Teacher Application Pack

PRIMARY ADVANTAGE FEDERATION

2

Contents

Welcome 3

Our Vision & Approaches 4

Outcomes & Achievements 5

Pupil Outcomes 6/7

Federation Quality of Teaching 8

OfSTED Survey Inspection February 2011 9/10

Application Process 11

Primary Advantage Job Description 12/13

Contact Information 14

Primary Advantage Federation c/o Holy Trinity Primary School Beechwood Road Dalston London E8 3DY Tel: 020 7254 1010

Fax: 020 7275 8589

www.primaryadvantage.co.uk

3

Dear Applicant,

Thank you for your interest in applying for a post at our federated schools. I hope this pack supports you in

finding out more about us. The pack includes some background information about the federation,

information about the application process and the job description. More information about each school can

be found on the schools’ websites. If you have any questions or would like to arrange a visit, please contact

Mrs Laura Lee, Federation Business Manager on 07837 387 997.

Our journey started in 2000 when St John and St James opened as a Fresh Start School. Since then we have

worked with many schools and teachers in Hackney and have grown into a Federation of six schools. We

believe we can achieve more by working collaboratively than on our own and have lived out that vision

through our partnership work with other schools since 2003. The Governing Body has made a commitment to

a shared responsibility to the wider school community, the provision of good quality education and the

improvement of life chances for pupils in the community beyond that of our own schools.

We are looking for full-time inspiring and energetic teachers who are committed to helping children to make

progress in every lesson, every day. We are looking for teachers to work in all our schools from September

2014.

Our schools are exciting places which have high aspirations and promote innovation and excellence. We offer

high quality professional development to help all our teachers grow and develop outstanding practice. We

also offer the unique opportunity to be part of a community of teachers who regularly share best practice

and learn from each other.

If you are ambitious, successful and excited by learning we would like to meet you.

Kind regards,

Sian Davies

Executive Principal

Welcome

4

Primary Advantage Vision

We are a Federation of six schools called Primary Advantage. We believe our schools can gain many

benefits from working collaboratively and can achieve more by working together. We have made a

commitment to a shared responsibility to the wider education community, the provision of good quality

education and the improvement of life chances for pupils in the community beyond that of our own

schools. Teachers, support staff, school leaders and Governors have added expertise in working alongside

colleagues to improve provision and outcomes for pupils.

What is our approach?

We work in partnership, pooling our expertise and resources in order to achieve

collectively what we may not be able to achieve individually.

We believe passionately in improving the life chances for our pupils.

We do not tolerate low expectations.

We match tried and tested strategies that we know work to the needs of the

schools and use our experience of supporting schools in successfully

implementing them.

We promote a collaborative approach whilst developing the capacity of each

school to serve its own community and retain it’s distinct identity.

We recognise the importance of individuality, spontaneity and creativity in

developing innovation.

Our Vision & Approach

5

What outcomes do we want?

Every teacher is a good teacher; every school is a good school.

Teachers use the most effective teaching methods to motivate learners and raise aspirations. As a result all pupils

will make good or better progress.

Quality learning environments where pupils feel safe and secure, known and valued and motivated to learn.

Robust teaching and application of ICT skills ensure our pupils are properly equipped for the next stage of learning.

Curriculum provision which inspires and motivates pupils and broadens their horizons. Our curriculum supports

community cohesion through an international curriculum strand.

We work with precision and move incrementally towards achieving outstanding grades in all aspects of each

school’s work.

Through pupil partnership work we continue to break down locally perceived boundaries and help pupils to work

harmoniously with pupils from other areas of Hackney.

We seek to maximise the efficiency and effectiveness of each school by capitalising on centralised services and

sharing systems and procedures.

Outcomes & Achievements

How will we achieve our goals?

Effective Leadership

Our leadership structure aims to make the most of our

shared resources, maintain high expectations and secure

high standards. The Executive Principal has significant,

successful experience in school improvement and working

across more than one school.

Each school is led by a highly effective Head who has the

skills and experience required to motivate, inspire and to

hold their teams to account through rigorous monitoring

and evaluation. The Heads are autonomous and hold the

decision making powers for their schools.

They retain a teaching commitment and

maintain a relentless focus on improving

the quality of teaching and raising

standards.

Shared systems and approaches

We have developed key approaches which we know make the most

significant impact on pupil outcomes. These are well considered sys-

tems, approaches or policies which can be implemented in a range of

settings with the appropriate levels of support.

Well trained and experienced staff

Our schools are special places to work. We attract and

retain staff at all levels that are willing to think flexibly,

work with rigour and precision and go the extra mile. We

have been successful in retaining experienced staff

because of the opportunities we are able to offer across

the partnership.

