CANDIDATE INFORMATION BROCHURE
To inspire young people to make their best better
24 February 2015
Dear Candidate,
Thank you for taking the time to apply for the Head of Year role at Greensward
Academy.
Greensward Academy opened in September 2008 and is part of Academies
Enterprise Trust, the largest nationwide, multi academy sponsor in the country.
The Academies Enterprise Trust firmly believes that all young people deserve to
become world class learners – to learn, enjoy, succeed and thrive in a world class
educational environment, which has the best facilities, the best teaching and the
most up to date resources available to them.
Our vision is to help students achieve world class learning outcomes by developing
world class teachers in a world class community.
Greensward Academy has an exciting future and this appointment represents a
great opportunity to secure positive outcomes for our learners.
If you share our vision and values then we would be very excited to hear from you.
Yours sincerely
The Recruitment Team
Greensward Academy
Greensward Academy is a co-educational 11-19 comprehensive independent
Academy with DfE designated Specialist School status. Greensward Academy’s
approach is based on delivering excellence in teaching and learning. We will
encourage creative, responsive and effective approaches to learning and teaching
for all students. This will ensure a continuous and consistent focus on student
achievement and development in all areas.
We will drive innovation in education ensuring Greensward is able to respond to a
changing world and that the skills, learning and aspirations of our students are
developed and enhanced through creative personalised learning and excellence in
teaching.
There are approximately 1581 students and 200 staff, including 110 teaching staff. It
is organised as follows:
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Key Stage 3 - Years 7 and 8
Key Stage 4 - Years 9, 10 and 11
Key Stage 5 - Years 12 and 13
In 2012, 95% of our GCSE students gained 5 A*-C grades with 78% 5 A*-C inc
English & Maths and 99% gained at least one GCSE. 99% of our A level students
gained grades A-E, with 42% gaining A*s - B and all students who wanted to go to
University gained a place.
Our Academies
The AET has a number of academies located across England.
Complete/ Open academy
North
Academy
Caldicotes Primary Academy
Cottingley Primary Academy
Feversham Primary Academy
Firth Park Academy
Hall Road Academy
Hillsview Academy
Kingswood Academy
Meadstead Primary Academy
Newington Academy
North Ormesby Primary
Academy
Shafton Primary Academy
St Helen’s Primary Academy
Swallow Hill Academy
The Green Way Academy
Unity City Academy
Location
Opened
Age Profile
Middlesbrough
Leeds
Bradford, West
Yorkshire
Sheffield
Hull
Middlesbrough
Hull
Barnsley
Hull
Middlesbrough
April 2013
December 2012
November 2012
3-11
3-11
3-11
August 2013
September 2012
September 2014
July 2013
June 2013
September 2012
October 2012
11-16
3-11
11-18
11-16
3-11
3-11
3-11
Shafton, Barnsley
Barnsley, Monk Bretton
Leeds
Hull
Middlesbrough
December 2012
December 2012
July 2013
September 2012
September 2013
4-11
3-11
11-18
4-11
11-16
London and South East
Academy
Aylward Academy
Bexleyheath Academy
Charles Warren Academy
Kingsley Academy
Molehill Copse Primary
Academy
Newlands Academy
Nightingale Academy
Noel Park Primary Academy
Oaks Academy
Richmond Park Academy
Sir Herbert Leon Academy
St James the Great Primary
Academy
The Duston School
Tree Tops Academy
Trinity Primary Academy
Location
Opened
Age Profile
London
Bexleyheath, Kent
Milton Keynes,
Buckinghamshire
Hounslow, Middlesex
Maidstone, Kent
September 2011
September 2011
September 2012
11-19
11-18
4-11
April 2013
June 2012
11-18
3-11
London
London
London
Maidstone, Kent
London
Milton Keynes,
