Head Teacher - B21 9HB - Information for Applicants - Dawson Road, Handsworth, Birmingham, Tel: 0121 464 4669 - Grove School
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Head Teacher
Information for Applicants
Dawson Road,
Handsworth, Birmingham,
B21 9HB
Tel: 0121 464 4669
Contents Page Copy of advert and return details for application form School details Job description Person specification
BIRMINGHAM CITY COUNCIL DIRECTORATE OF CHILDREN, YOUNG
PEOPLE AND FAMILIES
BIRMINGHAM CITY COUNCIL IS COMMITTED TO EQUAL OPPORTUNITIES IN EMPLOYMENT
AND WE POSITIVELY WELCOME YOUR APPLICATION IRRESPECTIVE OF YOUR GENDER,
RACE, DISABILITY, COLOUR, ETHNIC OR NATIONAL ORIGIN, NATIONALITY, SEXUALITY,
MARITAL STATUS, RESPONSIBILITY FOR DEPENDANTS, RELIGION, TRADE UNION ACTIVITY
AND AGE
APPLICATIONS ARE INVITED for appointment to the post of
HEAD TEACHER
of
GROVE SCHOOL
Dawson Road, Handsworth, Birmingham B21 9HB
Tel: 0121 464 4669
Chair of Governors: Mr Kamran Arshad
GROUP 4 LEADERSHIP GROUP PAY RANGE: L22 – L28
(Starting salary dependent upon experience)
The vacancy arises upon the retirement of Mrs Pamela Matty at the end of
the Summer Term 2022, after 25 highly successful years in post, during
which time the school has gone from strength to strength. When last
inspected by OFSTED the school was judged to be good.
Grove School is a 3 form-entry mixed primary school for pupils aged 3 - 11
years, which currently has 674 pupils on roll. It is a multicultural school in
an area of extremely high deprivation, but our parents, staff and governors
are ambitious for our pupils to achieve their very best. On entering Grove,
you will feel the warmth and pride that we all have in our school.
The governors are looking to appoint an effective and committed leader
who will sustain and build on the success of the school.
The successful candidate will be expected to take up the appointment at
the beginning of the Autumn Term 2022.
We encourage all interested applicants to contact the school to arrange an
informal visit, which will be held on:
4 January 4:30pm; 5 January 9:00am; and 6 January 9:00am and 4:30pm
Closing date: 17 January 2022, 12 noon
Interview dates: 31 January 2022 and 1 February 2022
Completed application form should be returned to:
csurecruitment@birmingham.gov.uk
ABOUT OUR SCHOOL
Type of school: Community
Age range: 3 - 11 years
Number of children: Nursery P/T Mon – Wed 33
P/T Wed – Fri 21
F/T 5
Reception – Y6 615
Percentage of pupils
with English as an additional language: 71%
with SEND: 25%
Grove is an inner-city primary school in an area of extremely high deprivation.
Children enjoy coming to school to work, play and achieve in a safe and welcoming
environment; it is an exciting place to learn.
Our inquiry-based curriculum uses Handsworth and Birmingham as focal points to
recognise and celebrate our cultural and religious diversity. We believe the education
of every child must provide not only knowledge but also skills; our aim is to develop
character, critical thinking and leadership skills in every child. We aim to find out and
nurture the talent of each as they journey through our school.
Our work with parents and carers is vital to ensure every child learns and achieves.
We value the contributions parents make in helping us understand their child and
offer many opportunities for parents to engage in the life of the school. We provide
parents and carers with regular information about the progress their child is making.
Education is not only about what takes place in school but is about preparing
children for life in the 21st century. Confident and successful children develop into
adults who contribute positively to society. We have many former pupils who are
now nurses, teachers, lawyers and doctors. Many of our children are at university or
are successful in business; some have followed careers in music and the visual arts.
Strong values underpin the work of the school: children talk confidently about the
Grove Expectations and how they meet these in their daily lives.
