Assistant Principal – Kings Oak and
John Cabot Academies
Candidate Information Pack
April 2016
‘Embedding excellence’
Contents
1. Introduction from Steve Taylor, Chief Executive Officer, Ron Ritchie, Chair of
CLF Board, Richard Clutterbuck, Principal Kings Oak Academy and Simon
White, Principal John Cabot Academy
2. Advert
3. Cabot Learning Federation
4. The Structure of the Cabot Learning Federation and it Academies
5. Vision: ‘Embedding Excellence’
6. Location
7. Kings Oak Academy/John Cabot Academy
8. Job Description
9. Person Specification
10. Application and Selection Process
11. Appendix: CLF Draft Vision
1.
Introductions – Chief Executive Officer & Chair of
CLF Board
On behalf of the Board of the Cabot Learning Federation (CLF), I would like to thank you for your
interest in the exciting role as Assistant Principal – based at Kings Oak and John Cabot Academies,
Kingswood, Bristol. The CLF has a proven track record of growing leaders and creating opportunities
for career development. Your interest in the CLF coincides with one of the most exciting phases in
our development and I hope that, after having read the contents of this pack and undertaken other
research, you will feel inspired to take your interest further and arrange a visit to see the work at
one of more of the academies for yourself.
All members of the CLF team are committed to providing the very best opportunities for every young
person we educate to achieve their potential. There is a belief in the CLF that outstanding
achievement in our academies can be realised more quickly and with greater sustainability through
proactive collaboration. The strong sense of moral purpose that is our hallmark has helped to create
an environment within which all leaders take a collective responsibility for the learning and success
of all 7,250 pupils in our care. We promote a culture in which openness to peer and external scrutiny
and an active willingness to share and promote the very best practice are key factors in the
improvement in our academies. Furthermore, we are committed to supporting and learning from the
education community in Bristol, Bath, Weston-Super-Mare and the surrounding areas, and are keen
to contribute fully to system leadership to the benefit of the broader communities we serve.
We are looking for a Assistant Principals who share this commitment and holds values conducive to
making our ambitious goals a reality. We are seeking 2 individuals who, like us, recognises that
effective collaboration is the best route to outstanding achievement, and who will have an
unremitting focus on high-quality learning, teaching and leadership required to support the primary
aims of their Academy and the CLF.
This candidate brief gives some background information about the Federation’s development to
date, the nature of the Assistant Principal roles, the current organisation, and the key themes in our
draft vision: ‘Embedding Excellence’. We very much hope that the opportunities and challenges
facing the Cabot Learning Federation will excite you, as they do us, and lead to you submitting an
application.
Good luck with your application
Steve Taylor
Chief Executive
Professor Ron Ritchie
Chair of CLF Board
Introduction from Richard Clutterbuck, Principal
Kings Oak Academy
Thank you for your interest in the role of Vice Principal of King’s Oak Academy.
You are considering joining a school which is on its journey to becoming one of the stand out schools
in the South West and a key player in the Cabot Learning Federation.
I will be the new Principal of King’s Oak Academy in January and I’m looking to appoint a Vice
Principal who is ready to help the school and the CLF continue to Embed Excellence.
I look forward to receiving your application.
Mr R Clutterbuck
Principal
Introduction from Simon White, Principal John Cabot
Academy Academy
Thank you for your interest in the role of Assistant Principal at John Cabot Academy.
You will be joining a school which has a superb reputation locally, a cohort of enthusiastic children
and young people and a very talented and committed team of staff. You will be very well supported
day-to-day in your new role and your experience will help prepare you for further promotion into
the future. We are proud members of the Cabot Learning Federation and, as such, you will also be
further supported by working with a range of colleagues across our wider Federation.
I will be the new Principal of John Cabot Academy in September and I am looking to appoint an
Assistant Principal who is ready to help the school and our Federation continue to Embed Excellence.
I very much look forward to receiving your application.
Simon White
Simon White
Principal
2.
Advert
Assistant Principal
Permanent, full time position available from
1 September 2016
Salary: L12 to L17
£50,621 - £57,238
Kings Oak and John Cabot Academies seek Assistant Principals to join its successful Senior
Leadership Team.
The successful candidates will lead on all aspects of Academy Improvement and raise the
aspirations and achievements of all our students through delivering an outstanding educational
experience.
This is an exciting opportunity to join Kings Oak and John Cabot Academies. We have an excellent
reputation in the local area and are now consistently over-subscribed.
Alongside the Principal you will lead a strong team who you will support and challenge to deliver
outstanding outcomes for our students. We are proud of our high standards and constantly strive
for improvement through an ethic of excellence in all that we do.
