Canons High School and Sixth Form
TEACHER OF MATHS - PERSON SPECIFICATION
Qualifications and training
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Qualified Teacher Status and first degree or equivalent (1)
Recent professional development (1, 2)
Experience
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Experience and understanding of a range of approaches to teaching and learning (1, 2, 3)
A record of outstanding teaching cross the age and ability range or, for an NQT, you are able
to show the potential to become an outstanding teacher (1, 2, 3)
Skills and Abilities
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Able to teach Maths to Key Stage 5 (1,2)
The drive and ambition necessary to raise standards at all key stages (1, 2, 3)
Able to use initiative and creativity to innovate (2,3)
Ability to work as part of a team. (2,3)
Be able to take an active role within the department, supporting and contributing to the
developmental policies and procedures (2, 3)
Personal Qualities
 Excellent interpersonal skills, a high level of emotional intelligence and integrity (2,3)
 The ability to inspire students, motivate them to succeed and engender a desire for
learning(2,3)
 Willingness to develop own expertise (1, 2, 3)
 Ability to communicate effectively both orally and in writing with students and adults (2,3)
 Commitment to working practices designed to create opportunities for all regardless of gender,
race or class. (1,2,3)
 Endless enthusiasm for and commitment to teaching Mathematics in a co-educational, multicultural and inclusive comprehensive school (1,2,3)
 Be prepared to initiate and play a full part in running extra-curricular activities (1, 2, 3)
 Commitment to develop the ethos of the school in general and to promote outstanding student
achievement in particular (1,2,3)
 A sense of humour , perspective and self-motivation (2,3)
The successful candidate must have a commitment to safeguarding and promoting the welfare
of children and young people. All appointments are subject to satisfactory DBS check and
enhanced disclosure
How criteria will be identified
1= Application Form
2= Reference
3= Interview
March 2014
Please note the school operates a No Smoking Policy
Canons High School
MAIN SCALE POST
JOB DESCRIPTION
At the heart of a successful school is the provision of high quality teaching, the effective use
of resources, improving standards of achievement for all students, and the promotion of
students’ personal development and well-being. A subject teacher plays a key part in this
provision by a commitment to the school’s ethos, by working effectively in subject and
pastoral teams, and by delivering high standards of teaching and learning and personal care.
In this way, s/he assists the school in reaching its targets and objectives.
JOB PURPOSE
To teach pupils across the full age and ability range present in the school in order to ensure
the highest possible standards of pupil achievement, personal development, and well-being.
REPORTING
The post holder will report to the specified Head of Department and Head of Year.
WORKING TIME AND CONDITIONS
These will be as specified in the latest School Teachers Pay and Conditions Document
The post holder will continue to meet, maintain, and build upon, as appropriate:
• the National Standards for QTS as laid down by the Training and Development Agency,
relating to:
a)Professional values and practice
b)Teaching
c)Knowledge and understanding
• the Induction Standards
• the Threshold Standards
(Please see www.tda.gov.uk)
ACCOUNTABILITIES
• To promote and be committed to the school’s aims and objectives
• To maintain and contribute to the development of school policies
• To promote and be committed to securing high expectations for learning and the
raising of achievement
• Within school and subject policies, to:
Effectively teach National and School Curricula
Set appropriate homework
Mark work, assess, record, track and report student progress
Provide a stimulating learning environment
Have due regard for maintaining health and safety and security in the
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areas s/he uses
Contribute to department and school enrichment programmes
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To be a member of a pastoral team and, if required, a form tutor carrying out the
associated responsibilities
To assist with the effective operation of subject and year teams by, individually and with
others:
Developing schemes of work, resources, teaching and learning strategies
Contributing to team review, monitoring and evaluation, and the development of
working practices
Participating in working groups, ad hoc projects
Taking part in other professional development activities
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Other Specific Duties
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To undertake any other duty as specified by the STPCD not mentioned in the above
To comply with any reasonable request from a manager to undertake work of a similar
level that is not specified in the job description
The job description is current at the date shown, but, in consultation with you may be changed
by the Headteacher to meet changing regulations or circumstances. These would be
commensurate with the grade and title of the post.
January 2015
All appointments are subject to references, as well as the usual DBS and medical checks.