ACCOMMODATION
Grove School was built in 1903 and is a three–form entry split site school; both sites
are situated on Dawson Road. The main school building, known as the lower school,
consist of EYFS, key stage 1 and lower key stage 2; while 500 yards away from the
main school is the upper school building, which was built in the 1970s and contains
pupils in upper key stage 2.
In lower school we have a school library, two dining halls, two school halls and a
reading room. Our school looks small from the outside but when you visit you find
we have four outdoor learning areas which contain climbing apparatus, mud
kitchens, vegetable patches, an amphitheatre, a cabin, two Forest School areas (one with a pond), a sports arena, water play, a gym and even a beach! Play and lunchtimes are fun at our school. Our upper school building was designed as an open plan build and over the years, we have modernised it to improve the learning spaces: we have added glass doors, lifted ceilings and incorporated reading areas. In upper school we have a school hall and a food technology room. Another major investment made by the school is a sports hall, which can be found on the lower school site but is a completely separate building. To read more about the development of this building visit: http://web.grove.bham.sch.uk/sports-hall- development A recent capital project has involved extensive improvement to the heating system in the main building, lower school. Phase one, which involved the installation of a new boiler, and phase 2, the installation of the pipe work from the boiler to the rooms above, have been completed. Phase three of the project is to be completed during July/August 2022. This will involve connecting the pipe work in the rooms to new radiators.
THE GOVERNING BODY
The school is governed, in accordance with an Instrument and Articles of
Government, by a governing body of 11 members, comprising:
- 2 Parent Governors
- 1 Governor appointed by the Authority
- 1 Staff Governor
- 6 Co-opted Governors
- The Head Teacher
There is currently 1 co-opted vacancy on the governing body.
The head teacher automatically becomes a member of the governing body unless he
or she elects otherwise and notifies the Clerk of the governing body in writing of his
or her decision not to become a member of the governing body.
The governing body meet at least once a term and that will usually be an evening
meeting. The committees of the governing body also meet once a term.
It is expected that the governors will take an active interest in the life of the school
and will be invited to all appropriate school functions.
STAFFING
Teacher staffing for each academic year is determined by the governing body in the
light of the school's formula funded budget during the preceding Spring Term.
The current staffing structure includes:
Senior Leadership Team Head Teacher
2 Deputy Head Teachers
4 Assistant Head Teachers (SENCO included)
There is 1 vacancy for an AHT
Middle leaders 8 Year group leaders
Senior and middle leaders have curriculum subject responsibility
Other staff 25 teachers
10 teaching assistants
1 Forest school teaching assistant and
gardener
5 staff in the administrative team
2 Building service supervisors (not residential)
11 catering staff
7 lunchtime supervisors
6 play care supervisors
All school support staff are employed by the school and ground maintenance staff
are provided by the contractor selected under arrangements for compulsory
competitive tendering.BUDGET Section 251 budget allocation for 2021/2022 is £ 3 084 283. This does not include additional funding. ORGANISATION AND CURRICULUM Grove school is organised into phases: Early Years Foundation, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2. Each phase is led by an Assistant Head Teacher. Early Years Foundation Stage In our foundation stage, we have part time (two and a half days a week) and full- time pupils attending nursery. We offer morning and afternoon places. Full time places are awarded following the criteria set by the local authority. The nursery children are organised into three nursery groups with a key leader leading play and learning for each group. Rising 3 children join in the spring and summer terms in Nursery. In reception, our 90 pupils are organised into three classes. At Grove, we believe that every child deserves the best possible start in life; a child’s experience in their early years has a major impact on their future life chances. Our foundation stage creates a secure, safe and happy place for children to make the most of their abilities and talents. Key Stage 1 In key stage 1, our year 1 and 2 children have the opportunity to build on the skills, knowledge and understanding they have developed in the early years. They extend their early reading, writing and maths skills through a vibrant curricular programme. They explore forces and materials in everyday life and find out about houses and homes and toys in the past. They visit the seaside and the zoo, and use their outdoor learning area to investigate, role play and develop leadership skills. Forest school is a highlight for all the children. Lower Key Stage Two Years 3 and 4 embark on their key stage two curriculum studies in core subjects and apply their reading, writing, mathematics and problem-solving skills through their studies of life in Ancient Greece and Rome, Early Islamic Civilisations, and science projects such as: rocks and fossils, magnets and electricity. The local area supports these studies with children making visits to a Gurdwara in Handsworth and Birmingham Museum and Art Gallery. Year 3 and Year 4 swim at the local leisure centres. The children run a school council and build on leadership skills through our citizenship project. Upper Key Stage 2 Our year 5 and 6 children are educated in the upper school building. As pupils move through upper key stage 2, they continue to develop their thinking and enquiry skills across the curriculum. Local studies continue to be a focus: the children enjoy learning about the History of the Jewellery Quarter in Year 5 and Matthew Bolton and James Watt in Year 6. Investigation is also at the heart of exciting science topics, such as our study of electricity and materials and their properties; geography topics such as our study of natural disasters; and our design and technology curriculum including making a small bird hide and a fairground ride.