As part of the Cabot Learning Federation there are significant opportunities to connect and
collaborate with our partner Academies as well as outstanding leadership development
opportunities.
Closing date for applications: Noon on 06 May 2016
Assessment day and interviews: Week Commencing 16 May 2016
CLF is an Equal Opportunity Employer. We respect and seek to empower each individual and support
the diverse cultures, perspectives, skills and experiences within our workforce.
Please refer to Part 10 for the Application and Selection Process.
The Cabot Learning Federation are committed to safeguarding and promoting the welfare of
children and young people and expects all staff and volunteers to share this commitment. The
successful applicant will, in accordance with statutory guidance, be subject to a
comprehensive pre-employment checking process including references from current and
previous employers, health, right to work in the UK and a child disqualification check. The
checks will also include an enhanced DBS check and a further check against the appropriate
barred list.
3.
Cabot Learning Federation
Background
The journey that has seen the development of the Cabot Learning Federation (CLF) began in
September 2007 when John Cabot Academy (JCA) and Bristol Brunel Academy (BBA) were opened
on the same day. In September 2009 we were joined by Bristol Metropolitan Academy (BMA) and
the CLF was formed, jointly sponsored by Rolls Royce PLC and the University of the West of
England.
The CLF incorporates 13 academies, 5 primary, 6 secondary, a Studio School and an all-through, as
well as a pan-federation provisions for Post 16 and re-engagement. The CLF employs over 1200 staff
who educate 7250 children, which creates huge opportunities for staff experience and expertise to
be moved between the schools.
Achievements and Outcomes for 2015:
Key Stage 2
2014/15 was a good year for CLF primary academies. We saw a rise in attainment at KS2,
improvement in GLD, phonics and KS1 results across all of the academies. The CLF is closing the gap
between disadvantaged and non-disadvantaged pupils, which has been achieved by teachers and
senior staff coming together to share good practice and to learn from each other. All the primary
academies, with the exception of Wallscourt Farm who are waiting for their opening inspection, have
received good judgements from Ofsted.
The chart below shows the attainment journey the academies have been on over the last two years.
Combined L4+
100
90
80
70
60
50
40
30
20
10
0
2013
Begbrook
2014
Frome Vale
Minerva
2015
Summerhill
CLF
We are not complacent and know we still have some inconsistencies across subjects and some groups
are still not achieving in line with national expectations. We need to ensure we meet the needs of our
higher ability children ensuring they are challenged and stretched using the new curriculum. Across
the primary academies there is a significant difference in levels of attainment in SPaG, which we need
to address this year.
2015 SATS Outcomes
Level 4+ Reading
Level 4+ Writing
Level 4+ Maths
Reading Progress
Writing Progress
Maths Progress
Begbrook Primary Academy Frome Vale Academy
92.9%
85.7%
85.7%
98.1%
94.4%
92.6%
Minerva Primary Academy
66.7%
71.4%
61.9%
83.3%
83.3%
61.1%
84.8%
78.8%
78.8%
88.5%
88.5%
88.5%
Summerhill Academy
83.8%
88.8%
87.5%
84.7%
87.5%
81.9%
We are working on the new national curriculum and developing our assessment procedures in line
with age-related expectations. This is exciting and innovative work. All the primary teachers have
the opportunity to work in their year groups, developing a shared understanding of outstanding
classroom practice where assessment for learning is at the heart of everything we do.
