Empowered to Explore, Inspired to Learn…..
South Grove Primary School
Upper Key Stage 2 Phase Leader
Recruitment Pack
1
May 2014
Dear Applicant,
Upper Key Stage Two Phase Leader
Thank you for your interest in the position of Upper Key Stage 2 Phase Leader at South Grove Primary School.
Located in the London Borough of Waltham Forest, we are a larger than average primary school with a nursery,
serving a wide catchment area. The school is essentially a two-form entry primary school but have additional forms of
entry in current Years 3 and 4.
We are also a very inclusive school and have developed a reputation for being such. We have a Resourced
Provision for Autism and Global Development Delay of which we are very proud. Please look at our developing
website to find out more about the Resourced Provision. We have a diverse in-take, with over two thirds of our
children have English as an additional language. This is a positive, caring and harmonious community. Our unique
and innovative school is going from strength to strength and we need strong, imaginative teaching staff to help us
build on our successes.
The Governing Body are looking to appoint highly motivated and inspirational people who can take South Grove
forward and strengthen our ability to deliver the school’s vision and ethos. Ofsted recently recognised our rapid
journey of improvement and our ambition to become an outstanding provision. We value every child’s welfare and
strive to give every child an opportunity to progress to their very best ability, with the help of a very dedicated team
of staff, governors, parents and children.
The successful applicant will join a team of dedicated and committed staff, who strive to achieve and raise the very
best academic standards and well-being of every child; every child is given the best possible chance to gain a very
good standard of education.
The school has an outstanding Leadership and Management team. Behaviour and Safety provision is also
outstanding as recognised by Ofsted in March 2014. Standards across the school are rising rapidly and now are
equal or above National Averages. The quality of teaching across the school is good to outstanding.
The school has many positive attributes, quality of resourcing, attractive premises coupled with exciting new projects
to continually enhance the provision for staff and pupils with a key aim to raise attainment. We are therefore seeking
to appoint staff who will carry on and enhance these qualities by working closely as a team alongside Governors,
parents, children, the local community and schools both locally and nationally.
I hope this will inspire you to apply for this unique opportunity and I look forward to receiving your application. I would
strongly recommend visiting the school during the day before the closing date. The visit will help you decide if this is
the school for you and it tells us that you are making a serious application. This can be arranged by appointment
and details are available in the application pack.
The interview will include an observation, a short presentation, a task and finally an interview. We want to give you
every chance to show us what you can do! Once you are short-listed we will send you more details.
Once again thank you for your interest in the position. If you do decide to apply good luck with your application.
Yours sincerely,
Julie Maltwood
Head Teacher
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RECRUITMENT PACK CONTENTS
Letter from the Head Teacher
Page
2
Upper Key Stage 2 Phase Leader Job Description
4-7
Upper Key Stage 2 Phase Leader Person Specification
8-10
Copy of the Advert
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JOB DESCRIPTION
Upper Key Stage 2 Phase Leader
Name:
Salary Scale:
Responsible to:
Responsible for:
MPS/UPS +
TLR 1
Deputy Head Teacher
Headteacher
Governing Body
Upper Key Stage 2, English and Mathematics for the Phase
Professional Duties
In addition to carrying out the professional duties of a teacher as set out in the School Teachers’ Pay and Conditions
document in accordance with the:




National Standards for Qualified Teachers
National Curriculum
School's aims, objectives, key priorities, core values and schemes of work
Policies of the Governing Body.
The Upper Key Stage Two Phase Leader for South Grove Primary School role:
The essential quality of a school leader is to provide all teachers with an example which demonstrates the commitment
required to achieve excellence and school improvement. This is a senior post within the school’s Leadership Group with
responsibility for the education and welfare of a designated class.