We have identified that working in partnership offers us

improved opportunities for centralised training and

development. Each school in the Federation is able to offer

a range of skills and support to other schools. The schools

have identified lead practitioners to provide support in key

areas.

6

% Reading

L2c+ L2b+ L3 APS St John & St James* 80 80 43 16.5 Holy Trinity 97 93 34 17.3 Springfield 86 77 19 15.5 St Matthias 83 67 20 15.3 St John the Baptist 95 77 16 15.6 Morningside 80 68 13 15.2 Hackney 13 88 77 23 15.9 National 13* 89 79 29 16.3

% Writing

L2c+ L2b+ L3 APS

St John & St James* 80 67 23 15.1 Holy Trinity 97 86 21 16.5 Springfield 86 67 11 14.8 St Matthias 80 60 17 14.5 St John the Baptist 91 65 12 14.9 Morningside 78 52 0 14.0 Hackney 13 85 66 13 14.8 National 13* 85 67 15 14.9

% Maths

L2c+ L2b+ L3 APS St John & St James* 83 80 27 15.7 Holy Trinity 97 93 31 17.2 Springfield 95 88 16 16.1 St Matthias 87 73 20 15.3 St John the Baptist 95 84 14 15.9 Morningside 87 75 0 15.0 Hackney 13 90 77 19 15.8 National 13* 91 78 23 16.1

Key Stage 1 - Reading, Writing & Maths

*20% of this cohort has a statement of SEN

Pupil Outcomes July 2013 (contains KS2 unvalidated data)

7

% Reading

4c+ 5+ 6 2L 3L APS

St John & St James 93 54 0 96 40 29.6 Holy Trinity 92 48 0 96 58 29.2 Springfield 100 45 0 100 47 29.7 St Matthias 86 33 0 89 26 27.9 St John the Baptist 98 65 0 97 51 30.8 Morningside 80 27 0 77 27 27.0 Hackney 13 87 41 90 39 28.4 National 13* 86 44 88 30 28.5

% Writing

4c+ 5+ 6 2L 3L APS

St John St James 96 50 7 100 76 30 Holy Trinity 96 32 0 100 46 28.7 Springfield 91 36 0 100 53 28.6 St Matthias 95 19 0 95 21 27.9 St John the Baptist 93 33 2 97 41 28.7 Morningside 92 24 0 100 31 27.7 Hackney 13 87 29 96 44 27.8 National 13* 83 30 91 30 27.5

% SPAG

4+ 5+ 6 APS

St John St James 86 50 3.5 29.1 Holy Trinity 80 56 0 29.2 Springfield 73 45 9 28.6 St Matthias 67 14 0 25.9 St John the Baptist 98 79 5 31.9 Morningside 67 43 0 27.2 Hackney 13 77 52 28.6

National 13* 73 47 28.0

% Maths

4+ 5 6 2L 3L APS

St John St James 96 43 0 100 44 29.1 Holy Trinity 92 60 0 96 50 30.1 Springfield 86 50 14 100 71 30 St Matthias 90 24 0 84 32 27.9 St John the Baptist 95 53 14 97 56 30.8 Morningside 84 35 0 82 24 28.2 Hackney 13 89 40 93 41 28.9 National 13* 85 41 88 31 28.7

Key Stage 2 Reading, Writing & Maths

8

Federation

Key Stage 1 - Federation Quality of Teaching 2011-13

9

Dear Ms Davies

Ofsted 2010 – 11 survey inspection programme: leadership of more than one school

Thank you and your team for your hospitality and cooperation, and that of your staff and pupils, during my visit on 26 and 27 January to look at the leadership of the federation. Please pass on my thanks to the local authority representative, the parents and governors that also gave up their time and made a valuable contribution to the visit.

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.

The evidence used to inform the judgements included: interviews with senior leaders, middle leaders, governors, staff, parents, local authority representatives and pupils; and the scrutiny of relevant documentation.

The effectiveness of the federation leadership and management in embedding ambition and driving improvement is outstanding.

Outcomes

Attainment at the end of Key Stage 2 is at least in line with the national average with a strong trend of improvement over several years.

Even though the environment beyond the school can be sometimes turbulent and challenging, pupils make outstanding progress across all stages from very low starting points.

Different groups of pupils, including those with special educational needs and/or disabilities and a wide range of vulnerable groups, make exceptional progress because of the precise, relentless and well-managed early intervention and support they receive throughout their time in school.

Pupils’ skills and knowledge for their future lives are very well developed.

Attendance is in line with the national average and is improving.

