FARLINGAYE HIGH SCHOOL
Maths, Computing & Arts Specialist School
SCIENCE TECHNICIAN
Information for Applicants
March 2013
SCIENCE FACULTY
INTRODUCTION
SCIENCE FACULTY
INTRODUCTION
Thank you for your interest in this post of Science Technician . The Science Faculty at
Farlingaye High School is an enthusiastic, friendly and very committed group of teachers
and technicians. The Faculty work together as a team, sharing good practice, writing
schemes of work and offering support to one another. We have high expectations of our
students.
The school is a specialist Maths, Computing and Creative Arts College. This has led to new
resources across the school and increased opportunities for our students and the
community. The Faculty has invested heavily in ICT resources over the last few years,
including 3 sets of wireless internet connected laptops and an interactive whiteboard. There
are projectors in every laboratory and new interactive whiteboards in 12 out of 14
laboratories.
Within the faculty we have strong links with our primary schools. We have supported the
Year 3 Maths Day and the Year 5 ICT Day and organised lessons for Year 6 students. We
do not believe that Science should be confined to the classroom and we offer a Science
club, booster classes, trips and field trips for all our students.
Leading up to exams we offer a variety of revision sessions to GCSE and ‘A’ level students.
These include after school and lunchtime sessions and taking party in school-run
residentials.
Within Science we try to focus on exciting and creative lessons. Our Leading Edge status
has enabled us to take part in some very exciting teaching and learning work. This is an
exciting time to join the school and I hope you will feel that this is a place where you can
develop your expertise and gain experience, whilst making a genuine contribution to the
Science Faculty.
If you have any queries regarding this post please don’t hesitate to contact me on the school
telephone number or by email at dwilliams@farlingaye.suffolk.sch.uk, or David Jowers,
Senior Science Technician – djowers@farlingaye.suffolk.sch.uk.
David Williams
Head of Faculty
SCIENCE FACULTY STAFF
David Williams
David is Head of Faculty and has been at the school since September 1999,
specialising in Physics. He has oversight of Key Stages 3, 4, and 5, monitoring of
teaching and learning across the faculty, Science budget planning, safety overview,
Key Stage 3 strategy overview, faculty discipline, support and overview, timetable
planning, analysis of student performance with team and curriculum reviews. He
leads the professional development of staff and monitors the work of technicians.
David currently teaches KS3, KS4 and A level Physics.
Simon Lucking
Simon joined the school as an NQT in July 2005 and is Head of Physics, monitoring
and supporting students and staff in this curriculum area. He teaches KS3, KS4 and
A level Physics.
Jonathan Harker
Jonathan has been teaching nine years and joined the school 4 years ago as the
Key Stage 4 Co-ordinator. He is responsible for Core and Additional Science GCSE
courses. Jon currently teaches KS3, KS4 and A level Biology.
Catherine Gemmell
Catherine has been at the school for 12½ years. She is PHSE/Citizenship/Careers
Co-ordinator for the school and she currently teaches A level Chemistry, Applied
Science and KS4 Chemistry.
Rick Barnett
Rick joined the school in September 1985. He is the Exams Officer for the school
and he currently teaches KS4 and A level Chemistry.
Claire Moran
Claire joined the school in September 2000 and is Head of Chemistry and
responsible for the teaching and learning in that area, monitoring and supporting
students and staff. She teaches KS3, KS4 and A level Chemistry.
Vicky Stuart ( currently on maternity leave )
Vicky joined us as an NQT five years ago and currently teaches KS3, KS4 and A
level Biology and Applied Science. She is in charge of Applied Science and is an
Assistant Year Co-ordinator.
Gemma Hegarty
Gemma is in her sixth year of teaching and is the Science faculty SEN link. She
currently teaches KS3, KS4 Core Additional and Applied Science. At A level she is
leading the developments of A level Biology this year and also teaches this course.
Tim Spindler
Tim joined Farlingaye High School in January 2008 and is a Sixth Form tutor. He
