Temple Learning Academy
Phase Leader, EYFS and Year 1
Leadership L5-L9
Recruitment Pack
March 2015
Temple Learning Academy
Information for the post of Phase Leader, EYFS and Year 1
Dear Applicant
Thank you for requesting further information about our all-through Free School which we are
creating within inner-city Leeds.
We are really excited about the opportunity to create a school which will deliver an enhanced, high
quality education which will improve the life chances of children, young people, their families and
drive an ‘Ambition for Change’ throughout our community. We are determined to respond
positively to a community which has a thirst for greater success.
We are looking for an outstanding individual to lead on our vision and values inspiring all of our
learners’ to reach the highest levels of success.
As part of the Temple Newsam Learning Partnership Trust – A Co-operative, you will share our
vision and values and see the success of working collaboratively.
If you share our vision and passion for young people and their families then we would like to hear
from you.
Yours sincerely
Timothy Kitching
Chair of Governors
on behalf of Temple Learning Academy and Temple Learning Foundation
Temple Learning Academy
Our Vision
To increase parental choice for those seeking a high quality education in the heart of their
community.
Our vision is underpinned by a simple phrase that creates life chances within the community
through promoting ‘Ambition for Change’.
We are determined to respond positively to a community which has a thirst for greater success.
Our learners will not only make rapid and sustained progress but will also develop a set of key
skills that will allow them to flourish as active citizens in the wider society.
The educational offer will meet our learners and the community needs and focus upon the core
subjects along with enrichment opportunities and experiences to allow them to discover new
interests, talents and skills.
Background
Temple Learning Academy is led by a Board of Directors and the Temple Learning Foundation. It
is a partner of the Co-operative Temple Learning Partnership Trust (TNLP) which is a long
established network of primary and secondary schools, each of which celebrates their unique and
individual character whilst at the same time shares high expectations through working within a
common set of co-operative values and principles.
The Academy
The Academy will open in September 2015 with a two form entry, 60 reception age learners, and
then two form entry into reception each year. Year 7 learners will join the school in September
2016.
Age Range:
4-16
Number on roll: 60 Reception learners at September 2015, increasing to 1020 learners
by 2021.
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You will be key to the Academy’s development; of the Early Years provision and supported by a
small team.
As a team we will provide:
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Family centred pre-school learning and early learning through play and discovery
A balanced curriculum with strong foundations of literacy and numeracy
Problem solving through challenges, project-based activities and applied learning
access to a significant enrichment programme as part of an extended day
Open access to learners and their families through an extended school day all year round
The opportunity to build confidence by broadening learners’ real life experiences
Access to wraparound care via an onsite extended services team
Partners
The Academy will work closely with local businesses and organisations such as Herd Farm,, Leeds
Rhinos, Rugby Foundation, Opera North, Leeds United and the University of Leeds to provide
enterprise opportunities for its learners.
The Building
Work around the site, previously the East Leeds Leisure Centre, Neville Road, Leeds, LS15 0NW,
is taking place and the building will be ready for September 2015 for our initial Reception intake.
This is a temporary location and the permanent Early Years classrooms will be built on site over
the course of the year.
What are we looking for?
I hope that this information has excited rather than daunted you. This is a fantastic opportunity for
you to be involved in the development of a new school from the beginning and having a voice in
how provision is shaped with like-minded people.
We are seeking to appoint either an existing Early Years Foundation Stage leader who would like
the challenge or an outstanding practitioner who feels ready to take on this challenge.
In the first year you will be working alongside the Principal of Primary Phase, another EYFS
colleague, a team of classroom assistants, SEND staff and pastoral staff.
Want to know more?
We would welcome visits from prospective candidates and so there are a number of opportunities
to come and meet our Principal of Primary Phase and discuss the role and the opening of Temple
Learning Academy Free School.
Friday 20 March
between
3.00 - 6.00 pm
Monday 23 March
between
4.30 - 7.00 pm
Wednesday 25 March between
7.00 - 9.00 am
Monday 30 March
7.00 - 9.00 am
between
*Other dates and times are available on request
For all enquiries, to book an informal meeting please ring Matthew Browne (Principal of
Primary Phase): 07791931496 or email m.browne@tmhs.co.uk.
Closing Date:
Wednesday 1 April at 12.00 noon
Interview Date:
Wednesday 22 April 2015
Website www.templelearningacademy.org.uk
How to Apply?