The children in upper key stage 2 have the exciting opportunity to attend a
residential trip to Whitemoor Lakes in Year 5 and London in Year 6.
In key stage 2 we work with a wide range of specialist teachers to enhance our
curricular programmes. Specialists include music teachers, art teachers, maths
specialists, sports specialists and computing teachers.
Children continue with their citizenship leadership roles and school council: they have
a strong pupil voice and have been instrumental in improving learning and
experiences.
Technology is at the heart of education at Grove; pupils have access to a high-
quality curriculum with a wide range of technology resources in each class.
Foundation Stage curriculum
At Grove we believe that pupils learn best through play and exploration. Confidence
and self-esteem as well as cognitive development are cultivated in the foundation
stage environment. Within this framework, practitioners nurture individual initiative,
build a sense of community, expand language and logical thinking, and develop
social awareness. Use of the outdoor learning environment extends the learning
world for pupils and frequent visits relate classroom learning to the larger world. In
the foundation stage pupils develop their confidence in talking about ideas,
formulating questions, expressing feelings and plan and participate in cooperative
activities and contribute in group play.
Key Stage 1 and 2 Curriculum
Our philosophy of education at Grove school is one of inquiry; this pervades the work
of pupils in the classrooms and the work of teachers professionally in school.
The principles of the thinking curriculum at Grove are:
The curriculum is challenging and coherent.
Children will develop a deep understanding and engagement in learning.
Enrichment permeates the curriculum and is available to all pupils using
visits, visitors, good cross curricular links and out of school activities.
The curriculum is creative and responsive.
The teachers use knowledge of child development, the sequence of
acquisition of skills and the inquiry philosophy of the school as guiding
principles to use the medium-term curriculum to prepare creative and
innovative short-term plans. The school places value on the initiatives whichteachers take to respond to individuals in the class and to reflect their
interests and questions in the daily work of the class. Teachers communicate
across year groups and will spend time looking at curriculum developments in
their own year group and beyond.
The creative work of the pupils is collated into an innovative curriculum
exemplars document used in school for training new staff.
The curriculum supports the whole child
Every teacher at Grove school accepts responsibility for balancing social,
psychological and emotional growth with academic learning. At Grove, we
believe that the curriculum needs to be cognitively challenging, authentic,
meaningful and social. The curriculum respects the family, and cultural and
racial diversity.
The curriculum is integrated and holistic
Children are encouraged to use multiple ways of knowing and expressing
their knowledge. Subject matter is taught in ways that blend the different
curriculum areas and allow meaningful application of skills gained in one
domain to the exploration of another domain. Timetables allow for specific
subject teaching in years 2 – 6 as well as integrated approaches to the
curriculum.
The curriculum is developmental
Every subject area is taught in a developmentally appropriate way respecting
the salient characteristics of both the age group and the individuals in the
class. The level of curriculum challenge is that pupils will make good progress
through the curriculum in all core and foundation subjects, to achieve age
related expectations.Scan each of the QR codes below to listen to an example of what the pupils have
learnt in the curriculum.
