form. Most other information available
on website or online.
Page 11
Shortlisting – Individual then group analysis
of applications. Shortlisting meeting with GB
panel and advisers to agree on applicants to
call for interview. Call for references.
Page 14
Day/s of Assessment – Agree
schedule/timings for day/s, individuals keep
own scores and notes. Record final decisions
(on RAF).
Page 16
Application Stage - Timescale for applying,
school visits, contact/s for enquiries, getting
applications to panel and advisers for
shortlisting. Continue to complete checklist at
Appendix A
Page 20
Plan Candidate Assessment – Agree range of
activities/tasks for day/s of assessment. Link to
person specification. Identify roles for all panel
members and advisers
Page 13
After the Interview -Employment Offer –
Introduction
Agree terms of offer to be made. Panel
decision to be ratified by full GB asap. Offer
made subject to GB ratification and checks.
Page 17
2
Introduction
This document is designed to assist Headteachers, Governors and those staff in the Local Authority who are
involved with Headteacher, Deputy Headteacher and Assistant Headteacher appointments.
The document focuses mainly on the recruitment process for a Headteacher however, most sections can apply
to the recruitment of a Deputy Headteacher and Assistant Headteacher. The main differences relate to the
statutory requirements for Headteacher recruitment.
Schools will want to demonstrate that they operate recruitment procedures that are fair, meet statutory and
safeguarding requirements and directly support the governing body in securing the best possible candidate for
the position.
The document will be reviewed annually to ensure that it reflects best contemporary practice and is up to date
on employment and related legislation
Produced by Schools HR Consultancy and School Effectiveness Service
3
HEADTEACHER RECRUITMENT PACK
Contents
Page
1. Local Authority support and advice
5
2. Safeguarding children - safer recruitment and selection
6
3. Equality and diversity
7
4. Initial considerations
8
5. Governing body recruitment panel
9
Recruitment
6. Recruitment panel meeting – the most essential part of the process
10
panel
7. Information pack to candidates
11
8. The advertisement
12
9. Planning for candidate assessment
13
10. Short listing
14
11. References
15
12. Day/s of the candidate assessment
16
Ratification
13. After the interview
17
Follow up
Induction
14. Follow up, handover and induction
18
15. Legal challenge
19
A
Recruitment checklist
20
B
Governors self-evaluation sheet - What support do we need?
23
C
Defining your schools need – Who are we looking for?
25
D
Sample job description and person specification
27
E
Guidance on drafting adverts
32
F
Example of invitation to interview letter
33
G
Reference request and pro-forma
34
H
Appointment Checklist for teaching staff
38
I
Example interview programmes
39
J
Short listing and interview score sheets
40
Setting up
the process
meetings
Short listing
Assessment
days
Appendices
4
1. LOCAL AUTHORITY (LA) ADVICE AND SUPPORT FOR THE RECRUITMENT PROCESS
There are two main areas of support and advice for Headteacher recruitment available from the LA:


Local Authority (LA) Adviser from the School Effectiveness team
Schools HR Adviser (HR) from the Schools HR Consultancy Team
The main areas of responsibility for each adviser are outlined below:
LA adviser
For headteacher appointments in maintained community schools it is currently mandatory* that a
representative of the LA is given the opportunity to advise throughout the recruitment process, including
preliminary discussions about possible options when a vacancy initially arises. In Ealing this role is currently
undertaken by an LA Adviser. For Deputy headteacher and Assistant headteacher appointments an LA Adviser
will be able to provide advice and may or may not always be involved directly in the recruitment process.
*The LA has a statutory duty to advise governing bodies on headteacher appointments in community schools. In
Voluntary Aided and Foundation schools, this duty only applies if the LA Adviser has been accorded advisory rights in
writing by the Governing Body. In Academies and Free Schools there is no requirement to involve the LA Adviser in
recruitment of a headteacher although the governing body/trustees may choose to commission the service.
In community schools the LA Adviser will carry out the following roles with respect to the appointment of
head teachers and will discuss with schools whether or not to replicate these roles for deputy head teacher
vacancies
o
Meet with the Governing Body to discuss the vacancy in general terms and the future
priorities for the school’s next phase of development. It is useful at this stage to consider
whether to replicate the current model of leadership or to consider alternative models
o
Meet with the Governing Body Recruitment Panel for the initial planning meeting.
o
Advise, if required, with recruitment documents, identifying suitable assessment activities
and providing model interview questions and answers
o
Attend the shortlist and assessment/interview sessions
o
Raise concerns about any candidate or the conduct of the process with the panel – the
panel must give due regard to these concerns. Although the LA Adviser has no voting
rights in the decision making process they do have a duty to report any major concerns
they have to a more senior colleague
o
Liaise, as appropriate, with HR.
Schools HR
Schools HR will provide the following support for head teacher recruitment and will support the GB at all
stages of recruitment
o
Meet with the Governing Body Recruitment Panel for the initial planning meeting. Advise
on timescale and process.
o
Advise on advertising – costs, content and placement, on the content and type of
recruitment documents and with identifying suitable assessment activities
o
Attend the shortlist and assessment/interview sessions if required although the HR
representative has no voting rights in the decision making process
o
If requested by the Recruitment Panel, to send out and receive recruitment packs to
candidates – this would be carried out by the HR shared service centre (HRSSC) if the
school buys this service.
o
If requested, call for references before interviews take place. This would be carried out by
the HRSSC who also process post interview administration as required.
5
2. SAFEGUARDING CHILDREN – SAFER RECRUITMENT & SELECTION
It is currently a statutory requirement that at least one member of the recruitment panel must have
undertaken appropriate safer recruitment training (either online or the full day course). The panel should refer
to any relevant school policies on Recruitment and Selection and Child Protection for direction on safeguarding
and how it should feature prominently in the recruitment process.
The panel should make sure that safeguarding is covered in the following ways throughout the process by
ensuring that:

the advert has a suitable statement which reflects the schools commitment to safeguarding children
(see examples below *)

the job description makes reference to the responsibility for safeguarding and promoting the welfare
of children

the person specification includes specific reference to suitability to work with children

there is proper scrutiny of all information from or about applicants, challenging and satisfactorily
resolving any discrepancies or anomalies (e.g. on application forms and references)

questions which test the candidates suitability to work with children are asked during a face to face
interview

all the required checks are undertaken on the successful candidate; including:
o
o
o
o
o
DBS check – (individual check of barred list)
Check against NCTL teacher prohibition database
Proof of Identity
Proof of eligibility to work in UK
Qualifications
*This school:
a) is committed to all aspects of child protection. We believe that all children have the right to be protected from
abuse and harm.
b) follows safe recruitment practices to protect children. The aim of these practices is to ensure, as far as is possible,
that anyone, paid or voluntary, who seeks to work in this school is safe to do so.
c) expects all staff and volunteers to share our commitment to safeguarding and promoting the welfare of children.”
6
3. EQUALITY AND DIVERSITY
All those involved with recruiting need to take account of the following key aspects of an equalities approach
to recruiting staff:

The panel should refer to school policies on equalities for direction in this area.

