What skills and experience we're looking forSchool culture• Establish and sustain the school’s ethos and strategic direction,.....
What skills and experience we're looking for
School culture
• Establish and sustain the school’s ethos and strategic direction, in partnership with those responsible for governance and through consultation with the school community.
• 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 culture of high staff professionalism.
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.
• 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.
• 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 sustain 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.
• Teach, as required and run an enrichment session on a Friday afternoon for part of the year.
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.
• 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 good order and discipline amongst pupils and staff.
• Establish and sustain 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 with the behaviour lead.
• 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.
• Develop clear arrangements for linking appraisal to pay progression and advise the governing board on pay recommendations for teachers.
• Promote harmonious working relationships within the school.
• Maintain relationships with organisations representing staff members, e.g. unions.
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 staff, ensuring effective planning, delivery and evaluation which is consistent with the approaches laid out in the ‘Standards for teachers’ professional development’.
• 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 their own CPD, engaging critically with Education research.
Communication and working with others
• Consult and communicate with the governing board, 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 their obligation to give account and accept responsibility.
• Establish and sustain professional working relationship 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 their 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 themselves 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 which set out their professional duties and responsibilities.
• Make a positive contribution to the wider education system.
What the school offers its staff
Lugwardine Primary Academy (LPA) is a vibrant school with a warm, welcoming, safe and fun environment where all children are supported and encouraged to excel. We take pride in developing the best possible standards of learning, teaching and assessment by holding the highest expectation and knowing our children well.
LPA is a school that has undergone significant changes and developments in the past three years. This has included the development of a new hall, staffroom, sensory room and garden and Forest School areas on site. Alongside this a new curriculum has been developed and is being embedded. The curriculum is based on developing key concepts which act as threads as the children progress through the primary school. The school is currently working to gain accreditation with the Attachment Research Community and is actively building links with other schools in Herefordshire.
Commitment to safeguarding
The school is committed to safeguarding and promoting the welfare of all of our children and we expect all our staff to share this commitment. Please note that all vacancies that involve working with vulnerable adults and/or children will be subject to a Disclosure & Barring Service (DBS) check at Enhanced Level.