The Mount Junior Infant & Nursery School

HEADTEACHER
The Mount Junior Infant &
Nursery School
‘This is a good school’ ‘The school’s leadership checks the
work of the school very carefully and then takes effective
action’ ‘The overall quality of teaching is good’ ‘Pupils enjoy
the lively and exciting lessons provided’ (December 2012)
Pay Range L13 – L19 (£51,886 – £60,131)
Required for April 2016 or sooner

Contents
1. Welcome from the Chair of Governors
2. Our School
3. The Wakefield Council Offer
4. Headteacher Induction
5. Living and working in the Wakefield area
6. The Role
7. Advert
8. Job Specification
9. How to apply / Feedback

1. Welcome from the Chair of Governors
Dear Applicant
Thank you for your interest in applying for the position of Head Teacher at The Mount
Junior Infant & Nursery school.
We are a smaller than average size popular and inclusive primary school with a warm,
welcoming learning environment where ‘The overall quality of teaching is good’ and
‘Pupils enjoy the lively and exciting lessons provided’ Behaviour in lessons and safety
at the school is good and sometimes outstanding. (OFSTED December 2012.) Please
feel free to contact Claire Horner, School Office Manager on 01924 303750, to arrange
a visit and see our school for yourself. Much of the work of the school can also be
found on our website www.mountjischool.co.uk.
Due to the appointment of our highly respected Headteacher to another Headship, we
are looking to recruit an inspirational leader who has the energy and enthusiasm to
lead, manage and inspire all of its stakeholders. You should have a good understanding
of teaching and learning, combined with excellent interpersonal skills to motivate a
dedicated hard working team.
We look forward to receiving your application and being able to consider how you can
take our school to the next level.
On behalf of the Governing Body.
John Stone.
Chair of Governors

2. Our School
Our Aims:
School:
To create a happy caring environment in which learning can take place
To create a stimulating atmosphere in which to promote keen observation and
an enquiring mind
To promote the development of language and subsequent skills in reading,
writing and mathematics
To provide opportunities to develop creativity in play, art, music and movement
and to stimulate the imagination
To help children to become caring, self disciplined members of society
To promote the child’s spiritual, moral, social and cultural development through
all areas of the curriculum.
Staff:
Share a clear sense of direction and work together to make a shared philosophy
become practice;
Are constantly questioning and evaluating their work;
Are concerned about their professional development and keep up to date by
reading and attending in-service courses;
Have the confidence to learn from each other, work together to find solutions to
problems and support and help each other;
Recognise the value of shared ideas and the enthusiasm of others so that
enthusiasm may be generated to the children; and
Have open minds to new ideas, which are carefully considered and evaluated
before use.
Parents:
Are treated as partners in the education of their children.

2. Our School
Our Mission Statement:
Here at The Mount we have happy, motivated children who want to come to school
every day. Our curriculum has creative, topic-based learning at its heart, with a
consistent focus on developing the essential basic skills in English and Mathematics.
The staff really care about the children, and whilst our primary aim is to provide them
with an exciting curriculum, we hope to nurture, guide and advise them so that they
achieve their full potential as young citizens in the community. We want our children
to be resilient, have high aspirations and a desire to succeed.
We have a strong teaching staff who tailor their planning to individuals and carefully
weave the curriculum subjects together to make learning meaningful. Our topics
come alive with visits, visitors and immersive role play providing opportunities for
problem-solving and independent thinking.
Our motto sums up our staff’s shared vision for the children in our school - doing our
best to bring out their best.

2. Our School
‘The pupils enjoy the many
stimulating and exciting lessons
the school offers ‘
‘There is a good range of activities
to keep pupils interested, and
resources such as electronic
whiteboards and computers add
sparkle to learning’
Ofsted December 2012

2. Our School
At our school we work very hard to ensure that every child makes good
progress through an exciting and stimulating curriculum. We have an excellent
team of teachers and support staff who know the children really well and who
enjoy working with them.
There is always something exciting going on at The Mount with visitors in
school and visits out of school are a central part of everything we do. We have
a mix of class, Key Stage and whole school events to keep as much of our
learning as possible experience based.