currently teaches KS3, KS4, A level Physics and Applied Science.
Gemma Morton
Gemma currently teaches science part-time and has been with us 4 years.
Sally Jackson
Sally is in her fourth year of teaching. She currently teaches KS3, KS4 and A level
Chemistry and Applied Science. She is also the KS3 Co-ordinator.
Di Munro
Di is an experienced Physics teacher who joined us in 2010. She currently teaches
KS3, KS4 and at A level Applied Science.
Emma Broome
Emma is joint acting Head of Applied Science this year covering a maternity leave.
Emma joined the school in 2010 as an NQT Science teacher. She currently teaches
KS3, KS4 and A level Biology and Applied Science
Kirsten Evans
Kirsten is joint acting Head of Applied Science this year covering a maternity leave.
Kirsten joined the school in 2010 as an NQT Science teacher. She currently teaches
KS3, KS4 and A level Biology and Applied Science.
Jose Oliveira
Jose is in his 2nd year of teaching Science , he teaches KS3, KS4 and A level
Chemistry.
James Parks
James joined the school this September and is Head of Biology, monitoring and
supporting students and staff in this curriculum area. He teaches KS3, KS4 and A
level Biology.
Brett Kingsbury
Brett joined the school this September and is an experienced Biology teacher. He is
also responsible for some of the extra-curricular and links activities in the faculty
including literacy. He teaches KS3 KS4 and A level Biology.
Oliver Smith
Ollie joined us this September as an NQT. His specialism is Physics and he currently
teaches KS3, KS4 and A level Physics.
Stephanie Ryan
Steph joined the team in September as an NQT having previously trained with us
during her ITT training from Homerton. She is a Chemistry specialist and teaches
KS3 KS4 Chemistry and A level Chemistry.
Jane Hart
Jane is an experienced member of staff who joined us on a part-time basis in Jan
2013 to work 2 days a week.
David Jowers
David joined the school 6 years ago and is the Senior Science Technician
responsible for the day to day running and organisation of equipment. He is mainly
responsible for Physics preparation across the faculty.
Janet Burgess
Jan has been at Farlingaye since June 1990 and is an experienced Science
Technician, mainly responsible for paper based curriculum materials.
Irene Tyrell
Irene joined the school in September 1988 and is an experienced Science
Technician, mainly responsible for chemical preparation across the faculty. She is
now retiring and this post is to replace her.
Kirstij Barrell
Kirstij is a part time Science Technician who joined the school in March 2010.
William Da Costa
Will joined the faculty as a Science technician last year and is full time.
AIMS AND VISION OF THE SCIENCE FACULTY
Our aims as Science teachers and technicians: to stimulate students and create an interest in Science so that the study of the
subject is enjoyable and rewarding;
 to help all students, irrespective of gender, race, culture or ability, develop to their
full potential;
 to maintain a safe, ordered and purposeful learning environment;
 to develop experimental and investigative abilities;
 to help students develop an informal interest in matters of scientific import in every
day life;
 to help students acquire a systematic body of scientific knowledge and be able to
apply this to a rapidly changing world and environment in its widest context.
The Science Faculty is fully committed to continuing improvement in the quality of
teaching and learning. Teachers have high expectations of all students and provide
a supportive environment in which students are challenged and encouraged to
develop to their full potential.
CURRICULUM
Key Stage 3
In Years 7 and 8, students are taught in mixed ability tutor groups. All groups have
four periods per fortnight of 100 minutes. The students follow the “Exploring
Science” scheme of work which is the most popular SOW in the UK (which has been
updated to include HSW and PLTS materials). We have developed a range of APP
tasks that we use throughout the course with students to assess their progress on
HSW skills.
With the increased curriculum flexibility and the stopping of the SATS, we developed
a two-year course for the KS3 SOW which is completed by the end of Year 8.
Students then start their GCSE courses in Year 9 dependant on the appropriate
pathway for them.
Key Stage 4
