Head of RE and PSHE
Closing date: 12 noon Friday 3rd March 2018
Interviews: Tuesday 27th March 2018
Start Date: September 2018
Salary: MPS/UPS (Outer London) with a TLR2b
Accountable to: SLT Line manager to Humanities
Line Management: S/he shall line manage departmental staff as designated.
To apply please complete the application form and return to email@example.com
S/he shall lead the Department on the organisation and management of the department as required.
S/he shall take a leading role in developing and assuring the quality of learning and teaching in the department.
- S/he will lead Department time on Mondays including the preparation and delivery of department meetings
- S/he shall assist with the leadership of departmental staff and shall contribute to the appointment, induction and professional development of teachers and trainees assigned to the department as required.
- S/he shall ensure that KS3-5 teaching is prepared, resourced, delivered and evaluated, to maximise student progress. S/he will oversee curriculum development of new GCSE & if appropriate A Level specs
- S/he shall ensure KS3& KS4 PREP and further independent learning is carefully planned for and resourced, delegating responsibility as appropriate
- S/he shall ensure the effective operation of assessment, recording and reporting systems and the achievement of student targets at KS3-5.
- S/he shall contribute to wider curriculum development in Humanities and timetabling as required.
- S/he will take a lead on the delivery of PHSE across KS3-4 including the resourcing of KS3 lessons, KS4 tutor time resources, and working with SLT on the PHSE content for Red Days
- S/he will take some direct leadership of the professional development of teachers in RE/PSHE.
- S/he shall ensure that members of the department are kept up to date with changes in course specification and in national guidelines.
- S/he shall take a lead role in ensuring that outstanding pedagogy is developed and shared across the department
- S/he shall support other Humanities heads of department in monitoring and tracking pupil achievement and attainment and in taking specific action where required
- S/he shall contribute to the development and delivery of whole school initiatives as required and directed by the SLT LM for RE/PSHE.
The law requires employees to:
- Take reasonable care of their own health and safety and that of others who may be
affected by what they do at work
- Co-operate with their employers on health and safety matters
- Do their work in accordance with training and instructions
- Inform the employer of any work situation representing a serious and immediate danger,
so that remedial action can be taken
- The school is committed to safeguarding and promoting the welfare of children and young people as required under the Education Act 2002 and expects all staff and volunteers to share this commitment.
- Uphold the school’s policy in respect of child protection and safeguarding matters.
- Have commitment to the school’s equality policies.
- Ensure any extra-curricular activities will be free from partisan, political and religious view. Where political issues are discussed, a balanced view is always presented.
Our Springwest culture is one of aspiration, progression and innovation. You will be supported in trying new things and taking risks to improve the life chances of our students. You will make a real difference to our young people. They need you! Job satisfaction doesn’t come any better than that.
YOUR well-being –
We can only achieve our aims if we look after you as well as well as we look after our students.
At Springwest we are committed to:
- Flexibility: you will benefit from a well-planned academy calendar, an annual ‘thank you’ afternoon, two marking days, Wellbeing Weeks, flexible working arrangements and a 2.50 finish every Friday
- Time: The biggest impact on progress is simple – good teaching and learning. Everything else is peripheral. We will give you time to do this as well as additional time at key pressure points in the year
- Realistic Accountability: We have the highest expectations but remain flexible by removing unnecessary checklists that allow you to do your job in a style that suits you. Expect streamlined reporting and assessment and well-planned directed time
- Genuine support: Happy schools have happy teachers and that makes for happy schools. This involves listening to you carefully. Don’t take your work home.
YOUR progression –
We are ambitious for our community. This means our students AND our staff. We want you to become a future educational leader and it is our responsibility to help you make this happen.
- Advancement opportunities: when applying for future jobs you need to show experience and impact. You will be the recipient of high quality and well planned professional development opportunities throughout the year. You will also benefit from development opportunities across the Trust, the Hounslow Education Partnership and our local teaching alliance
- Coaching and mentoring – each member of our staff can chose to be coached and mentored by a member of staff across the MAT allowing you to develop skills and career goals in areas of most interest to you.
|Educated to degree level or equivalent||Yes|
|Qualified Teacher Status||Yes|
|Continued commitment to own professional development||Yes|
|Leadership experience, including managing staff and students||Yes|
|Demonstrable experience of improving student outcomes||Yes|
|Experience of having made a significant contribution to the success of an academy through its leadership, student outcomes and ethos||Yes|
|Experience of effective performance management and quality improvement within a school environment||Yes|
|Understanding of innovative approaches to behaviour improvement||Yes|
|Understanding of the National Curriculum and OFSTED framework||Yes|
|Demonstrable experience of high quality teaching and learning||Yes|
|Experience of leading and training staff to be successful practitioners||Yes|
|Experience of supporting staff to optimise attainment and progress of students||Yes|
|Experience of working with children with significant barriers to learning||Yes|
|Excellent organization skills||Yes|
|Well-developed communication skills||Yes|
|Learning and engagement|
|Outstanding learning secured for students through outstanding teaching||Yes|
|Use of intervention to support students with educational or medical needs||Yes|
|Effective, rigorous and sensitive relationships with students that secure positive emotional health and excellent behaviour and attitudes||Yes|
|Vision and Strategy|
|Vision and values aligned with the academy’s high expectations for children, staff and families||Yes|
|Understand how to set high aspirations and lead effective strategies across all aspects of an academy including learning, accountability, curriculum, administration and communication||Yes|
|Clear understanding of the ethos and strategies to establish high standards of outcomes and attitudes and behaviour in an area of socioeconomic challenge, and commitment to relentlessly securing those standards||Yes|
|Rigorous use of data to inform and shape teaching and learning in order to secure outstanding outcomes for all students||Yes|
|Strong organizational skills and the ability to delegate to others and hold them to account for outcomes||Yes|
|A strong commitment to the safeguarding and wellbeing of all students||Yes|
|Work-related personal qualities|
|Demonstrate personal enthusiasm and commitment to leadership aimed at making a positive difference to young people and raising standards||Yes|
|Demonstrate personal and professional integrity, including modelling values and vision||Yes|
|Commitment to support the aims of the Trust||Yes|
|Flexible and able to manage workload and competing deadlines, prioritising appropriately and maintaining good humour||Yes|
|Evidence of commitment to and understanding of collective responsibility||Yes|
|Professional knowledge and understanding|
|Excellent understanding of – and interest in – the most effective pedagogical strategies for maximising pupil progress, including an awareness and understanding of some of the latest research in this area||Yes|
|Excellent knowledge and understanding of the latest policy developments in education and the likely implications of these for schools in the short, medium and long-term||Yes|
|Knowledge and understanding of the statutory requirements of legislation concerning equal opportunities, disability, health and safety and safeguarding||Yes|
|Sound understanding of child protection procedures and safeguarding||Yes|
This job description allocates duties and responsibilities but does not direct the particular amount of time to be spent on carrying them out and no part of it may be so constructed.
This job description is not necessarily a comprehensive definition of the post. It will be reviewed at least once a year and it may be subject to modification at any time after consultation with the post holder.