*Job Description*
*Job Title: *
Head Teacher at Market Rasen - LN8 and Boston-PE22
*Reports for:*
Education Director
*Conditions of Service:*
VALs terms and conditions
*Main Role Responsibilities*
*School culture*
* Establish and maintain the school’s ethos and strategic direction, in partnership
with those responsible for governance and through consultation with the school
community, including pupils; parents; placing social workers; teaching staff.
* Create a culture where pupils experience a positive and enriching school life.
* Uphold ambitious educational standards which prepare pupils from all backgrounds for their next phase of education and life.
* Promote positive and respectful relationships across the school community, and a safe, orderly and inclusive environment.
* Ensure a welcoming and respectful culture within the team. A culture that is built on respect; positive behaviours; transparency and passion to continue to improve the educational outcomes for all.
*Whole-school organisation, strategy and development*
* Provide overall strategic leadership and, alongside others, lead, develop and support the strategic direction, vision, values and priorities of the school.
* Establish, oversee, and evaluate systems, processes, and policies that enable the school to operate effectively and efficiently.
* Produce and implement improvement plans and policies that benefit the development of the school.
* Make use of effective and proportional processes of evaluation to identify and analyse complex or persistent problems and barriers which limit school effectiveness and identify priority areas for improvement.
* Identify, develop and share best practice and achievements. · Develop appropriate evidence-informed strategies for improvement as part of well-targeted plans which are realistic, timely, appropriately sequenced and suited to the school’s context
* Ensure careful and effective implementation of improvement strategies, which lead to sustained school improvement over time.
*Teaching*
* Establish and maintain high-quality, expert teaching across all subjects and phases, built on an evidence-informed understanding of effective teaching and how pupils learn.
* Ensure teaching is underpinned by high levels of subject expertise and approaches which respect the distinct nature of subject disciplines or specialist domains.
* Ensure effective use is made of formative assessment.
* Lead and manage teaching and learning throughout the school, including ensuring that a teacher is assigned in the school timetable to every class or group of pupils.
* Deliver strong teaching and governance aligned with clear behaviour support plans; individualised curriculums; aligned with individual EHCP’s and IEP’s.
* Ensure the effectiveness of teaching support staff enhances educational outcomes for all pupils.
*Curriculum and assessment*
* Ensure a broad, structured and coherent curriculum entitlement which sets out the knowledge, skills and values that will be taught.
* Establish effective curricular leadership, developing subject leaders with high levels of relevant expertise with access to professional networks and communities.
* Ensure that all pupils are taught to read through the provision of evidence-informed
* approaches to reading; writing; listening.
* Ensure valid, reliable, and proportionate approaches are used when assessing pupils’ knowledge and understanding of the curriculum.
*Health, safety and behaviour*
* Promote the safety and wellbeing of pupils and staff.
* Ensure rigorous approaches to identifying, managing and mitigating risk.
* Ensure the protection and safety of pupils and staff through effective approaches to safeguarding, as part of the duty of care.
* Ensure the health and safety and maintenance of the school building remains aligned with the Health and Safety at Work etc. Act 1974
* Ensure good order and discipline amongst pupils and staff.
* Establish and maintain high expectations of behaviour for all pupils, built upon relationships, rules and routines, which are understood clearly by all staff and pupils.
* Ensure high standards of pupil behaviour and courteous conduct, in accordance with the school’s Behaviour Policy.
* Implement consistent, fair and respectful approaches to managing behaviour.
* Ensure that adults within the school model and teach the behaviour of a good citizen.
*SEND and additional needs*
* Ensure the school holds ambitious expectations for all pupils with SEND and additional needs.
* Establish and sustain culture and practices that enable pupils with SEND and additional needs to access the curriculum and learn effectively.
* Ensure the school works effectively in partnership with parents and professionals to identify the additional needs and SEND of pupils and ensure support and adaptation are provided where appropriate.
* Ensure the school fulfils its statutory duties with regards to the SEND code of practice.
*Management of staff and resources*
* Lead, manage and develop staff members, including appraising and managing their performance.
* Ensure clear arrangements for linking appraisal to pay progression are followed inline with the company policy; advise the proprietor on pay recommendations for teachers.
* Organise and deploy resources within the school.
* Prioritise and allocate financial resources appropriately, ensuring efficiency, effectiveness, and probity in the use of public funds.
* Promote harmonious working relationships within the school.
* Maintain relationships with organisations representing staff members, e.g. unions.