This year, students in Year 9 have started their GCSE courses a year early. This
allows more students to complete the Triple Science Course over three years without
the need for an additional option pool. The current Year 10 are doing OCR Gateway
Core or Triple Science units and the current Year 11are doing OCR Additional
Science or the remainder of the Triple Science units. For the first time we also
have four groups working on OCR Additional Applied Science course as an
alternative pathway aiming at grade C GCSE . Each half of the year group is split
into sets by ability. The teaching team mostly teach their specialism at KS4, so most
groups have three teachers or 2 staff for the GCSE Applied Science course groups.
A level
During the past six years the number of students studying Science ‘A’ levels has
gradually been on an upward trend. In Year 13 there are 43 students studying ‘A’
level Biology (AQA), 42 students studying ‘A’ level Chemistry (OCR) and 35 students
studying ‘A’ level Physics (OCR-modular). In Year 12 there are 87 students studying
AS Biology (AQA specification A), 56 students studying AS Chemistry and 46
students studying AS level Physics (OCR).
We have in the last two years successfully launched a single award Applied Science
course which has 13 students on the A2 course and 20 students doing AS.
Students have very good access to staff and are supported well beyond the lab and
lesson time with additional revision classes, breakfast sessions, holiday revision,
conferences with chief examiners, etc and a well developed FLG for all the courses.
Each ‘A’ level subject has 6 x 100 minutes of taught lessons per fortnight.
ACCOMMODATION, FACILITIES AND RESOURCES
The Science Faculty is housed in fourteen good quality laboratories, many of which
have been purpose-built as balanced Science laboratories. All laboratories are at
ground floor level, with a large Preparation Room (plus an additional Preparation
Room in the new Sixth Form block) and Team Room as the central focus. We also
have a Resources Room for secure storage of Tests and ICT equipment. Each lab
is equipped with basic glassware and equipment and in recent years we have
worked hard to upgrade our provision of electronic balances, each lab has a
projector and DVD player and wireless broadband access. Last summer 5 labs
where totally redeveloped to bring them up to date, and they are looking excellent students are really pleased to have lessons in them! Further plans are underway to
re-develop more of the remaining 7 labs.
The Faculty has 4 moveable suites of 16 laptop computers, accompanied by “dataharvest” data-logging equipment. It is also possible to book into more extensive
computer facilities elsewhere in the school. With the achievement of specialist
status these computing facilities have been further developed, including 13
interactive whiteboards , a projector in every lab and additional software for use at
KS3, KS4 and ‘A’ level courses.
We make very good use of the computer network shared area to have all our
resources available to staff and students. We also use the FLG a lot with A level
classes and for our video library.
EXTRA-CURRICULAR
Science club runs for Years 7 and 8 and usually meets on a Thursday after school.
A level trips are organised regularly. Throughout the year the Faculty organises a
lunchtime Science surgery, where students can get extra help with any aspect of
their Science work. Revision sessions take place for GCSE and ‘A’ level students.
The faculty also contributes to whole school events and the links with the primary
schools. We run CREST awards for a gifted and talented group of students to further
enhance their learning beyond the classroom and will develop this further this year.
STRATEGIES FOR RAISING STUDENT ATTAINMENT
Some of the strategies, which the faculty has used to raise student attainment,
include: Target cards for underachievers
 Lunchtime Science surgery
 Spring term revision classes
 Student self-assessment cards
 Student checklists for topics of work and coursework
 Student friendly assessment criteria for coursework
 After school and lunchtime revision sessions for post-16 students
 Extensive use of ICT modelling and revision software
 Regular use of word games and start and plenary activities
 Well organised and developed VLe for use by all students