Buckinghamshire
East Malling, Kent
September 2013
September 2010
September 2012
April 2012
September 2010
September 2012
11-16
11-19
3-11
4-11
11-16
11-19
April 2012
3-11
Northampton
Maidstone, Kent
London
June 2012
April 2012
September 2012
11-18
3-11
3-11
East
Academy
Ashingdon Primary Academy
Clacton Coastal Academy
Columbus School and College
Felixstowe Academy
Greensward Academy
Hamford Primary Academy
Langer Primary Academy
Maltings Academy
New Rickstones Academy
Pioneer School
Plumberow Primary Academy
Tendring Enterprise Studio
School
Tendring Technology College
Westerings Primary Academy
Location
Opened
Age Profile
Ashingdon, Essex
Clacton on Sea, Essex
Chelmsford, Essex
Felixstowe, Suffolk
Hockley, Essex
Walton-on-the-Naze,
Essex
Felixstowe, Suffolk
Witham, Essex
Witham, Essex
Basildon, Essex
Hockley, Essex
Clacton-on-Sea, Essex
September 2011
September 2009
May 2012
September 2011
September 2008
April 2012
5-11
11-19
3-19
12-19
11-18
5-11
May 2012
September 2008
September 2008
June 2012
September 2011
September 2012
3-11
11-18
11-18
3-19
5-11
14-19
Frinton-on-Sea, Essex
and Thorpe-le-Soken,
Essex
Hockley, Essex
September 2011
11-19
September 2011
4-11
Midlands
Academy
Anglesey Primary Academy
Beacon Academy
Cordeaux Academy
Four Dwellings Primary
Academy
Four Dwellings Academy
Greenwood Academy
Lea Forest Primary Academy
Montgomery Primary Academy
North Thoresby Primary
Academy
Percy Shurmer Academy
Tamworth Enterprise College
The Rawlett School
Utterby Primary Academy
Location
Opened
Age Profile
Burton on Trent,
Staffordshire
Loughborough,
Leicestershire
Louth, Lincolnshire
Birmingham
December 2012
4-11
December 2012
4-11
December 2012
January 2013
11-18
3-11
Birmingham
Birmingham
Birmingham
Birmingham
Lincolnshire
March 2013
January 2013
December 2012
October 2012
July 2013
11-16
11-16
3-11
3-11
4-11
Birmingham
Tamworth, Staffordshire
Tamworth, Staffordshire
Lincolnshire
September 2012
September 2012
September 2012
July 2013
3-11
11-16
11-16
4-11
South and West
Academy
Barton Hill Academy
Broadlands Academy
Brockworth Primary Academy
Everest Community Academy
The Green Field Academy
Hazelwood Academy
Millbrook Academy
New Forest Academy
Offa’s Mead Academy
The Peak Academy
Ryde Academy
Sandown Bay Academy
Severn View Primary Academy
The Ridge Academy
Weston Academy
Winton Community Academy
Wishmore Cross Academy
Location
Opened
Age Profile
Torquay, Devon
Keynsham, Bristol
Gloucester,
Gloucestershire
Basingstoke, Hampshire
Dursley,
Gloucestershire
Wiltshire
Brockworth,
Gloucestershire
Holbury, Southampton
Chepstow,
Gloucestershire
Dursley,
Gloucestershire
Isle of Wight
Isle of Wight
Stroud, Gloucestershire
Cheltenham,
Gloucestershire
Isle of Wight
Andover, Hampshire
Woking, Surrey
September 2012
December 2012
September 2012
3-11
11-16
4-11
September 2011
September 2012
11-16
10-16
June 2013
January 2012
3-11
11-18
September 2012
September 2012
11-18
4-11
September 2012
11-16
September 2011
September 2011
September 2012
September 2012
13-18
11-18
4-11
5-11
April 2012
November 2012
September 2012
4-11
11-16
11-16
Mission Statement
To inspire young people to make their best better.
Vision Statement
To help students achieve world class learning outcomes by developing world class
teachers in a world class community.
Ethos Statement
Every young person deserves the opportunity to have a life that can be described as
‘good quality’, free from fear and danger, where they can give and receive respect to
and from others with a sense of well-being, belonging, worth and achievement.
AET academies will become High Performing Organisations and, therefore, must be
the:
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Education provider of choice for students.
Employer of choice for staff.
Investment of choice for parents.