Application forms must be completed in full and applicants should directly address the skills
outlined in the person specification. As part of the application process you may include additional
information on the application form of up to two sides of A4 outlining:
1. How your experience prepares you for this post
2. The challenges and opportunities of opening a brand new school
Application forms can be downloaded from the TES website or email Diane Potter (HR & Marketing
Director) d. potter@tmhs.co.uk. Completed applications should be returned by email to Diane
Potter at d.potter@tmhs.co.uk.
We look forward to hearing from you!
JOB DESCRIPTION
POSITION
Phase Leader, EYFS and Year 1
RESPONSIBLE TO:
Academy Principals
SALARY SCALE
Leadership L5-L9
Main Purpose
The post-holder will be expected to manage their own performance and development within the
EYFS and one phase of the academy (this includes Year 1), encouraging all staff in the same
areas to do the same by sharing an ongoing commitment to improvement.
The post-holder will be expected to provide professional leadership and management of the EYFS
and one phase of the academy.
The post-holder will be required to exercise their professional skills and judgement to carry out the
professional duties set out below in a collaborative manner.
Making an impact on the educational progress of learners beyond those directly assigned
 Encourage learners’ motivation and enthusiasm, securing positive attitudes to learning and
high standards of behaviour in the EYFS and across one phase.
 Monitor, evaluate and review learner’ progress, achievement and attainment across the
EYFS and one phase and ensure appropriate action plans are in place where issues are
identified.
 Monitor, evaluate and review the quality of learning and teaching in the EYFS and across
one phase in accordance with academy policy.
 Challenge underperformance of learning and teaching in the EYFS and across one phase
by promoting a high challenge high support culture.
 Support curriculum leaders in the development and implementation of curricular and cross
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curricular initiatives and project based learning opportunities (PBL).
Support teachers, support staff and the Inclusion team to promote inclusive teaching
methods.
Support the pastoral care of learners in the phase.
In conjunction with the educational visits curriculum leader, oversee the organisation of
educational visits and curriculum enrichment activities within the phase.
Liaise closely with other Phase Leaders to ensure continuity and progression across all
academy phases.
Leading, developing and enhancing the teaching practice of others
 Have a detailed professional knowledge of the EYFS including an understanding of the
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knowledge, progression of early childhood development.
Be accountable for the work of teachers and support staff in the EYFS and those assigned
to the phase.
Monitor, evaluate and review the quality of learning and teaching in the EYFS and across
one phase and share judgments with teaching and support staff as appropriate.
Develop and improve EYFS subject knowledge and pedagogy.
Ensure the promotion of methods that enable all learners to learn effectively, including
Home Learning.
Enable colleagues to challenge and inspire learners, expecting the most of them, so as to
deepen their knowledge and understanding of the EYFS and the curriculum within the
phase.
Take responsibility for the induction of new staff in the phase.
Identify key professional development needs and ensure that these needs are addressed
through the provision of high quality coaching and mentoring.
Contribute to continuing professional development (CPD) activities with particular reference
to phase/ EYFS issues.
Disseminate examples of ‘good practice’ in learning and teaching, effective planning and
provision across the EYFS and the phase.
Leadership and Accountability
1. Actively support the aims and ethos of the academy as a member of the Senior Leadership
Team.
2. Establish good relationships, encourage good working practices and support.
3. Oversee aspects of the phase organisation and management, including preparing agendas
and chairing phase meetings.
4. Support and motivate all staff.
5. Act as a Performance Management Team leader in accordance with the academy’s policies
and procedures.
6. Attend and play an active part in Senior Leadership Team meetings.
7. Develop links and liaise with governors, the local authority and the wider academy
community including strong partnership with Trust partner schools.
8. Co-ordinate strategies to achieve identified Development Plan priorities evaluate and report
on the effectiveness and make suggestions for further improvement.
9. Take part in and respond to issues regarding self-evaluation including making contributions
to the development of the SEF.
10. Lead professional development in the identified areas through example.
11. Be accountable for a curriculum budget directly linked to the subject/ area in line with
relevant targets and with academy policy.