Schools are required to comply with the Equality Act 2010 which consolidates all previous
discrimination law.

The Act requires schools to observe a Public Sector Equality Duty which extends to the following
‘protected’ characteristics – race, disability, sex, age, religion or belief, sexual orientation, pregnancy
and maternity and gender reassignment.

The duty has three main elements
o
o
o
To eliminate discrimination and other conduct prohibited by the Act
Advance equality of opportunity between people who share a protected characteristic and
people who do not share a protected characteristic
Foster good relations across all characteristics

For the recruitment process this means that the panel should consider any equality implications at the
start of the process (the planning stage) and then identify how they will be addressed or mitigated.

People will be selected on merit, based on their skills, abilities, experience and qualifications to carry
out the duties and responsibilities of the post for which they have applied.

Above all else the panel should ensure that they treat all applicants for employment fairly and
ensure that they are not discriminated against.
7
4. INITIAL CONSIDERATION WHEN A VACANCY OF HEADTEACHER ARISES
Model of leadership
The first consideration for the Governing Body is to determine the model of leadership they feel is right for
their school.
It is strongly recommended that a guided and supported discussion with the LA Adviser takes place in relation
to the possible options for school leadership. Information on the range of models for school leadership can be
found in here .
Most schools still choose to recruit to the headteacher (or senior leader) post, through a planned and
structured recruitment process, however:
o
o
o
There is not a mandatory requirement to go through an external advert and external
recruitment process to appoint the headteacher, however:
If the Governing Body decide not to go through an external recruitment process they
should (a) consult the Local Authority and (b) have identified a good reason for not
conducting an external recruitment process
School effectiveness and HR can provide further advice if a Governing Body is considering
this route
The current statute in relation to the appointment of headteachers and deputy headteachers is the
School Staffing (England) Regulations 2009: Part 2: Appointment of headteacher and deputy headteacher
Regulation 15 http://www.legislation.gov.uk/uksi/2009/2680/regulation/15/made
Most of the guidance that follows in this document assumes that the decision of the Governing Body is to
recruit to their Headteacher or Senior Leader position.
What type of leader do we need?
Once the decision has been made to appoint a headteacher it is important for the Governing Body as a whole
to establish a clear vision regarding the current & future challenges and needs of the school and of the type of
school leader required. Appendix C on page 24.
Other initial considerations
Other areas the governing body may wish to consider at an early stage are:



the involvement of all stakeholders: staff, students, parents etc in suggesting the kind of person
needed to fill the vacant head teacher post
Administrative support for the headteacher recruitment process – it is essential that this is supported
accurately and effectively
Communication throughout the process –there are many stakeholders involved in the process – the
Recruitment Panel, other governors, the LA Adviser, the HR Adviser, the administrator, the current
headteacher and school staff, the administrator, the potential candidates, students and parents. It is
essential that there are agreed protocols for communication and sharing information including the
need for confidentiality as appropriate.
8
5. GOVERNING BODY RECRUITMENT PANEL
Appendix B on page 23 provides an audit tool for the Governing Body which will help to identify the
knowledge and expertise in the Governing Body as well as highlighting areas where support or training are
needed.

Governing Bodies generally delegate the task of recruiting the Headteacher to a Recruitment Panel of
governors. The panel must consist of at least three governors (excluding the Headteacher). It is not
uncommon for five governors to be on the panel. Any Governor with a direct personal or pecuniary
interest in the appointment cannot put themselves forward to be a member of the Panel.

Governors who volunteer to serve as members of the recruitment panel must be made aware of the
commitment they need to give in terms of time and possible tasks. The commitment in time can be
considerable.

The election of the Recruitment Panel and the ratification process should be agreed at a properly
convened meeting of the full governing body with a 50% quorum (rounded up and excluding
vacancies).

Sometimes all governors want to be involved in some way with the recruitment of the new
Headteacher. In this event we would recommend that a Recruitment Panel is elected and they then
identify means by which all governors can be involved in the process.

The expectation is that all governors on the recruitment panel will be involved in the shortlisting and
interview/assessment. If, for good reason, a governor cannot attend shortlisting, the absent governor
must accept the decision/s made by their colleague governors. If the governor cannot attend the
interview then consideration should be given to electing a replacement governor.

The appointment of a Headteacher must be ratified by the full governing body before an offer of
appointment can be confirmed. The ratification process normally consists of a (brief) report from the
Chair of the Recruitment Panel. A Governing Body meeting for the purposes of ratification is normally
arranged to coincide with the date of assessment or as soon as possible thereafter.

A reminder that for community and voluntary controlled schools it is a legal requirement that the
Local Authority is represented throughout the headteacher recruitment process, Voluntary Aided (VA)
and Foundation schools can accord advisory rights to the L.A.
9
6. RECRUITMENT PLANNING MEETING – THE MOST ESSENTIAL PART OF THE PROCESS
A planning meeting should be arranged to discuss the recruitment process as soon as possible after
membership of the Recruitment Panel has been agreed. The planning meeting should include:

Election of a Chair of the recruitment panel – this is often but not exclusively the Chair of Governors

Attendance from representatives of the LA and HR. The Governing Body should liaise with these
advisers when planning dates for meetings (especially for the first planning meeting) to ensure they
are able to attend.

The LA representative acts as professional adviser to the panel and the HR representative provides
advice on the recruitment process and can help with setting a timeline and drawing up a checklist for
Governors

Sometimes a preliminary exercise is useful in helping governors to identify the type of person they
would like to recruit. This can be facilitated by either or both of the LA and HR representatives

One of the first tasks is to agree a timeline which confirms dates for the advert to appear, the shortlisting, the assessment/interview day and the date for the Governing Body to meet and ratify the
decision of the panel. This ensures that all Governors and advisers have key dates in the diary and are
aware of the work that is needed between dates

The next consideration is normally the content of (a) the advert and (b) the recruitment pack. Both of
these tasks have their own section later on in this guidance. The School website is often a rich source
of information for candidates and should be checked to ensure it is up to date before recruitment
starts

Depending on the progress made in the initial meeting, work can start on the content of key
documents, e.g. advert, job description, person specification. More typically these tasks are allocated
to different governors, individually or working in pairs/groups with a deadline for completion. This
then leads naturally to a second meeting of the group to agree documents

The serving Headteacher is occasionally called upon by the Governing Body Panel to offer
advice/support for practical arrangements. However the serving Headteacher should not be involved
directly in the recruitment process

Initial work or discussion on the short listing process and the assessment/interview day/s sometimes
take place. Most often these issues are dealt with at a later meeting of the panel

