Daventry Hill School
Job Description
Job Title:
Responsibility:
Responsible to:
Phase Leader
Phase leadership (Primary, Secondary or Post 16)
Head of School/Executive Head Teacher/Deputy Headteacher
Salary Scale:
£43,363 - £47,954
Section 1: Rationale
Teachers on the Leadership Spine provide professional leadership and management for the whole
school, Key Stage and/or curriculum area to secure high quality teaching, effective use of resources
and improved standards of learning and achievement for all pupils. They are accountable for a
significant, specified responsibility focused on teaching and learning, that is not required of all
classroom teachers.
The Key Leadership Behaviours that contribute to success at this level are:
Self-Awareness
Emotional Self-Awareness
Accurate Self-Awareness
Self-Confidence
Self-Management
Emotional Self-Control
Transparency
Adaptability
Achievement Orientation
Initiative
Optimism
Social Awareness
Empathy
Organisational Awareness
Service Awareness
Relationship Management
Developing Others
Inspirational Leadership
Change Catalyst
Influence
Conflict Management
Teamwork and Collaboration
Ref: The Emotional Intelligence Model developed by Daniel Goleman/HayGroup
All staff are ultimately responsible to the Head of School and Executive Head Teacher
Your immediate responsibility is to the Deputy Headteacher
Section 2: Generic for all teachers
CORE PURPOSE
To teach assigned pupils with a range of complex learning difficulties within at least one of the
following Key Stages EY,1,2,3, 4 and Post 16; to ensure that all aspects of teaching (planning,
assessing, recording, reporting and accreditation) are of a high quality; to make effective use of
available physical and human resources; and to ensure improving standards of learning and
achievement for all pupils.
To take pastoral responsibility for the assigned pupils, ensuring that their social and welfare needs are
met.
GENERAL RESPONSIBILITIES
As part of their salary assessment, teachers with no additional management responsibilities receive
the mandatory SEN allowance.
INSET, directed time and PPA time will be made available to
enable teachers to meet their responsibilities whenever this is
necessary. However, there is an expectation that teachers will also do a
reasonable amount of work outside of directed time in order to meet their
responsibilities as explained in the School Teachers’ Pay and Conditions of
Service Document. There will be a fully comprehensive Induction
Programme.
Specific appraisal targets will be negotiated with teachers each year in line with the targets identified
in the school development plan and their appraisal. There will be a review of their responsibilities in
the light of any significant changes in the school's development needs.
You are to carry out the duties of a school teacher as set out in School Teachers’ Pay and Conditions
Document and subject to any amendments due to government legislation. This includes any duties as
may be reasonably directed by the Head of School or Executive Head Teacher.
All staff are expected to uphold the school’s principles and policies which underpin good practice and
the raising of standards
Section 3: Performance Management
This section is based on Threshold Standards and the school’s agreed criteria for Performance
Management. Teachers are responsible for ensuring they participate in the school’s agreed
performance management procedures and keeping appropriate records.
All teachers are expected to demonstrate the qualities in the following sections:
3.1 Knowledge and Understanding
Demonstrate a thorough and up-to-date knowledge of the teaching of your subject and take account
of wider curriculum developments which are relevant to your work
3.2 Teaching and Assessment
Demonstrate that you consistently and effectively plan lessons and sequences of lessons to meet
pupils’ individual learning needs
Demonstrate that you consistently and effectively use a range of appropriate strategies for teaching
and classroom management with the majority of your lessons at least ‘good’ in OFSTED terms
Demonstrate that you consistently and effectively use information about prior attainment to set wellgrounded expectations for pupils and monitor progress to give clear and constructive feedback
Make a distinctive contribution to raising pupil standards
3.3 Pupil Progress
Demonstrate that, as a result of your teaching, your pupils achieve well relative to the pupils’ prior
attainment, making progress as good or better than similar pupils nationally (This should be shown in
marks or grades in any relevant national tests or examinations, or school-based assessment for
pupils where national tests and examinations are not taken.)