2. Our School
Pupil Performance Data: Headlines 2014
Percentage of children with a good level of development: 62%
Key Stage 1
% L1 or
below
% L2+ % L2B+ % L3+ 2+ Levels
Progress
3+ Levels
Progress
Reading 6 94 77 23 90% 31%
Writing 13 87 58 10 83% 21%
Maths 3 97 84 29 93% 41%
Key Stage 2
% L3 or % L4+ % L5+ % L6 2+ Levels 3+ Levels
Reading 17 83 46 0 88 25
Writing 21 79 25 0 96 8
Maths 13 83 29 13 88 29
Candidates are invited to view the school’s Ofsted report and Data Dashboard via the Ofsted website: http://
reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/108215

2. Our School
Contact Details:
The Mount Junior Infant and Nursery School
The Mount, Off Thornes Road, Thornes, Wakefield, WF2
8QW
Telephone: 01924 303750
Website: www.mountjischool.co.uk

3. The Wakefield Council offer
A range of opportunities
Wakefield provides a wide range of opportunities for those
fortunate enough to secure a leadership or teaching post in a
school:
The quality of education provided by the 144 schools
and academies continues to improve. In June 2014, for
example, the percentage of children attending ‘good’ or
better schools increased to 75% percentage points. The
rate of improvement is faster than the national
average. Wakefield is on the up.
Effective partnership working with and between
schools is a priority in Wakefield. This has led to new
opportunities for school leaders and staff to work in
partnership to develop new sustainable ways of
working, enhanced provision, and improved outcomes.
This is reflected in recent local programmes for which
additional funding was secured from Schools Forum:
Securing and Maintaining Good: Triads of schools
worked in partnership to share and develop practice.
Advisory Headteacher support was also available to
some schools.
More Good Governance: Reviews of governance,
National College training, mentor support and
enhanced recruitment strategies have strengthened
leadership of schools.
Opportunities to become a Specialist Leader of
Education (SLE), Local Leader of Education (LLE) and
National Leader of Education (NLE) are promoted and
suitable candidates are encouraged to take this next
step in their career. Information events for candidates
and those who aspire to become accredited are run
on a regular basis.
A range of leadership programmes have been
commissioned, including Aspiring System Leaders and
Aspiring Middle Leaders programmes delivered by
schools for schools.
Wakefield Partnership for Initial Teacher Training
(WRITT) is the only provider nationally to maintain its
‘outstanding’ grade when inspected in 2013. High
quality training for those entering the profession is on
our doorstep.
A wide range of support services including curriculum,
music, SEN, and inclusion.
A range of benefits
Wakefield wants the best Leaders and Teachers to work in
the district. Therefore, new opportunities are available to
those coming from outside the district to lead or teach in a
Wakefield school:
Headteachers are encouraged to become NLE’s and
LLE’s and are deployed to support local schools.
Closing the gap: Schools have worked in local
partnerships to provide peer support and challenge in
relation to the use and impact of Pupil Premium
funding.
The future of school improvement in Wakefield will be
based on school to school support, with school leaders
leading, identifying and commissioning their support,
and challenge, needs. The local authority will support
Leaders through brokering and quality assuring the
support that school leader’s commission from local
schools.
There are opportunities for school leaders and effective
classroom practitioners to provide school to school
Teachers and Leaders are encouraged to become
SLE’s and are deployed to support local schools.
There is an extensive training programme available
via the local authority and Teaching Schools.
Wakefield has four Teaching Schools. A Prospectus of
School to School Support is available alongside the
CPD website (http://cpdsupport.wakefield.yhgfl.net/).
The two-day residential Headteachers’ Conference is
an annual highlight of the CPD programme. Schools
are invited to bring two colleagues to the event that
has been held in York in recent years with a range of
high quality keynote presenters and workshops.
Wakefield Council Twitter: @MyWakefield
support. These opportunities align to the Teacher and
Headteacher Standards and pay progression and
Local education news: @WakefieldEduc
encourage effective individuals to become system
leaders.

