JOB DESCRIPTION
Employer:
Location:
Job Title:
Grade:
Responsible to:
Responsible for:
Main purpose of the
Job:
The Roseland Community College
Tregony, Truro, Cornwall
Associate Headteacher
Leadership Scale points ISR L16 – L20 £55,397 - £61,012 dependent on
qualifications and experience
Executive Headteacher of The Roseland Community College
Total establishment staff of c. 100
Under the delegated responsibility of the Executive Headteacher, to
oversee the day-to-day running of The Roseland Community College,
including supporting the Executive Headteacher in the realisation of the
Trust’s vision of achieving outstanding status for the academy and to
improve the standards, attainment and aspirations of all students.
MAIN AREAS OF RESPONSIBILITY:
1. Trust Strategy, Vision and Values
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Work closely with the Executive Headteacher so that the Trust’s vision, values, ethos, strategy
and performance in the academy is clearly articulated, shared, understood and acted upon
effectively by all, in order for the academy to remain at the cutting edge of innovation and
change, achieving outstanding status and top quartile performance.
Assist the Executive Headteacher to translate the vision into agreed objectives and operational
plans for the academy in order to secure strong and sustainable school improvement and
student attainment/achievement.
Act positively in support of the Executive Headteacher, so that the Trust’s vision and values can
be demonstrated in everyday work and practice and a shared culture and positive climate is
created in the academy.
Discuss with the Executive Headteacher any issues, ideas or potential initiatives which might
affect the strategic direction of the academy before implementing them.
2. Leadership and Management
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Under the delegated responsibility of the Executive Headteacher, manage the day-to-day
organisation of the academy, taking decisions in line with the vision, strategic direction and
improvement plan as necessary on a daily basis.
Ensure that high quality monitoring and evaluation takes place, so that issues and outcomes can
be addressed and that the Executive Headteacher is fully briefed as appropriate.
Assist the Executive Headteacher in the leadership of the Trust by developing and implementing
flexible staffing structures in order to enable good practice to be shared, and so that there are
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opportunities for staff to work closely and proactively together with similar staff in other
academies within the Trust.
Ensure effective day-to-day planning, allocation, support and evaluation of work undertaken by
teams and individuals, with clear delegation of tasks and responsibilities.
With the support of the Executive Headteacher, attract, build, motivate and retain high
performing teams, so that transformational change, growth and success is achieved, and in
order to facilitate talent spotting and succession planning.
Undertake professional duties of the Executive Headteacher in his absence and support and
represent the Executive Headteacher at meetings when required.
To undertake key areas of responsibility within the academy as determined by the Executive
Headteacher and published in the staffing structure. The Executive Headteacher may rotate the
duties of Assistant Headteachers, Deputy Headteacher and Associate Headteacher as required
by the needs of the academy.
Implement performance management procedures, in order to foster high standards and strong
motivation from all staff.
Assist the Executive Headteacher and members of the Leadership Team in the development and
implementation of appropriate induction and staff development programmes of activity, so that
all staff are well-placed to maximise the attainment/achievement and aspirations of the
academy’s students.
3. College Improvement Strategy
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In conjunction with the Executive Headteacher and the Leadership Team, contribute to the
development and implementation of an effective school improvement strategy, in order to
ensure that aspirations and standards continue to rise in the academy over the long term.
Support the Executive Headteacher by providing leadership of learning and teaching and school
improvement activities in the academy, so that attainment of all groups of students (including
those from disadvantaged backgrounds) consistently improves and is comparable. This includes:
a. developing and implementing effective school improvement strategies;
b. implementing agreed curriculum developments, including behaviour policy;
c. implementing agreed policies for the pastoral care of all students;
d. promoting and ensuring an inclusive approach to education;
e. evaluating standards of teaching and learning, and implementing appropriate
strategies to disseminate good practice and address areas of inadequacy;
f. ensuring student progress is monitored using data and benchmarks and that
appropriate interventions are used to address any areas of underachievement;
g. embedding academy self-review and evaluation;
h. maintaining policies and procedures for the effective safeguarding of children and
young people;
i. supporting the transition of new students into the academy.
4. Community Engagement and External Partnerships
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Support the Executive Headteacher to promote effective links with parents/carers in order to
maximise aspirations and promote student progress.
Assist the Executive Headteacher in monitoring and securing outstanding relationships with the
trust’s community.
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Provide day-to-day leadership of the academy’s multi-agency and inclusion work in order to
promote effective liaison with other agencies and an inclusive approach to education.
5. Resource Strategy
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In conjunction with the Executive Headteacher and the Leadership Team, oversee the
deployment and management of the academy’s resources on a day-to-day basis (ensuring
compliance with DfE/EFA regulations and advice), in order to maximise value for money and
impact and enable all students to gain high levels of achievement.
In conjunction with the Executive Headteacher and the Leadership Team, oversee the
management and organisation of the academy environment in order to ensure that it meets the
needs of the curriculum and health and safety regulations.
Undertake the review, evaluation, production and implementation of policies and procedures
ensuring that they comply with current legislation and support the values and strategic direction
of the academy and the Trust as required.
6. Equalities
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Implement the academy’s policies on equalities in order to ensure equality of opportunity and
practice in all aspects of the academy’s work in compliance with legislation and good practice.
7. Other Duties
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Undertake such other duties as reasonably correspond to the general character of the post and
commensurate with the post of Associate Headteacher.
