HIGHSTED GRAMMAR SCHOOL
Highsted Road, Sittingbourne, Kent ME10 4PT
Headteacher: Anne Kelly BA MBA
Telephone: 01795 424223
www.highsted.kent.sch.uk
Email: admin@highsted.kent.sch.uk
Business Manager
Highsted Academy Trust Band 12:
(£42,359 - £49,611)
Required from September, exceptional Business Manager at
this outstanding girls’ grammar school. This is a high profile
area of the school, so the desire to provide strategic vision in
all business-related aspects of the work of the school and join
a winning team are essential.
Applications are invited from creative and ambitious
colleagues who can make a substantial impact on our
continuous improvement.
Please contact Linda Sayers at the school or visit the
website to download further information and an
application form: www.highsted.kent.sch.uk
(Closing date noon 23 June 2014)
Highsted Grammar School is committed to safeguarding and
promoting the welfare of children and expects all staff to share
this commitment. This post is subject to an enhanced DBS
check.
Highsted Grammar School is an Equal Opportunities
Employer.
HIGHSTED GRAMMAR SCHOOL
Highsted Road, Sittingbourne, Kent ME10 4PT
Headteacher: Anne Kelly BA MBA
Telephone: 01795 424223
Fax: 01795 429375
Email: admin@highsted.kent.sch.uk
GENERAL INFORMATION
Summer 2013 school performance:
GCSE results achieved by pupils at the end of key stage four
Average point score per pupil
Percentage A*/A grades
Percentage of pupils gaining at least five A* - C grades,
including English and maths
Percentage of pupils gaining A* - C grades in English & maths
Percentage of pupils gaining at least two A* - C grades, science
Percentage of pupils gaining at least one A* - C grades, MFL
Pupils
APS
% achieving
% achieving
English
5+ A*-C,
Baccalaureate*
including.
maths & Eng.
2013
568.4
49.8%
2012
569.0
49.3%
99.2%
99.2%
99.2%
89.4%
99.2%
99.2%
95.3%
85.9%
% achieving
2+ Science
A*-C
% achieving
history or
geography
A*-C
% achieving
1+ MFL
A*-C
Highsted 2013
568.4
99.2
88.6
99.2
98.4
89.4
England 2012
481.2
58.8
16.2
48.1
33.5
27.5
Kent 2012
496.7
61.3
21.7
45.9
34.1
31.1
* English Baccalaureate consists of A*-C grades at full GCSE in English, mathematics, two science subjects, a foreign
language and history or geography.
A/AS-level results achieved by students at the end of Year 13
Percentage pass rate
Percentage A*-B grades
Average UCAS score per entry
Total APS per student (A/AS combined)
2013
100%
63.8%
96.3
453.3
2012
100%
55.9%
90.4
417.3
‘Highsted Grammar School is an outstanding school. It knows its strengths and areas requiring improvement very well.’
‘The school is ambitious for its students and is very effectively focusing the staff team and the girls themselves on raising
their expectations and achievements.’
‘The school effectively enables girls to make excellent progress. They achieve the highest academic standards.’
‘The curriculum gives girls an outstanding range of experiences and there is excellent involvement in extra-curricular
activities.’
‘There is a strong mutual respect between staff and girls. Initiative is encouraged and girls say that they get on very well
together, help one another and enjoy school.’
(Ofsted Inspection report 2009)
Highsted Grammar School is a small girls’ grammar school (around 875 on roll, including 210 in Sixth Form) situated in
the North Kent town of Sittingbourne. As an outstanding school, we were one of the first to convert to academy status in
the autumn term 2010.
Excellent road and rail connections give easy access to London, Canterbury, Ashford and the Continent. Sailing and
swimming facilities in the area are good and there are plenty of community activities (for example, orchestral, choral,
theatrical clubs, etc.) available. Theatres in Canterbury and Maidstone, as well as those in London, provide
entertainment. A well-equipped sports complex in the town has excellent facilities both for the serious sportsman and
woman and for family recreational use. House prices are relatively low for the South East and opportunities for further
professional development are excellent.