* Ensure staff wellbeing is prioritised with an inclusive approach implemented across the team.
* Ensure staff development is prioritised and delivered upon to support career progression.
*Professional development*
* Promote the participation of staff in relevant CPD.
* Ensure staff have access to high-quality, sustained professional development opportunities, aligned to balance the priorities of whole-school improvement, team and individual needs.
* Prioritise the professional development of all educational staff, ensuring effective planning, delivery, and evaluation which is consistent with the approaches laid out in the ‘Standards for Teachers’ professional development’.
* Ensure that professional development opportunities draw on expert provision from beyond the school, as well as within it, including nationally recognised career and professional frameworks and programmes to build capacity and support succession planning.
* Participate in arrangements for the appraisal and review of their own performance and, where appropriate, that of other staff members.
* Participate in arrangements for their own further training and professional development and, where appropriate, that of other teachers and support staff including induction.
* Take responsibility for your own CPD, engaging critically with Education research
*Communication and working with others*
* Consult and communicate with the Education Director, staff, pupils and parents.
* Collaborate and work with colleagues and other relevant professionals within and beyond the school, including relevant external agencies and bodies.
* Forge constructive relationships beyond the school, working in partnership with parents, carers, and the local community.
* Commit to ensuring the school works successfully with other schools and
* organisations in a climate of mutual challenge and support.
* Establish and maintain working relationships with fellow professionals and colleagues across other public services to improve educational outcomes for all pupils.
*Governance and accountability*
* Understand and welcome the role of effective governance, upholding your obligation to give account and accept responsibility.
* Establish and sustain professional working relationships with those responsible for governance.
* Ensure that staff know and understand their professional responsibilities and are held to account.
* Ensure the school effectively and efficiently operates within the required regulatory frameworks and meets all statutory duties.
*Ethics and professional conduct*
* Uphold and demonstrate the Seven Principles of Public Life at all times –selflessness, integrity, objectivity, accountability, openness, honesty and leadership.
* Uphold public trust in school leadership and maintain high standards of ethics and behaviour.
* Build relationships rooted in mutual respect and observe proper boundaries appropriate to your position.
* Show tolerance of, and respect for, the rights of others, recognising differences and respecting cultural diversity.
* Uphold fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
* Ensure that personal beliefs are not expressed in ways which exploit their position or pupils’ vulnerability, or which might lead pupils to break the law.
* Serve in the best interests of the school’s pupils.
* Conduct yourself in a manner compatible with their influential position in society by acting ethically.
* Uphold their obligation to give account and accept responsibility.
* Know, understand, and act in line with the relevant statutory frameworks that set out their professional duties and responsibilities.
* Make a positive contribution to the wider education system.
*Qualifications & Training:*
* National Professional Qualification for Headship and QTS (Essential)
* A Teaching degree level qualification or equivalent (Essential)
* Further relevant professional and/or academic study and evidence of CPD (Essential)
* A relevant leadership qualification. (Preferable)
* A relevant leadership qualification (or similar specialised training in SEN/SEMH/ASD) to demonstrate expertise in leading inclusive and specialist provision for SEMH and ASD pupils. (Preferable)
* Additional training or certifications in SEMH and ASD, such as attachment theory, trauma-informed practice, or behavioural management strategies tailored to neurodiverse and SEMH needs. (Preferable)
*Skills and experience*
* Teaching experience in at least more than one school. (Essential)
* Proven strong, successful leadership and management experience in a school. (Essential)
* Evidence of demonstrating a strategic leadership style that is characterised by integrity, creativity, resilience, and clarity. (Essential)
* Experience in implementing, managing, and evaluating change in a collaborative way. (Essential)
* Experience of raising standards that have impacted positively on pupils and teaching and learning. (Essential)
* Significant experience of evaluating and using data to plan and improve pupil outcomes. (Essential)
* Experience of making effective use of funding and other resources.
* Strong financial planning and management skills. (Essential)
* · Excellent communication skills and proven ability to listen to, understand and work effectively with external stakeholders, including DfE; Ofsted and Lado. (Essential)
* Experience working directly with young people with SEMH and ASD, understanding their unique needs and challenges.(Preferable)
* Proven track record of implementing effective strategies to support SEMH and ASD pupils, leading to measurable improvements in engagement, behaviour, and achievement. (Preferable)
* Experience of developing and leading specialist intervention programs, including sensory integration, social skills development, or therapeutic support for SEMH and ASD students. (Preferable)
* Ability to work collaboratively with external agencies such as CAMHS, speech and language therapists, educational psychologists, and social services to ensure holistic support for SEMH and ASD pupils. (Preferable)
* Experience of creating and maintaining an inclusive school culture that celebrates neurodiversity and promotes mental health and well-being. (Preferable)
*Knowledge*
* An understanding of how to empower pupils and staff to excel.