Key Stage 4
In 2015, at the end of the federation’s sixth year, the Federation has a set of mixed outcomes,
featuring the following headlines at Key Stage 4:





•
The percentage of Year 11 students who achieved 5 good GCSEs with English and Maths
across the CLF is 49%; Both JCA and HWA improved attainment by 5%;
The progress that students make in English is consistent and in places strong with 69%
of students across the Federation achieving 3 levels of progress. Including 84% of
students at JCA;
Progress in Maths is less strong, with an average of 62% 3 levels of progress, including
72% at BMA;
Value Added is an improving picture with a number of Academies (4/7) improving Value
Added scores. Almost all Academies have seen an improvement in VA since joining the
Federation;
The performance and progress of low attaining students across the Federation is strong
with an overall VA of 1022;
Girls also perform well across the Federation with a VA of 1004;
Expected
Progress in
Maths
Expected
Progress in
English
GAP
5 ACEM for
Disadvanta
ged Pupils
5 ACEM All
Pupils
5 ACEM for
Advantage
d Pupils
Historical GCSE Performance (2012 – 2015)
Bath Community Academy
Predecessor school
25 (2012)
2012
N/A
N/A
N/A
N/A
N/A
N/A
2013
18
25
11
14
48
62
2014
36
42
17
25
68
46
2015
31
33
25
8
62
42
57
51
Bristol Brunel Academy
Predecessor school
11 (2007)
2012
45
2013
45
57
26
31
58
53
2014
48
54
33
21
74
68
2015
45
56
27
29
60
63
Bristol Metropolitan Academy
Predecessor school
29 (2009)
2012
34
66
27
39
57
59
2013
48
66
27
39
70
68
2014
53
59
49
10
96
85
2015
47
51
44
7
67
72
Hanham Woods Academy
Predecessor school
2015
49 (2014)
54
56
39
17
71
67
Hans Price Academy
Predecessor school
23 (2011)
2012
45
2013
40
46
33
2014
47
58
2015
38
49
John Cabot Academy
Predecessor school
63 (2007)
59
54
13
57
50
35
18
62
71
25
24
66
53
2012
72
2013
74
79
43
36
78
82
2014
66
69
52
17
83
83
2015
72
76
52
20
84
76
59
57
King’s Oak Academy
Predecessor school
32 (2011)
2012
51
2013
41
48
22
26
51
59
2014
45
53
30
23
72
43
2015
40
51
26
25
68
46
Minerva Primary Academy
Frome Vale Academy
Begbrook Pimrary Academy
EYFS
X
X
X
X
KS1
X
X
X
X
X
X
X
X
X
KS2
KS5
X
KS3
X
X
X
X
X
X
X
X
KS4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CLF P16
Digitech Studio School Bristol
Hanham Woods Academy
King Oak Academy
John Cabot Academy
Bristol Metropolitan Academy
Bristol Brunel Academy
Bath Community Academy
Hans Price Academy
CLF Studio (Re-Engagement Centre)
Summerhill Academy
Wallscourt Farm Academy
Key Stage Provision 2015-2016
4.
The Structure of the Cabot Learning Federation
and its Academies
From September 2015, the CLF offers this range of provision:
Cabot Learning Federation Academies from September 2015
X
X
Leadership in the CLF
The Academy Assistant Principals will join a broader leadership team that brings together both the
educational and business related activities of the Federation.
At both the Senior Leadership Forum, and other networking events, there is a continuous focus
towards delivering outstanding student and business-related outcomes in line with the overall
strategy. A key strength of the CLF is the breadth of competence and experience of leaders within
the organisation who can positively challenge and collaborate with colleagues.
From September 2015 the structure of the Executive and central teams are as detailed below:-
Academy Council and Governance
The graphic below describes the structure of our governance model and you will see that
we place the risk register at the centre of the model. If we are outstanding at anticipating
and mitigating risk, then the CLF will be outstanding and sustainable in the years ahead. We
are demanding of ourselves and understand the responsibilities we have to the wider
community to ensure that our systems and processes are robust and able to demonstrate to
external scrutiny that we are responsible and accountable.
In a multi-academy trust the board is the governing body and the sponsors have the
majority of places on the board;
Each academy has an academy council with a number of key responsibilities delegated to it
from the main board. The chair of academy council is currently a board member;
The Audit and Scrutiny group 'owns' a number of the key operational and organisational
risks;
The finance, people development, estates and ICT are smaller working groups that feed
information to and from the other groups.
CLF Institute
In 2011 the CLF applied successfully to become a teaching school and were in the first cohort to be
designated. We wanted to achieve this status for the following reasons;




We wanted to expand our model of ITT and to be more creative in the structure of the
programme; we have to become a SCITT to create a pipeline of teachers who will ‘Teach for
the South West’
We wanted to create a vehicle under one umbrella for all of the training programmes that we
have in operation;
We wanted to develop a school improvement team and saw the introduction of Specialist
Leaders in Education (SLE) as the means to achieve this;
We were keen to develop and deepen research and development across the federation.
In September 2014 the CLF was formally re-designated as a Teaching School until 2018. Whilst we
were able to use the 'Outstanding' status at JCA within our application, the delivery of the teaching
school activity is far more widespread than that provided by just one academy, we are a Federation
teaching school. Our alliance is made up of all of our CLF Academies, plus partner schools from
beyond the federation who bring expertise in primary, secondary, post 16 and special school phases.
Our ITT programme 2015-16 has 27 school direct trainees, and the majority of the first and second
cohorts from 2012-15 are now NQTs in CLF Academies and alliance schools.