This job description sets out the duties of the post at the time it was drawn up. The post-holder may be
required from time to time to undertake other duties within the Academy as may be reasonably
expected, without changing the general character of the duties or the level of responsibility entailed.
This is a common occurrence and would not justify a reconsideration of the grading of the post.
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PERSON SPECIFICATION
Job title: Associate Headteacher
(Method of Assessment: A = Application Form I = Interview)
Education and Qualifications
Essential
Good honours degree or equivalent
Qualified Teacher Status
Evidence of recent professional development
Be working towards or completed a recognised
leadership qualification, such as National
Professional Qualification for Headship
Postgraduate qualification in an education or
management related area
Experience and Knowledge
Substantial experience of secondary education,
including recent experience as a vice principal,
deputy headteacher or equivalent senior school
leader role
Experience of developing and implementing
educational improvement strategies, resulting in
evidence of successful improvement in student
progression and attainment
Strong track record of successful development and
delivery of learning, including detailed knowledge
of strategies to achieve effective learning, teaching
and assessment underpinned by the innovative
use of ICT
Knowledge and passion for quality in educational
provision, including empathy for the regional
context
Significant knowledge and understanding of
relevant legislation, national priorities, the
National Curriculum, innovation, new
developments and accountability/statutory
frameworks underpinning educational
effectiveness
Knowledge of all associated phases of education
(Primary, 14-19 and HE)
Knowledge and understanding of approaches to
self-evaluation and improvement planning
processes
Desirable
Method of
Assessment
A
A
A
X
A
X
A
X
X
X
X
A/I
X
A/I
X
A/I
X
A/I
X
A/I
X
X
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A/I
A/I
Experience and Knowledge
Essential
Understanding and experience of statutory
safeguarding requirements, including safer
recruitment
Understanding of, and commitment to, equality
and diversity
Experience of budget management and resource
planning
Communication
Highly effective communication skills and ability to
influence and communicate with key stakeholders,
including parents/carers and community partners
Excellent oral and written communication skills,
and excellent interpersonal skills
Skills and Attributes
Understanding and respect for young people and
their needs in the 21st century
High standards of integrity and a positive role
model for staff and students
Ability to analyse, evaluate and interpret
information, including statistical data, and make
critical organisational decisions in conjunction with
others
Very good problem solving, negotiation and
decision-making skills and the ability to produce
practical and innovative solutions
Excellent time management and organisational
skills, including working under pressure and to
deadlines
Confident user of ICT
Commitment to personal and professional
development
Maintain a sense of humour
Capacity to work under pressure and at pace
High levels of energy and passion
Emotionally literate
Desirable
X
A/I
X
A/I
X
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Method of
Assessment
A/I
X
A/I
X
A/I
X
A/I
X
A/I
X
A/I
X
A/I
X
A/I
X
A/I
X
A/I
X
X
X
X
A/I
A/I
A/I
A/I
STRUCTURE CHART
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Directions to The Roseland Community College, Tregony, Truro, Cornwall, TR2 5SE
Travel:
By Rail: Tregony is approximately 9 miles from both St Austell and Truro; local and inter-city trains call at both.
There are direct services to London, the Midlands, the North-East, Scotland and South Wales. Other services
often involve changing at Plymouth. Taxis are usually available on the forecourt of both stations, and the First
Great Western Bus services between Truro and St Mawes calls at Tregony, though Truro bus station is 10-15
minutes walk from the railway station.
National Rail Enquiries: 08457 484950 / First Great Western Buses: 08457 413777
By Road: Tregony is south of the A390 road between Truro and St Austell and is clearly signposted from either
direction. The school is just outside the village to the east. If approaching from Truro, turn left off the St Mawes
road, go through the village and out the other side, the school is on your left after passing the church.
If travelling from out of county, take the A30 west from Exeter. When you have passed Bodmin, you come to a
large roundabout called Innis Downs. Take the first exit onto the A391 for St Austell. In St Austell follow the
signs for Truro, which brings you out on the A390. Approximately 4 miles west of St Austell, take the left turn
onto the B3287, signposted for Tregony. The school is on your right before you come into the village. You should
allow at least two hours driving time from Exeter.
Accommodation: There are 3 guest houses in Tregony:
The Old Coach House, Tregony Hill, Tregony: 07814 924542 www.oldcoachhouse-tregony.co.uk
Lynwood House, Tregony Hill, Tregony: 01872 530371 www.lynwoodbandbcornwall.co.uk
Ashby Villa, Fore Street, Tregony: 01872 530189 www.cornwallvillagebedandbreakfast.co.uk
There is a wide variety of accommodation elsewhere in the Roseland peninsula, as well as Truro and St Austell.
Tourist Information Centre (Truro) 01872 274555
Tourist Information Centre (St Austell) 01726 879500
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Contact Mrs Jodie Winter, Headteacher’s PA, at The Roseland Community College on
[email protected] or telephone 01872 530675 Option 5.
The closing date for this post is 9am on 11 May 2015
Interviews will be held on 18 & 19 May 2015
The Roseland Community College is committed to safeguarding and promoting the welfare of children,
and expects all staff to share this commitment. In accordance with our policies we are unable to process
applications without a fully completed application form. The post is exempt from the Rehabilitation of
Offenders Act 1974. All convictions, cautions and bind-overs, including those regarded as 'spent' must
be declared when applying. The applicant may post such a declaration in an envelope marked ‘Private &
Confidential for the Executive Headteacher'. The successful applicant must obtain DBS clearance at
enhanced level.
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