Pupils’ attitudes are exceptional as is their enthusiasm for learning and school life. Pupils are excited and pleased to talk about what they have learned.

Continued overleaf

OfSTED Survey Inspection February 2011

In February 2011, the Federation received the following OfSTED Survey Inspection report

10

Provision

Teaching is consistently good with a growing number of outstanding features. The application of the

teaching and learning policy is adhered to unswervingly with rigour and relentlessness.

The federation ensures that the consistency of the high quality of teaching and learning is supported

by equally high-quality professional development and training which focuses on the important details

and refinement of assessment strategies.

The curriculum has been enriched by the federation’s development of subject leaders and planning.

The strong emphasis on a practical approach to learning, aligned with stimulating visits, motivates

pupils’ interest. The rigorous planning and teaching of literacy and numeracy skills by staff are

outstanding.

The care and welfare of pupils are a real strength of the federation. Excellent links with a wide variety

of agencies are in place. Thoughtful, caring and responsive approaches to individual pupils and families

make this aspect of the school’s work outstanding.

Leadership and management

Your vision, determination and extensive strategic skills and expertise are outstanding. You

demonstrate great drive and ambition for the schools, applying a forensic precision to the procedures

that maintain the federation’s trajectory of improvement.

Other leaders and managers across the federation, especially the heads of school, have a passion for

being equally precise and detailed in their monitoring and evaluation of progress, attainment and the

quality of teaching.

Exemplary systems support leaders’ rigorous analysis of practice and provide feedback to teachers on

how to improve further. The information provides a general picture of the proportions of good and

better teaching across the schools and the federation. However, providing this information about

separate subjects is less developed.

The governing body is an effective and strategic group which knows the federated schools well. It

provides excellent and robust challenge and support in equal measure.

Areas for improvement, which we discussed, include:

developing an even more analytical overview of the quality of teaching and learning which identifies

the proportions of good and better teaching in separate subjects, especially literacy and numeracy.

I hope that these observations are useful as you continue to develop the leadership of the federation.

As I explained previously, a copy of this letter will be sent to your local authority and will be published on the

Ofsted website. It may be used to inform decisions about any future inspection.

Yours sincerely

John Seal

Her Majesty’s Inspector

11

Application Process

Applicants are asked to complete all the standard information required on the Primary Advantage

application form, and to submit a supporting statement, addressing all the criteria identified in the

person specification. Please specify the role you are applying for i.e class Teacher. The reference

number for this application is: CT3/14.

Candidates are advised that when completing the references section on the application form to

please ensure that:

• Your first referee is your current, or most recent, employer

• You provide a referee who can confirm your ability for the role

Shortlisted candidates will be asked to teach an activity or lesson and will be advised of the details of

the lesson observation prior to interview.

Candidates must ensure that if they are successful at interview, that they are able to provide

evidence of their Right to Work and Remain in the UK. The school is not able to employ any person

who cannot validate their Right to Work and Remain in the UK in the line with the Asylum,

Immigration and Nationality Act 2000.

Successful candidates will be required to apply for an

enhanced Criminal Record Check via the DBS. We are

committed to safeguarding and promoting the welfare

of our children and expect all members of staff to share

this commitment.

Completed application forms must be received by

09:30am on 13th May 2014.

Interviews will take place on 19th May 2014.

If you have any queries or would like to arrange to visit

our schools, please contact Laura Lee on

07837 387 997 or email

recruitment@primaryadvantage.hackney.sch.uk.

We look forward to receiving your application.

Completed Application Forms

Successful Candidates

12

Primary Advantage Federation Job Description - Class Teacher

Job Title: Classroom Teacher (Primary School)

Reports to: Governing Body Executive Principal/Head of School and Members of Senior Management

team

Direct Reports: Ancillary staff when based in their classroom

Key Contacts:

Internal:

External:

Other Teachers within the school, Executive Principal, Headteacher Assistant Head.

Church, Local Community, Parents, Agencies relevant to duties.

Role Summary:

1.1 The current School Teachers’ Pay and Conditions document describes duties which are required to be undertaken by

teachers in the course of their employment. In addition certain particular duties are reasonably required to be exercised, and

completed in a satisfactory manner. It is the contractual duty of the class teacher to ensure that his/her professional duties

are discharged effectively.

1.2 This job description sets out the duties to be undertaken and performed to the satisfaction of the Executive Principal/

Head of School and governing body by the class teacher. The duties set out below relate to the overall class teaching re-

quirements and related expectations of a class teacher.

Key Tasks and activities:

Within the class: to ensure the full implementation of the National Curriculum Orders for all subjects, or the Founda-tion Stage content as defined in current DCSF documentation (as applicable to the year group) and in accordance with school policies.