We have a team of 50 Specialist Leaders in Education across the alliance delivering support
that ranges from one half day per week to full time staff working in all of our academies;
We have 2 senior network leaders in Mathematics and English whose job is to lead bespoke
academy support and develop the curriculum 3-19; We are an Appropriate Body for NQTs,
providing support and training for around 60 NQTs
We work collaboratively with other Teaching School Alliances to bring conferences and
events to the schools in our area;
We have appointed a Head of Research and Development to capture the work of pan
federation research groups and apply for funded research opportunities so that we are an
evidenced based organisation;
We run internal leadership programmes for CLF staff as well as delivering national
programmes through our NCTL licensed provision


(NPQH, NPQSL and NPQML);
We are one of the first 32 national Maths Hub schools in England and are an early adopter
for Core Mathematics post 16. We are implementing mastery maths and run maths subject
knowledge enhancement programmes for primary and secondary teachers.
Emerging Leaders
NPQH Cohort 5 at
Wallscourt Farm with Noodle
School Direct
South West Network Meeting
In February 2015 CEO Steve Taylor was designated as a National Leader in Education, which
confirmed the status of the CLF as a National Support School. As the original Teaching School
model adopted in 2011 has continued to develop, a breadth of support and system leadership
has evolved. This is due to be re-launched in September 2015 as the CLF Institute, according to
the draft model below
5.
Vision
Much of the broader mission of the Cabot Learning
Federation has remained unchanged since the Trust began. The
educational investment in consecutive generations of our communities via a proactive and deliberate
approach to collaboration is still at the heart of CLF DNA.
The fundamental mission of the CLF will be that its work will bear the hallmarks of excellence in all
that it does by 2020. In uncertain times it is through the ubiquitous culture of excellence and the
highest standards in all aspects of its work that the CLF will be best placed to respond to the needs
of its stakeholders throughout the period 2015 – 2020 and beyond.
There are elements of the Cabot Learning Federation that make it unique. The combination of the
tight geographical concentration of its constituent parts, the diversity of the communities it serves
and the range of provision it offers. It is the largest non-diocesan MAT in the South West, and though
it is not one of the larger Multi Academy Trusts (MATs) in the country, it commands a reputation as
a leading MAT on the national stage.
For those most closely associated with the CLF, the key binding agent is its deep-rooted moral
purpose. The collaborative culture, which is the fundamental agent of accelerated improvement in
the CLF, is able to exist because of the shared commitment of all involved in the federation to all of
the pupils attending our schools. The federation exists in order to promote their life chances and to
deliver excellent educational experiences for those pupils in our academies now and in the future.
The vision of ‘Embedding Excellence’ will be confirmed in the course of this year. The current draft
has the vision expressed as a series of diagrams (see below). The central overarching vision is broken
down into 5 themes, which in turn are each further expressed as 5 sub-themes (see Appendix 1). In
terms of interpretation, while the sub-themes themselves do not prescribe specific action, it is
envisaged that they will form a framework within which all planning and processes will be couched
(improvement planning, performance management, etc). They will also act as touchstones, as the
hallmarks of CLF culture, work and practice. It should be possible for stakeholders to find evidence
of these characteristics in all of the CLF’s constituent parts, supporting the notion that the CLF has a
DNA which, though it will be open to local interpretation, will be present in all of its academies.
Our perspective on 3-19 Education
The vision we outlined in 2007 when we began this journey, was one that would see children from
the age of three educated through to Post 16 and University. In September 2012 we opened our first
four primary academies. This idea was built around the idea of a locally-based federation, taking
responsibility for the quality of education in our part of Bristol and the South West, where staff could
move between the schools to ensure that our best practice was given to more children than was
possible in a single building. In simple terms our aim is to create outstanding educational provision
in our part of the city a reality. In addition, we are attracted to the notion that a parent could choose
a CLF Academy for their three year old knowing that they could remain in a CLF Academy until they
have completed their A Levels.
Current positive developments to support this vision include:

The opening of a primary provision in a new building at King’s Oak Academy in September
2015 that will provide an outstanding education for children and young people from 4 to 19
years old;

The opening of Digitech Studio School Bristol in September 2015 that will provide Bristol’s
first studio school specialising in digital, high tech and creative sectors for 14 to 19 year olds
of all abilities;

The opening of a new building at Minerva Primary Academy in September 2017 that will
provide a fantastic new learning environment.
6.
Location
Bristol
Bristol is an old city with a proud maritime heritage the original town was listed in the Anglo-Saxon
Chronicle of 1051. Bristol is a university town and has always welcomed visitors from far and wide.
A proud multicultural city, a ten minute drive will take you from the heart of the city to the
countryside. Bristol is centrally placed, two hours from London, the midlands and the south coast
and a forty minute drive to south Wales. Bristol was hailed recently by the Sunday Times “as the best
city to live in Britain.”
There are a wide range of properties on the market from new apartments to family homes. Average
prices in the area where the Academies are based are £307,000 for a detached property, £198,000
for a semi-detached and an overall average price of £205,000.