A useful checklist of the recruitment process can be found in Appendix A on page 20.
10
7. INFORMATION PACKS TO CANDIDATES
The documents and information for candidates need to be ready for sending out from the day the
advertisement appears. At the planning meeting it will have been agreed whether the candidates are to obtain
the packs from the school direct or from schools' HR or the school’s HR provider
The Recruitment Panel has discretion over what information should be sent to candidates (taking into account
cost and information overload) but the following key items may be included
o
Application form*, job description and person specification**
o
Letter from the Chair of the Governing Body, which should include a reminder about key
dates in the recruitment process, a brief overview of the school, confirmation of how to
apply, arrangements for informal visits to the school in advance of application and a
statement on safeguarding
o
Information about the school improvement/development plan, the staffing structure,
budget information, extracts from relevant school data and a school brochure or
prospectus can all be used to supplement the information pack (and/or candidates can be
referred to the school website to pick up this information)
Most schools do not include information from Ofsted about the school as the expectation is that candidates
will obtain this from the school’s or Oftsed website
Increasingly the process of recruitment is transacted online, with fewer hard copies of documents being sent
and received.
Candidates should be encouraged to make an informal visit the school in advance of applying, arrangements
must be made with all relevant people in the school and the information communicated to all members of the
school community who may be involved or need to know. The role of the incumbent HT will need to be
defined
An example of a headteacher job description and person specification can be found in Appendix D on page 27.
Further examples can be found by downloading information packs from current advertisements.
*Use of an application form (and a person specification) rather than allowing CVs will allow the panel to dictate what
information the candidates provide in support of their application, avoid generic applications and follows safer
recruitment guidelines
**The panel will want to take a view about whether candidates should cover all of the criteria detailed in the person
specification in their written application, or (as is increasingly the case) just to respond to specified criteria for the
purposes of short listing. If a decision is taken to only specify certain criteria for short listing purposes this should (a) be
made clear to applicants and (b) provide enough information for the panel to be able to shortlist applicants.
11
8. THE ADVERTISEMENT
The vast majority of schools will decide to advertise their headteacher vacancy in a national publication in
order to attract the best field of candidates for the position, albeit there is no longer a mandatory requirement
to advertise the post of headteacher nationally (see section 4 above).

The HR adviser to the panel can advise on publications and costs and can bring some example
adverts, recently used

Increasingly schools are using only online media for advertising which are generally cheaper and
reach a wider audience

The panel can choose to draft the advert during a recruitment planning meeting or delegate this
task to one or more of the governors

The advert should contain some basic information; school name, size , location, salary, key dates in
the recruitment process, safeguarding statement

Often adverts will contain a brief assessment of the position of the school and will set out what
skills, qualifications, experiences the school is looking for and what the school can offer them if
they become headteacher

The panel will want to ensure that they do not breach any equalities legislation and can look to the
HR adviser for support in this regard

Further guidance on drafting an advertisement can be found in Appendix E on page 32.
12
9. PLANNING FOR CANDIDATE ASSESSMENT
The panel will need to agree the tasks that the candidates will be required to undertake on the day/s of
assessment and details sent to the candidates. Appendix I on page 39 sets out a possible schedule for the day
for panel members and candidates.
There are a variety of assessment tasks available for use by the panel including for example:
o
o
o
o
o
o
o
o
o
o
Main Interview
Seen and/or Unseen presentation
Mini panel interviews on specific topic – HR or finance
Classroom observation and providing feedback
Meeting with groups of pupils
In tray assessment tasks
An assembly to pupils at the school
Scenario Meeting with Governing Body Panel
Group discussion (with other candidates)
By arrangement (and at cost) – psychometric testing / skills testing
A mix of activities, closely linked to the person specification, should be chosen that will help the candidates to
demonstrate the key characteristics that the Governing body is looking for in the post holder. Sufficient time
must be scheduled for each activity to enable it to be completed comfortably within the time allocation and
allow the candidate to reach the next activity on time.
The panel should agree in advance how each activity will be assessed and scored and which members of the
panel and which advisers will support the individual tasks. The weighting to be given to each task/activity
should also be agreed. Members of the school staff may also be involved in the activities and so arrangements
need to be made to ensure their availability for any planning meetings and on the assessment days.
If lesson observations are one of the assessment activities this should be agreed in advance with teaching staff
and arrangements made for them to receive feedback.
The LA advisers will be able help with some pertinent and relevant tasks and interview questions for the main
interview and panels will want to ensure that the questions and tasks agreed cover specific issues of
importance to them. The questions should always include one directly on safeguarding
The same main questions should be asked to each candidate. The Panel then needs to agree a protocol for
asking supplementary questions during an interview. Supplementary or probing questions can be asked to try
and tease out the information being sought or to gain clarification. Notes being taken by the Panel should
indicate if an answer was in response to a supplementary question. The need to ask a number of
supplementary questions may be seen as a weakness by the Panel and affect their scoring.
The Panel will need to organise before the day/s of assessment:
o A written schedule which details times of tasks, break and lunch arrangements for
candidates and panel
o Venue and rooms for all activities
o A base room / waiting area for candidates when they are not involved in an activity
This information should be made available to all members of the school community who need it
13
10. SHORTLISTING
Short-listing is often the first stage of evaluation in the recruitment process. It involves assessing the written
application forms against the criteria set out in the person specification. Depending on what the panel agreed
at an earlier stage, the assessment could be against a limited number of criteria or against all criteria. If at all
possible the person specification should be condensed to around 15 items.
It also allows for a check of the person’s employment history, experience, qualifications and training. Some of
these details should be checked again in a subsequent stage of the recruitment process.
Ideally short listing should be carried out initially by individual members of the panel (who should be sent their
own copies of the application forms) and then all panel members should meet to compare scores, discuss the
applications and look to reach a consensus. The LAA and HR should attend the short listing meeting.
The score of the panel should be recorded using a RAF (recruitment analysis form) similar to the one shown as
Appendix J on page 40. This form, which also provides a scoring method, can be used for short listing and for
interview/ assessment). Normally the Chair or the LA Adviser will complete the panel’s short listing form on a
master RAF form.
During the panel discussions, if there is unanimous agreement then that score will be placed on a master RAF.
If there is minor variation then a majority decision can be accepted. If there is some diversity then the Panel
should discuss further making reference to their own notes until they agree on a final score for that criterion.
The LA adviser should also be asked for his/her scores and any variance between that of the LA adviser and
Panel should be discussed to see if agreement can be reached.
At the conclusion of the short listing the scores will be checked to identify which candidates (if any) should be
called for interview/assessment. If not already planned, arrangements for the interview/assessment should be
discussed or confirmed so that they can be communicated to all parties involved.
The minimum requirements for candidates to be taken through to interview/assessment should be agreed by
the panel. The number of candidates that may be interviewed / assessed depends to some extent on the
strength of the field and the format for the interview and assessment day/s. There is no reason why the Panel
should not interview just one candidate if they feel it is appropriate and only one candidate is considered
strong enough at short listing. Unsuitable candidates should not be brought to assessment just to “make up
the numbers”. Candidates who are being called for further assessment should be contacted as soon as
possible after short listing has taken place. There should be sufficient time left between shortlisting and the
interview to ensure candidates have the time to prepare for assessment and the school has enough time to
make the necessary arrangements and call for & receive references.
A model letter inviting candidates to interview is included as Appendix F on page 33.
14
11. REFERENCES
It is strongly recommended by current safeguarding guidance to obtain references on all shortlisted
candidates before the interview. This will give the opportunity to clarify with the referee/candidates any
areas of concern or anomalies before or at the interview, particularly around safeguarding issues.