3.4 Wider Professional Effectiveness
Take responsibility for your professional development and use the outcomes to improve your teaching
and pupils’ learning
Make an active contribution to the policies and aspirations of the school
Seek to share your expertise with colleagues
Take advantage of appropriate opportunities for professional development and
Use professional development effectively to improve pupils’ learning
Contribute effectively to the work of the wider team
Play a critical role in the life of the school
3.5 Professional Characteristics
Demonstrate that you are an effective professional who challenges and supports all pupils to do their
best through:
Inspiring trust and confidence
Building team commitment
Engaging and motivating pupils
Analytical thinking
Taking positive action to improve the quality of pupils’ learning
Provide a role model for teaching and learning
Section 4: Post of Additional Teaching and Learning Responsibilities on LS
A teacher should demonstrate knowledge and understanding of:
School improvement and effectiveness strategies including the process of school self-evaluation
Processes and systems for quality assurance within subject areas
Principles and practices in relation to managing learning and teaching, people, policy and planning,
resources and finance
Principles and practices of effective leadership and management of change
The application of information and communications technology (ICT) to learning, teaching and
management of the subject areas
Principles of curriculum planning
Financial planning, stock inventory and resource planning
Their impact on educational progress beyond their own assigned students
That they are leading, developing and enhancing the teaching practice of others
Accountability for leading, managing and developing their curriculum area or student development
across the curriculum
Section 5: Specific Job Purpose, Accountabilities, Responsibilities and Behaviours
Job Purpose
To support, hold accountable, develop and lead relevant members of staff within their designated
phase to ensure high standards of teaching and learning, student progress and enjoyment and the
wellbeing of staff and students.
Accountabilities
To support the overall achievement of students’ progress targets in the designated phase making a
measurable contribution to whole school targets
To support, facilitate and monitor the progress of the designated key stage development plans, to
ensure they make a significant contribution to the school improvement plan
To provide regular feedback for other staff in a way which recognises good practice and supports their
progress against performance management objectives, resulting in a tangible impact in student
learning
To review and report annually on the standards of leadership, teaching and learning in the designated
phase, consistent with the procedures in the school self-evaluation policy
To consult with designated members of staff and assist with the formulation, communication and
monitoring of the school improvement plan, ensuring concerns and ideas are considered and all staff
understand the key school targets and the part they play in achieving these
To support and assist staff to ensure they understand and are actively implementing, the key aspects
of the school’s behaviour and inclusion policies
To provide regular progress updates to SLT, to ensure SLT are fully aware of all successes, issues
and concerns.
Responsibilities:
To be responsible for the above accountabilities in designated phase
Phase Leader
Strategic Purpose
This is a key pastoral and curriculum leadership post within the school with critical importance for
securing excellent progress and wellbeing of the students in a designated phase (Primary, Secondary
or Post 16). The post holder will be responsible for pastoral support, progress and behaviour
management throughout their phase.
Responsibilities:
The specific duties relating to the post are as follows:
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To analyse and interpret a range of data pertinent to the cohort, in order to monitor
attainment, progress, behaviour, rewards, attendance and punctuality
To use a variety of data for the cohort in order to identify underperformance and to make
referrals
To have a knowledge and understanding of all the different groups of students within the
cohort (LAC, under achievers, poor attenders, etc) in order to be able to monitor progress and
plan appropriate interventions
To monitor the use of rewards and sanctions for the cohort, liaising with colleagues as
necessary
To plan and run information sessions for parents according to the need of the cohort (e.g.
welcome evening for parents to meet teachers)
To be a positive interface with the school for parents
Oversight of new admissions to the year group and the associated induction programme for
each new student
To lead on a wide range of ways to celebrate the achievements of their pupils throughout the
year
To have oversight of the strategic deployment of allocated support staff as appropriate
To have an involvement in the additional monitoring of students with CAFs, PEPs and IBPs
To participate in effective liaison with both internal and external agencies
To have oversight of the role of the form teachers for the cohort, including identifying training
needs
To chair phase team meetings as required, setting the agenda and recording the minutes
Involvement in the programme to prepare students for transition both between phases
internally and into the school from external settings. This will include developing a
programme of visits to the local settings, as well as the planning and running of the Transfer
Induction and transition days each year.