4. Headteacher induction
Wakefield Council is committed to supporting all Headteachers
who are new in post. This might be a first headship or an
experienced headteacher who is new to Wakefield.
Our induction processes aim to:
support Headteachers new to their role, or new to
Wakefield, to enable them to be fully effective as
quickly as possible and become familiar with
Wakefield’s systems and procedures
support new Headteachers’ professional development
enabling them to continue to improve their skills of
leadership and management
At the conclusion of the induction period the new headteacher
should have a good knowledge of Wakefield Council personnel
and procedures and have identified any specific, personal,
continuing professional development needs.
The content of the induction programme for new
Headteachers:
Following appointment, the new headteacher will receive
details of the Wakefield bespoke induction programme which
will consist of:
an induction handbook including key information and
contact details and links to other sources of
information and support
a welcome event including an opportunity to:
meet key officers of the Local Authority
learn more about the Local Authority’s vision and
priorities
discuss Wakefield’s induction programme
meet with fellow headteacher colleagues and
professional partners
central training events led by LA Officers on themes
such as finance, HR issues, School improvement and
Safeguarding
New Headteachers (new to headship) will also be offered
the support of a professional partner for six terms (2 years).
The professional partner will support the new headteacher
with initial issues such as:
Self-evaluation, school improvement planning,
looking at data and RAISEonline
Support with monitoring the effectiveness of teaching
and learning
Strategies for successful performance management
Help with the first report to governors
Issues around Human Resources
Budgetary priorities and financial planning
Implementing systems that lead to raised standards
Preparation for Ofsted
Writing an effective SEF
Key processes and contacts in Wakefield
Headteachers new to the role will also be offered a day
review during their first term in post which will be led by an
experienced Ofsted inspector and involve the new
Headteacher’s professional partner. The purpose of the day
review is to support the headteacher in gaining a secure
understanding of the quality of provision in school
identifying strengths and priorities for improvement. An
opportunity to support the headteacher in improvement
planning will also be offered.
Experienced Headteachers new to Wakefield will be offered
the support of a professional partner for three terms (1
year). The professional partner will support the new
headteacher by sharing knowledge of Wakefield and assist
with the ‘settling in’ process.

5. Living and working in the Wakefield area
Wakefield and the surrounding towns and villages can
offer a great deal to those thinking of relocating to the
area. The district has a superb range of housing, from
new executive builds and period detached properties to
semi-detached and terraced homes, both for sale and to
let in the buoyant rental market.
Across the area, there are a range of both public and
private schools and two further education colleges,
Wakefield College, which is currently undergoing an
extensive programme of investment and Pontefract New
College, the first sixth form college in the country to be
awarded the highest possible grades in all areas under
an Ofsted inspection regime which came into force in
2012.
Transport links and networks are very accessible as the
district is located at the crossroads of the M62/M1. The
city of Wakefield has a new railway station at Westgate,
on the East Coast Main Line, along with 900 rail parking
spaces for commuters. In addition, an extensive
refurbishment of Kirkgate Railway Station is also
underway. For amenities, the city and town centres
offer good sport facilities, both public and private,
including the leisure and entertainment complex at
Xscape, and retail centres hosting big name stores and
independent businesses, restaurants and retailers.
Local festivals are as diverse as an annual Miners Gala,
Wakefield Festival of Food, Drink and Rhubarb, Pontefract
Liquorice Festival, Seaside in the City, Wakefield Lit Fest and
a large number of local galas and shows run by local
communities.
Open spaces, waterways and country parks are plentiful.
These include the Trans Pennine Trail, sailing and
watersports at Pugneys Country Park, walking and nature at
Newmillerdam Country Park and RSPB Fairburn Ings. You can
even take part in wild swimming at Nostell Priory too.
For more information about the district and its communities,
take a look at these online resources:
‘Stats Facts and Maps and Wakefield State Of The
District report – the Wakefield Data Observatory
http://observatory.wakefield.gov.uk/
Experience Wakefield – The Wakefield culture and
Leisure website: www.experiencewakefield.co.uk
To order a Visitor Guide: http://
www.experiencewakefield.co.uk/Brochure.aspx
Take a look at 10 of the best local cultural twitter
accounts to follow: http://buff.ly/1jCzSG6
The district has seen a renaissance in terms of culture,
events and tourism in recent years. For those interested
in world class art, visit The Hepworth Wakefield and
Yorkshire Sculpture Park, both nationally acclaimed
galleries which are part of the Yorkshire Sculpture
Triangle. Grass roots arts also flourish, Wakefield has a bi
-monthly art walk which includes 18 venues and The Art
House is currently refurbishing a former Victorian library
building to transform it into 34 artists’ studios and new
exhibition space.
Heritage gems include The National Coal Mining
Museum for England, National Trust Nostell Priory and
the remains of Pontefract Castle, which hosts annual
Proms at the Castle concert.

