Second in Maths (Associate Leader of Maths)

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1 Second in Maths (Associate Leader of Maths) Permanent, Full time Required for September Salary Range: UPS/TMS Plus TLR2 range depending on skills and experience (TLR Value of 2,613 up to 6,093 per annum) We are searching for an experienced and inspiring practitioner in Maths, to join the school as second in charge of the Maths faculty. You will have the skills and vision to help lead the motivated and committed Maths team towards achieving outstanding results. Your ability to build relationships with a range of colleagues, and apply your trusted yet innovative techniques to support and challenge staff to bring about the best possible outcomes for students, will be key. Ideally you will have had some experience of leading and coaching others and certainly be able to use and analyse data effectively to support student learning and teacher development. Students will always be at the heart of your endeavours whereby a passion for Maths will be instilled in our students and each young person s journey will be personalised through a deep understanding of their needs. This can be particularly focussed on our high attaining students if this an area of interest. Maths is popular in the sixth form with large numbers opting to continue to study Maths at university. Ambitious staff can flourish at Caludon where talent management threads through our ethos, vision and development plan. You will be a creative Maths teacher, with a proven track record of results, ideally adept at teaching across all key stages. You will have ample opportunity to develop, refine and reflect on your leadership and teaching to hone your strategy with access to enriched professional development through our internal leadership programmes and through our Teaching School Alliance. We will play to your strengths and you will be able to enjoy the support and involvement of a dynamic learning community evident from our Gold Investors in People award, following accreditation in September As a caring school that achieves very high standards, judged as outstanding in all areas by Ofsted in 2011, Caludon Castle has a great deal to be proud of. We are an oversubscribed, high performing school and our ICT-rich, state of the art premises, our specialism in Leadership and our Teaching School status and Castle Phoenix Trust profile, mean that we have exceptional facilities, motivated students and staff, and a host of exciting opportunities. We offer a range of benefits which includes cycle to work and childcare voucher schemes, discounted gym membership, free parking, an employee discount scheme and provision of an ipad/laptop. If you are looking for a rewarding and challenging post, please contact either Ann Dudgeon, Associate Headteacher or Emma Over, HR Business Manager, for information, an informal discussion about the post or to arrange a visit. Visits are recommended and warmly welcomed. Application packs are available from the HR Business Manager, Emma Over or visit our website to download further details. Application forms to be returned to stovere@caludoncastle.co.uk Closing date: 5.00 pm on Monday 25 January This post is exempted under the Rehabilitation of Offenders Act 1974 and as such appointment to these posts will be conditional upon the receipt of a satisfactory response to a check of police records via the Disclosure and Barring Service. This school is committed to safeguarding and promoting the welfare of children and young people/vulnerable adults and expect all staff and volunteers to share this commitment. Caludon Castle, Axholme Road, Wyken, Coventry, CV2 5BD Tel: stovere@caludoncastle.co.uk NOR 1532 including 312 in Sixth Form.