Oversight of the assessment of all new pupils to designated phase to provide base line data
for the school
To lead on the development of a programme of student responsibilities within phase
To participate in monitoring the quality of teaching and learning by observing lessons and
organising work scrutiny
To lead on the development of pupil voice within phase
To have oversight of the phase sanctions and rewards and to monitor their use for all
students within the pase
To have responsibility for the Phase Development Plan ensuring that there are clear and well
defined phase aims
To have oversight of the CPD needs of all those working as teachers in the phase, providing
resources to develop the role of the pastoral leader
To have an involvement with the Parent Forum and with any other groups set up to liaise with
parents
The Phase Leaders will work under the Deputy Head and will attend the Middle Leadership meetings
and Extended Senior Leadership meetings.
The above responsibilities are subject to the general duties and responsibilities for a teacher
contained in the statement of conditions of employment.
This job description is not necessarily a comprehensive definition of the post. It is subject to review
and may be modified or amended following consultation with the post holder.
SKILLS AND KNOWLEDGE
EDUCATION,
TRAINING AND
QUALIFICATION
S
EXPERIENCE
Phase Leader Specification
Essential
Desirable
Measure
 Undertaken regular and substantive professional
development.
 Undertaken professional development in school
leadership
 Awareness & understanding of current issues and
trends in education of students with SEND
 Excellent Interpersonal and Communication Skills
 Understanding of issues involved in the management of
change
 A commitment to inclusive practice
 Commitment to developing partnerships with parents
and the wider community
 School wide leadership responsibilities
 Collaborative working
 Managing teams
 Managing change
 Analyse and interpret data
 Additional Qualification in the education of
SEN students.
 Substantive experience of teaching pupils with
SEN
 Additional Qualification in school leadership
 A full driving licence
 A willingness to support residential activities
 Teaching Experience in cross phases
 Experience working with ASD/PMLD learners
 Subject leadership
 Reviewing the performance of staff
 Subject and/or whole school self evaluation
 Delivery of CPD
App.
Int.
Ref.
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Knowledge of curriculum
Qualified teacher status
Has or is willing to work towards achieving an
additional qualification in the education of students
with SEN.
App.
Int.
Ref.
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Demonstrated evidence of delivery judged to be
Outstanding
Good decision making skills. Ability to investigate, solve
problems and make decisions
Excellent communication skills
Ability to plan time effectively and prioritise
High standard of literacy
Ability to manage the learning environment so that it is
conducive to effective teaching.
Ability to manage LSA’s effectively and provide them
with guidance
Ability to inspire pupils and staff
Ability to guide, reassure and inspire parents
Ability to work effectively with external specialists
Ability to use assessment procedures effectively
through understanding/effective subject knowledge
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App.
Int.
Ref.
Task.
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Midas trained or willingness to complete
Midas test (Mini bus certification)
Makaton trained or willingness to complete
training
Teamteach trained or willingness to complete
training
Additional SEN qualification.
PERSONAL QUALITIES
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WORKING
ARRANGEMENT
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App.
Int.
Ref.
Display commitment to and awareness of personal
responsibility for safeguarding and welfare of students.
Values and respects the views and needs of students.
Respects and values diversity
Sense of humour
Flexibility
Emotional resilience
Excellent oral, written and presentation skills
Ability to work calmly, patiently and sensitively under
pressure while at the same time remaining adaptable
and resilient
Demonstrate integrity, reliability, trust, fairness and
equality and is able to command respect of the team
Willingness to undergo an enhanced DBS disclosure.
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Willingness to be a member of the
Governing Body
Willingness to be a member of our school
PTA
Willingness to support extra-curricular
opportunities including residential
App.
Int.
Ref.