Once languishing at the bottom of the school league tables there has been a major investment in
schools in Bristol and the surrounding areas. This has led to a continued improvement in exam
results both within the Cabot Learning Federation and schools across the wider area.
There are several world-class attractions in Bristol, including Britain’s most acclaimed historic ship
the SS Great Britain, its iconic suspension bridge, (both built by Isambard Kingdom Brunel) the
world’s fifth oldest zoo, and an outstanding network of free city museums. Bristol is also home to
Britain's oldest working theatre, The Bristol Old Vic, which was recently newly-refurbished and
showcases some of the most cutting-edge theatre in the country.
Bristol plays host to major festivals throughout the year, the Bristol Balloon Festival, The Harbour
Festival, Brisfest and Grillstock to name but a few. From major West End shows, to stand-up comedy
and performing arts festivals, Bristol has plenty of plays and productions to suit all tastes. There are
also plans for an arena to be built by 2017.
Bristol takes food seriously - we have award-winning restaurants, restaurants on boats, cafés and
restaurants that are great for kids, and dining for grown-ups. We also host fantastic foodie events
and markets throughout the year.
Bristol's shopping quarter has over 500 stores, more than 50 cafes and restaurants, great cinemas
and entertainment. There is also The Mall at Cribbs Causeway, this is a great place to shop where you
will find 135 top name stores, 7,000 free parking spaces and regular late night shopping.
Bristol's harbourside remains the buzzing hub of the city. The harbourside is now an attractive,
modern development filled with restaurants, bars, shops and hotels. With the long stretch of
waterway making for lovely strolls on either side of the harbour.
7. King’s Oak Academy
King’s Oak Academy is a popular Academy serving an area of Kingswood in Bristol, South
Gloucestershire. The Academy joined the Cabot Learning Federation in 2011 and has since thrived
from the effective collaboration and support of other Academies in the Federation. The Academy is
growing with more students being attracted to the Academy in Year 7 and into higher years as well
as the first cohort into Reception. It enjoys a good reputation for inclusion and for supporting all
students, who are proud of their Academy.
King’s Oak is an all-through Academy with The Acorn opening September 2015. It presently has
children in reception as well as pupils in Years 7 to 13. This is a unique opportunity to shape an allthrough vision of education that has the ability to be innovative and inspire new approaches to
education that are supported within an all-through model.
The Acorn, Kings Oak Academy
The Academy also benefits from having a very central position within the Cabot Learning
Federation. Federation House, which are the central offices of the Multi Academy Trust, are located
on site and this affords unique access to the central services. It also affords the opportunity for
King’s Oak all-through Academy to be a showcase for the Federation and be at the heart of the
organisation.
The Acorn, which opened its doors this September provides a superb learning environment for the
new reception children as well as Years 1 to 6 as the first part of the all-through grows. This
provides a unique and exciting opportunity for a talented leader to shape the academic and
personal development of children for 3-19. This brings great opportunity and responsibility to
provide outstanding teaching and education to children and families who are entrusting the
education of their child between the ages of 4 and 19.
The Primary Academies within the Cabot Learning Federation are very strong and have a forwardthinking group of leaders and staff who have developed areas of practice and approaches which
will inform the vision as well as accelerate the development of an all-through education. A good
example is the recently developed Mastery curriculum in the Primaries that is leading edge and
influenced by visits to Shanghai.
The KS4 results in the summer provide a strong mandate for change. The Academy requires a Vice
Principal with the energy, ability and vision to accelerate improvement and establish approaches,
in-line with Federation practices that transform the education of all pupils.
Similarly there is a good opportunity to support the CLF Post-16 to raise standards. King’s Oak
Academy is a key part of the Federation’s Post-16 provision, with a proportionate number of Post16 courses being taught at King’s Oak. In keeping with the all-though vision this opportunity
represents the opportunity for a talented educationalist to achieve excellence in all elements of the
all-through, increasing the life chances of pupils as well as the families in the community that it
serves.
As you will have read the Cabot Learning Federation is a mature Multi Academy Trust that has a
strong and growing reputation for supporting Academy improvement. This role will benefit from a
depth of collaboration, a shared passion for education and enjoy a healthy level of support and
challenge to ensure that we achieve and embed excellence. The Teaching School provides
additional support and inspiration.
In 2013 the Academy was judged to be ‘Good’ by Ofsted. The summer outcomes provide the
opportunity to secure this judgement in the near future.
In 2015 the Key Stage 4 outcomes were mixed. (see below).