2 January 2016 Dear Candidate Thank you for your interest in the position of Second in Maths (Associate Leader of Maths) at Caludon Castle School. We are determined to appoint a good or outstanding practitioner for Maths with experience, vision, energy and a real commitment to high standards and expectations. This is an excellent opportunity for an aspiring leader to embark on the next stage of their career advancement. This is an exciting time to join our school. We achieved outstanding in all areas in our Ofsted in November Quotes from the inspection report include: Caludon Castle School provides an outstanding education for its students The school s very rigorous self-evaluation strategies are now driving improvement even faster The outstanding curriculum and care, guidance and support ensure that the needs of every student are met exceptionally well Students demonstrate outstanding behaviour around the school and in lessons where their contribution to learning is excellent. They are strong members of the school community and they demonstrate very high levels of social skill The school has outstanding capacity not only to sustain levels of high performance but also to progress further Teachers are enthusiastic about their subjects and have outstanding professional relationships with students. The staff and governors are committed and enthusiastic and there is a real determination from us all to raise standards even further. We are delighted with the successful results of our Year 13 students in The overall pass rate was 99.5%; 51% of all entries received A*-B grades and 79% got A*-C grades. For our KS4 results, the percentage of A*/A grades increased this year including English, Maths, and Science. 20% of our students gained A*/A grades in Maths, 22% gained A*/A grades in English and 19% gained A*/A grades in Science. 62% of students achieved grade C or above in English and Maths which is above the national average. The mathematics results A*-C were 65%, the English results A*- C were 82% and the Science results were 67%. We have been a National Support School (NSS) for eight years; I am a National Leader in Education (NLE). We have built capacity into, and provided rigorous development opportunities for, our leadership team, whereby all our leaders expect to participate in and value school to school support. With the experience of our staff including 5 members of our leadership team as Senior Leaders of Education (SLEs), we have supported underperforming schools in Coventry and Warwickshire, whilst ensuring standards at Caludon have remained strong. At Caludon we make continued improvement by focusing clearly on personalising learning for our students; supporting all staff to deliver high quality learning and teaching and developing strong leadership at all levels. We deliver excellent Middle and Senior Leader development opportunities, as part of our in-house programme and as a local and regional hub for Coventry LA and the NCSL. Leadership is also developed within the framework of line management support by the Leadership Team. This focuses primarily on Self-Evaluation, Quality Assurance and building capacity, but it is also personalised to meet individual need. We have held our second specialism in leadership since Caludon Castle was the first secondary school in Coventry to be eligible to apply to become a teaching school and it became operational, as Castle Phoenix Teaching School Alliance, from 1 September We are now recognised nationally for the excellent teaching we provide, the high quality support we offer and the centre of excellence for leadership development and teacher training. In addition, we are proud of our leading edge training programmes which we offer in support of initial teacher training. We are the lead school in the Coventry East Alliance for School Direct places. Although we continue to work in partnership with a large number of universities offering the PGCE route into teaching, we are very proud of our School Direct trainees, all of whom achieved grade 1 outstanding in their training last year. We are expecting similarly from our twenty School Direct trainees placed across our Alliance schools this year.

3 As a leadership specialist school we have led and facilitated a broad range of peer to peer training, including primary and secondary senior leadership development programmes, and a wealth of support as a lead contributor to the city-wide Partnership Plus Learning and Teaching Group. In January 2013, the school was delighted to receive the CPD Mark Award in recognition of excellence in continuous professional development. Our new school was built under the Private Finance Initiative Scheme and opened fully in This provides state of the art facilities for all areas of the curriculum, underpinned by innovative use of ICT. Each faculty has a spacious ICT room for use with students, and staff resource rooms fully equipped with new computers. We have interactive whiteboards and video streaming in every classroom. Staff are provided with their own laptop and we offer high quality training for ICT throughout the year. Recent developments include access to wireless technology and we are embarking upon offering opportunities for parents, students and staff to access the school network from home. We are also able to offer video conference experiences. We encourage faculties to use ICT to enhance student learning and provide superb resources to make this happen. We were delighted to be accredited the Investors in People for Gold Award following assessment in September Some comments from the awarding report include: Caludon Castle School (Caludon) has a very warm, friendly and welcoming atmosphere. From the moment of arrival, one senses an orderly and purposeful organisation. Caludon fosters an environment that people thoroughly enjoy working in and is a school in which initiative and innovation are welcomed by senior leaders, who nurture and mentor staff to achieve the very best they can for students. The school has a well-developed business strategy which provides the focus for future improvement. It was a notable feature of the assessment that staff had a clear understanding of the drive for student achievement and results. The inclusive and supportive culture of the school is well established and is driven by the inspirational and emotionally-intelligent leadership of the senior leadership team. We are seeking to appoint a colleague of the very highest calibre. If you relish a challenge, share our belief that Caludon Castle can make a very real difference to its students and the wider educational community, and are prepared to work in pursuit of this goal, we would love to hear from you. If you would like any other information, or an informal discussion about this job role, please do not hesitate to contact us. Completed application forms, and a separate letter/personal statement outlining your relevant experience in relation to the details and person specification, should be returned to us by 4.00 pm on Monday 25 January Once the closing date has passed, we will endeavour to shortlist this post as soon as possible. However, if you do not hear from us within two weeks of the closing date, please assume that your application has been unsuccessful on this occasion. Yours sincerely Michele Marr Headteacher Caludon Castle School is committed to safeguarding and promoting the welfare of all young people and expects all staff to share this commitment. The appointment of the successful candidate will be conditional upon the receipt of a satisfactory response to a check of police records via the Disclosure and Barring Service.