Once the shortlist is known the panel should ask HR or whoever is providing administrative
support to the recruitment process to obtain references for those candidates who have been
successful.

Most references are now obtained via email and attachments which means the process may be
relatively quicker

Open references or testimonials should not be accepted. They may be provided as a result of a
compromise agreement and are unlikely to help you with your recruitment decision. They are also
unlikely to address specific questions that you will want to ask relating to safeguarding,
performance and conduct.

A model reference form which includes questions covering safeguarding, performance and
conduct is included as Appendix G on page 34.

Where a reference on the preferred candidate, has not been obtained before the interview,
ensure that it is scrutinised thoroughly before any appointment is confirmed and that any offer is
made subject to receipt of satisfactory references.
15
12. DAY / S OF THE CANDIDATE ASSESSMENT:
Arrangements should be made for the candidates to be welcomed as they arrive at the school and to be
shown to their base room for the day. Refreshments should be provided along with information about the day
and who to contact with any queries.
The schedule will often place the main panel interview as the last activity in the assessment process. The
Panel can decide to review the other activities and only take forward to the main panel interview those
candidates whose performance (so far in the assessment) suggests they are could be appointed to the post.
There is no point in interviewing candidates who are clearly unsuitable and have no chance of being
appointed.

For the Main Panel Interview – The Chair of the Panel should:
o
o
o

Introduce the candidate to the panel and confirm the interview process
Confirm to the candidate the decision making process, how long this should take and how
the candidate wishes to be contacted
Advise the candidate that they will be able to ask questions at the end of the interview
Individual members of the panel should keep their own notes of the interview to:
o
o
o
o
o
Act as a reminder of what the candidate said (one person will not be able to remember
everything)
Inform the score/grade given to the candidate
Assist when deliberating with other members of the panel over the final scores that will
apply
Provide evidence in the event that a recruitment decision is challenged, including a legal
challenge
Assist in providing feedback to candidates

After the last panel interview the Chair should initiate a discussion, once it is clear that all
members of the panel have finished individual scoring. Each candidate is assessed in respect of
their performance at interview and other activities. The outcome of this discussion should be
recorded on a RAF form (see example at Appendix J page 40) When all scoring is completed the
scores should be compared to determine who has scored highest and whether they have scored
sufficiently high to be offered the post.

References will form part of the recruitment decision discussion. LA Adviser/s can assist with the
discussion and give their own professional view, they do not have a decision making role however,
they are able to make a formal representation (through the Assistant Director) to the Governing
Body about the suitability of the proposed appointment.

All paperwork for the interview including the RAF form should be gathered together and retained
by the Chair of the panel for a period of at least one year. Thereafter any recruitment papers not
needed should be disposed of in a confidential manner
16
13. AFTER THE INTERVIEW
Once the Recruitment Panel has agreed to appoint one of the candidates the following actions should take
place:

The Chair of the Panel should contact the candidate the Panel wishes to appoint. The candidate should
be informed that the Panel will recommend them for appointment to the Governing Body.

The Chair should confirm that the individual accepts the offer of the post and that it is subject to
Governing Body ratification and normal pre- employment checks. The candidate will want to know the
salary that is being offered and this should be discussed by the Panel before the contact is made with
the candidate.

The Chair or LA Adviser should then contact unsuccessful candidates to thank them and to offer the
opportunity for feedback. It will have been agreed who on the panel will provide feedback and often
this will be the LA adviser.

The paperwork along with written confirmation from the Chair of the Governing Body of the
appointment, starting date, salary and any other relevant information to be sent to the HR provider
for the school. The Appointment Checklist Form should also be completed (Appendix H – page 38)

Assuming the decision is ratified by the Governing Body, the Chair should then provide a written
conditional offer, making sure it is subject to any outstanding employment checks which will include;
medical, satisfactory references (if not all received at this stage), check of qualifications, CRB/DBS
check, ID check and right to work in UK check.

There will be a lot of paperwork held by individual governors following the final interviews. It is
helpful if this is all collated by the Chair of the panel and placed into three groups:



Those documents that relate to the successful candidate and need to (a) be send
to HR to generate an employment contract and (b) be placed on the electronic
employee file that is generated by HR
Those documents that relate to the decision taken by panel which should be kept
for 12 months in case of challenge
Those documents which are copies/duplicates and can be disposed of as
confidential waste.
17
14. FOLLOW UP, INDUCTION AND HANDOVER
The follow up activities will depend to an extent on the circumstances in relation to the current headteacher
and the incoming headteacher. It is recommended that the Chair of Governors makes arrangements to meet
with the current and incoming headteacher either separately or together to begin to consider the hand over
process and the induction of the new headteacher. The nature of the process will again depend on a number
of factors including the experience of the new headteacher.
Handover
The LAA can be available to support the process, if required. They will be able to provide a copy of the
document ‘Handing over headship: a toolkit for schools’ which gives some useful advice on the type of
information that needs to be shared with the new headteacher.
Support for new headteachers in Ealing
The name of the new headteacher should be forwarded by the LA Adviser to the member of the School
Effectiveness team with responsibility for New Headteacher Induction. Support provided in Ealing includes:



New Headteachers induction handbook
New Headteachers welcome event and induction programme
Ealing Professional partner – new headteachers are linked with an experienced headteacher in Ealing
who will act as a professional partner.
National College for Teaching and Leadership
In addition support is available through the National College for Teaching and Leadership – currently the Head
Start programme for headteachers in their first two years of headship.
http://www.education.gov.uk/nationalcollege/index/professional-development/headstart.htm
18
15. LEGAL CHALLENGE
A complaint or legal challenge brought by an applicant for a post is quite rare but they do occur from time to
time sometimes in the form of an application to the Employment Tribunal. If this happens it may be quite time
consuming for those involved in dealing with the case including attendance at the tribunal.
Application of this guidance may help reduce the likelihood of a complaint or challenge to the process but will
not eliminate the possibility. However, it will help in defending the actions of the Recruitment Panel.
The key issues for the Recruitment Panel to focus on are:
o
Ensure that there is a recruitment planning meeting to establish what needs to be done,
by when and by whom
o
Follow the guidance as a framework for making senior appointments
o
Document and record as you go along – in particular short listing and interview decisions,
which should demonstrate that the successful candidate was appointed on merit
o
Keep copies of all documentation (advert, applications, job description, person
specification, RAF, interview notes, etc.) for a minimum period of 12 months from the date
of interview
o
Seek advice as required along the way from HR and the LA Adviser
19
APPENDIX A
HEADTEACHER RECRUITMENT CHECKLIST
This checklist should be used as an aide memoire by governors and the LA Adviser to ensure that all tasks are
identified and completed within agreed timeframes.
School …………………………………………………………………………..
Chair of governors ………………………………………………………… Phone / email:
LA Adviser …………………………………………………………………….. Phone / email:
HR Adviser …………………………………………………………………….. Phone / email:
ACTION POINT
Date of
Completion
Details / Comments
Model of leadership
GB decide on model of leadership and process to
follow – should involve LA Adviser at this stage
Recruitment Panel formed
 Advice received from L.A (and Diocese for VA schools).
 Whole GB must ratify recommendation of Panel.
Planning meeting – Date:
Recruitment Panel
Advert date agreed
Allow two weeks from date of advert to receipt of
application
 Short listing date agreed
Allow at least one week before interview
 Send for references
Interview date(s) agreed
Head teacher resignation deadlines are 30 September, 31
January and 30 April
Teacher resignation deadlines are 31 October, 28 February
and 31 May
Format of interviews agreed
Long listing, Panel, formal, presentation, in-tray, scenario
Advert agreed
Media, period of advertisement
ACTION POINT
Date of Completion
Details / Comments
Job description agreed
Including reference to the responsibility for safeguarding &
promoting the welfare of children
20
Person specification agreed
Consider if any criteria are key/specific to the school
All criteria should be essential
It is good practice to indicate those criteria to be used for
short listing and interview.
Contents of candidate pack agreed
Location of interview/accommodation booked
Arrangement for school visits
Governor(s) not involved in selection process may be
involved although this is not part of the assessment
Clarify role of HT/SLT
Document preparation
Letter from Chair of the Governing Body
Job description and person specification
Information pack on school and Ealing
School Development/Improvement Plan
Staffing structure
Contextual data
Short listing
Recruitment Analysis Form available
Test application form and letter against shortlist
criteria
Agree shortlist
Phone and confirm in writing those to be called for
interview (school or HR)
Call for references
Write to those not shortlisted
Selection process
Accommodation (for selection) arrangements agreed
Assessment process in place and all relevant people
notified.
ACTION POINT
Date of Completion
Details / Comments
After the selection process
Contact the successful candidate – subject to preemployment checks
21
Governing body ratification meeting
Contact unsuccessful candidates – offer feedback
Documentation for successful candidate forwarded
to HR provider
Written conditional offer to the successful candidate
All documentation relating to the decision collated
and kept for 12 months including interview notes
Other documentation destroyed as confidential
waste (copies / duplicates)
Evaluation of the process by the Governing Body
After confirmation of the successful candidate
Handover process with current headteacher
Arrangements for induction agreed
Summary of key events
Date
1
2
3
4
5
6
7
Event
Advert appears
Informal visits
Application deadline -suggested interval between 1
and 3 ?
Shortlisting – suggested interval 3-5?
Interviews
Ratification- when?/how
First appearance of new HT
22
APPENDIX B: For Governors at beginning of the recruitment process: What support do we need?
Ask each member of the governing body to complete this
checklist to obtain an honest appraisal of your strengths and
any gaps in your expertise.
Green
High knowledge &
experience
Amber
Moderate
knowledge &
experience
Red
Little knowledge
& experience
1. We understand what the legal requirements are for our type
of school (community, foundation, VA, VC) for informing the LA
or diocese and taking its advice
2. We are clear about the roles and responsibilities of all those
involved in the process, including the LA or diocese
3. The majority of Panel members have been involved in
making senior appointments in a school
4. We have experience of recruitment (particularly
interviewing) and it is transferable to a school context
5. The majority of Panel members have experience of
conducting interviews using selection criteria
6. We understand legislation on unfair discrimination and
equal opportunities and how to apply it to recruitment and
selection
7. We are aware of good practice in safeguarding children and
know how to incorporate this into our recruitment and
selection process (at least one member of the Panel has
received training in safer recruitment)
8. We are aware of the support available for recruitment and
selection from the local authority and/or diocese
9. We know where to find guidance on the law and our roles
and responsibilities for recruitment and selection.
10. We are familiar with the recommendations of the Bichard
report and its implications and a member of our Panel has
training in safer recruitment
11. We have a good knowledge of the weaknesses of our
school, based on concrete evidence
12. We have a shared view of where our school needs to be in
five years’ time
13. We understand how schools will be expected to change in
the next few years and the implications for our school
14. We understand the role of the Headteacher (as set out in
the National Standards for Headteachers)
15. We understand how the headteacher’s role has and is set
to continue to change over the next few years
16. We know that particular challenges this school poses for a
headteacher and how this affects the knowledge and skills
required of the new headteacher
17. We know the nature of the community the school serves
affects the skills and experience we require in our new
Headteacher
18. We know what skills and experience are already available
in the school leadership team
19. We know what staff pupils, parents and other are looking
for in a new Headteacher
TOTAL
23
Green
If the majority of your ticks are in the green column, you may
need a minimum level of support.
Follow legal requirements for contacting the local authority and
keeping them informed.
Amber
If some of your ticks are in the amber column, look at the areas
where your knowledge and skills are lacking.
How will you access support for these areas?
Red
If most of your ticks are in the red column, don’t try to do this
on your own. You need to know more about the school and/or
the recruitment process. Identify your source of support and
involve them from the outset.
24
Appendix C: Governors: Defining your needs: A short guide to school leadership evaluation for
governing bodies. This exercise can be supported and guided by your LA Adviser
The first step in successful recruitment is to be clear who you are looking for. This clarity is built upon an
honest appraisal of a school’s current circumstances and a solid connection between this appraisal and the
attributes and qualities of a potential head teacher.
Below, we provide 18 questions to ask yourselves to ensure you have considered all the angles. These might
make a useful agenda for a meeting of the governing body at the earliest stages of the recruitment process.
Part one: School background
Q1
How would we best describe the community we serve?
Diversity, Mobility, Aspirations, Opportunities, Engagement?
Q2
What is the school’s relationship with the community?
Their perceptions? Our perceptions? Reputation? Strengths? Weaknesses? Other agencies and
professionals?
Q3
What is staffing like at the school?
Turnover? Quality and quantity? Experience and seniority?
Background? Morale? Reason for this?
Q4
How strong is teaching and learning?
Standards of achievement? Student engagement? Strengths and
weaknesses? Particular subject areas?
Q5
What are the strengths, skills and needs of the current senior
leadership team?
Strengths and weaknesses? Needs for support? Style as a team?
Cohesion? Experience? Expected turnover and retirements?
Q6
What is the current headteacher’s style of leadership?
Staff perceptions? Habits? Omissions? Character?
Q7
What is the ethos and character of this school?
Values? Norms of behaviour? Expectations? Culture? Cohesive or divisive?
Connections to surrounding community?
Q8
Are there any recent events in our history that stand out as important?
Traumas? Celebrations? Changes in status? “Folklore”?
Q9
Are there any significant projects or changes currently planned?
New buildings? Changes in status? Mergers and closures?
Q10
What are our ambitions as a school?
Greatest hopes? Most needed changes? Dream school?
Part Two: Challenges and opportunities
Given the answers in part one above……….
Q11 What are the most important challenges and opportunities our school faces?
25
Part Three: Boundaries and principles
Q12 What principles or values would you expect your next headteacher to
abide by?
Q13 What must they absolutely not do?
Q14 What do you think the greatest limitations or barriers will be?
Part Four: Achievements
Q15 What are the three most important achievements you would like your
head to make over the next few years?
Part Five: Leadership qualities
Given the answer above…
Q16 What skills and knowledge will our new head need?
Q17 What values and attitudes will be important?
Q18 What characteristics, attributes and personal qualities do we expect?
It is important to ensure that the connection between your answers is robust; that is, when we say “given the
answers above…” the responses should be.