Phase Leader, EYFS and Year 1 – Person Specification
Minimum
Requirements
Essential
Qualifications
 QTS
Experience
Knowledge
 Proven exemplary classroom
practice in a primary school with
substantial experience in the
EYFS
 Observing and evaluating
teaching and giving feedback to
a teacher
 Monitoring and evaluation of
learning and teaching leading to
effective planning to raise
standards
 Evidence of continuing
professional development
 Effective involvement with
parents
 A thorough knowledge and
understanding of the National
Primary Strategies, National
Curriculum and Early Years
Foundation Stage
 Excellent understanding of
curriculum and pedagogical
issues, particularly those related
to the EYFS
 Assessment and review of
children’s progress and
development in the EYFS and
within the phase using
assessment for learning
strategies
 Child Protection Procedures and
safeguarding children
 Creative and effective learning
and teaching styles to engage,
motivate and enable children to
progress
 A positive and effective
approach to behaviour
management
 Effective strategies to include
and meet the needs of all
learners within teaching the
EYFS and the phase including
Desirable
Measured by:
A – Application
Form
B – Assessment
C – Interview
D – References
 A
 A,C,D
 B
 A,C,D
 A,C
 A,C,D
 A,B,C,D
 A,B,C,D
 A,B,C,D
 A,C
 A,B,C,D
 A,B,C,D
 A,B,C,D
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Leadership and 
Management
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Skills
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Personal Skills
and Attributes
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under-achieving groups, EAL,
SEN and G & T learners
How to analyse, understand,
interpret and respond to
academy performance data
Encouraging parents and carers
to work co-operatively with the
Academy and involve them in
the children’s education
Promote and sustain high
standards for all children
Understand and value the
process of monitoring, evaluating
and review as an aid to raising
standards
Take a lead role in innovative
curriculum development
Contribute to self-evaluation
exercises and whole Academy
development
Manage the performance of
other members of staff
Organise professional
development activities for the
EYFS and issues relating to the
phase
Inspire, lead and motivate the
children and staff to influence the
quality of learning and teaching
and initiate change
Share expertise, skills and
knowledge and to encourage
others to follow suit
Organise and manage work/life
balance of self and others
Seek advice and support when
necessary
Maintain consistently high
standards and expectations in all
that you do
Have personal impact and
presence to be able to initiate
change and achieve excellence
Demonstrate a high level of
commitment and professionalism
Have excellent written and
verbal communication skills
Be able to create and maintain
effective partnerships with staff,
governors, parents/carers,
learners and the wider
community
Be a good team player and be
able to lead and inspire by being
an excellent role model
Be able to work independently
 A,B,C
 A,C
 A,B,C,D
 A,C
 A,C,D
 A,C
 A,B,C,D
 A,C
 A,B,C,D
 A,C
 A,C
 A,C
 A,C,D
 A,B,C,D
 A,B,C,D
 A,B,C
 A,B,C,D
 A,B,C,D
 A,B,C,D
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Safeguarding
Children
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and on own initiative
Have good time management
skills and an ability to plan and
prioritise work and tasks for you
and your phase team
Maintain a personal commitment
to professional development
linked to the competencies
necessary to deliver the
requirements of this post
Demonstrate commitment to
inclusive practice and equal
opportunities
Be approachable, positive,
flexible and enthusiastic with a
good sense of humour
Support and promote the ethos
and vision of the Academy
Contribute to the enrichment
opportunities available to every
learner
Committed to the safeguarding
and promoting the welfare of
children and young people
 A,B,C,D
 A,C,D
 A,C
 B,C,D
 A,B,C,D
 A,C

Safer Recruitment
training from NCSL
achieved
 C,D
Guidance on Completing our Application Form
Making an Application
Application Form
If you wish to be considered for this post please
complete the enclosed application form providing full
details of your education, qualifications and
employment history, including any unpaid or
voluntary work. Where there are gaps in your
employment please state the reasons why (eg
gap year, career break, unemployed, etc).
Use a black pen or type your application form and
ensure that your application form arrives before the
closing date. It is not the Academy’s policy to accept
late applications (although exceptions may be
allowed in the case of disabled applicants who
receive information in a different format, or who have
difficulty in completing an application form). Please
remember to sign the declaration on the final
page of the application form.
You will note that we require details of two referees,
one of which must be your current or most recent
employer.
CVs are not accepted as part of the application
process.
Supporting information
This section of the form is very important. It gives
you an opportunity to explain why you are applying
and why you are the best person for this job. Use the
job description and person specification as your
guide and give specific examples, where possible, to
demonstrate how you match the requirements for this
post. If you do not have enough space, please attach
a separate sheet.
For teaching posts: in addition to the application
form, please submit a formal letter of application (up
to 2 sides of A4 no smaller than font size point
11) detailing your experience of teaching and
learning and the impact your contribution will make in
terms of raising standards at our Academy.
Interview and Selection Process
Those candidates who meet all the requirements for
the post will be short listed and details of the interview
programme will be confirmed in writing.
As part of the selection process, in addition to
assessing your skills and knowledge against the
requirements of this role, specific questions will be
asked to assess your suitability to work with children.