* A clear understanding of what makes good and outstanding teaching through a deep understanding of how pupils learn, and the ability to develop a culture where striving for outstanding teaching and learning is central to the school’s work.
* An understanding of how to create whole-community accountability systems and implement them with the support of the SLT to combine data from a range of sources to maximise the achievement of pupils.
* A clear understanding of and commitment to promoting safeguarding pupils.
* Knowledge and understanding of the statutory frameworks which set out your professional duties and responsibilities, including KCSIE; Ofsted and regulatory frameworks.
* Deep understanding of the challenges faced by young people with SEMH and ASD and the most effective evidence-based strategies to support their learning and personal development.(Preferable)
* Knowledge of the legal and statutory frameworks specific to SEMH and ASD provision, including SEND code of practice and mental health legislation.(Preferable)
* Awareness of current research and best practices in supporting neurodiverse pupils and those with social, emotional, and mental health needs. (Preferable)
*The successful candidate will:*
* Be honest; of high integrity and want to drive success in all areas of the school.
* Demonstrate optimistic personal behaviour.
* Be able to build positive relationships rooted in mutual respect.
* Have a commitment to valuing, supporting and encouraging the professional development of all staff and your own CDP.
* Be able to build and nurture a strong, positive, and collaborative team culture that enables all staff to carry out their roles to the highest standard and for all staff to work together to deliver school improvement.
* Be committed to building and maintaining effective and positive relationships with parents, proprietors, and the wider school community.
* Be able to inspire and influence others, within and beyond the school, to believe in the fundamental importance and value of education in young people’s lives.
* Be able to foster an open, transparent, and equitable culture and deal effectively with difficult conversations and conflicts at every level.
* Show tolerance and respect for the rights of others, recognising differences and cultural diversity, while upholding fundamental British values.
* Ensure that their personal beliefs are not expressed in ways that exploit their position, or pupils’ vulnerability or might lead to pupils breaking the law.
*The post holder will agree:*
· Work within the context of all school policies & procedures.
· To accede that it is the duty of every employee to take all reasonable care of the health and safety of her/himself and of other persons who may be affected by her/his acts or omissions.
· To report to the appropriate person either serious risks or your concerns over safety issues.
· To maintain standard of dress that is appropriate to role and in accordance with the School’s dress policy.
· To work in a way consistent with the principle of equal opportunities, and anti - discriminatory practice.
· To be aware of and sensitive to the impact of class, gender, race and prejudice on attitudes, professional relationships, and professional judgement and be willing to intervene.
· To maintain confidentiality at all times and to ensure respect for proper observance of and adherence to the Confidentiality Policy.
· To attend regular supervision sessions with the Line Manager.
· To undertake appropriate training
· To undertake any other duties which are consistent with the post and/or needs of the service.
· To work in any other Val’s Community location where necessary, in order to meet the wider needs of the service.
*This job description is subject to periodic review and it is expected that the post holder will contribute to the active development of the role as the needs of the School are identified.Opportunities to work flexibly in other parts of the organisation may from time to time become available and, in order to contribute to the organisation’s aims and share areas of expertise and knowledge, as well as ensure continuous personal development, the post holder is expected to actively seek such opportunities by talking to their line manager about such possibilities on a regular basis.*
DBS Check
This post is subject to an enhanced criminal record check by the Disclosure and Barring Services.
Probationary Period
All appointments are subject to a probationary period of six months,
In the course of your employment you may be required to carry out duties not directly covered by your job description that are deemed to be necessary for the smooth running of the school.
Job Types: Full-time, Permanent
Pay: £45,000.00-£50,000.00 per year
Benefits:
* Company pension
* Health & wellbeing programme
* On-site parking
Education:
* Bachelor's (preferred)
Experience:
* working with student who have complex LD and autism: 1 year (required)
Licence/Certification:
* Qualified Teacher (QTS) Primary and/or Secondary (required)
* SEN Qualification (required)
Work Location: In person
Reference ID: LN8 -HT