% 5A*-C incl. E&M
% C+ passes in English
% 3+ levels progress in English
% 4+ levels progress in English
% C+ passes in Maths
% 3+ levels progress in Maths
% 4+ levels progress in Maths
Best 8 Value Added
2014
46
73
73
33
58
44
10
2015
40
57
68
26
60
46
7
948
974
King’s Oak is at an important point in its improvement journey. This is a fantastic and exciting
opportunity for a talented individual and leader to join the Cabot Learning Federation and secure
excellence for King’s Oak Academy. This will be supported and accelerated through the strong
collaboration and the collective ambition for excellence from within the Cabot Learning Federation.
We welcome applications from talented leaders who share our passion for all-through education
and on embedding educational excellence for all children.
John Cabot Academy
John Cabot Academy is heavily oversubscribed and an extremely popular Academy serving a wide
area in South Gloucestershire and Bristol. The Academy was the founding partner of the Cabot
Learning Federation and is very much at the heart of it. A former Principal, Sir David Carter, had the
foresight to connect with Bristol Brunel Academy and then Bristol Metropolitan Academy. This was
the beginning of the Cabot Learning Federation, which has grown from strength to strength.
Each year around 800 students apply for the 160 places available in Year 7 at JCA. This desire for a
place is recognition of the standards and on-going performance of the Academy. The Academy was a
very successful City Technology College (CTC) and has significantly benefitted from this legacy.
John Cabot Academy is the best performing Academy in South Gloucestershire. Both attainment and
progress are strong across the Academy (shown below). In 2009, the Academy was judged to be
Outstanding by Ofsted. This recognised the effectiveness of leadership, quality of teaching, pastoral
care and strong student outcomes.
Post-16 is an important aspect of the Academy; with 500 students within Post-16 across Year 12 and
13. Whilst these students access a broad curriculum across five sites all Post-16 students are on roll
at John Cabot Academy. There is a central CLF Post-16 team that oversees the personal and academic
achievement of all Post-16 students. This team includes a Director, Deputy Director, Assistant
Director, Heads of Post-16 in each site and Student Support posts. However, the leadership team at
JCA has a key role in the evaluation and improvement of teaching and outcomes at Post-16 and this
is central to the Academy’s success moving forward.
The staff at JCA are passionate, committed and work hard to support all students to achieve both
personally and academically. There is a professionalism that pervades the Academy that enables the
Academy to be successful. There is a strong ethos and culture around inclusion; students are well
supported and thrive in this environment. The Academy has a high proportion of SEN students and
CiC. This is a reflection of the Academy’s caring ethos, strong reputation for supporting vulnerable
students to be successful and our general commitment to the principles of inclusion
Governance is a strong feature of the Academy and the wider CLF. The local Academy Council
successfully supports and challenges the Academy to improve its provision and outcomes for
students. Governance, central team and executive team support will allow the Principal to focus
clearly on the priorities of the Academy and improving the personal and academic achievement of
each child.
The KS4 outcomes are strong and in-line with a grading of outstanding. The 5ACEM headline figure
improved to 72% from 66% in 2014. Progress indicators are also strong within the core subjects and
this reflects higher standards of teaching and leadership in the Academy. There is a good foundation
in place to achieve greater success in the future.
In 2015 the Key Stage 4 outcomes were:
%
%
%
%
%
5A*-C incl. E&M
C+ passes in English
3+ levels progress in English
4+ levels progress in English
C+ passes in Maths
2014
66%
79%
83%
47%
83%
2015
72%
80%
84%
40%
83%
% 3+ levels progress in Maths
% 4+ levels progress in Maths
Best 8 Value Added
Progress 8
83%
50%
84%
48%
1020
1016
n/a
-0.03
The new Assistant Principal will have the opportunity to build on the strong foundations and
contribute towards ambitious plans and targets for the future. The Academy seeks an Assistant
Principal with the energy, ability and vision to secure consistent improvement and establish
approaches, aligned with Federation, that transform the education of all students.
We also seek a leader who has the ability and experience to support the CLF Post-16 to raise
standards. There is a significant amount of Post-16 teaching that happens on-site and the evaluation
and intervention of the quality of this provision will be a key aspect of the Principal’s role.
As you will have read the Cabot Learning Federation is a mature Multi Academy Trust that has a
strong and growing reputation for supporting Academy improvement. This role will benefit from a
depth of collaboration, a shared passion for education and enjoy a healthy level of support and
challenge to ensure that we achieve and embed excellence. There is very strong central resource and
support that allows colleagues to be supported. In addition the CLF Institute provides additional
training, support and inspiration.
This is a substantial and exciting opportunity for a talented individual to join the Cabot Learning
Federation and secure excellence for John Cabot Academy. This will be supported and accelerated
through the strong collaboration and the collective ambition for excellence from within the Cabot
Learning Federation. We welcome applications from talented leaders who share our passion for
education and on embedding educational excellence for all children.
8.