February 2016
Dear Applicant,
First of all, let me take this opportunity to thank you for your interest in coming to work at Canons High School.
The recruitment of wonderful people who blossom at the school as highly effective teachers, members of the
support team and school leaders is one of our strengths, and it starts with someone like you, reading a letter like
this and recognising that there is something special about Canons. It starts with someone like you believing that
you can contribute to that special something.
Context and Recent History
Canons is a proudly multicultural British community, located in Edgware in North West London (just a short walk
from Queensbury station on the Jubilee tube line) in the borough of Harrow. In recent years we have grown
significantly. Our sixth form is now in its ninth year and is very popular and extremely successful (value added
for post-16 recognised as being amongst the best in the country). In 2010 we accepted our first cohort of Year
7 students, bringing our total numbers of students to nearly 1100. With this growth we were able to recruit a
number of new, highly motivated colleagues to supplement the extremely stable, well-established and successful
staffroom we already had. Subsequently, financial strength has been assured and many leadership opportunities
have arisen within the school and beyond. Canons has gained a strong reputation as a school that does things
well and does things right. Ofsted recognised this in both 2010 and 2013, awarding outstanding judgements that
captured some – but not all – of the features that make this a great place to work. Because we are so successful,
the school is now full and oversubscribed on first choices alone.
The Achievement of Students
Since 2010 exam results at Canons have been on a significant upward trajectory. Attainment is above the
national average and our value added of 1045 this year puts us within the top 2% of schools across the UK for
progress from Key Stage 2 to Key Stage 4. As mentioned earlier, attainment and progress at A-Levels has been
equally strong and this cuts across almost every single subject within the school, as it does at GCSE. Our staff
work within a data-rich environment that ensures high expectations for all, whilst recognising that students are
much more than numbers on a spreadsheet. Our approach to closing the gaps in attainment has been founded
on personalisation, summed up by our belief that “if you look after individuals, the groups will look after
themselves.”
Behaviour and Inclusion
The foundation stone of the high achievement of our students is the fact that we get things right in supporting
staff to support students. There are simple and clear rules for behaviour in classrooms and around the school
that all staff use with consistency, and a strong pastoral system (including a five-strong Behaviour Support Team)
which ensures that teaching and learning can take place unhindered. The Learning Development Department
ensure that staff are fully supported in meeting the needs of students with SEN and those from an EAL
background, whilst a Gifted and Talented Coordinator ensures that ‘challenge for all’ is a key driver of our school’s
improvement.
Teaching and Learning
“Pedagogy, pedagogy, pedagogy” has been a mantra for the school as we have built a sustained, sustainable and
sustaining approach to school improvement. We operate a ‘surplus model’ of staff development that recognises
the strengths of all and values their contribution to in-service training. For this reason, all of our INSET days on
teaching and learning are delivered by staff and we have six Grassroots Leaders who work alongside members
of the leadership team for school improvement. Our work in this area is nationally recognised and many schools
have copied our model.
The Canons Curriculum
Canons has a uniquely responsive curriculum model. Following two years of an ‘entitlement’ Key Stage 3,
students follow a mixed-age Key Stage 4 curriculum from Year 9. Each year, following individual guidance
interviews, students choose two options per year from a full suite of GCSEs, BTECs and non-examined enrichment
courses which are blocked to enable almost all to have their first choices. These subjects are completed in one
year, with students ‘banking’ their results. We are now in the third year of this model and results across the
subject areas are very impressive.
Leadership and Management
All staff at Canons are regarded as leaders and there are multiple options for career progression. Many PGCE
students and NQTs take up leadership opportunities early in their career, in both formal and informal ways, and
nearly half of our staff have taken a Masters qualification that is heavily subsidised by the school. Because of
our burgeoning reputation locally, nationally and even internationally, there are increased and increasing
opportunities for Canons staff to work with colleagues in other schools, which has had a significant impact on
the work within the school.
Opportunities for System Leadership
In 2014 Canons was designated as a Teaching School and National Support School, at the centre of what we
believe will be the most exciting and principled alliance in the country. The alliance, which is still in the early
stages of development, is intended to have a national reach and its work will be rooted in research evidence and
a genuine commitment to working collaboratively with schools and educational organisations for the benefit of
all. The possibilities are almost endless and for staff who join us and thrive with us, opportunities will abound.