4 POST: REPORTS TO: SCALE: KEY PURPOSE Second in Maths (Associate Leader of Maths) Principal Leader of Learning For Maths/Assistant Headteacher TLR2 range depending on skills and experience (TLR Value of 2,613 up to 6,093 per annum) To ensure the continued delivery of high quality learning and teaching Maths and to therefore raise attainment in Maths in all year groups. To assist the Principal Leader of Learning in leading the team. To lead in designing an engaging and challenging curriculum that inspires students to appreciate the subject. RESPONSIBILITIES This description should be read alongside the range of duties and expectations in line with the Teachers Standards. As well as an identified area of responsibility, the Second in Maths will take a lead in: 1. Setting high expectations and contributing to the leadership and management of an effective team. 2. Strategic development and direction of the faculty. 3. Curriculum development. 4. Quality of learning and teaching and raising standards in the faculty. 5. Assessment, recording, reporting and monitoring of student progress. 6. Professional development of an assigned number of staff working within the faculty. 7. Quality of agreed resources for learning, their efficient and effective deployment and the quality of the learning environment in the faculty. 8. Equality of opportunity. 9. Be responsible for promoting and safeguarding the welfare of children and young people. DUTIES 1. Ethos/Vision Contribute to curriculum vision, and enhance support for teachers in their delivery of Maths. Set high expectations of staff and students. Promote a positive climate for learning and maintain effective arrangements for managing student behaviour for success. Lead by example to help motivate and inspire staff and students. 2. Planning Lead in prioritising, planning and organising the development of Maths through objective/target setting.

5 Ensure the productive use of assigned meeting time to focus on learning, teaching, inclusion and student progress. Maintain up to date policies on learning and teaching, to complement school and faculty policies. Take a significant lead in maintaining a consistent approach to lesson planning for Maths across the school in line with school learning and teaching policy. 3. Curriculum To take an agreed lead in: Ensuring staff are kept up-to-date with appropriate faculty, curriculum and examination development information and implement school policies. Monitoring arrangements for grouping of students for Maths, and to ensure that grouping criteria help to raise attainment. Ensuring that teaching, management, and organisation within Maths promotes equality of opportunity. Deploying teaching and support staff effectively. 4. Learning and Teaching To take an agreed lead in: Maintaining a framework for the monitoring and evaluation of teaching and learning, to include work scrutiny, classroom observation, discussion with students and staff, and analysis of results. Dissembling good learning and teaching priorities within the faculty team. Ensuring that students special educational needs are recognised and met. Promoting and developing different learning styles for students. Ensuring effective deployment of Teaching Assistants/support staff/technicians to support the development of Maths Co-ordinating the development and review of schemes for learning. Maintaining an environment which promotes high quality learning. Promoting consistent improvement in examination results by using data to monitor and track student progress, including effective intervention strategies. Ensuring good record keeping with respect to teaching and learning. 5. Assessment/Recording and Reporting To lead on agreed aspects of: Using comparative data, together with prior attainment, to establish benchmarks and set targets for students and the development of Maths. Ensuring the effective assessment of students performance.

6 Ensuring consistency in the formative use of assessment. Ensuring the effective use of performance data to promote achievement. Ensuring the school s assessment policy is adhered to. Ensuring that the School s Recording and Reporting procedures are implemented effectively. 6. Staff Development To contribute significantly to: Playing a key role in the school s performance management/appraisal process. Identifying training needs and to promote the continuous professional development of faculty staff. Monitoring health and safety matters within the faculty and ensure staff are aware of relevant Health & Safety policies. Leading by example. 7. Management of Resources To contribute significantly to: Deploying all resources effectively inclusive of per capita. Managing staff to effect change and to maximise potential. Helping organise the workload of support staff allocated to support Maths. Building an effective team. 8. Equality of Opportunity To ensure, along with key leaders, that everyone within the learning environment is valued as an individual. 9. Safeguarding To be accountable for promoting and safeguarding the welfare of students responsible for, and in contact with.