Job Description
Vice Principal
Salary: L22 - L26
The Vice Principal’s primary responsibilities are:
1. Supporting the Academy’s overall development by:
Leading on Academy self-evaluation from senior to middle
leadership.
Rigorously ensuring all Academy systems are working smoothly
and efficiently on a day-to-day basis.
Inspiring leadership ensuring a high quality of education and high
standards of achievement for all students.
Providing strategic Academy leadership and translating planning
into positive action and results.
Modelling professional behaviour, promoting high expectations,
challenging peers, and being the lead professional.
Increasing the standard of achievement of all students and
ensuring student performance is at least in line with Academy
and Trust targets.
Ensuring that the Academy site is maintained to the highest
standards and secure developments that make efficient and
effective use of the building and capital resources to deliver an
outstanding education.
Leading on HR matters such as conduct, capability and
grievance.
Carrying out such other duties as required and commensurate
with the grade of the post.
Areas of
responsibility:
 The leadership of
Academy
Improvement
 Ensuring the
Academy is Ofsted
ready
 Achieving the
Academy ‘Silver
Bullet’ targets
 Smooth running of
the Academy day to
day
Accountability:
 Accountable to the
Principal
Leadership:
 The Academy
Assistant Principals
and staff
2. Leading Academy Improvement by:
Outward-facing role:
Working with the Principal to identify priorities and opportunities
for Academy improvement to achieve outstanding outcomes. These
priorities will either have been identified by externally prescribed
key performance indicators (DfE, Ofsted) or stream directly from
the Principal, and may include themes such as:
- Academy wide Self-Evaluation and Improvement Planning
 Represents the
Academy at CLF
events and networks
 Represent the CLF at
networks and
strategic panels as
appropriate.
- Leading through an Assistant Principal to deliver outstanding
Teaching and Learning
Has awareness of:
- Ensuring rigorous safeguarding processes are kept up-to-date
and complied with by all staff and visitors in the Academy
- Leading through an Assistant Principal to deliver outstanding
Achievement Year 7 to 13
- Leading through an Assistant Principal to deliver outstanding
Culture and Ethos
- Performance Management
- Assessment and Curriculum development
- Securing outstanding recruitment and retention
- Managing performance and HR matters
 Contemporary
effective school
improvement
strategies
 Current
developments in the
education sector
- Synergy of Academy wide systems
- Communication with parents
- Community and public relations
- Ensuring the site provides an outstanding learning
environment through careful resource management
 Changes to National
performance
measures
 CLF HR policies and
relevant employment
legislation
9.
Person Specification
Senior Leadership in the Cabot Learning Federation:
While the range of responsibility changes as roles become more senior in the organisation, there are
a number of core features that are consistent to all leadership roles across the CLF. Below are five
core features and their hallmarks.
The five core features senior leadership in the Cabot Learning Federation:
i.
ii.
iii.
iv.
v.
Moral Purpose
 Pupils first – a belief that all pupils can achieve and an unwavering commitment to
pursue successful outcomes for all
 Championing the vulnerable
 Commitment to equality of opportunity
An Effective Team Player
 Dynamic and supportive
 Committed and passionate
 Innovative and high performing
 Emotionally intelligent
 Proactive contribution
Dynamic and Creative Executive Leadership
 Leading through others
 Altruistic collaboration
A significant contributor to strategic thinking and development
 Inspire and drive
 Oversee the development of strategy and policy
 Lead consultation and implementation
Courageous and committed leadership, effective role modelling
 Observing the highest standards
 Getting every day right
The ten personal qualities needed for leadership roles in the CLF:
i.
A capacity for hard work.
ii.
Eternal optimism and resilience in the face of challenges
iii.
The ability to inspire
iv.
An unshakeable conviction that young people can be successful in spite of their
circumstances or other external factors
v.
High level interpersonal skills.
vi.
Excellent time management
vii.
The ability to remain calm under pressure or in stressful situations
viii.
The ability to pause and reflect and think before making an important decision.
ix.
The ability to respond positively to and deliver constructive criticism.
x.