collectively sufficient (together they give confidence)
individually necessary (nothing can be dropped and still leave the same level of confidence)
realistic (humanly possible)
26
Appendix D: Sample head teacher job description. This based on the National standards of
excellence for head teachers, Department of Education Jan 2015 which were, in part, designed to
support the recruitment and appointment of head teachers. The key responsibilities are generic
examples and it is very important the recruitment panel also personalize the JD to ensure it meets
the specific needs of their school.
HEADTEACHER OF XYZ HIGH SCHOOL
JOB DESCRIPTION
Job Title:
Responsible to:
Responsible for:
Headteacher
The Governing Body of the School
The headteacher carries out duties in line with the conditions of
employment as set out in the current School Teacher’s Pay and
Conditions document, the National Standards of excellence for
Headteachers and the policies and procedures of the Governing Body.
Key Responsibilities of the Post

Take the lead role on working with the Governing Body to develop a collaborative school vision,
which embraces excellence, high standards and inclusion. Translate the vision into a
development plan and implement it successfully

Secure excellent teaching to achieve high standards of learning and attainment across the 11-19
range, including preparation for employment, higher education and training.

Hold all staff to account for their professional conduct and practice

Ensure inclusion, diversity and access.

Lead by example to foster an open, transparent and equitable culture.

To be responsible for the internal organisation, management and control of the school

Manage finance and resources astutely to maximize their use and value.

Develop and sustain effective relationships with the Governing Body, and the Chair of Governors
in particular, to ensure effective governance of the school, and the discharge of GB
responsibilities.

Build/develop and maintain effective relationships with parents and all members of the school
and wider community to enhance the education of all pupils.

Create an outward-facing school to work with other schools, organisations and partners to
champion best practice
27
Domain One
Excellent headteachers: qualities and knowledge
Headteachers:
1. Hold and articulate clear values and moral purpose, focused on providing a world-class education
for the pupils they serve.
2. Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their
pupils and staff, and towards parents, governors and members of the local community.
3. Lead by example - with integrity, creativity, resilience, and clarity - drawing on their own
scholarship, expertise and skills, and that of those around them.
4. Sustain wide, current knowledge and understanding of education and school systems locally,
nationally and globally, and pursue continuous professional development.
5. Work with political and financial astuteness, within a clear set of principles centred on the school’s
vision, ably translating local and national policy into the school’s context.
6. Communicate compellingly the school’s vision and drive the strategic leadership, empowering all
pupils and staff to excel.
Domain Two
Excellent headteachers: pupils and staff
Headteachers:
1. Demand ambitious standards for all pupils, overcoming disadvantage and advancing equality,
instilling a strong sense of accountability in staff for the impact of their work on pupils’ outcomes.
2. Secure excellent teaching through an analytical understanding of how pupils learn and of the core
features of successful classroom practice and curriculum design, leading to rich curriculum
opportunities and pupils’ well-being.
3. Establish an educational culture of ‘open classrooms’ as a basis for sharing best practice within and
between schools, drawing on and conducting relevant research and robust data analysis.
4. Create an ethos within which all staff are motivated and supported to develop their own skills and
subject knowledge, and to support each other.
5. Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is
the standard, leading to clear succession planning.
6. Hold all staff to account for their professional conduct and practice.
Domain Three
Excellent headteachers: systems and process
Headteachers:
1. Ensure that the school’s systems, organisation and processes are well considered, efficient and fit
for purpose, upholding the principles of transparency, integrity and probity.
2. Provide a safe, calm and well-ordered environment for all pupils and staff, focused on safeguarding
pupils and developing their exemplary behaviour in school and in the wider society.
3. Establish rigorous, fair and transparent systems and measures for managing the performance of all
staff, addressing any under-performance, supporting staff to improve and valuing excellent practice.
4. Welcome strong governance and actively support the governing board to understand its role and
deliver its functions effectively – in particular its functions to set school strategy and hold the
28
headteacher to account for pupil, staff and financial performance.
5. 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.
6. Distribute leadership throughout the organisation, forging teams of colleagues who have distinct
roles and responsibilities and hold each other to account for their decision making.
Domain Four
Excellent headteachers: the self-improving school system
Headteachers:
1. Create outward-facing schools which work with other schools and organisations - in a climate of
mutual challenge - to champion best practice and secure excellent achievements for all pupils.
2. Develop effective relationships with fellow professionals and colleagues in other public services to
improve academic and social outcomes for all pupils.
3. Challenge educational orthodoxies in the best interests of achieving excellence, harnessing the
findings of well evidenced research to frame self-regulating and self-improving schools.
4. Shape the current and future quality of the teaching profession through high quality training and
sustained professional development for all staff.
5. Model entrepreneurial and innovative approaches to school improvement, leadership and
governance, confident of the vital contribution of internal and external accountability.
6. Inspire and influence others - within and beyond schools - to believe in the fundamental
importance of education in young people’s lives and to promote the value of education.
29
Appendix D: Sample headteacher person specification
XXXXXXXXX Primary School
Headteacher Person Specification
The following outlines the key skills and experience we are looking for in the Headteacher of XXXXX Primary
School and our selection decision will be based on the criteria detailed within this document. The selection
panel will assess each candidate against the criteria, expecting candidates to demonstrate knowledge and
understanding of each area and show evidence of having applied (or an awareness of how to apply) this
knowledge and understanding in the school context.
Please ensure when completing your application that you address the relevant criteria as indicated below
in the method of the assessment column. As appropriate your responses should include your role, the
actions and decisions you took and the outcome or impact of your involvement. The supporting
statement should be no more than three pages long.
Essential Requirements
Form of Assessment
QUALIFICATIONS AND EXPERIENCE
1
Qualified Teacher Status.
Application Form
2
Further relevant professional/academic study and evidence of continuous
professional development.
Application Form
3
At least three years of proven strong, successful senior leadership and
management experience in a primary school.
Application Form &
Interview/Assessment
SHAPING THE FUTURE
4
The ability to think strategically and take the leading role to develop, build Application Form &
on and communicate a shared vision and strategic plan which inspires and Interview/Assessment
motivates the whole school community.
5
Evidence of successfully implementing, managing and evaluating change in
a collaborative and sensitive way.
Application Form &
Interview/Assessment
6
The ability to build on current strengths and initiatives and ensure a
smooth transition that delivers continuous improvement.
Application Form &
Interview/Assessment
7
A clear understanding of and enthusiasm for current issues in education
and evidence of embracing, implementing and embedding new
approaches/technologies which are relevant to teaching and learning.
Application Form &
Interview/Assessment
30
Recruitment Pack - A N Other –
School
PUPILS AND STAFF
8
Evidence of raising standards that have impacted positively on pupil
attainment and teaching and learning.
Application Form &
Interview/Assessment
9
Significant experience in evaluating and using data to plan and improve
pupil performance.
Interview/Assessment
10
A clear understanding of what makes good and outstanding teaching and
the ability to develop a culture where striving for outstanding teaching and
learning is central to the school’s work.
Interview/Assessment
11
A commitment to valuing, supporting and encouraging the professional
development of all staff members.
Interview/Assessment
SYSTEMS AND PROCESSES
12
An understanding of how to create whole community accountability
systems and implement them with the support of the leadership team to
combine data from a range of sources in order to maximise the
achievement of children.
Interview/Assessment
13
Strong financial planning and management skills, with experience of
making effective use of resources including the Pupil Premium.
Interview/Assessment
14
A clear understanding of and commitment to promoting and safeguarding
the welfare of children.
Application Form &
Interview/Assessment
STRENGTHENING COMMUNITY
15
Evidence of building and nurturing a strong, positive and collaborative
team culture that enables all staff to carry out their respective roles to the
highest standard and for all staff to work effectively together to deliver
school improvement.
Application Form &
Interview/Assessment
16
A commitment to building and maintaining effective and positive
relationships with parents, carers, governors, the wider community and
other schools.
Interview/Assessment
PERSONAL QUALITIES
17
Can inspire and influence others, within and beyond the school, to believe
in the fundamental importance and value of education in young people’s
lives.
Interview/Assessment
18
Excellent communication skills and proven ability to listen to, understand
and work effectively with all children, staff, governors and parents.
Application Form &
Interview/Assessment
19
The ability to foster an open, transparent and equitable culture and deal
effectively with difficult conversations and conflict at every level.
Application Form &
Interview/Assessment
31
Recruitment Pack - A N Other –
School
Appendix E: Guidance on drafting adverts and samples
1. When drafting an advert, make it clear and concise. Do not exclude applicants unnecessarily by
including criteria that are not relevant to performing the job; you want it to appeal to all sections of the
community.
2. Use the information contained within the job description and person specification to help you draft
the advert.
3. Avoid discrimination as set out in Equality Act 2010, ensure that you are not directly or indirectly
discriminating on the grounds of age. Avoid direct discrimination by, for example, ensuring you do not
add a maximum age limit for recruitment. Similarly, avoid indirect discrimination
4. The key elements that MUST be included in job adverts are:























Job Title / Role
Grade and /or salary range
Benefits/allowances
School size
Type of contract: permanent, fixed term, temporary
When the position will start
Key details of Role / Responsibilities / Contacts
Qualifications & Experience
What the school can offer in return
Name of current Head teacher and Chair of Governors
Name and contact details of the school and brief description of the school
How to apply (contact details and process for obtaining application forms)
Where to return completed application forms
Encourage school visits
Closing Date and time
Short listing (week commencing dates)
Interview & Assessment (week commencing dates)
Ealing Logo
Diversity Statement
For a specialist role, you may wish to include: “For further information contact …”
Relevant legislation or GOR (optional)
DBS statement
Safeguarding statement
.
32
Recruitment Pack - A N Other –
School
Appendix F
Invitation to interview letter
Dear …………………………..
INTERVIEW FOR..(post title & School)
Thank you for applying for the above post. I am pleased to inform you that you have been shortlisted to
take forward to the next stage of the assessment process. This may involve a number of tasks and
activities as set out on the schedule attached to this latter.
The assessment will take place on ………………at……………and will be held at the (venue). Directions to the
venue including parking, are enclosed for your information. Please report to the reception on arrival.
The purpose of the interview is to assess your suitability for the above post. It is also an opportunity for
you to gain further information about the post and for the Panel to seek clarification on the information
you provided on your application form. The Panel may also wish to discuss any issues raised in your
references that they feel need further clarification.
The interview will also assess your suitability to work with children and will include questions relating to
safeguarding and promoting the welfare of children. As part of the recruitment process the successful
applicant will be required to undertake a Disclosure and Barring Service (DBS) check. All candidates will
therefore be asked at interview to declare anything in light of the requirement for a DBS check.
To ease the process you will be required to bring with you the following documents so copies can be
made and retained for the successful candidate:
Photo drivers licence or passport, and a marriage certificate if applicable, to prove identity and
eligibility to work in the U.K.
Utility bill to prove address
Qualifications
Copies of the above will only be held on file for the successful candidate
The Panel will comprise of myself, in my capacity as Chair of Panel, and……….
The selection process and interview questions have been structured around the person specification and
job description. These documents were provided to you with the application form. I have enclosed an
extra copy of these with this letter to assist you with your preparation. (enter here any details of
presentations or tasks that need to be completed before the day of assessment)
I would be grateful if you could please contact the schools administrator on tel. …….or e mail………….to
confirm your attendance at the interview and whether you require any other equipment or resources
for your presentation. Should you have a disability and require any form of assistance at the interview
please contact………. prior to interview. If you have any general questions/ queries relating to the
selection process ……………. will be happy to respond to them.
I look forward to meeting you on………..
Yours sincerely
Chair of Panel
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Recruitment Pack - A N Other –
School
Appendix G
Reference request and pro-forma
Private & Confidential
Name and address of referee
Dear (Referee’s name)
Reference request
Name of applicant:
Post applied for:
Job title:
The above named person has applied for a post at (name of school) and has given your name as a referee.
A job description and person specification for the post are enclosed and I would be grateful if you could
provide an assessment of their suitability for the post by completing the attached reference request
form.
It is our recruitment practice to request references prior to interview. We are due to interview on ( date).
To avoid any delay in the recruitment process I would be grateful if you could please reply by return of
post before that date.
Please contact me if you have any queries regarding the reference. I may need to contact you by
telephone if clarification or further details regarding the reference are required. You also need to be
aware that the content of the reference may be discussed with the applicant at interview.
Please note that we operate an open reference policy and candidates may view their reference.
Thank you for your time and assistance.
Yours sincerely
Name
(Chair of the Panel)
34
Recruitment Pack - A N Other –
School
PRIVATE & CONFIDENTIAL
REFERENCE REQUEST
 This is a standard reference request form.
 Please complete all relevant sections
 Please type into the expandable boxes if you are filling the form in online.
 If you are filling in a paper version please use additional sheets as required.
 Please ensure this reference is factual and does not contain any material misstatement or omits any
information.
REFERENCE FOR:
Name :
REFERENCE PROVIDED BY:
Name :
Job title:
Section 1
 Are/were you the applicants employer
Y/N
 How long have you known the applicant and in what capacity?
 Dates employed
 Applicants job title & salary:
 If you are the applicant’s former employer please state why the employment ended.
35
Recruitment Pack - A N Other –
School
Section 2
 Please comment on the applicant’s responsibilities and performance while in your employ
 Does the applicant have a formal* disciplinary record?
Y/N
If yes, please provide details of the nature of any formal* disciplinary warnings/reprimands
 Are any of the above records the subject of appeal?
Y/N
*Formal disciplinary record means the employer has a set of recognised procedures that
provides the right of representation. This also includes any formal action taken under the
schools adopted capability procedure. The employee has been subject to these procedures and
is aware of any record that is held.
