JOB DESCRIPTION
Employer:
Location:
Job Title:
Grade:
Responsible to and
working under the
direction of:
Main purpose of the
Job:
The Roseland Community College
Tregony, Truro, Cornwall
Deputy Headteacher
Leadership Scale points ISR L12 – L18 £50,118 - £58,096 dependent on
qualifications and experience
Associate Headteacher and Executive Headteacher of The Roseland
Community College
As a member of the Strategic Leadership Team you will be responsible for
overseeing 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, achievement and aspirations of all
students.
MAIN AREAS OF RESPONSIBILITY:
1. Trust Strategy, Vision and Values



Ensure 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.
Translate the vision into agreed objectives and operational plans for the academy in order to
secure strong and sustainable school improvement and student achievement.
Act positively in support of the Executive Headteacher and Associate 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.
2. Leadership and Management




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.
Ensure that standards of learning and teaching are at least good across all curriculum areas,
including providing outstanding learning and teaching within own classes.
Assist 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 opportunities for staff to
work closely and proactively together with similar staff in other academies within the Trust.
1









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.
Support the Leadership Team in delivering strategic and operational success for the academy,
including deputising for the Associate Headteacher as required.
Support the Associate Headteacher in driving up educational standards, promoting lifelong
learning and improving outcomes for all.
Provide strategic leadership and management of the curriculum, teaching and learning across all
subjects, so as to secure the highest possible standards for all students - including ensuring that
the potential for learning is enhanced and fully realised through the use of new technologies.
To undertake key areas of responsibility within the academy as determined 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.
To provide inspirational leadership to the Assistant Headteachers and maintain oversight of
Teaching Team Leaders, ensuring all members understand their responsibilities and are held to
account.
Implement performance management procedures, in order to foster high standards and strong
motivation from all staff.
Assist 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 and
aspirations of the academy’s students.
3. College Improvement Strategy


Contribute to and secure 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 leadership of learning and teaching and school improvement activities in the
academy, so that attainment and achievement 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.
2
4. Community Engagement and External Partnerships



Promote effective links with parents/carers in order to maximise aspirations and promote
student progress.
Monitor and secure outstanding relationships with the Trust’s community.
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 education.
5. Resource Strategy




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.
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.
Ensure that the academy curriculum provides for the best outcomes for all students, including
ensuring that the potential for learning is enhanced and fully realised through the use of new
technologies.
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

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

Undertake such other duties as reasonably correspond to the general character of the post and
commensurate with the post of Deputy 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.
3
PERSON SPECIFICATION
Job title: Deputy 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 or further
accredited professional study
Postgraduate qualification in an education or
management related area
Experience and Knowledge
Substantial experience of secondary education,
including recent experience of successful
leadership and management in a relevant
educational environment at a whole school level
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 outstanding learning,
teaching and assessment underpinned by the
innovative use of new technologies
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
4
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
Knowledge of successful curriculum design,
leading to significant impact on student
performance.
Experience of constructing a cost-effective
timetable.
Experience of leading high performing teams and
managing others so that educational outcomes are
optimised
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
A high performing teacher who leads by example
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 new technologies
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
X
A/I
A/I
X
5
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
A/I
X
A/I
X
X
X
X
A/I
A/I
A/I
A/I
STRUCTURE CHART
6
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
7
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.
8