HEADTEACHER JOB DESCRIPTION
The job description for the recruitment of the Headteacher of Temple Sowerby C of E School
encompasses

the expectations set out in the National standards of excellence for headteachers
(2015);

the statutory requirements set out in the School teachers' pay and conditions
document (relevant year) and the Teachers’ standards (2011 revised 2013);

the expectations and responsibilities specific to the school.
SECTION A:
The headteacher will
Part one: teaching
1.
Set high expectations which inspire, motivate and challenge pupils.
2.
Promote good progress and outcomes by pupils.
3.
Demonstrate good subject and curriculum knowledge.
4.
Plan and teach well-structured lessons.
5.
Adapt teaching to respond to the strengths and needs of all pupils.
6.
Make accurate and productive use of assessment.
7.
Manage behaviour effectively to ensure a good and safe learning environment.
8.
Fulfil wider professional responsibilities.
Part two: personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal and
professional conduct. The following statements define the behaviour and attitudes which set
the required standard for conduct throughout a teacher’s career:

Teachers uphold public trust in the profession and maintain high standards of ethics
and behaviour, within and outside school, by:
-
-
-
treating pupils with dignity, building relationships rooted in mutual respect, and at
all times observing proper boundaries appropriate to a teacher’s professional
position;
having regard for the need to safeguard pupils’ well-being, in accordance with
statutory provisions;
showing tolerance of and respect for the rights of others;
not undermining fundamental British values, including democracy, the rule of
law, individual liberty and mutual respect, and tolerance of those with different
faiths and beliefs;
ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and
practices of the school in which they teach, and maintain high standards in their own
attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.
SECTION B:
The headteacher will
Qualities and knowledge
1.
Hold and articulate clear values and moral purpose, focused on providing a worldclass education.
2.
Demonstrate optimistic personal behaviour, positive relationships and attitudes
towards pupils and staff, and towards parents, governors and members of the local
community.
3.
Lead by example – with integrity, creativity, resilience, and clarity – drawing on their
own scholarship, expertise and skills, and that of those around them.
4.
Sustain wide, current knowledge and understanding of education and school systems
locally, nationally and globally, and pursue continuous professional development.
5.
Promote a distinctive Christian character, helping the spiritual, moral, social and
cultural development of the pupils and an awareness and tolerance of cultural
differences in society.
6.
Work with political and financial astuteness, within a clear set of principles centred on
the school’s vision, ably translating local and national policy into the school’s context.
7.
Communicate compellingly the school’s vision and drive the strategic leadership,
empowering all pupils and staff to excel.
Pupils and staff
1. Demand ambitious standards for all pupils, overcoming disadvantage and advancing
equality, instilling a strong sense of accountability in staff for the impact of their work on
pupils’ outcomes.
2. Promote the values of inclusivity and equality for pupils by acknowledging areas of
special educational needs and provide a learning environment that responds to the
individual need of each child.
3. Create a culture that enables all pupils to develop a caring attitude towards others, to cooperate with other children and adults, playing a full part in school life.
4. Recognise the importance of effective transition for pupils entering and leaving the
school. Work in partnership with both Early Years and Secondary education providers to
ensure continuous provision and seamless transitions for all children
5.
Secure excellent teaching through an analytical understanding of how pupils learn and
of the core features of successful classroom practice and curriculum design, leading to
rich curriculum opportunities and pupils’ well-being.
6.
Establish an educational culture of ‘open classrooms’ as a basis for sharing best
practice within and between schools, drawing on and conducting relevant research
and robust data analysis.
7.
Create an ethos within which all staff are motivated and supported to develop their
own skills and subject knowledge, and to support each other.
8.
Identify emerging talents, coaching current and aspiring leaders in a climate where
excellence is the standard, leading to clear succession planning.
9.
Hold all staff to account for their professional conduct and practice.
Systems and process
1.
Ensure that the school’s systems, organisation and processes are well considered,
efficient and fit for purpose, upholding the principles of transparency, integrity and
probity.
2.
Provide a safe, calm and well-ordered environment for all pupils and staff, focused on
safeguarding pupils and developing their exemplary behaviour in school and in the
wider society.
3.
Establish rigorous, fair and transparent systems and measures for managing the
performance of all staff, addressing any under-performance, supporting staff to
improve and valuing excellent practice.
4.
Welcome strong governance and actively support the governing body to understand its
role and deliver its functions effectively – in particular its functions to set school
strategy and hold the headteacher to account for pupil, staff and financial performance.
5.
Exercise strategic, curriculum-led financial planning to ensure the equitable
deployment of budgets and resources, in the best interests of pupils’ achievements
and the school’s sustainability.
6.
Distribute leadership throughout the organisation, forging teams of colleagues who
have distinct roles and responsibilities and hold each other to account for their decision
making.
The self-improving school system
1.
Continue to develop an outward-facing school approach, working with other schools
and organisations - in a climate of mutual challenge - to champion best practice and
secure excellent achievements for all pupils. Actively facilitate whole school
participation in local ‘cluster’ arrangements and events.
2.
Develop effective relationships with fellow professionals and colleagues in other public
services to improve academic and social outcomes for all pupils.
3.
Challenge educational orthodoxies in the best interests of achieving excellence,
harnessing the findings of well evidenced research to frame self-regulating and selfimproving schools.
4.
Shape the current and future quality of the teaching profession through high quality
training and sustained professional development for all staff.
5.
Model entrepreneurial and innovative approaches to school improvement, leadership
and governance, confident of the vital contribution of internal and external
accountability.
6.
Inspire and influence others - within and beyond the school - to believe in the
fundamental importance of education in young people’s lives and to promote the value
of education.
7. Manage resources creatively to ensure all aspects of the curriculum are served.
8. Develop an effective partnership with parents, governors and teachers working together
in the best interests of all pupils
9. Actively promote the school as a focal point for the local community, encouraging a
process of engagement between the community and the school.
NB: On appointment, the job description will be reviewed to take account of the strengths
of the successful candidate and the specific needs of the school.