Year 2 RE Year 4 art
Year 5 Spanish Year 6 computing
Religious Education
At Grove, we use the Birmingham agreed syllabus. The religious beliefs of all pupils
and their parents are respected, and appropriate arrangements are made for the
withdrawal of pupils from RE lessons and acts of worship, when parents request this.
Schemes used at Grove
English
EYFS and Key stage 1
The reading scheme is Big Cat Collins and our systematic, synthetic phonics
scheme is Little Wandle Letters and Sounds Revised. Each half term there is a
bespoke whole school theme for poetry.
Key stage 2
Navigator for pupils who are reading at age related expectations.
Comets for pupils who are reading at greater depth and Reading Explorers.
All KS2 pupils study a bespoke whole school poetry programme each term,
based around a theme.
Our class novels are second to none: we have carefully selected high-quality
novels for the pupils to read each half term.
-
Mathematics
White Rose Hub
Numicon – this is supported with good quality online mathematics resources for
pupils to access in school and at homeScience
Our science curriculum, written by our science leader, uses resources from Collins
Snap Science.
Music and Art
Our music curriculum, written by our music leader, includes pupils learning musical
instruments with specialist teachers and lessons from Kapow.
Computing
Entrust
Grove School has an excellent selection of high-quality fiction and non-fiction books
that are used to support the foundation curriculum.
PASTORAL CARE AND BEHAVIOUR
Grove School Expectations
It is the expectation that all adults working at Grove and all visitors to Grove,
including parents, are aware of and understand how to reward children for following
our expectations.
In every classroom and the main school areas there are copies of the Grove
Expectations.
Children, parents and staff evolved our “Grove Expectations” in 1995. They have
been reviewed regularly with staff, pupils and governors and have not changed over
time.
As pupils, staff, parents and visitors:
We treat others as we would like to be treated
We are kind and don’t hurt others or their feelings
We respect all property
We always try to do our best
We are honest and tell the truth
We are good listeners and thoughtful speakers.
The SENCO, with the support of the assistant head teachers, is responsible for
pastoral care and behaviour.
The school follows the Authority's disciplinary policy, which requires that pupils
should be required to regulate their conduct through self-discipline. Where self-
discipline is inadequate a variety of sanctions may be imposed for misconduct, but
corporal punishment is not permitted under any circumstances.
PARTNERSHIP MONITORING, ADVICE AND SUPPORT
Senior Advisers and their teams are areas based across the city and will commission
support to individual schools as required.EDUCATION FOR A MULTI-CULTURAL SOCIETY
The LA, as an integral part of its policy for `Education for a Multi - Cultural Society' is
committed to the promotion of justice and racial equality through the establishment
of a strong multi-cultural perspective in all its schools. This is to be achieved
through the implementation of three major objectives:
Preparing all pupils for life in a multi-cultural society, building upon the
strengths of cultural diversity.
Providing for the particular needs of children, having regard to their ethnic,
cultural and historical background.
Being aware of and countering racism and the discriminatory practice to
which it gives rise.
Pupils at Grove come from a wide range of ethnicities, which include African,
Arab, black Caribbean, Iraqi, Roma and white Eastern European to name a
few. However, the largest ethnic groups in our school are:
Other Pakistani 31%
Indian 23%
Bangladeshi 12%
Along with educating our pupils for a multicultural society, we are committed to
ensuring that all children develop as independent thinkers and learners and reach
their full potential. We have a ‘whole school’ approach to Special Educational Needs
and Disabilities (SEND).
PARENT/TEACHER LINKS
Grove recognises the key role parents play and the in-depth knowledge they have of
their child.