Values and Beliefs
Through our actions and behaviours we will strive to develop young people who:
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Respect themselves and the community (people, property and the
environment), and seek to have a positive impact on society;
Are polite, calm, caring, honest, trustworthy and helpful;
Are responsible, independent and supportive of each other;
Are tolerant, open minded and not prejudiced;
Are determined and have a strong work ethic;
Will be thoughtful and compassionate with the ability to listen and challenge in
a considerate fashion;
Have good communication skills;
Offer themselves as good role models for future generations of learners and
citizens;
Can demonstrate strong self-belief and confidence and have high aspirations;
Are team players who can work and support others, and where necessary are
able to take on leadership roles;
For further information about the Academies Enterprise Trust please visit our website
www.academiesenterprisetrust.org or contact
recruitment@academiesenterprisetrust.org to answer any questions you may have.
A commitment to training and personal development
As we head further into the 21st century and all schools and academies come to
terms with the ever changing face of the workforce, leadership and management of
professional development is at the very top of the AET’s agenda. We firmly believe
that personal and professional growths are key factors in staff’s perception of their
worth to an organisation and consequently in how much additional effort they are
prepared to put into that organisation.
The aim, therefore, of the team leading CPD across the AET is to facilitate the
design, co-ordination and monitoring of coherent and effective development activities
and training programmes that address the challenges and barriers facing each
academy and embed training and development as the central component of
workforce development and school improvement.
Our vision for our academies is to develop a learning-centred culture with the entire
school workforce, including both teachers and educational support staff, giving the
same attention to the design, delivery and monitoring of their professional
development as is given to the teaching and learning of students. Indeed, for our
academies to continue to improve, teachers and other adults need to feel that their
learning and development is just as important as the students’.
Staff Benefits
Career Development
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Apprenticeships
Financial Support towards achieving further Qualifications
Leadership Programmes
Progression Opportunities
Teacher Training Programmes
Family Friendly
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Childcare vouchers – If you are using registered or approved childcare, you
can choose to take part of your salary in Childcare vouchers through Sodexo
to pay for it which are Tax and National Insurance free. This means you get
extra value from your pay packet each month.
Financial
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AET JTRS Apple Product Store – AET employees, students and families are
eligible to purchase a range of Apple products at preferential terms.
Halfords – Gift Vouchers are available to purchase with a 10% discount for
AET employees, students and families.
Halfords Autocentres – AET employees are eligible to receive a range of
discounts on their motoring costs, such as MOT’s, servicing and repairs.
EAG Essex Auto Group – AET employees are eligible to receive preferential
terms on the purchase of new vehicles within the EAG range of vehicle bands
they offer. EAG also offer vehicle servicing and repairs, and hold an agency
with Motability for those who require a vehicle to their specific disability needs.
EPCIS (Employee Personal Computer Initiative Scheme) – this is a HMRC
approved scheme which allows you to purchase a Training Package which
includes a high specification computer from a selected range. Your payment
is deducted from your gross salary before you are taxed.
Life Assurance
Pension
Health and Wellbeing
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Edenred Travel Club – this provides all AET employees with discounts and
special offers on holidays all over the world.
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Halfords Cycle to Work – this scheme allows eligible employees to purchase a
cycle tax efficiently through their employer, with deductions being made from
the employee’s salary before Income Tax and National Insurance are applied.
The repayment of the cycle will be over a 12 month period.
Hi-Tec Sport – Hi-Tec offer staff, students, and parents of the AET a discount
on all footwear purchased directly from Hi-Tec via its online store.
Westfield Health – AET Solutions has enjoyed a business partnership with
Westfield Health since 2008, which offers an opportunity to obtain cash back
for eligible employee’s routine health needs. The scheme provides an
excellent range of benefits for you and your dependent children.
Westfield Rewards – Employees who have Westfield Health qualify to receive
discounts at over 200 High Street and online stores, such as ASDA, Boots,
Debenhams, House of Fraser and M & S.
Virgin Active – AET employees can obtain a corporate discounted
membership. Virgin offers a range of therapy and wellbeing treatments where
the costs can be claimed for under their Westfield Health annual benefit
allowance.
Academies Enterprise Trust Professional Services Team
AET academies are supported by the Professional Services Team, who work closely
with the academies to deliver the AET vision to make our best better.