7 PERSON SPECIFICATION (All Teaching Staff and Leadership 3 pages in total) We would like to appoint a person who: Attributes Measurement Educational Knowledge Experience Skills & Abilities Is a graduate qualified teacher able to teach at KS3, KS4 and Post 16. A Understands how to ensure effective student learning through challenging, high quality and exciting teaching Understands the potential of student voice and parental engagement Is a competent user of ICT and understands its role in enhancing learning and teaching. Understands the positive role of Performance Management within their own professional development. Is an outstanding classroom practitioner Works effectively with Teaching Assistant/support staff/technicians within the faculty/department Values the contribution that students can make to their own learning. Likes and seeks to understand young people. Shares our belief that Every Child Does Matter. Demonstrates that mutual respect, challenge and praise are key to managing teacher /student relationships in the classroom. Is able to (wants to) get the best from all students, regardless of ability. Contributes positively in their role as a group tutor to the pastoral care of students. Is able to assess students work effectively and within whole school and department guidelines. Is able to set and assess purposeful home learning which extends/reinforces students learning. Is able to set professional (goals) targets, which are challenging and meet their own needs as well as those of the students and the school. Is able to lead, in a variety of contexts, by example. Is committed to team work at all levels. Can contribute creatively and knowledgeably to develop/evaluate schemes for learning. Understands the importance of meeting deadlines and supporting others (colleagues) to do so. Carries out all professional duties within whole school and department guidelines. Feels able to contribute positively and appropriately if they see the need for change in any aspect of school life at Caludon A, I A, I, R A, I A, I I, R I, R

8 Qualities Is flexible, committed and enthusiastic in their approach to the dynamics at the heart of an innovative school environment/culture. Strives constantly to better themselves as a professional I, R I, R Safeguarding In addition to candidate s ability to perform the duties of the post, the interview will also explore issues relating to safeguarding and promoting the welfare of children including: I, R Special Requirements Motivation to work with children and young people; Ability to form and maintain appropriate relationships and personal boundaries with children and young people; Emotional resilience in working with challenging behaviours; and Attitudes to use of authority and maintaining discipline. Good health and attendance records in line with school s Promoting Health at I, R Work Policy This post is exempt from the provisions of the Rehabilitation of Offenders Act An Enhanced Disclosure and Barring Service Check will be required prior to appointment References The interview panel may take the opportunity to follow up any relevant issues arising from references during the interview. A = Application Form, I = Interviews, R = References.

9 PERSON SPECIFICATION - LEADER The ideal candidate will: Be an excellent communicator at all levels. Have vision and be clear about what it can contribute to the life of the school and that of young people. Be able to motivate staff to give of their best for young people and each other, within the spirit of team work. Be pro-active in celebrating and sharing good practice. Be pro-active in identifying areas for development amongst colleagues and offering solutions. Be confident in, and clear about, what they can contribute to enhance the quality of Learning and Teaching. Take a lead in the professional development of colleagues. Ensure the highest quality of Performance Management, which is both rigorous and supportive of colleagues. Support colleagues in matters of student behaviour and maximising student potential. Ensure quality and consistency of learning, teaching and assessment through the scrutinising of student organisers and student work. Model exemplary teaching for other colleagues. Ensure that the faculty/year team environment is welcoming of, and stimulating for, all its visitors. Ensure that whole school policies are implemented consistently. Manage per capita and resources to meet the needs of students and maximise staff effectiveness in doing the same. Contribute to the School Improvement Plan and use it to shape progress within the Faculty/Student Progress Improvement Plan. Lead and support colleagues to work under pressure and meet deadlines.

10 Further Information For Candidates Mathematics Faculty Mathematics Vision Statement Within Mathematics we constantly prioritise learning and teaching and its continuing development. Our particular strengths include embedding collaborative learning into everyday practice and using it to create an effective learning experience while facilitating effective formative assessment. Our vision is to develop independent, curious learners who take responsibility for their own learning through successful, well-structured tasks that support and challenge students. English Staff Profile Victoria McManus Rachel Anderson Shore Corey Bateman Diane Adams Claire Geddes Marie Wears Antonia Peters Amy Ludgate Sunera Nawab Catherine Baynes-Clarke Sam Buckley Liz Morris Oliver Riding Paul Urwin Principal Leader of Learning/Assistant Headteacher Assistant Leader for Maths Assessment and Intervention Leader of Maths Teacher of Mathematics Teacher of Mathematics (responsibility for Maths student leaders) Teacher of Mathematics Teacher of Mathematics (leader of post 16 Maths) Aspiring Leading Edge Practitioner of Maths Aspiring Leading Edge Practitioner of Maths Teacher of Mathematics NQT Mathematics HLTA School Direct Trainee Maths Intervention There is a fantastic group spirit within the faculty which means we have a vibrant and strong team that works closely together to further learning and teaching and support each other. This is a dynamic working environment, where we strive to build on current progress. The professional development of staff is a high priority, with the leadership and training status of Caludon allowing for frequent internal inset.