The school itself is a high-performing girls’ school, where pastoral care and enrichment feature as highly as academic
success. Having featured three times in Her Majesty’s Chief Inspector’s list of outstanding schools, we are proud to play
a leading role in the education of young people in our area. The pupils are exceptional in every way – they are
enthusiastic, personable, caring, and show considerable initiative – and we enjoy the strong support of parents. Likewise,
the staff team – teaching, support and administrative – is talented, dedicated, hard-working and committed to the
continuing success of the school. The governing body represents a group of capable, multi-skilled individuals, wholly
supportive of the work we do.
The main block of the school was opened in 1958 when the school moved from older premises and since then other
buildings have been added, including a technology block, new laboratories and additional classrooms. Most recently, a
new performing arts suite and extra classrooms were opened in September 2007 and building work has recently been
completed to create the HiPod – an imaginative, multi-purpose teaching area. Development of the site continues with a
new PE and dance studio, language laboratory and media studies/photography suite.
The Learning Resource Centre was created out of the old school library and boasts a light, comfortable and airy
environment with good book stock, excellent ICT facilities and a pleasant reading area. It is very popular with students
and well used by all age groups. Books, newspapers and specialist magazines are catalogued alongside other media and
loans are monitored through an electronic library management system. Much of the day-to-day running of the Centre is
undertaken by a group of library prefects, trained and overseen by the Centre Manager.
Highsted is a school of opportunity for staff as well as pupils, winning the School Achievement Award in two out of the
three years that the scheme ran and, in February 2010, we were awarded our 10-year IiP certification. We contribute
extensively to initial teacher training, with many PGCE and GTP trainees successfully completing their programme in the
school each year and in recent years, no less than six members of the leadership team have been promoted to headship
posts.
Pupils are granted places at the school on the basis of success in the Kent selection tests, broadly speaking they represent
the top 25% of the ability range. The economic and social characteristics of the locality are not the most affluent in Kent,
so opportunities for value-added are high and the school is able to make a real impact within the community. At Sixth
Form level we work in partnership with two other local schools, Borden Grammar (boys) and Fulston Manor (mixed).
Through this arrangement, we focus mainly on A-level provision and are able to offer more than 34 different courses,
including several applied A-level options.
The school, sponsored by Microsoft, received specialist school status through science and we are currently implementing
major changes to the ICT infrastructure to make full use of these connections. Across the school we regard this not only
as a strategy to develop science further and promote the role of women in this area, but also as the opportunity to enhance
provision across the whole curriculum.
Music and drama within the school are exceptional, with high quality productions taking place every term. There is a
strong choral tradition and the school’s Special Choir has recorded a CD of its Christmas repertoire. Sporting activity also
features highly in the work that we do, and the pupils enjoy both local and national recognition in areas as diverse as
cricket, judo and life-saving. Other extra-curricular activities are wide-ranging and responsive to student need. A very
strong School Council has been an established part of Highsted for more than 50 years.
The school has enjoyed a long-standing partnership with Gymnasium Fridericianum, Erlangen in Bavaria and this has led
to regular exchange visits for more than 25 years. From our advantageous geographical position, we are also able to
undertake day trips to Europe and each year there are study visits to France, Belgium and Italy, organised by different
subject areas. For the first time in 2005, a group of Year 12 students spent three weeks in quality work experience
placements in Brussels and this has now become a regular part of the summer term enrichment programme, supported by
substantial grants from the EU. In 2008, the school established a new partnership with the Lycée Prieur in Auxonne,
Burgundy. This year more than 35 students from Years 9, 10 and 12 will participate in our European programmes.
From this brief description, potential candidates will realise that this grammar school offers far more than a purely
academic focus. This does not come about by accident. It is entirely dependent on the determination and commitment of
the whole school community, alongside effective delegation of tasks. If you have the potential to contribute to an
exceptional school and would like to be part of a friendly, winning team, we would love to hear from you!
This post would suit a creative and ambitious teacher who can work well as part of a team, is keen to contribute ideas and
take on new initiatives and has high expectations of the students. It provides an opportunity to work with able and wellmotivated students within a successful department and with friendly colleagues. Flexibility and a personal desire to
broaden professional experience would be an advantage.