Create a positive, stimulating and innovative environment for learning. Maintain a well organised classroom with ap-propriate displays, resource areas and materials

Plan and implement a curriculum to meet the needs of all pupils in the class and develop personal and social aspects of learning

Develop effective ways of overcoming barriers to learning and sustain effective teaching through the assessment of learning

To keep under review the methods of planning and delivery of the curriculum, recording pupils’ progress and make any required assessments.

To monitor and report the quality of pupil attainment in all subjects to the Executive Principal/Headteacher and gov-erning body

To assist in the selection of resources for the curriculum

Monitor and assess own performance and take a proactive approach to professional development

Effectively manage pupil behaviour, encouraging a high standard of behaviour and mutual respect between pupils and all members of the school community

To promote and facilitate parental involvement in teaching and learning through a shared school/home approach

To work with support staff and other teachers in the classroom to effectively plan for a range of needs and be sup-portive of and sensitive to the needs of other colleagues

Encourage interaction and teamwork within the school, share ideas and new initiatives and identify new ways of teaching the curriculum. When required, take a leading role in an area of school development

To advise other staff including NQTs, and students on teaching practice, and to assist with inset for staff and governors when required to do so.

To work with Hackney LEA on local and national initiatives for all subjects of the National Curriculum.

3 Other Responsibilities

In addition to undertake such duties of a similar nature as may be reasonably directed by the Executive Principal/

Headteacher from time to time.

Note: The duties and responsibilities of this post may vary from time to time according to the changing needs of the school.

This job description may be reviewed at the discretion of the Executive Principal/Head of School in the light of those changing

13

Key Skills and Competencies

Qualifications Essential Degree level qualification. Postgraduate professional Qualification e.g. Postgraduate Certificate in Education. Willingness to continue professional development.

Desirable QTS (including skills tests)

2. Communication

Applies effective verbal communication skills

Presents information and ideas clearly, by using language appropriate to the audience

Positively influences the opinions of others through factual discussion

Adapts personal style to suit individual situation and needs

Creates an environment of trust by delivering on promises

Utilises report-writing skills to accurately reflect a situation through positive language

Confident in leading staff meetings as appropriate

3. Other Skills Required for Role

Demonstrates excellent classroom practice

Exercises flexibility in order to accommodate changes in work priorities

Balances tasks and resources in the organisation of a wide range of activities

Provides contingencies to deal with the unexpected

Thinks clearly and logically in working through a problem making referrals as appropriate

Anticipates workload and plans ahead

Monitors progress against key performance indicators

Enthusiastic and positive attitude

Awareness of the needs of children who have a variety of needs

Understand the nature of a Church of England Primary School and be willing to teach R.E. and attend collective worship to meet the expectation of the Governing Body

4. Accountability/Freedom to act

Makes routine decisions based upon guidelines and procedures laid down in the established framework

Contributes towards the effective delivery of performance targets, objectives and standards

Leads by example in standards of behaviour in the work environment

5. Leadership/Management skills.

Ability to lead school based projects or developments

General Comments

The Classroom Teacher within a primary school teaches classes of approximately 30 children aged 5 - 11 years.

To be successful in this role they must readily adapt to constantly changing curriculum, modifying lesson preparation and delivery accordingly.

They operate strictly in accordance with the school policies.

14

Morningside Primary School Chatham Place London E9 6LL

Tel: 0208 9855382 Fax: 0208 9866881

Email: admin@morningside.hackney.sch.uk

Please visit our website

Morningside Primary

St Matthias CE Primary School Wordsworth Road London N16 8DD

Tel: 0207 2541148 Fax: 0207 2759215

Email: admin@st-matthias.hackney.sch.uk

Please visit our website

St Matthias CE Primary

St John & St James’ CE Primary School Isabella Road

London E9 6DX Tel: 0208 985 2045 Fax: 020 8985 5768

Email: office@johnjames.hackney.sch.uk

Please visit our website

St John & St James CE Primary School

St John the Baptist CE Primary School Crondall Street London N1 6JG

Tel: 020 7739 4902 Fax: 020 7729 2347 Email: office@st-john.hackney.sch.uk

Please visit our website

St John Baptist CE Primary

Springfield Community Primary School Castlewood Road London N16 6DH

Tel: 020 8800 9007 Fax: 020 8800 8738 Email: Email: admin@springfield.hackney.sch

Please visit our website

Springfield Community School

Holy Trinity CE Primary School Beechwood Road London E8 3DY

Tel: 020 7254 1010 Fax: 020 7275 8589 Email: admin@holytrinity.hackney.sch.uk

Please visit our website

Holy Trinity CE Primary School