Open access to all past paper materials we have available.
EXAM RESULTS AND PERFORMANCE
KS3 performance 2008-2010
Year
% Level 5+
% level 7+
2008
81
22
2009
87
24
2010
85
29
GCSE Additional Science
A*/A
A*-C
2009
31 %
72 %
2010
21%
72.3%
2011
14.8%
62%
2012
26%
64%
GCSE Gateway Core Science (exam taken in Year 10)
A*-A
A*-C
2009
29.0 %
75.9%
2010
25.3%
77.6 %
2011
28.7%
73.8%
2012
33 %
70 %
2010
%
A/C
100
98
100
% A*/
A
60.5
70.9
69.1
Triple Science GCSE 2009 - 2012
Subject
Biology
Chemistry
Physics
2009
%A*
%
/A
A/C
69
98
57
98
71
98
%A*
/A
72
65
70
2011
%
A/C
96.4
90.9
94.5
2012
%
A*/A
55
60
61
A2 Biology performance 2008-2012
Year
2012
2011
2010
2009
No taking A2
44
45
42
40
% A to E
98
100
100
97.5
%A/B
61
57.8
60
61.5
A2 Chemistry performance 2008-2012
Year
2012
2011
2010
2009
No taking A2
41
31
33
30
% A to E
98
96.8
100
100
%A/B
56
64.5
57
65
A2 Physics performance 2008-2012
Year
2012
2011
2010
2009
No taking A2
28
31
22
20
% A to E
100
100
100
100
%A/B
54
63.5
64
75
A2 Applied Science 2010-2012
Year
2012
No taking A2
15
% A to E
100
%A/B
13
%
A*/C
95
95
97
2011
2010
13
6
100
83
30.8
33
Uptake for Science A level courses compared to national uptake
Chemistry
Biology
Physics
FHS %
16.9
22.5
11.2
Nationally %
5.0
6.6
3.5
Achieved through:
Highlights of 2011-12/ Needs 2012-2013
Physics Olympiad day at Northgate High School– Students competed
against other schools.
Smooth running of the KS3 units– the joining of the units has been very
successful, positive feedback.
APP tasks completed successfully.
Year 8 had a smooth transition into year 9 completion of the units has
been successful.
Diploma was completed successfully, very good grades overall for science.
Primary school liaison-working in partnership with primary schools to ensure the levels are given accordingly to the National Standards.
Star Gazing Evening-Dr Andy Newsam came into school to deliver a star
gazing evening to year 9 and we held an evening at Rendlesham with the
help of other schools to offer lots of exciting science sessions to the public .
Needs :See Curriculum developments across.
Develop new SLG pages to support learning across the yr 7 and 8 units to
include checklists, key powerpoints, tests and other materials to support
learning beyond the classroom.
APP developments through out the year.
Produce literacy maps for each unit for students to use.
Re-launch Sc1 investigation for year 7 and 8 and have them planned on
rotation.
Outcomes:
2011-2012
KS3 target
FFTD Yr9 L5+ 87% level 6+56%
2012-2013
Current Year 8
FFT D L5+ 89% L6+58%
KS3-Continue to work with Sizewell B regarding talks
and project work for your 9 diploma.
Consider a trip to the Science museum or Natural History museum at the end of year 8 Curriculum before
the start of GCSE in year 9.
SPECIALIST STATUS
COMMUNITY AND
PARTNERSHIP LINKS
differentiated SOW,
We have made progress in the development of HSW skills for all
levels of ability.
Detailed revision materials available on SLG, exam paper style
questions practice.
Students have good access to staff outside of lessons.
APP developments for 2 year course this year.
CHALLENGE
STAFFING
Include here anything related to staffing
developments :
Work with new staff on developing KS3 teaching
experience and skills– share good practice and
have meetings with new staff about HSW
Continue to work as a team to develop training
KS3 Science:
Faculty
Impr ove ment
Plan
RESOURCES
Premises and resources:
Practical equipment for new labs and update equipment in
current labs.
Purchase of KS3 board-works. ~ £400
Investigating the scientists unit—changing the practical that
will be used.
Update practical resources for yr7 and 8 units in a 2 year
cycle ~£1000.
Good quality teaching and learning wit h a well organised
EVERY CHILD
MATTERS
Crest awards to develop and use bronze and silver
levels. Science club for years 7 and 8.
Organise a competition for year 7 on healthy eating .
Continue G and T sessions in years 7 and 8.
SHE drugs teaching with PSHE resources as directed. Teach eating disorders to year 9. Teach sex
education in science to year 7, give out resources
and materials to deliver controlled assessment
effectively at year 9.
CURRICULUM
Developments relating to the curriculum :
Develop further the new 2 year SOW—which is engaging and covers the national curriculum in its contents and key skills in preparation for starting GCSE courses in year 9.
PLTS developments in each SOW and develop Controlled Assessment type tasks to support
FHS diploma for year 9 students.
APP developments for units to continue and explicit teaching of skills to students from the
APP framework needs enhancing, all staff to be aware of which HSW areas they are covering.
HSW= Incorporate skills from the year 10 CA into the schemes of work for KS3 at particular
points with support materials.
Monitoring = set up a monitoring system to collate the results for KS3. need a central pool
of results so teachers can record and share results.
Consider paperless tests package can also transfer the grades into levels. dependant on
laptops.
Cover work folder = Devise a method to cope with cover more easily. Have a central bank
of cover lessons/ folder of resources applicable for the different year groups.