Anne Kelly (June 2014)
Highsted Grammar School
Business Manager
Job Profile
Job Purpose:
To provide strategic vision and leadership in all business-related aspects of the work of the school, in support of the
overarching aim of raising achievement and providing an outstanding education to the students of Highsted Grammar
School and specifically to:
 be the Academy Trust’s Finance Manager
 lead the financial management of the school, identify opportunities to improve the financial strength of the school and
ensure effective procedures and systems are in place
 develop a business approach to the Academy’s financial management and development
 lead and develop specific teams of associate staff to support the day-to-day activities of the school and secure the
delivery of the school’s aims
 be accountable for the site and its buildings, their maintenance, development and efficient use.
Accountable to: The Headteacher
Specific areas of responsibility and associated objectives: The final detail of the specific tasks to be undertaken in this
role will be subject to negotiation but are likely to encompass most of those below.
Finance
To be the Academy Trust’s Business Manager and be accountable to the Headteacher and Governors for all aspects of
financial management in the school and specifically to:
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work with the Headteacher and Governors to establish priorities for expenditure and monitor the effectiveness of
spending and usage of resources to ensure value for money;
lead and manage the school budget including planning the annual school budget in consultation with the Headteacher;
monitor the budget throughout the school year, including construction of monthly reports to members of the
Governors’ Committees;
oversee the management of all strands of the school funds, managing the cash flow effectively;
manage and monitor the investment of school reserves and funds to ensure efficient use, working with our bankers to
ensure zero risk scenarios and tight investment controls;
seek opportunities for generating revenue for the school, including through the provision of financial services and
support to feeder, and other, schools;
ensure the school’s financial procedures operate in accordance with statutory guidelines, DfE financial regulations and
guidelines set out in the school’s policy and procedures;
develop, when and where appropriate, more efficient and effective financial accounting systems;
provide statistical information as required by the Trust, other funding providers and the Headteacher;
ensure all statutory returns are made in line with legislation and statute;
construct, operate and review annually all the agreed policies and procedures on finance and charging;
manage the school’s asset management/inventory system;
monitor financial issues relating to all internal businesses: school meals, reprographics;
be familiar with all the different funding streams which make up the school budget and be aware of who has direct
responsibility for each one;
work as the academy’s liaison with the auditors and respond to audit reports, implementing actions;
be a signatory for all transactions and a debit card holder;
attend meetings of the Governors’ Finance and Resources Committee and offer advice and support to the Headteacher
and Governors on all financial issues;
line manage the associate staff responsible for financial systems and processes;
Staffing
To take responsibility under the accountability of the Headteacher and Governors for all staffing matters and specifically
to oversee all HR matters including:
 attendance monitoring and follow-up, capability/disciplinary issues, staff contracts, safeguarding and clearance checks,
and employment legislation;
 the single central record, ensuring its validity and currency;
 establish priorities for developing staff and staffing structures to ensure value for money;
 advise staff on salaries, expenses, maternity and sickness procedures;
 ensure that all records of staff attendance, leave of absence and annual leave are maintained;
 liaise directly with the school’s HR service provider;
 maintain confidential staff records;
 oversee the writing, updating and accuracy of all job descriptions;
 have accountability for the performance management of associate staff, its completion and records;
 line manage, oversee and deploy the associate staff team to ensure effective, efficient and economic use of the school’s
resources in support of Teaching and Learning;
 regularly review the efficiency and effectiveness of the Associate Staff Structure;
 work in liaison with the Headteacher’s PA on all school appointment procedures working to recruit and retain high
calibre teaching and associate staff;
 attend meetings of the Governors’ Finance and Resources Committee and offer advice and support to the Headteacher
and Governors on all staffing issues.