The AET’s fundamental philosophy is to ‘build the capacity and pace of leaders at all
levels of the academy to take responsibility for their own academy’s (phase or
aspect) continuous and sustainable improvement. It is not the role of AET
Professional Services officers to instruct academy-based staff, on the, what or the
how of doing their jobs. It is the responsibility of AET Professional Services staff to
challenge, support and monitor the progress and development of the academybased services:
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Regional Managing Director engagement
Leadership development
CPD for the whole school workforce
Ofsted guidance and support
Maturity Matrices
English and Literacy
Mathematics and Numeracy
Facilities (including Security, Health and Safety)
Resident Ofsted Inspector
Finance
Human Resources (including recruitment and retention)
Learning Technologies
Data and Information
ICT Infra-structure
Community Sports Development
PSHE Education and CEIAG support
Community Learning
Marketing and Public Relations
Governor Training
Special Educational Needs and Disabilities
Partnerships including apprenticeship programmes
Teaching School Network
Academies Enterprise Trust, Safe Recruitment Procedure
Academies Enterprise Trust is committed to safeguarding and promoting the welfare
of children and young people in its academies. In order to meet this responsibility, its
academies follow a rigorous selection process to discourage and screen out
unsuitable applicants.
Disclosure and Barring Service
A Disclosure and Barring Service Certificate will be required for all posts.
Shortlisting
Only those candidates meeting the right criteria will be short listed.
Interview
1. Those shortlisted will take part in an in-depth interview process.
2. Candidates will be asked to address any discrepancies, anomalies or gaps in their
application form.
Reference Checking
References from the previous and current employer will be taken up for shortlisted
candidates, and where necessary employers may be contacted to gather further
information.
Probation
All new staff will be subject to a probation period of six months (which may, in certain
circumstances, be extended by up to 3 months). The probation period is a trial
period, to enable the assessment of an employee’s suitability for the job for which
they have been employed. It provides the academy/trust with the opportunity to
monitor and review the performance of new staff in relation to various areas, but also
in terms of their commitment to safe guarding and relationships with pupils.
Equal Opportunities
The Academies Enterprise Trust recognises the value of, and seeks to achieve, a
diverse workforce which includes people from differing backgrounds with different
skills and abilities. The AET takes positive steps to create an employment culture
through its Board of Governors, managers and other employees, in which people
can feel confident of being treated with fairness, dignity and tolerance irrespective of
their individual differences. This commitment extends beyond the relationship
between and conduct of employees and potential employees, to the whole
community and others connected with it. The AET is committed to the elimination of
unlawful discrimination and to the promotion of good relations between all.
Data Protection
Personal data provided on your application, and for equal opportunities monitoring, is
required to enable Academies Enterprise Trust to operate and monitor its recruitment
and employment procedures. Data is kept secure and accurate, and disclosure is
restricted to those people within the organisation who have a need to access it.
Personal data supplied by you is destroyed within prescribed time limits, unless you
are appointed, in which case the data you have supplied will form the basis for your
individual staff record.
JOB DESCRIPTION
Job Title:
Head of Year
Responsible to:
Vice Principal
Responsible for:
The continuing development of the whole child individually,
morally, academically, physically and spiritually
Liaising with:
The Principal
Vice-Principals
Directors of Learning
Teaching & Learning Leaders
Teachers, relevant Educational Support Staff, external
agencies and parents.
Duties:
To carry out duties of an Academy teacher as is set out in The
Pay & Conditions Document 2014 subject to any amendments
due to government legislation.
Purpose:
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To support the Directors of Lower and Upper School
To be responsible for the efficient and effective
management of the Academy’s pastoral care programme.
To coordinate the work of the Form Tutors.
To be responsible for leading and developing the year
group.
To develop and enhance the teaching practice of others.
To monitor and support the overall progress and
development of students within the year group.
Working time:
195 days per year. Full time.
Professional
1 full day on first day of the academic year and then 22 ½
development:
hours CPD after or out of academy hours.
Allowance Attached to
the Post:
TLR 2c
Disclosure Level:
Enhanced
PPAs:
10% of a full timetable.