Develop/map literacy across the curriculum and produce literacy maps for each
unit for students to use.
Highlights of 2011-12/ Needs 2012-2013
GCSE Core and Additional:
Continued development of SOW for new spec for year 11.
CPD/ training session in year for staff on new controlled assessment element of course and best practice from feedback from exam board and first
cycle of doing it last year.
Highlights
Attendance at revision sessions by students in run up to Jan and June exams w as good.
Extensive use of pastpaper packs to support revision w ith students using
these in and beyond the classroom.
Hallowtree revision went w ell for Science students w ith additional time this
year.
Successful moderation and tracking of coursew ork for yr 11 students w ith
team.
Completed CA tasks for the new CORE GCSE spec for the first time.
Yr 10 revision day and the June half term revision day supported well by
students.
Premises and resources :
Practical equipment for new labs :heating and basic
equipment. ~£1200
Purchase new safety equipment for labs ~£500
Purchase GCSE boardw orks for Additional and Core
Science~ £600.
Textbooks—1 more set of CORE textbooks and 2 sets
of Addit ional science Collins textbooks ~£680
CA equipment purchases needed for CORE and Additional Science tasks ~ £300.
Purchase online homework task subscription ~£200.
Resources to support Additional Science SOW unit s
developments ~£300
To support students with re-developed SLG pages for all Core and Additional Sci units covering all
key materials in order to extend the support beyond the classroom.
Outcomes:
Year 11 GCSE (Core and Additional
+(Triple)) (not route specific)
FFT D PA KS2-4 A*/C 70%
Year 10 GCSE 2012/2013
(not route specific) (FFT D) KS2-4
PA A*/C 71%
CHALLENGE
Science
Facu lty
KS4+ General Science
Improvement Plan
RESOURCES
SPECIALIST STATUS
COMMUNITY AND
PARTNERSHIP LINKS
STAFFING
CURRICULUM
EVERY CHILD
MATTERS
Issues directly related to students'
well being
Need to continue to run a full revision
programme of sessions for each exam
season.
Make use of a plan day-by-day planner
w ith students of w hat revision they are
doing outside of lessons to support and
monitor.
Run CA catch up sessions for task 1
Run a G and T programme
Achieved through:
Core and Additional:
New controlled assessment carefully planned for w hen available.
Organised revision sessions available w ith groups’ ow n teachers.
 Early intervention and response to underachievement
 Student tracking w it h monitoring cards and different levels of intervention.
A 5 levels /w avesof intervention to support yr 11 coursework CORE retakes
for Science in the New s, and the Yr 11 Additional Science coursew ork this
year .
All students had a discussion w ith subject teacher about grades and those
below target advised to retake. Many did do retakes if below target grades,
and w e invited them to revision sessions and re-do coursew ork sessions as
required.
Yr 10 revision day for new exam for all CORE GCSE B1C1P1 students and a
half term revision day w hich w as well supported by students.
 Improved use of monitoring cards and mentoring for particular problems as
they arise for students and groups of students w ith staff and co-ordinator.
Continue to check and track coursework marks more clearly for groups.
Extensive use of past paper packs available for students and given out at
Hallowtree sessions.
 Developed SLG to include Power Points, key checklists, and past papers
availab le to extend the learning beyond the classroom.
Issues related to staffing developments:
GCSE Core and Additional:
 Learning from feedback on Controlled Assessment first cycle this year and ensure staff
alter procedures, marking methods appropriately.
Continue to aim for continuity between staff for groups from yr 10 into yr 11 on core and
additional course.
Ensure all staff appreciate /be aw are of details of changing SOW and continue to share
good practice across team.
Run CPD sessions in faculty on interactive whiteboards, ICT datalogging, radiation use,
CLEAPS and safety in labs, immediate remedial action and good T and L.
Developments relating to the curriculum :
Core and additional:
Encourage further use of SLG by show ing students materials and homework tasks on it to extend learning beyond the classroom.
 Continue to use past papers in class and give out appropriately to students in run up to exams.
 Run Breakfast and tw ilight sessions before exams and students liked these and attended well.
 Further develop and embedded controlled assessment skills, for Addit ional CA and build on
CORE GCSE CA skills w ith students before Christmas.
Complete first CA task by Christmas and plan w hen groups are doing this w ith clear deadlines.
Develop further SOW for all staff to use linked to resources and best practice.
 Continue to monitor teaching and learning though monitoring cycle.
Purchase textbooks– see resources section.
THE POST: SCIENCE TECHNICIAN
HOURS: 8.20 – 4.00 Monday to Friday 40 weeks per year.
SALARY: Grade 3 above the bar. Salary range from £16,830 – £19,126 per annum
pro rata (£14,634 - £16,631 - per annum)
ACCOUNTABLE TO: The Senior Science Technician and the Head of Science.
DUTIES