Purpose of the Role:
To lead a team of Upper KS2 teachers and Teaching Assistants to achieve high quality teaching, and the highest
standards of learning and achievement for all pupils
To monitor and evaluate standards of teaching and learning
To provide continuity and progression throughout the IPC curriculum ensuring it is challenging, exciting and
engaging pupils in their own learning
To ensure a smooth running of the phase, build team commitment with colleagues and in the classroom
Inspire trust and confidence in pupils, colleagues and in the classroom
To use the Performance Management process to advance pupil learning and enhance professional practice in
line with the school’s aspirations and priorities
To make strategic evaluations of personnel issues as a supportive and well motivated team member
To take an active strategic role in the leadership and management of the school as a member of the Leadership
Team
Contribute to the school strategic plan and promote the learning priorities of the school’s SIP
Contribute to the development and implementation of school policies
Have lead responsibility for an aspect of the school’s work and develop plans which identify clear targets and
success criteria for its development and maintenance
Promote wider aspirations of the school
This appointment has additional responsibilities in addition to those set out in the pay and conditions documents and the
job description of a Main Scale classroom teacher and any other agreed responsibilities.
Individual Duties and responsibilities Linked to TRL1:
a significant responsibility that is not required of all classroom teachers and that
(a)
is focused on teaching and learning;
(b)
requires the exercise of a teacher's professional skills and judgment;
(c)
requires the teacher to lead, manage and develop a subject or curriculum area; or to lead and manage
pupil development across the curriculum;
(d)
has an impact on the educational progress of pupils other than the teacher's assigned classes or groups
of pupils; and
(e)
involves leading, developing and enhancing the teaching practice of other staff.
The TLR post holder will be accountable for the following areas:
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A.
Strategic direction and development of the School, in cooperation with, and under the direction of, the Head
Teacher
Support and secure the commitment of others to the vision, ethos and policies of the school and promote high
levels of achievement in school;
Support the creation and implementation of the School Improvement Plan, especially as it relates to their team
and take responsibility for appropriately delegated aspects of it;
Support all staff in achieving the priorities and targets of the school and monitor the progress of those which relate
to Upper KS2;
Support the evaluation of the effectiveness of the school’s policies and developments and analyse their impact
on school;
Ensure that parents are well informed about the curriculum, targets, children’s progress and attainment in Upper
KS2;
Support the Head Teacher in developing links with parents of children in the school;
Ensure that the Head Teacher, Governors are well informed about policies, plans and priorities, success in meeting
objectives and targets, and any future development needs.
B.
Teaching and Learning – Impact on educational progress beyond assigned pupils
Working with other relevant teachers and support staff within the phase will:
Lead by example as an outstanding teacher and as a manager, through being responsible for the teaching of
an Upper KS2 class, developing a stimulating and challenging learning environment which secures effective
learning and provides high standards of achievement, behaviour and discipline
Demonstrate knowledge of how children learn, recognising the uniqueness of each child and reflect this in
practice, providing for personalised learning
Support the head teacher in determining, organising and implementing the curriculum in Upper KS2, and its
assessment; monitor and evaluate them in order to identify and act on areas for improvement
Be responsible for the pastoral care of pupils in a class and throughout Upper KS2, promoting self-discipline and
good behaviour at all times, in accordance with school policies
Assess for learning, monitor and record through regular pupil progress meetings, the progress of individual pupils
Monitor pupil standards and achievement against annual targets
Ensure that relevant attainment/achievement targets are met
Collate assessment information, in conjunction with the Deputy Head Teacher and Head Teacher, and monitor
the school’s analysis performance data in relation to local and national results and the school’s own targets
Support the Head Teacher in the monitoring of the quality of teaching and children’s achievements across the
Key Stage
Monitor planning, curriculum coverage and learning outcomes
Monitor standards of pupil behaviour and application of children
Lead evaluation strategies to contribute to the overall school self-evaluation and improvement cycle
Plan and implement strategies where improvement needs are identified
Take responsibility for assessment in Upper KS2, ensuring that statutory and school requirements are fulfilled
C.