Site, Facilities, ICT and Health & Safety Compliance
To work with the Headteacher, Governors and Site Development Officer (SDO) in establishing priorities for developing
the premises and facilities of the school to ensure value for money and specifically to:
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have accountability for the accuracy, timeliness, review and updating of all school policies;
have accountability for the oversight and management of the school site;
develop a school Asset Management Plan and a Capital Development Plan;
oversee the SDO in his management of all capital/building projects ensuring that best value is achieved;
be accountable for the security of the buildings and site;
be accountable for the oversight of the upkeep of school minibus;
work with the Headteacher and Network Manager (NM) to establish priorities for developing the ICT infrastructure
and facilities to ensure value for money;
manage the strategy for, provision of, maintenance of, and support of, ICT applications used in teaching and in
managing the operation of the school, including ensuring appropriate licensing is in place;
work with the Headteacher and NM to manage the strategy for, provision of, maintenance of, and support of, ICT
Infrastructure upon which the operational ICT and educational ICT services are built;
be the school health and safety officer with responsibility for health and safety and wellbeing;
be aware of and respond appropriately to any health and safety issues;
be responsible for risk management including implementing emergency procedures on school closures;
be responsible for all matters to do with insurance for the school and handling any claims that arise;
ensure the school has procedures in place to ensure it complies with all statutory and other regulations, including those
relating to data protection, employment, equal opportunities and child protection;
attend meetings of the Governors’ Finance and Resources Committee and offer advice and support to the Headteacher
and Governors on all premises issues;
line manage the Site Development Officer who is responsible for the site and facilities
PERSON SPECIFICATION
Source of Evidence
A, I
Essential/Desirable
E
A, I
A, I
E
D
A, I
D
A, I
D
EXPERIENCE
 At least 3 years in a leadership and management role
 Experience of financial management, using financial data
and setting budgets
 Experience of producing budgetary estimates and reports
including monthly annual accounts
 Experience of performance management responsibilities
and operation
 Experience of managing projects
 Experience of people management and HR
 Experience of successfully managing change
 Experience of premises management
 Awareness of current education issues and developments
 Experience of working with a variety of external partners
 Experience of developing staff through quality
Continuous Professional Development and coaching
Source of Evidence
A, I, R
A, I, R
Essential/Desirable
E
E
A, I, R
E
A, I
E
A, I, R
A, I, R
A, I
A, I, R
A, I
A, I
A, I
E
E
E
D
D
D
D
SKILLS AND ABILITIES
 A highly motivated team leader who is approachable and
promotes positive relationships
 A proven track record as a leader and manager
 Excellent organisational skills including ability to
prioritise and meet deadlines
 Ability to cope with the pressures of a demanding
leadership position
 Ability to communicate orally and in writing to a wide
range of audiences
 Ability to set and maintain high standards
 Ability to lead and manage initiatives to a successful
conclusion
Source of Evidence
A, I, R
Essential/Desirable
E
A, I, R
A, I, R
E
E
A, I, R
E
A, I, R
E
A, I
I, R
E
E
OTHER
 Commitment to working in a selective school and to
selective education
 Commitment to develop partnerships between the school
and the community
 Commitment to working with governors and parents
 Commitment to the Specialist Schools initiative
 Sense of humour!
 High expectations of self, staff and students
 Team player – energetic and enthusiastic
 Possess a ‘can do’ philosophy
 A reflective professional who wants to improve
Source of Evidence
A, I
Essential/Desirable
E
A, I
E
A, I
A, I
A, I
A, I
A, I
A, I
A, I
E
E
E
E
E
E
E
QUALIFICATIONS
 A recognised finance or accounting qualification (e.g.
ACCA or CIMA) or evidence of qualification by
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experience
Evidence of relevant and continuous prof. development
A recognised human resources management qualification
or evidence of qualification by experience
A recognised premises and health & safety management
qualification (e.g. CSBM or DSBM)
Graduate in Business, Information or Public Admin
Key: A = Application, I = Interview, R = References, E = Essential, D = Desirable
Change Statement
As a result of the Government’s initiative “School Workforce Reform” and the National Agreement “Raising
Standards – Tackling Workloads” new ways of employing support staff in schools are being sought. The
National Workload agreement suggests that schools should deploy more staff in extended roles and the role of
the Bursar/Business Development Manager is one of these.