There are many ways for parents to be involved in the journey of their child through
school. Some of these are:
Joining their child's teacher each term at a parental consultation to find out
about the progress their child is making
If their child has special educational needs, they will be invited to join the
teacher to review their child's progress each term
Helping their child with their weekly homework and listening to them read
Inspire workshops - they can work with their child in school and find out how
staff teach and their child learns
Language workshops for parents of children in nursery and reception
Selecting and changing a library book every Monday from 3-15-4-00pm
Taking their child on an educational visit in nursery and reception
Stay and play sessions in nursery Supporting awards events and assembly celebrations LINKS WITH THE COMMUNITY We are proud of our fund raising and charity work, both being involved with events such as Children in Need, Sports Relief and supporting the local food bank. OTHER EXTERNAL SUPPORT SERVICES Grove School works in collaboration with: Educational Psychology Service Pupil and School Support Speech and Language Therapy (NHS) Specialist Support Service – children with communication difficulties/autism Sensory Support Service – visual and hearing Physical Difficulties Support Service Health Care Professionals – school nurse, child development centre, occupational therapist and health visitors Forward Thinking Birmingham City of Birmingham School HEAD TEACHER INDUCTION All new head teachers are able to access induction and support, on a rolling programme, provided by the Teaching Schools across the city, in partnership with Schools HR Services. Please visit our school website: www.grove.bham.sch.uk
Grove School
Headteacher Job Description
Grove School is committed to safeguarding and promoting the welfare of
children and young people and expects all staff to share this commitment.
An enchanced DBS check is required for all successful applicants.
Pay Range: Group 4 L22 – L28
As required by paragraphs 46-49 &53 of the School Teachers’ Pay and Conditions
document.
Job Purpose
As required by paragraphs 46-49 &53 of the School Teachers’ Pay and Conditions
document, to be responsible for the internal organisation, management and control
of the school.
1. Qualities and knowledge
1.1 Hold and articulate clear values and moral purpose focused on providing a world-
class education for the pupils they serve.
1.2 Demonstrate optimistic personal behaviour, positive relationships and attitudes
towards their pupils and staff, and towards parents, governors and members of the
local community.
1.3 Lead by example - with integrity, creativity, resilience, and clarity - drawing on
their own scholarship, expertise and skills, and that of those around them.
1.4 Sustain wide, current knowledge and understanding of education and school
systems locally, nationally and globally, and pursue continuous professional
development.
1.5 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.
1.6 Communicate compellingly the school’s vision and drive the strategic leadership,
empowering all pupils and staff to excel.
2. Pupils and staff
2.1 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.
2.2 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.2.3 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. 2.4 Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other. 2.5 Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning. 2.6 Hold all staff to account for their professional conduct and practice. 3. Systems and process 3.1 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. 3.2 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. 3.3 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. 3.4 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 headteacher to account for pupil, staff and financial performance. 3.5 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. 3.6 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. 4. Developing a creative, self-improving school 4.1 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. 4.2 Develop effective relationships with fellow professionals and colleagues in other public services to improve academic and social outcomes for all pupils. 4.3 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.
4.4 Shape the current and future quality of the teaching profession through high
quality training and sustained professional development for all staff.
4.5 Model entrepreneurial and innovative approaches to school improvement,
leadership and governance, confident of the vital contribution of internal and
external accountability.
4.6 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.
5. Safeguarding and Designated Senior Leader
The designated safeguarding lead
5.1 Governing bodies and proprietors should appoint an appropriate senior
member of staff, from the school or college leadership team, to the role
of designated safeguarding lead. The designated safeguarding lead
should take lead responsibility for safeguarding and child protection.
This should be explicit in the role-holder’s job description
5.2 Any deputy designated senior leaders should be trained to the same
standard as the designated safeguarding lead.
5.3 Whilst the activities of the designated safeguarding lead can be delegated
to appropriately trained deputies, the ultimate lead responsibility for
safeguarding and child protection, as set out above, remains with the
designated safeguarding lead. This responsibility should not be delegated.
5.4 During term time, the DSL and or a deputy should always be available
during school hours for staff to discuss any safeguarding concerns.
5.5 The DSL and deputies should undergo training to provide them with the
knowledge and skills to carry out their role. The training should be updated
every 2 years.
5.6 In addition to formal training, the headteacher must update their
knowledge and skills (via e-bulletins, meeting other DSL, or taking time to
digest safeguarding developments, at regular intervals, but at least
annually to keep up with any developments relevant to their role.