RESPONSIBILITIES
Operational/Strategic Planning
1.1
To lead the development of the Form Tutors within the year group.
1.2
To oversee the day-to-day management, control and operation of the year
group.
To develop an understanding and knowledge of students as individuals in
order to maximise their potential.
To care for students in order that they may learn, develop, and grow in a
secure, challenging and happy environment.
To consult with the Director of School and the Vice-Principal over issues
pertinent to the progress and development of students.
To ensure that effective tutorial work is carried out and to refer problems to
the Director of School and the Vice-Principal.
To have a general oversight of students’ welfare and development.
1.3
1.4
1.5
1.6
1.7
1.8
1.9
To contribute to the tutorial programme in consultation with the Head of
PSHE and the Vice-Principal; to be aware of the content of the programme
and be prepared to play a leading role.
To assist in the implementation of the behaviour management policy so that
effective learning can take place.
Pastoral Care
2.1
To be the initial contact for students, parents and teachers.
2.2
To record and file information, students’ records and update the record of
progress.
2.3
To monitor attendance in liaison with the Education Welfare Officer.
2.4
To monitor homework and the completion of homework diaries.
2.5
To monitor students’ books in line with the Academy’s presentation policy.
2.6
To implement the rewards and sanctions policy and the Code of Conduct.
2.7
To monitor students progress (within and across subjects), and take
appropriate action.
2.8
To contribute to the Academy’s Student Council.
2.9
To organise single Year assemblies.
2.10
To organise and evaluate the completion of personal statements.
2.11
To check reports.
2.12
To organise inter-form activities and encourage students’ participation in
extra-curricular activities.
2.13
To organise Parents’ Consultation and Information Evenings.
2.14
To co-ordinate Year Team meetings.
2.15
To supervise the specific year groups during fire drills/bomb alerts.
2.16
To contribute to the annual reports on the Pastoral system.
2.17
To monitor and support the overall progress and development of students
within the year group.
2.18
To help monitor student attendance together with students’ progress and
performance in relation to targets set for each individual; ensuring that
follow-up procedures are adhered to and that appropriate action is taken
where necessary.
Special Educational Needs
3.1
To be responsible for the identification of a student’s special education
needs in partnership with the SENCo.
3.2
To consult with the student’s parents and the student.
3.3
To inform the SENCo, who registers the student’s special educational
needs.
3.4
To collect the relevant information about the students and where necessary
consult with the SENCo.
3.5
To monitor and review the student’s progress.
3.6
To inform the form tutor of the student’s progress.
Curriculum Provision
4.1
To assist the Director of Learning to ensure the delivery of an appropriate,
comprehensive, high-quality and cost effective curriculum programme which
complements the Academy’s strategic objectives.
Human Resource Management
6.1
To work with the designated member of staff and Education Support Manager
to ensure that staff development needs are identified and that appropriate
programmes are designed to meet such needs.
6.2
To contribute to Performance Management and to act as Team Leader for a
group of staff.
6.3
To promote teamwork and to motivate staff to ensure effective working
relations.
6.4
To ensure the effective, efficient deployment of classroom support.
6.5
To participate in the Academy’s ITT programme.
Quality Assurance
7.1
To ensure the effective operation of quality control systems.
7.2
To assist in the process of the setting of targets within the year group and to
work towards their achievement.
To help to establish common standards of practice within the learning styles
whenever relevant.
To participate in the monitoring and evaluation of the year group in line with
agreed Academy procedures including evaluation against quality standards
and performance criteria.
7.3
7.4
7.5
To seek/implement modification and improvement where required within the
relevant year group.
Management Information
8.1
8.2
To ensure the maintenance of accurate and up-to-date information
concerning the relevant year group on the management information system.
To assist in the use of analysis and evaluation of performance data.
8.3
To assist in the production of reports on examination performance, including
the use of value-added data.
8.4
To assist in the identification of exam entries within the year group.
Communications
9.1
9.2
9.3
To help ensure that all members of the year group are familiar with its aims
and objectives.
To ensure effective communication as appropriate with the parents of
students.
To liaise with partner schools, higher education, industry, examination
boards, awarding bodies and other relevant external bodies.