Carry out maintenance and basic first line repairs of science equipment, if
necessary recommending repairs by outside contractors or replacement to
supervisor.

Prepare chemicals appropriate for different key stage lessons across the
curriculum and ensure the safe delivery and disposal at the end.

To monitor the chemical prep area for safety issues and organisation.

Be able to use CLEAPPS and keep informed of current health and safety
issues as they relate to the chemicals preparation storage and use in schools

Prepare all equipment and resources for demonstration purposes or for use
by teaching staff and students.

Clean equipment and laboratories after use, including chemical spillages.

Ensure safe storage of laboratory equipment in line with health and safety
regulations.

Dispose of all chemicals safely and in line with health and safety regulations.
This may include safe disposal and management of radioactive materials.

May be required to support teaching staff in lesson delivery, e.g. practical
demonstrations.

Attend lessons when required to assist pupils with practical work.
The above is not intended to be an exhaustive list but general guidelines to the post,
and other duties of a similar level/nature may be undertaken by the postholder, and
are not excluded from the post simply because they are not itemised. We need all
technicians to be flexible in their approach to supporting the team in which they play
an essential role.
In addition to the details listed in the Job Description, general duties will include
working with the teaching staff in the following areas:


Preparing resources for particular lessons
Delivery and collection of resources





Basic washing-up, using the dishwasher
Maintenance of basic resources and equipment e.g. guillotine work, changing
batteries
Some out of school activities e.g. collection of specimens/shopping
Dealing with students sent to the Preparation Room by staff
Responsibility for the general maintenance of labs and basic servicing of
equipment
PERSON SPECIFICATION
Essential to basic
performance of job
Criteria
Required for fully competent
performance of job
Knowledge:
Technical or specialist
Literacy and numeracy

Broad understanding of
work areas and equipment.

Practical knowledge
required for setting up and
use of equipment.

Level 3 chemistry
qualification

Able to read and follow
policies and procedures.
Organisational
Knowledge & use of
equipment


Experience of
chemistry-based
technician work

Able to maintain basic
records e.g. stock levels.

Knowledge of the school’s
procedures specific to work
environment.

Able to undertake basic
research, e.g. identify cost
of a new piece of
equipment and report back
to supervisor
Able to construct and, if
appropriate, operate
scientific apparatus and
equipment.
Mental Skills:
Research
Problem solving

Able to diagnose and carry
out straightforward repairs
to equipment, recognising
when to refer to manager
for further repair or
replacement.
Thinking creatively /
Developing new ideas

Able to assist in producing
displays of pupils’ work.

Able to assist in the
construction of equipment
to aid pupils’ learning.
Essential to basic
performance of job
Criteria
Planning ahead

Day to day planning –
ensure deadlines are met,
e.g. ensuring equipment /
apparatus is set up for start
of lessons.
Interpersonal & Communications Skills:
Training and / or
presentation skills

Able to assist with induction
training of new technical
staff.
Advising / guiding skills

Able to provide accurate
advice to staff / pupils in
area of work.
Verbal and written
communications skills
(including use of
languages)

Able to communicate
mostly straightforward
information to pupils,
colleagues and other staff.

Able to maintain basic
records.

Able to contribute to
technical meetings, if
required.

Able to use keyboard and
mouse as necessary.
Physical skills:
Keyboard skills / use of
mouse
Required for fully competent
performance of job
Other manual skills

Able to set up appropriate
equipment to support
lesson

Duties carried out mostly
under direct supervision.
Other attributes:
Level of autonomy
APPLICATION PROCESS:
If you are interested in this post, please return your application form to the school as
soon as possible but by 5pm on Wednesday, 3 April at the latest. You should also
include a written letter of application to the Headteacher. If you require any further
information, please contact Gail Hicks, Personnel Officer, at the school. We can only
accept applications completed on the school’s application form.
We welcome applications regardless of age, gender, ethnicity or religion.
The successful candidate will have to meet the requirements of the person
specification in order to be offered the post and will be subject to an enhanced CRB
check.
CHILD PROTECTION POLICY
At all times the Headteacher and governing body will ensure that safe recruitment
practices are followed. At Farlingaye High School we require evidence of identity
and original academic certificates. We do not accept testimonials and insist on
taking up references prior to interview. We will question the contents of application
forms during the interview if we are unclear about them, we will undertake enhanced
Criminal Records Bureau checks and use any other means of ensuring we are
recruiting and selecting the most suitable people to work with our children.
INTERVIEW PROCESS
The purpose of the interview is to assess your suitability for the above post and give
both the panel and yourself an opportunity to gain further information before making
a successful appointment. It is also an opportunity to seek clarification on
information which you have provided on the application form and accompanying
information. The interview will assess your suitability to work with children and will
include questions relating to safeguarding and promoting the welfare of children.
Please note that current or previous employers will be contacted as part of the
verification process. We require two work-related referees to be listed on your
application form and we will contact those referees before shortlisting.