I have been Headteacher at Canons High School since September 2014, having worked as a Deputy Head since
2008, and can assure you that it is a truly wonderful place to work, although we are restless for further
improvement and challenge both staff and students to go further, be better and achieve more. Outstanding
schools can be very strong at driving results upwards, or they can be very committed to caring for those who
work and study there. Great schools do both, and Canons is a great school. Staff and students achieve great
things here, but they do so with the certainty that they are valued, respected and cared for in the process. It’s
what makes us Canons. I urge you not to simply take us at our word, but come and visit us ahead of your
application and see for yourself.
Best wishes and good luck.
Keven Bartle
Headteacher
Canons High School
Internal use only
Ref . No._________________
Date Received ___________
Employment Application Form: Teaching
The Governing Body is committed to safeguarding and promoting the welfare of children
and young people and expects all staff and volunteers to share this commitment.
Please ensure that you complete all sections of Part 1 and Part 2 of the application. Please note that providing false information
will result in the application being rejected, or withdrawal of any offer of employment, or summary dismissal if you are in post,
and possible referral to the police. Please note that checks may be carried out to verify the contents of your application form.
Please complete the form in black ink or type. CVs are not accepted.
Vacancy Job Title
How did you hear about this post?
Part 1. INFORMATION FOR SHORTLISTING AND INTERVIEWING
Initials
___________________________
Surname or Family name
2.
LETTER OF APPLICATION
Please enclose a letter of application. Please refer to the applicant information
pack which may include instructions on completion of the letter of application.
3.
PRESENT / LAST APPOINTMENT: IF TEACHING
Name, address and telephone number
of school
1
Type of school
Boys
2
Type of school
e.g. Community, Aided, Foundation, Academy, Free School, Independent etc
Girls
Job title Please enclose a copy of your
current job description
Subjects/age groups taught
Date appointed to current post
Current salary
Date available to begin new job
4.
PRESENT / LAST APPOINTMENT: IF NON-TEACHING
Name address and telephone number
of employer
Job title Please enclose a copy of your
current job description
Date appointed to current post
Current salary
Mixed
Age range
Number on Roll
Date available to begin new job
5.
FULL CHRONOLOGICAL HISTORY Please provide a full history in chronological order since leaving secondary
education, including periods of any post-secondary education/training, and part-time and voluntary work as well as full
time employment, with start and end dates, explanations for periods not in employment or education/training, and
reasons for leaving employment.
Job Title
or Position
Name and address of school,
other employer, or description of
activity
1
2
3
4
5
6
7
8
Please enclose a continuation sheet if necessary
Number
on roll and
type of
school, if
applicable
F/T
or
P/T
Dates
From
Mth
Reason
for
leaving
To
Yr
Mth
Yr
6.
SECONDARY EDUCATION & QUALIFICATIONS
Name of School/College
7.
From
To
Qualifications Gained with Date
HIGHER EDUCATION
Names and Addresses of
University or College and/or
University Education Department
Dates
From
To
Full or
Part-time
Courses/subjects taken
and Passed
Date of
Examination
and
Qualifications
Obtained
Age
Groups
for which
Trained
8.
PROFESSIONAL COURSES ATTENDED AS A TEACHER Please list relevant courses attended in the past 3
years.
Subject
9.
Organising Body
OTHER RELEVANT EXPERIENCE, INTERESTS AND SKILLS
Date(s)
Duration
10.
REFEREES
Give here details of two people to whom reference may be made. The first referee should normally be your present
or most recent headteacher or equivalent person. If you are not currently working with children please provide a
referee from your most recent employment involving children. Referees will be asked about disciplinary offences
relating to children, which may include any in which the penalty is “time expired” and whether you have been the
subject of any child protection concerns, and if so, the outcome of any enquiry or disciplinary procedure. References
will not be accepted from relatives or from people writing solely in the capacity of friends.
First referee
Title and Name
Address and post code
Telephone number
Email address
Job Title
Relationship to applicant
Second referee
Title and Name
Address and post code
Telephone number
Email address
Job Title
Relationship to applicant
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