Under the Disability Discrimination Act 1995 and 2005,
we are legally required to consider making reasonable
adjustments to ensure that disabled people are not
disadvantaged in the recruitment and selection
process. We are therefore committed to meeting,
wherever possible, any needs you specify on the
application form. Please contact the Academy if you
need to discuss this in any detail.
We will consider any reasonable adjustments under
the terms of the Disability Discrimination Act to enable
an applicant with a disability (as defined under the act)
to meet the requirements of the post.
Canvassing
You must not canvass members of the Academy’s
Governing Body which includes Elected Members of
the Council. This means you must not seek their
support or attempt to ask them to influence the
decision – if you do, you will be disqualified.
Induction and Continuous Professional
Development
The Executive Principal and Governing Body are
committed to ensuring your well being and continuous
professional development in this role. On appointment
you will receive an appropriate induction programme
that will help familiarise you with the culture of the
Academy, local practices, policies and expectations.
You will be offered the opportunity to further develop
your professional knowledge by participating in local
training events and, where appropriate, working
towards further qualifications.
Pre-employment checks
References
If you are short listed we will normally take up
references before the interview date. One of your
referees must be your current or most recent
employer. Two satisfactory references must be
received before we confirm any offer of an
appointment. The information we request will relate
to salary, length of service, sickness absence record,
skills and abilities, suitability for the job, disciplinary
record and suitability to work with children.
Copies of references or references that are
addressed “to whom it may concern” will not be
accepted. On receipt of references, your referees
may be contacted to verify any discrepancies,
anomalies or relevant issues as part of the
recruitment verification process.
Disclosure and Barring Service (DBS)
Employment at this Academy is subject to an
enhanced check with the Disclosure and Barring
Service (previously the Criminal Records Bureau).
Police and appropriate barred list checks will be
made. All such checks must be satisfactory before
we confirm any offer of an appointment.
Under the Rehabilitation of Offenders Act 1974
(Exemption Amendment) Order 1986, there are a
number of jobs where we must take account of
convictions, even though they are ‘spent’. All posts
at this Academy are regarded as such. However,
spent and/or unspent convictions may not
necessarily make you unsuitable for appointment.
Validation of Qualifications
All short listed candidates will be asked to bring
original certificates of relevant qualifications to
interview. These will be photocopied and kept on file
and may be confirmed as genuine with the relevant
awarding bodies.
Right to Work in the United Kingdom
Under the Asylum and Immigration Act 1996, it is a
criminal offence to employ anyone who is not entitled
to live or work in the United Kingdom. Applicants
can expect us to ask for proof of this at interview
stage, where you will be asked to provide some
original documentation to confirm that you are
eligible to work within the UK. Photographic proof of
identity will also be required.
Medical Assessment
A satisfactory medical assessment will be required for all
new staff before we confirm any offer of an appointment.
Academy Policies
Child Protection
Temple Learning Academy is committed to safeguarding
and promoting the welfare of children and young people
and expects all staff and volunteers to share this
commitment. We have designated senior members of
staff who are responsible for referring and monitoring any
suspected case of abuse. All members of staff will
receive training in line with our child protection policy.
Whistle Blowing
We recognise that children cannot be expected to raise
concerns in an environment where staff fail to do so.
Therefore our policy is to ensure that all staff are made
aware of their duty to raise concerns about any
inappropriate attitude or actions of colleagues.
Code of Conduct and Personal Behaviour
The Academy believes that it is essential for standards of
conduct at work to be maintained to ensure delivery of
quality services and also to protect the well-being of all its
employees and learners.
The Executive Principal and Governing Body regard
everyone working at our Academy as a role model to our
learners. As such employees should conduct themselves
with integrity, impartiality and honesty. Furthermore,
everyone in the Academy has an absolute duty to
promote and safeguard the welfare of children.
Registered teachers are in addition bound by the codes
and professional values of the Department for
Education’s National College for Teaching & Leadership.
While registered teachers are bound by the code, the
Academy considers the principles to apply to all staff
employed at the Academy.
Equal Opportunities
We are committed to promoting best practice in our
efforts to eliminate discrimination and to create a working
and learning environment where all are treated fairly and
with respect as outlined in our Equality and Disability
Policy.
We take action to ensure that nobody is treated less
favourably than anyone else because of their colour,
race, sex, ethnic or national origin, religion, gender,
sexual orientation, disability, age or marital status.
To monitor effectiveness of Equal Opportunities policies
we need to monitor the number of applications by sex,
race and disability. You are therefore requested to
provide this information on the application form.