11 Mathematics Accommodation The Mathematics Faculty is situated on the second floor. Each of the 8 Mathematics classrooms has an interactive whiteboard and access to the internet. We have a well-equipped work room for the faculty. A dedicated computer suite of 24 networked computers is situated in one of the Mathematics classrooms. We have invested in a full range of curriculum software including Boardworks, Autograph, MyMaths, Virtual Image, Living Worksheets and EXP Maths. This is constantly reviewed and updated. The faculty is well resourced with text books, software, worksheets and resource books. Through discussions with Maths staff and student ambassadors the faculty has had the opportunity to transform three classrooms into creative learning environments. These rooms contain circular tables with whiteboard tops on them. One set of tables is high and two regular table height. Two of the rooms also contain a 5 metre whiteboard along the back wall in order to further facilitate creative and co-operative learning.

12 Curriculum Students are grouped according to ability in years 7 to 11. There are 9 groups in Year 7, 8 and 9, split into 3 bands. In Year 10 and 11 there are 10 or 11 groups, split into 3 bands. Learning Assistants are timetabled to work with less able students and those requiring additional support. We currently teach 3 one hour lessons per week to years 7, 9 and 10 and 4 one hour lessons to years 8 and 11. In Year 9, students will start the Edexcel GCSE Linear course with all students certificating at the end of Year 11. Spreading the scheme over 3 years ensures depth of understanding. The accelerated key stage 3 curriculum includes a variety of applied mathematics tasks integrated into a scheme of learning which uses Level Up textbooks amongst other resources. The reputation of the Mathematics department is also reflected in the significant uptake of AS and A2 Mathematics. In addition we also teach Further Mathematics. Our students consistently achieve impressive results at all levels. Key Stage 4 (from RAISEonline) Exam Results A*/A% A*-C% APS A*-G% Year School National School National School National School National Key Stage 5 Last year 69.2% of students achieved A* - C, with 33.3% achieving an A*-A. We also achieved similar levels of success with A-level Further Mathematics achieving 100% achieving A*-B.

13 Learning and Teaching There is a strong emphasis within the faculty of developing the mathematical thinking of all our students. A Learning and Teaching group, made up of staff from all areas of the school, meets regularly to exchange ideas and discuss different teaching strategies. It is a lively, exciting and innovative forum, and popular with all in the team who wish to develop their range of teaching styles. The significant strength of the Mathematics faculty as an innovator for learning and teaching has been recognised externally by the accreditation as a Lead Learning Faculty, with two Lead Learning Practitioners within the faculty. Extra Curricular The Mathematics Faculty enriches students experiences in a variety of ways. They have the opportunity to enter Mathematics Challenge Competitions in Years 7, 8, 9, 10 and 11. We are also developing teams to enter the group Maths Challenge competitions at post-16. Booster classes and post-school revision clubs are offered to all year groups. Members of the team also offer additional support to KS4 students who need help with revision for examinations. We have an extensive intervention programme for students sitting their GCSEs. In addition representatives from the Mathematics faculty have lead roles in the running of the STEM club in conjunction with Science. The STEM club is targeted at high attainers in Years 8 and 9 and runs a variety of projects, most recently this has included a trip to Iceland and entry of into the National Lego League. Opportunities We are seeking to appoint a Second in Maths (Associate Leader of Maths) and Assistant Principal Leader of Learning (Leader of Coaching) to join our over-subscribed school in September In November 2011, in an outstanding OFSTED report, standards in the Mathematics department were described as 'particularly high and students achievement as excellent. The following comment was also made by inspectors following their observations of mathematics lessons: Students work well in groups and teachers encourage them to think for themselves and only to use the teacher as a resource when all else fails. This was seen particularly in a mathematics lesson where students collaborated in pairs and small groups to solve mathematical problems and to assess their own and others work.