Leading, developing and enhancing a Phase Team of Staff (including subject leadership for English and
Mathematics)
To lead the Upper KS2 by example, promoting highly effective quality learning and teaching
To liaise with other Phase Leaders (EYFS Manager, KS1 and Lower KS2) to make transition arrangements, share
information and ensure consistency of high quality teaching and learning expectations
To share responsibility with the other phase leaders for the design, implementation, monitoring and evaluation of
the English and Maths Policy and Schemes of Work
Maintain personal expertise and share this with other teachers and support staff
Act as a role model of outstanding classroom practise for other teachers, modelling effective strategies with them
Develop a cohesive team of staff, evaluating the work of the team and monitor outcomes
To lead and co-ordinate groups of staff in developmental activities and meet regularly with the staff team to
develop the policies and practice of the entire team
Sustain continuous professional development and support teaching and learning in the subject in a variety of
ways which may include:
Leading INSET, or workshops, according to school priorities
Working alongside teachers and support staff in the classroom
Modelling lessons
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To implement strategies for raising standards of achievement including setting and tracking challenging targets
for each cohort of children in the phase. To regularly analyse assessment results and implement further strategies
to tackle any under achievement (Upper KS2 Phase Improvement Plan)
Monitor and evaluate standards of teaching, identifying areas for improvement
Plan and implement strategies to improve teaching where needs are identified
Induct, support and monitor new staff, supply teachers, teachers and teaching assistants who may be new to the
school and placed in Upper KS2
Act as a performance management team leader for the Phase Team and use the process to develop personal
and professional effectiveness
To keep up-to-date of local and national developments through attendance at CPD training, networking
meetings both local and national, and through consultation with relevant inspectors/consultants
Keep the Leadership Team appraised of all relevant developments and issues and advise as necessary
To liaise with other schools, agencies and network to develop best practices both local and nationally, keeping
up to date on educational policy and developments
Ensure the Head Teacher, Leadership Tem, staff and Governors are well informed about policies, plans and
priorities for Upper KS2, its success in meeting objectives and targets, and any future development needs
To develop professional contacts with feeder secondary schools for extension and enrichment to the Year 6
curriculum and in particular to supporting the school’s drive to support G&T pupils achieve L6
D.
To:
Effective Deployment of staff and resources
Support the Head Teacher in the deployment of staff in Upper KS2, and support those staff in their duties
Establish priorities for expenditure for Upper KS2, and monitor the effectiveness of spending and usage of
resources
To arrange for absent colleagues in the event of the Head Teacher being absent, liaising with the DHT and
Leadership Team
Monitor standards of cleanliness, health and safety issues throughout Upper KS2
Effectively develop the provision for Upper KS2 to ensure outstanding practices can be maintained, secured and
extended
E.
Transition
Monitor and maintain effective transition arrangements for pupils transferring between year groups at the school,
with a particular emphasis on the transfer between Year 4 to 5
Monitor and maintain effective transition arrangements for pupils transferring from Year 6 into Year 7
To develop professional relationships and contacts with secondary schools with the LA and beyond to ensure a
smooth transition of pupil information and support for the individual pupils
General
As a member of the Leadership Team:
To undertake a leadership and management role, upholding the ethos of the school, evaluating performance
and contributing towards whole school forward improvement planning
To inform and support the Head Teacher and other members of the Senior Leadership Team and attend regular
Leadership Team meetings
To contribute to the day to day leadership and management of the school
To share in the corporate responsibility for achieving the vision of the school
To lead Upper KS2 so as to maximise the learning and achievement of every child and to ensure that the school’s
strategic and improvement objectives are met
To contribute to and support curriculum development through planning, implementing and evaluation
To promote equal opportunities in all aspects of school like
Ensure the safeguarding of all children
To contribute to the area of pastoral care and discipline by ensuring a high standard of physical and emotional
care throughout the school, promoting good conduct and self-discipline amongst the children
To participate in continuing professional development and performance management arrangements, acting as
the performance management team leader for Upper KS2 Phase and carrying out negotiated annual targets
agreed with the Head Teacher
To lead assemblies when requested
To deputise for members of the Leadership Team when requested
Take on specific tasks related to the day to day administration and organisation of the school
Take on any additional responsibilities, which might from time to time be determined
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General Expectations:
The duties may be varied to meet changed circumstances in a manner compatible with the post held, at the
reasonable direction of the Head Teacher. This Job Description does not form part of the contract of
employment. It describes the way in which the teacher is expected and required to perform and complete the
particular duties as set out above.
Other
Undertake other various responsibilities as directed by the Head Teacher
Undertake the main professional duties of person with TLR1 as set out in the schools pay and conditions of service
document
This Job Description may be amended at any time following discussion between the Head Teacher and member of staff,
and will be reviewed annually.
Signed:
Head Teacher:
Date:
Upper KS2 Manager:
Date:
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Person Specification for the role of Upper Key Stage 2 Phase Manager at
South Grove Primary School
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1.1
1.2
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1.6
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2.2
2.2
2.3
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2.5
2.6
2.7
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2.12
Skills and Experience
Recent and successful KS1/2 teaching experience of at least 4/5 years
Proven track record of good and outstanding teaching
Able to articulate and demonstrate outstanding teaching and learning
in KS2 in diverse multi-cultural areas
An excellent understanding of current knowledge of the KS2
Curriculum, personalised learning and its implications for teaching
(particularly Upper KS2)
Able to demonstrate experience in assessing children’s achievements,
through quality planning, assessment and tracking data, tailoring future
learning to ensure groups and individuals make outstanding progress
and raise standards
Able to demonstrate a knowledge and experience of inclusion
strategies to support children with Special Educational Needs
Evidence of Curriculum/Management Experience
Able to demonstrate experience of monitoring curriculum planning,
teaching, and the quality of children’s work
Evidence of contributing to the School’s Improvement Plan
Evidence of managing a budget
Evidence of planning for and successfully implementing staff
development through Inset and Performance Management
Experience in involving parents/carers in the education of the
education of their children and running workshops for parents
Leadership and Management Skills and Specialist Knowledge –
applicants should be able to demonstrate from their experience their
ability to:
Able to demonstrate a thorough knowledge of the New National
Curriculum and KS2 requirements particularly with regard to KS2 SATs
Able to articulate a good understanding of how children learn to read,
write and acquire number skills in the Early Years/KS1
Evidence of a commitment and the maximising of academic and
personal achievement for all pupils
Thorough knowledge of child development and experience of meeting
the personal, social and emotional needs of children and their families
Able to demonstrate an awareness and understanding of current
educational initiatives and the ability to manage change
Ability to articulate and demonstrate the role of the learning
environment in KS2 - To provide an overall learning environment that is
enjoyable, stimulating and informative under the supervision of caring
adults.
To support, develop and maintain excellent practice within the team
through the modelling of good/outstanding practice and coaching
To ensure the smooth running of the phase
To work effectively as a member of the management team and an
awareness of the responsibility of being a member of the Senior
Leadership Team
To robustly monitor and evaluate the quality of provision in the phase –
ability to formulate targets and write an action plan and monitor
progress towards the plan
Evidence of organisational abilities and leadership qualities
To effectively interpret and analyse data with regard to attainment and
progress; identifying areas for development and strategically planning
for improvement
Ability to undertake effective pastoral responsibility of the children
within the Phase
Int
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2.13
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4.1
4.2
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4.5
Ability to lead effective staff development and INSET and to coach
team members
To communicate clearly and effectively in speech and writing to a
variety of audiences, including children, parents, staff and other
professionals
A professional approach that will gain the confidence, trust and
respect of colleagues, pupils, parents and wider community
Ability to organise, prioritise and delegate well
Evidence of positive influence within the school
Committed to building a cohesive professional team of staff through a
consultative approach, open, honest and transparent
Up to date ICT knowledge and skills - Ability to use ICT effectively and
develop the skills of others
Philosophy
Passionate about driving improvement
Able to demonstrate an ability to lead learning from children’s interests
and value children’s original ideas
An ability to demonstrate a genuine commitment to ensuring all
children achieve their full potential
Able to demonstrate the drive and determination to improve own
practice and that of others
Commitment to the highest standards of teaching and learning
Openness to change, and analytical and reflective in approach
Ability to demonstrate a willingness to be involved extracurricular activities
Personal Qualities
Able to maintain the highest standards of professionalism
Able to be self-critical and reflective
Able to be approachable and caring to both pupils and staff
Able to respond creatively and positively to new challenges and
change
Able to effectively and efficiently manage personal time
Able to be prepared to ask for advice or help where necessary
Evidence of personal and intellectual qualities required to set an
example to others and to lead a team
Team player and genuinely committed to team building
Ability to motivate and inspire
A high degree of organisational skills, decision-making and use of
initiative
Respect for the views of parents and a commitment to the importance
of the involvement of parents in the learning process
Able to demonstrate a willingness to contribute to all areas of school life
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Sense of humour
Able to demonstrate a dedication to the continuing professional
development of other colleagues
Other job specific requirements
Commitment to, and evidence of, promoting Equal Opportunities
strategies within the school
Willingness to work throughout the age range of the school
Awareness of the Health and Safety practices of the school and
commitment to ensuring health and safety of Phase
Commitment to the Safeguarding and Child Protection policies of the
school to ensure that all pupils are safe
Appointment to the post is subject to a satisfactory Enhanced DBS
Disclosure and excellent references
4.6
The post is exempt from section 4(2) of the Rehabilitation of Offenders
Act, 1973, as the duties give you access to persons who are under the
age of 18. Applicants are not entitled to withhold information about
convictions, which would be regarded as spent for other purposes
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Education and Training
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5.1
5.2
5.3
5.4
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6.1
Qualified Teacher Status (QTS) within the Primary age range
Degree (2:2 or above)
Qualified for Primary Sector, with at least 4/5 years’ experience of
teaching in KS2
Higher Education qualification other than initial teacher training
Evidence of personal commitment to continued professional
development
Recent and relevant training and professional development in KS2
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Disqualifying factors
An indication of sexist, racist or anti-disability attitudes or any other
attitudes inconsistent with the Council’s Equal Opportunities Policy
INT
- Interview
APPL - Application Form
OBS- Observation
E
REF - Reference
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South Grove Primary School
Upper Key Stage 2 Phase Leader with Responsibility for English and Mathematics for the phase
Dates: Apply by: Friday 16th May 2014
Salary: MPS/UPS Pay Scale plus TLR 1
Location: Walthamstow, London
Contract type: Full-time
Contract term: Permanent
South Grove Primary School is a welcoming, lively and diverse larger than average mainstream primary school
with designated special Resource Provision for children with autism and global delay. It has a clear vision for
the future. Judged recently as good with outstanding elements (Leadership and Management and Behaviour
and Safety), we are working towards becoming an outstanding school. We need a strong, energetic and
driven Upper Key Stage 2 Phase Leader to join our committed and vibrant team.
If you are a creative, ambitious and outstanding teacher who has proven high expectations for all pupils and
you are committed to inclusive education we would love to hear from you.
We can offer:
An outstanding and supportive Leadership Team
Energetic and committed staff, Governors and parents
Motivated and enthusiastic learners
Pursuit of excellence for the school’s provision
High quality on-going professional development
Can you demonstrate?
Proven outstanding high quality teaching practice
Dedicated to achieving the highest levels of attainment for the school and driving forward pupil
progress
Ability to lead and work as part of a team
Well organised, adaptable and creative
Be ambitious in your determination to ensure all our learners achieve and develop to their full
potential
Have vision and enthusiasm
As a key member of the Leadership Team, and working with both Phase Leader colleagues and staff across
the school, you will be responsible for ensuring that the needs of all pupils at all levels and abilities are catered
for.
South Grove is committed to safeguarding and promoting the welfare of children and young people and
expects all staff and volunteers to share this commitment. References will be sought and the successful
candidate will be subject to receipt of an Enhanced DRB disclosure as well as other pre-appointment checks.
Visits to the school are warmly welcomed and encouraged. Please contact our school office on 0208 521 6000
for an application form and person specification or alternatively e-mail Jane Liddle school e-mail or via the
school’s website: www.southgrove.waltham.sch.uk.
The closing date for this post is: Friday 16th May 2014
Shortlisting date: Monday 19th May 2014
Interviews will be held during week commencing: Monday 19th May 2014
South Grove Primary School
Ringwood Road
Walthamstow
London
E17 8PW
Telephone: 0208 521 6000
Fax: 0208 503 6984
E-mail: school@southgrove.waltham.sch.uk
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