 Are any formal disciplinary investigations pending or incomplete at the time of leaving? Y/N
If yes, please state circumstances
Current guidance requires school employers to ask the following questions to assess the
suitability of candidates to work with children
Has the applicant ever been the subject of a child protection investigation that was not found to be
unsubstantiated, unfounded or malicious? Y/N
If yes, please provide details…………………………………………………….
………………………………………………………………………………………
Do you have any reservations about the applicant’s suitability to work with children?
If yes, please state why………………………………………………………….
………………………………………………………………………………………
Since the post is exempt from the provision of the Rehabilitation of Offenders Act 1974 it would be in
order for you to reveal any information you have about any criminal record the applicant may have.
Please provide any information you have –
36
Recruitment Pack - A N Other –
School
Section 3
 Please provide information on the suitability of this person for the post as related to the
requirements set out in the enclosed job description and person specification. Please give
examples as evidence, if possible.
 Do you recommend the applicant for employment to this post?
If no, please state why
Y/N
Please note that this is an open reference and details may be queried or made available to the
candidate
Signature………………………………………………………..
Organisation……………………………………………………
Position in organisation…………………………………………
Telephone number……………………………………………….
Fax number……………………………………………………….
E mail address……………………………………………………
Date………………………………………………………………..
Please use your organisations stamp indicating the name and address of the organization. If
you do not have a stamp please attach headed note paper.
37
Recruitment Pack - A N Other –
School
Appendix H
Appointment checklist for teaching staff
1. DOCUMENTS:
Original Application Form
(inc. monitoring form)
Copies Of References
RAF / Interview Notes
Medical Form
Completed CRB Form
Copy of QTS Certificate
Evidence Of Identity
Copy of academic qualifications
Evidence of eligibility to work in
the UK
Work Permit Required
YES / NO
National Insurance Number:
Budget Information – enter 10 Digit Accountancy Code:
FAILURE TO SUBMIT DOCUMENTS MAY RESULT IN A DELAY TO SALARY BEING PAID
2. CONTRACT DETAILS:
Name of School
Employee Name
Post Title
Date of Birth
Start Date
End Date
(if applicable)
3. SALARY DETAILS:
Salary to be assessed by HR: YES / NO (if YES salary assessment will be confirmed with Head teacher)
Main Pay Scale
Upper Pay Scale
Advanced Skills Scale
Leadership Scale
Leadership Range
Unqualified Teacher Scale
TLR Level & Amount
SEN Allowance
Other Allowances
4. TYPE OF CONTRACT:
Permanent Full-time
Permanent Part-time
Temporary Full-time
Temporary Part-time
Fixed Term Contract
Contracted Hours:
Unless we are advised to the contrary we shall
assume that: am = 3 hrs & pm = 2.5 hrs
Reason for Temporary / Fixed Term Contract:
5. FURTHER INSTRUCTIONS:
Signed:
Dated:
(Signatory authorised to confirm appointments)
38
Recruitment Pack - A N Other –
School
Appendix I
8.309.00
Panel
9.009.10
9.15-9.55
Brief
candidates
Presentation
preparation
(Library)
10.25-45
10.45-11.05
11.10-11.30
Refreshment
Refreshment
Candidate 1
School Council
Presentation
Candidate 2
Classroom
observation
(Interview
room)
Presentation
Classroom
observation
feedback
School Council
School
Council
Classroom
observation
(Interview
room)
Candidate 3
Music Room
Library
Library
10.00-10.20
Classroom
observation
(Interview
room)
R.R.Hood
B.B. Wolf, Droopy, M.Mouse
S. White, W.Cutter
All
Panel will consider outcome from all aspects of the day from 15.30.
Candidates to use staff room when not involved in activity.
Candidate lunch in Music Room.
Panel and School Council lunch in Library.
ORIGINAL SHOULD BE IN COLOUR FOR EASE OF REFERENCE
39
11.35-1155
12.0013.00
13.0513.50
14.4515.30
Lunch +
School
Council
Classroom
observation
feedback
Panel
Interview
Presentation
Classroom
observation
feedback
13.5514.40
Panel
interview
Panel
interview
Recruitment Pack - A N Other –
School
Appendix J
Schools Recruitment Analysis Form (RAF)
This is a universal form that can be used for recording either short listing or interview decisions
(separate forms will be required for each)
School:………………………………………………………………
Advertised in:…………………………………………………
Job Title:……………………………………………………………..
Advert Ref No:.………………………………………………
Shortlisted/Interviewed by:………………………………………
Closing Date:…………………………………………………
………………………………………………………………………..
Date of Short listing/Interviewing:………………………….
Information available from application form
Candidates Name in Full
Criteria for short listing/interviewing*
Please number and indicate job requirements from Person Specification
Decision
(use code)
(If necessary, please continue on second form)
Name of candidate to be appointed …(if applicable) ………………………………………………………………………………………….
Agreed by short listing/interviewing Panel (signatures) …………………………………………………………………………………………
To make short listing/interviewing as objective and systematic as possible you can use the RAF using the scoring system indicated below. Alternatively schools may decide on their own
40
Recruitment Pack - A N Other –
School
scoring system which should be applied consistently and discussed with your HR adviser.
The criteria on the person specification should be numbered. The numbers of the criteria should then be entered on the RAF over the columns provided.
SHORTLISTING AND INTERVIEW CODES
A – COMPREHENSIVELY meets criterion
B - MEETS criterion
C - PARTLY meets criterion
D - FAILS to meet criterion
DECISION CODES
SHORTLISTING
YES/NO
INTERVIEWING
A-Appointable
R-Reserve
N-Not Appointable
ETHNICITY CODES
Code
Ethnicity
A25
White British
A26
White Irish
A30
White Other
B15
Mixed White and Black Caribbean
B16
Mixed White and Black African
B17
White and Asian
B21
Mixed Other
C1
Asian or Asian British – Indian
Candidates Name in Full
Code
C2
C3
C7
D8
D9
D13
E22
E24
Ethnicity
Asian or Asian British – Pakistani
Asian or Asian British – Bangladeshi
Asian or Asian British – Other
Black or Black British – Caribbean
Black or Black British – African
Black or Black British – Other
Chinese
Any Other Ethnic Group
Criteria for short listing/interviewing*
Please number and indicate job requirements from Person Specification
41
Decision
(use code)
Ethnicity
(use code)
Sex
M/ F
Age
Disab
ility
Y/N