The ability to delegate effectively
The ten skills, qualifications and associated professional experiences essential for the role
of Vice Principal
Key Leadership Skill and/or knowledge
Experiences Required
1. Vision, passion, presence
o The ability to deputise effectively in the absence of the
Principal.
o A track record of creating and implementing a wholeschool vision for improving or a successful school.
o An enthusiast for education and a belief in the potential
of young people and staff and their capacity to succeed
o Able to demonstrate a passionate and visionary
approach to teaching and learning
o Well-developed interpersonal and communication skills
(including written, oral and presentation)
o Enthusiasm, vision, drive, adaptability and resilience
o Demonstrate gravitas, credibility and lead courageously
o A strong visible presence within the Academy leading
by example and holding high expectations of self, staff
and learners
o Displays the highest levels of personal and professional
integrity
2. School improvement
o A track record for leading a school to improved
performance, as demonstrated by Ofsted judgements
and/or student outcomes over time
o Experience of action planning and delivery of raising
attainment programmes
3. Strategically thinking and planning
o Experience of delivering strategic leadership in a school,
leading to demonstrable school improvement
o Able to think differently, strategically, and creatively in
approach to solving problems
o Able to understand, analyse and make effective use of a
wide range of data
o Able to find simplicity from complexity
4. Ability to take on leadership in challenging
circumstances and challenge
underperformance
o Displays passion for education and dedication to
working with students from the full range of our context
o Extensive experience of developing staff and building
teams
o Demonstrate motivational, empowerment, delegation
coaching and mentoring skills
o Recent experience of working in a challenging / underperforming school and effectively challenging under
performance in staff
5. An understanding of the principles of effective
change management and knowledge of what
that means in practice
o Experience of leading innovation & change management
in a school - a successful innovator of school
improvement that has impacted positively upon student
outcomes, including for vulnerable students.
6. An appetite to seek out and develop innovative
practices in education, including
implementation of new technologies.
o Experience of leading advancement in a school to
support high quality learning and teaching
o A commitment to raising the aspirations of the whole
Academy community
7. Effective networking skills
o Experience of working with multi agencies and other
partner organisations and external stakeholders to
develop new approaches and accelerating improvement
o Has the ability to connect with people at every level to
create formal and informal networks outside of
hierarchy, from students to teaching staff, parents to
academy council and collaborate across the federation.
8. Self-evaluation and scrutiny
o Understanding of the principles and practice of effective
self-evaluation and preparation for inspection
o Experience of leading a school successfully through
inspections and other external scrutiny processes
o Able to ensure rigor and accountability through strong
line management of significant curriculum teams and
important aspects of the Academy.
o Be inquisitive in every aspect of the Academy, seeking
to stimulate improvement, galvanise teams, challenge
and support individuals
9. Understanding of student motivation,
engagement, behaviour and attitudes to
learning
o Experience of re-motivating disengaged learners in
school, improving attendance, behaviour and pupil
performance, including for vulnerable pupils.
o Able to maintain daily connections with all colleagues
and students around the Academy through consistently
high visibility.
10. Commitment to self-development and own
learning
o
o
o
o
o
Degree and teaching qualification
Qualified teacher status
Recent and relevant leadership development/training
Demonstration of on-going and current CPD
Intention to gain NPQH
10. Application and Selection Process
All applications will be acknowledged. There is a nominal closing date for this role of Vice Principal,
however candidates are encouraged to submit their applications as soon as possible, as preliminary
discussions may begin as soon as expressions of interest are received
Action
Date
Advertising date
Closing date for applications
Shortlisting and advising candidates of the
next steps
Assessment day and selection interview
29 April 2016 2016
Noon on 06 May 2016
Week Commencing 09 May 2016
Week Commencing 16 May 2016
To apply please send:


A completed CLF application form, including names, positions, organisations and telephone
contact numbers for at least 2 referees (preferably your most recent employer(s)). If you do
not wish referees to be approached without your permission, please indicate this clearly;
A short (no more than 3 pages) statement highlighting your motivation for the role as Vice
Principal. We are keen to discover more about your vision for learning as well as gaining an
understanding of the experiences you have gained that have prepared you for a post such
as this. It would be helpful if you could construct your letter around these four areas:
1. How the experiences you have had in your career to date prepare you for the role of
Assistant Principal at Kings Oak and John Cabot Academies? Please include any
examples of particular innovations that have had a big impact.
2. Consider how your experience and achievements match the requirements of this
position;
3. The broader educational outcomes you would hope to achieve for the class of 2016,
taking their GCSEs in 2021?
4. The makings of a successful school leader and how would you measure your own
success in July 2017 at the end of your first academic year in post.
5. What you would do in your first 100 days in post to establish yourself with staff,
students and the wider Academy community.
Please also complete the equality and diversity questionnaire within the Application Form.
Applications should be submitted to [email protected]
If you have any queries on any aspect of the appointment process, need additional information or
wish to have an informal discussion please contact Ian Payne, HR Director, via email or by phone on
07525617633.
11. Appendix: CLF Vision
CLF: Embedding Excellence:
Theme 1: CLF: Educator of Choice:
Theme 2: CLF: Employer of Choice:
Theme 3: CLF: An effective learning organisation:
Theme 4: CLF: Tomorrow’s Citizens:
Theme 5: CLF: Leading Communities: