Candidate Brief
for the position of
PRINCIPAL
The Duke of York’s Royal Military School
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Background
In 1801, His Royal Highness Frederick Duke of York laid the foundation stone in Chelsea
of what was to become the Duke of York’s Royal Military School. Originally it was an
orphanage for children of soldiers killed in battle and was Britain’s first co-educational
state funded and state administered school.
The first boys and girls entered the School in 1803 and in 1909 it moved to its present
location in Dover. In 1980 the School, which had previously only been open to children
of non-commissioned solders, was opened to all ranks. In 1992 it became Tri-Service
and girls were re-admitted in 1994.
In 2010 the School became an Academy with military tradition under the Department
for Education. It is sponsored by the Ministry of Defence. There are 452 students
currently on roll and the School has had a £24.9m building programme due for
completion by September 2014. This has increased its capacity to 722. We took in our
first non-military background students in 2010.
Today the School is a co-educational boarding school for the eleven to eighteen year old
sons and daughters of RN, RM, Army and RAF personnel, both serving and retired, as
well as civilians. It is full 24/7 boarding.
The Duke of York’s Royal Military School is an 11-19 Academy for boys and girls of all
aptitudes and abilities and is sponsored by the Secretary of State for Defence. The
Academy will eventually provide for up to 526 students aged 11-16 and a further 196
students in the sixth form.
The School has a Collaborative Partnership Agreement with Astor College, part of The
Dover Federation for the Arts Multi Academy Trust. The School strives to be involved
with the local community in hosting charitable musical events, use of the chapel for
christenings, weddings and funerals, junior master chef competitions and food handling
training for primary Schools’ staff and band performances from the Brigade of Ghurkhas
and Royal Engineers.
The Vision for the School
The Sponsor’s overall vision is for a high quality, exclusively full-boarding School that
has military ethos, character and traditions and would be primarily focused on
providing continuity of education for the children of those serving in the Armed Forces,
whilst fostering further improvements in the already high levels of student aspiration
and achievement. The School offers the opportunity to secure and subsequently
increase the number of places available for this purpose. However it is open to all
students regardless of whether they have a military background in their family.
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At the heart of this School is a vision in which young people’s development across a
broad set of skills, as independent learners, citizens, self-managers, enquirers and team
workers, as well as in the core skills of literacy and numeracy, frames their learning and
assessment. Their progress is tracked, holistically, throughout their school career by a
staff team that know them well, values their worth and cares deeply about their success
and well-being.
Mission Statement
The School’s purpose is to assist in meeting the needs of military parents and their
children with the continued sponsorship by the MoD. However, all children whether
from a military background or not are of equal importance. It seeks to promote the full
development of students by providing a secure, professional and caring environment in
which each student is encouraged to reach his or her individual potential and is
prepared for the opportunities, responsibilities and experiences of adulthood. These
goals are to be achieved in the context of a spiritual, oral and pastoral ethos which
respects values of Christian and other faith communities and our unique military
tradition.
Aims
The School aims to provide cost effectively for all students, a high standard of secondary
education and a full range of extra-curricular sports and activities within a stable,
caring, boarding environment. In so doing it must meet the particular educational
needs of service children and the strategic needs of all three Services as well as those of
civilian parents.
Governance and Management
The School is sponsored by the MoD and although funded for Education by the
Department for Education, remains as a part of the Adjutant General’s organisation. The
School is governed by a Board of Governors. The School has a Royal Licence for the use
of the Crown. Day to day management of the School is the responsibility of the
Principal, who is supported by a Senior Management Team comprising two Vice
Principals (Academic and Pastoral), a Director of Finance & Operations, an Assistant
Principal Health & Welfare and a Director of Marketing. It is inspected by Ofsted.
Entrance into the School
Entrance is dependent upon the potential for a student to be suitable for boarding.
The School Week
The School follows a two week timetable with 60 lessons taught over twelve days each
fortnight. This leaves space for Games, Clubs and Activity sessions for an hour and a half
each Monday, Tuesday and Thursday, and for a longer period on Wednesday and
Saturday afternoon. On Friday afternoons, Years 7 and 8 students have Games, whilst all
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of Years 9 to 12 are involved in CCF activities. Year 13 have Directed Study (examination
practice) at this time.
There are formal Prep sessions for students in Years 7-11 six nights a week, whilst, for
the Sixth Form, a more flexible model is followed.
Chapel services are held on Sundays, in the morning on Parade days or elsewise in the
evening. Formal exeat weekends, where students may go home after lessons on
Saturday and return on Sunday evening, are scheduled for each half of the Autumn and
Lent terms.
Curriculum
At Key Stage 3, the National Curriculum is followed with due attention given to English
and Mathematics alongside a wide range of other courses, including time devoted to Art,
Music, Dance and Drama. In Year 7, all students follow a course in Military Studies,
through which they learn about the School’s military heritage and the practicalities of
drill.
At Key Stage 4, GCSE courses are offered with a core of English, Mathematics and
Science. All students have access to Ebacc subjects which number amongst the eighteen
options available, four of which are selected. Non-examination courses in PE, PSHEE
and RE are also followed.
English and Mathematics are taught in sets from Year 7 and Science from Year 8.
Classrooms will house up to 30 students but, at Key Stage 3, group sizes average to the
low 20s and mid 20s for GCSE courses. Additional staffing is provided for English,
Mathematics and Science to allow for more focused teaching in these areas.
In the Sixth Form, twenty three courses can be followed to AS and A2. BTECs in Sport
and Public Services are also available. Wider choices can also be facilitated through the
School’s collaborative partnership agreement with the Dover Federation for the Arts. All
students take General Studies to either AS or A2, with non-examination PSHEE also
provided.
A SENCO and three Teaching Assistants provide support for students during the
teaching day, with Pastoral Leaders trained to offer assistance within Houses. A full time
Librarian helps to promote reading and also oversees independent Careers guidance. All
students and teachers are provided with either a laptop or netbook, with Wifi access
available in all buildings.
Performance is tracked on a half termly basis, with closer scrutiny and monitoring
where necessary coordinated by the Heads of Key Stage 3 and 4 and the Head of Sixth
Form. Each student has an academic Tutor, charged with monitoring and guiding their
progress.
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The Academic Leadership Group, with all Heads of Department and Key Stage as
members, meets fortnightly.
Performance
GCSE
2013
2012
2011
A*-C 87.5%
82.2%
100.0%
5 A*-C inc English and Mathematics 81.9%
73.3%
91.0%
English Baccalaureate 33.3%
25.6%
37.0%
2011 was the last selective cohort to go through the School. There is no entrance test
for ability and exam results from 2012 onwards reflect the comprehensive intake.
The School was recognised by the Minister for Schools as being one of the top 100
performing non-selective schools in January 2014.
A level
A*-E
2013
92.9%
2012
92.7%
2011
95.7%
A*-B
27.0%
21.2%
32.8%
The vast majority of Sixth Formers progress to university with 95% of applicants in
2013 being placed, 78% at their institution of first choice. There are no NEETS.
Pastoral
The boarding house system is designed to provide the kind of happy environment in
which young people thrive. In this warm, supportive atmosphere boys and girls are
encouraged to develop both as individuals and as members of a community. The
pastoral and disciplinary systems are designed to be caring, firm and fair.
Two junior houses accommodate the first two-year groups whilst the older students
reside in seven senior houses. There is a resident housemaster or housemistress who is
an experienced, qualified teacher and all members of the academic staff are house
tutors looking after between twelve and fifteen students each. Houses are generously
staffed with Matrons or Pastoral Leaders and other support staff.
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The broader curriculum
All students are full boarders. The School is always active and busy with a very full
programme of sports, music, drama, adventurous training, trips and expeditions, clubs
and activities and social events. There is a very active Tri-Service Combined Cadet
Force, all students in Year 9 do the Duke of Edinburgh Award Scheme Bronze Award,
and there is a ceremonial side of the School involving ceremonial parades throughout
the year, culminating in Trooping the Colour on Grand Day.
The needs of service children and their families and how the School addresses
them
Providing a stable education is a priority. Although resilient, service children have to
make new friends, adapt to new staff who may not always be sympathetic towards their
needs, and cope with adverse reactions towards their parents’ profession. On average,
before entering the Duke of York’s, students will have been to four different schools and
some to as many as twelve. They relish the chance to establish firm friends, have a
continuity of teaching staff, and be amongst others of a similar background.
The provision of 100% boarding, which is rare, means that all students are in the same
boat. Weekends are full and active and they do not have to cope with a mass exodus of
weekly or flexi boarders. The School is responsible for the students throughout the
term time and also facilitates travel arrangements for the holidays. When travelling by
plane to military destinations there will invariably be a number of students from the
School bound for the same destination.
Service children can be very vulnerable. At this School the staff are alert to their specific
needs particularly at times of tension. Their fellow students also provide support – they
have frequently ‘been there themselves’. Sadly service life takes a toll on domestic life.
This School provides a neutral safe haven and a normal routine, particularly for senior
students who take on board extra responsibilities within the family when the serving
parent is away.
Service parents in particular need to be assured that their children are safe. The School
places great emphasis on security, is supported on a regular basis by MoD police and
heightens its security at times of tension.
With parents internationally based good communications are vital. The School has
discreet email facilities for each student, is part of the military telephone network and
students can access e-blues.
Service parents can be made to feel transient by teachers and educationalists. At this
school they can feel comfortable within a context which is familiar to them and which
speaks the same language. Moreover, it is a school where their children can share a
pride in their service achievements. The core values of the services are replicated in the
education, the ethical standards set and the emphasis on leadership and teamwork
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skills. Symbolically each student wears the serving parents’ cap badge as a ‘heart badge’
on their ceremonial uniform.
The Role
The Principal will lead the School in all aspects of its life including the military. In 1966
the Headteacher (now Principal) was also appointed Commandant. As our unique
selling point, that title is still used when the Principal leads or represents the School in a
military setting. The Principal is responsible for managing both its academic and
pastoral activities, and, working closely with the Director of Finance and Operations,
will have ultimate responsibility for operational and administrative areas. She or he
will also:
Develop effective working relationships with the Board of Governors and all other
external stakeholders. In this case, the ability to work with the Ministry of Defence and
Department for Education will be an integral part of the role.
Appreciate the pastoral issues associated with boarding education and the disciplinary
aspects of it.
Foster an interest in both academic, vocational and co-curricular work and activities,
enabling each student to develop to the best of his/her ability.
The Candidate
You will have qualified teacher status with a strong educational background as a
practitioner and proven success in a leadership role. You will be able to show how you
have provided care and support to individuals, both professional and children so that all
fulfil their potential.
In addition, in your application you will be able to demonstrate examples of:
Essential

Exceptional Leadership skills, able to show how you have successfully delivered
results, built capability and have been open to learning to improve your own
performance

Strong financial management skills able to improve value for money from
resources and to be confident in handling and interpreting financial data

Good interpersonal skills, demonstrating how you have coached and developed
individuals, promoted diversity and equality and tackled poor performance. You
will have a commitment to Common Room professional development

An ability to think strategically and manage change
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
Evidence of good stakeholder management including parents, children and
Governors, how you have an inclusive way of working and how you have through
these skills enhanced the reputation of the School

Relevant experience in education which will provide the support needed to
continue the development of the academic, sporting, cultural and community
aspects which are strong features of the School

An empathy with and commitment to the military foundation and the ethos of
the School.
In addition it is desirable that you demonstrate:

Proficiency with ICT and good presentational skills

An understanding of marketing and the importance of public relations
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TERMS AND CONDITIONS
Package
Salary: The starting salary will depend on track record and experience, but the
leadership range for the role is between £101,029 and £111,521. Progression up the
pay spine is through performance pay. Such progression requires the incumbent to
satisfactorily meet all of his/her objectives. Performance assessment will be made
by a panel comprising the Chairman of Governors and two other Governors.
The other major elements of the package are:
A house with rent payable at 8.5% of pensionable emoluments with water rates
included.
All utilities met by the school budget
Council tax met by the school budget
Gardening – covered by school contract
Domestic assistance – covered by school contract
Pension
The successful candidate will remain a member of the Teachers’ Pension Scheme.
Location: Dover.
Clearance: Enhanced DBS and departmental security vetting will be required before
any appointment can be ratified.
Equal Opportunities: The MoD is an Equal Opportunity employer aiming for the
widest possible diversity in its workforce drawing recruits from every part of the
community; however, we particularly welcome applications from ethnic minority
people, women, and people with disabilities who are currently under represented.
Objectives
The main objectives of the Principal are to:

Provide a high standard of education in a stable boarding school environment
for children admitted to the School

Provide this education especially for those children who fall within the
category of compassionate cases or those with special educational needs
Assist in the character formation of the students and enable them to play a
full and useful part in society on completion of their schooling by providing a

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range of extra-curricular activities, thus developing their character and
resilience

Act ‘in loco parentis’ while the children are at the School and to care for their
spiritual and moral well-being

Preserve and enhance the traditions of the School

Provide career guidance and to bring to the attention of the students the
benefits of a service career

Fulfil the above responsibilities and their attendant management and
administrative tasks in an efficient and cost effective manner

Support, reinforce and enhance our very important international dimension
Planning and Reporting
The Principal prepares for endorsement by the Board:
a. The School Improvement Plan and Strategic Development Plan
b. All bids for finance and resources
c. Investment proposals and development plans supported by the necessary
investment appraisals
d. Reports on performance against plans
e. An Annual Report, including the summary of accounts, which is available as a
public document
Staffing
The Principal, under powers delegated by the Department for Education, the Ministry of
Defence and by the Board of Governors, is responsible for all the pay and gradings. The
School currently follows the National Pay scheme.
The Principal, acting with the authority of the Board of Governors, appoints all staff at
the School, in accordance with the Governors’ policy on Staff Appointment.
The Principal, in consultation with the Board of Governors, may alter the composition of
the staff establishment according to the School’s needs subject only to remaining within
agreed financial ceilings.
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The Principal exercises full powers in respect of staff discipline and restoring efficiency.
The Principal is responsible for operating a Performance Management scheme for all
staff and for identifying their training and development needs.
The Principal is responsible for, subject to endorsement by the Board of Governors,
promotions for all staff.
The Principal operates a staff consultative committee for the conduct of good staff
relations.
Qualifications, Experience and Attributes
The Principal should:

Be a graduate, hold a professional teaching qualification and possess a proven
record of success and advancement in a variety of educational institutions

Have had a range of teaching experiences, curriculum awareness and experience
in the direction and management of teaching and administrative staff

Possess the personality and inter-personal skills necessary to lead and control a
large complement of staff of varying grades, to relate to the students of the
School and to their parents as well as the social skills to foster good relations
within the locality and County

Have demonstrable skills in the management of change in educational
institutions

Be able to demonstrate a grasp of business practice, financial awareness and a
knowledge of employment, health, educational and social legislation

Be prepared to be personally active in support of the Christian ethos of the
School whilst understanding the needs of all faiths

Have experience and an understanding of the demands of Ofsted in the state
system.
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