Marketing and Liaison
10.1
10.2
10.3
To contribute to the Academy marketing and liaison activities e.g. the
collection of material for press releases and give them to the Director of
Learning.
To contribute to the development of effective subject links with partner
schools and the community, attendance where necessary at liaison events in
partner schools and the effective promotion of subjects at Open Days and
other events in partner schools and the wider community.
To actively promote the development of effective subject links with external
agencies.
Management of Resources
11.1
To assist the Director of Learning to identify resource needs and to contribute
to the efficient/effective use of physical resources.
11.2
To co-operate with others to ensure a sharing and effective usage of
resources to the benefit of the Academy, curricular area and the students.
Teaching
12.1
To undertake an appropriate programme of teaching in accordance with the
duties of a standard scale teacher.
12.2
To teach, students according to their educational needs, including the setting
and marking of all classwork and coursework carried out by students in
Academy and elsewhere.
To assess, record and report on the attendance, progress, development and
attainment of students and to keep such records as are required.
To provide, or contribute to, oral and written assessments, reports and
references relating to individual students and groups of students.
To ensure that Computing, Literacy, Numeracy are reflected in the
teaching/learning experience of students.
To ensure a high quality learning experience for students which meets
internal and external quality standards.
To prepare and update subject materials.
12.3
12.4
12.5
12.6
12.7
To use a variety of delivery methods which will stimulate learning appropriate
to student needs and demands of the syllabus.
12.9 To maintain discipline in accordance with the Academy procedures, and to
encourage good practice with regard to punctuality, behaviour, standards of
work and homework.
12.10 To mark, grade and give written/verbal and diagnostic feedback as required.
12.8
Personal Responsibilities
13.1
To play a full part in the life of the Academy community, to support its
distinctive mission and ethos and to encourage staff and students to follow
this example.
13.2
To support the Academy in meeting its legal requirements for worship.
13.3
To actively promote Academy policies and procedures.
13.4
To be responsible for your own continued professional development.
13.5
To comply with the Academy’s Health & Safety policy and undertake risk
assessments as appropriate.
13.6
To be courteous to colleagues, visitors and telephone callers and provide a
welcoming environment.
13.7
To undertake duties before, at break, at the end of the lunch period and after
academy hours on a rota basis.
13.8
To attend calendared meetings punctually.
13.9
To set cover work when during leave of absence.
NOTES
The above responsibilities are subject to the general duties and responsibilities
contained in the statement of Conditions of Employment.
This job description allocates duties and responsibilities but does not direct the
particular amount of time to be spent on carrying them out and no part of it may be
so construed.
This job description is not necessarily a comprehensive definition of the post. It will
be reviewed at least once a year and it may be subject to modification or amendment
at any time after consultation with the holder of the post.
The duties may be varied to meet the changing demands of the Academy at the
reasonable discretion of the Principal.
This job description does not form part of the contract of employment. It describes
the way the post holder is expected and required to perform and complete the
particular duties as set out in the foregoing.
Person Specification
Essential
Desirable
Qualifications and Experience:
 A good honours degree or equivalent
and QTS.
 A good honours degree or equivalent
and PGCE.
 Evidence of further subject-based
professional development.
 Experience in Pastoral Care
Teaching:
 Outstanding classroom management.
 Good understanding of effective and
engaging teaching methods.
 The ability to engage, enthuse and
motivate students.
 The ability to lead and develop year
groups
 The ability to develop and enhance the
practice of others
 The ability to monitor, support and
develop students
Assessment:
 An understanding of the use of
assessment to inform planning.
 Evidence of improved student
outcomes.
 The ability to monitor student progress
through the use of ICT
Planning:
 The ability to plan lessons and
sequences of lessons with clear
objectives to ensure progression for all
students.
 The ability to set consistently high
expectations for all students through
class work and homework.
Professional Attributes:
 A willingness to be involved in extended
curriculum opportunities in the subject
area.
 The ability to manage time effectively
and prioritise work.
 Highly motivated.
 Respond well to a challenge.
 Maintain high professional standards.
 Excellent communication skills.
 Commitment to own professional
development.
 Organisation Skills