5.7 The DSL should liaise with the local authority and work with other
agencies in line with Working Together to Safeguard Children.Grove School
Headteacher person specification
Category Essential Desirable Method of
Assessment
Qualifications Qualified Teacher Status Postgraduate level qualification AF, I
Degree NPQH award or other Leadership AF, I
Qualification
Experience Experience as an effective Recent experience as a school leader AF, I
head or deputy headteacher, in a primary school
or a similar level of leadership
role Teaching experience in at least 2 of AF, I
the 3 key stages: Foundation Stage,
Experience of financial KS1 and KS2
management
Curriculum leadership in one or more AF, I
Excellent classroom core subjects
practitioner who has been
involved in curriculum Experience of teaching in more than AF, I
development one school
Professional Evidence of continuing Experience of working in partnership AF, I
Development professional development with other
relating to school leaders’ schools/organisations/agencies
management, and
curriculum/teaching and Experience of leading/co-ordinating AF, I
learning professional development
opportunities
Ability to identify own learning needs AF, I
and to support others in identifying
their learning needs
Strategic Ability to confidently articulate Successful leadership experience AF, I
Leadership and share a vision of primary during an Ofsted inspection
education
Evidence of having successfully Experience of working with governors AF, I
translated vision into reality at to enable them to fulfil whole-school
whole-school level responsibilities
Ability to inspire and motivate
staff, pupils, parents, and AF, I
governors to achieve the aims
of a primary school
Experience of managing
successful change AF, IEvidence of successful AF, I
strategies for planning,
implementing, monitoring, and
evaluating school improvement
AF, I
Ability to analyse data, develop
strategic plans, set targets and
monitor/evaluate progress
towards these
knowledge of what constitutes
quality in educational
provision, the characteristics of AF, I
effective schools and strategies
for raising standards and the
achievement of all pupils
Understanding and evidence of
a commitment to promoting
and safeguarding the welfare AF, I
of pupils in accordance with
child protection and
safeguarding legislation
Knowledge of the role of a
governing body in a primary
school AF, I
To lead and manage effectively
in an environment of high
accountability AF, I
Teaching and A secure understanding of the Successful experience in creating an AF, I
Learning requirements of the National effective learning environment and in
Curriculum and Early Years developing and implementing policy
development and practice relating to behaviour
management
Knowledge and experience of
a range of successful teaching AF, I
and learning strategies to meet
the needs of all pupils
A secure understanding of AF, I
assessment strategies and the
use of assessment to inform
the next stages of learning
Experience of effective AF, I
monitoring and evaluation of
teaching and learning
Secure knowledge of statutory
requirements relating to the AF, I
curriculum and assessmentUnderstanding of the
characteristic of an effective AF, I
learning environment and the
key elements of successful
behaviour management
Proven track record of the
ability to raise the academic AF, I
and personal achievements of
all pupils
Leading and Experience of working in and Successful involvement in staff AF, I
Managing leading staff teams recruitment/induction
Staff/Financial
Management Ability to delegate work and Understanding of how financial and AF, I
support colleagues in resource management enable a school
undertaking responsibilities to achieve its educational priorities
Experience of performance AF, I
management and supporting
the continuing professional
development of colleagues
Knowledge of legal issues AF, I
relating to managing a school
including equal opportunities,
race relations, disability,
human rights, and
employment legislation
Understanding of effective AF, I
budget planning and resource
deployment
Experience of Financial AF, I
Management
Accountability Ability to communicate Experience of presenting reports to AF, I
effectively, orally and in governors
writing, to a range of
audiences –e.g., staff, pupils, Leading sessions to inform parents AF, I
parents, governors, and the and other stakeholders
wider community
Experience of effective whole- Experience of offering challenge and AF, I
school self-evaluation and support to improve performance in an
improvement strategies advisory capacity
Ability to provide clear AF, I
information and advice to staff
and governorsSecure understanding of AF, I
strategies for performance
management
Measured by: Application form, interview tasks and formal Interview.
AF- Application Form/ I- interview/ P- Presentation
NB: If shortlisted, any relevant issues arising from references will also be taken up at
interview. References will be used to support the selection panel’s assessment.You can also read