6. The Role
The Governing Body are seeking a Headteacher who will:
Be committed to developing a dynamic school culture and ethos of
achievement, excitement and enjoyment in a safe, caring environment
where everyone is valued and happy.
Be an inspirational role model with strong leadership, management
and organisational skills, who displays authority and sensitivity.
Be passionate about teaching and learning and believe in maximising
the potential of all children to be the best that they can be.
Be committed to supporting pupils with SEN.
Have proven successful leadership experience at a primary level.
Be committed to the ongoing development of a broad curriculum
enhanced by extracurricular activities.
Have the ability to sustain and enhance our excellent relationships
with parents, staff, governors and the community

7. Advert
The Mount Junior Infant and Nursery School
The Mount, Off Thornes Road
Thornes
Wakefield
WF2 8QW
Headteacher
Group 2 Pay Range L13-L19 £51,886 - £60,131 Starting salary dependent upon experience
Required for April 2016 or sooner if possible
Post Ref: 219499
Happy and inclusive school seeks a great new head!
The governors of this hard working, happy and exciting Junior Infant and Nursery School are seeking to appoint a high calibre
leader to continue this school’s journey from good to outstanding.
The Mount Junior and Infant School is a place that recognises and nurtures the talents of every member of the school
community. We believe that when we bring our talents together we learn from each other; thrive and succeed.
If you are that exceptional individual who wants to work with our amazing children you will:
Have a proven track record demonstrating an ability to provide inspirational leadership
Be a firm, fair independent thinker with an ability to motivate and inspire high quality teaching and learning
Have a commitment to meeting the needs of every child and a passion for excellence
Have the ability and enthusiasm to develop and maintain effective partnerships with staff, governors and other
stakeholders
Be an inspirational role model with strong leadership, management and organisational skills who displays authority
with sensitivity
Continue to build upon the strong foundations to further develop the school, its pupils and its staff
In return we can offer you:
An innovative and exciting learning environment
A welcoming, friendly school with happy, confident children who enjoy learning
Committed, hardworking and talented staff
A fully supportive and active governing body with a commitment to your continuing professional development
We warmly encourage you to visit and see for yourself the tremendous potential our school offers. Please contact Claire
Horner, School Office Manager at the school office on (01924) 303750 who will be able to arrange a suitable date and time
for you to visit our school.
For further information please visit: www.wakefield.gov.uk. Alternatively, you can contact the Recruitment Line on 0345
8506506 (typetalk calls welcome) or email: jobs@wakefield.gov.uk
Completed application forms should be returned to the Contact Centre by Monday 2 nd November 2015
Shortlisting date: Friday 6 th November 2015
Interview date: Tuesday 24 th November 2015
Our school is committed to safeguarding and promoting the welfare of children and expect all staff to share this
commitment. Satisfactory pre-employment checks and references will be required. You will also be required to complete
an Enhanced Disclosure Application Form and to provide criminal conviction information. Shortlisted candidates will also
be required to make a declaration under the Childcare (Disqualification) Regulations 2009.

8. Job Specification
Job Title: Headteacher
Group of School: 2 Indicative Pay Range (7 pts): L13-L19 (£ 51,886- £60,131 )
Reporting to: Chair of Governors
Location: The Mount Junior Infant and Nursery School
Service Directorate: Children & Young People
Requirements for the post
Qualifications
Experience
Essential
First degree/teaching certificate and
Qualified Teacher Status.
Recent professional development relevant to
Senior Management.
Background in Primary Education.
Curriculum Development responsibility in a
core subject.
Successful and relevant teaching experience.
Desirable
Have had or be undertaking further study
relevant to headship (e.g. Diploma or Higher
Degree).
National Professional Qualification for Headship
(NPQH)
Senior or whole school management at Head
teacher, Deputy Head teacher or Assistant Head
teacher level.
Successful leadership of a team.
Working in two or more schools.
Shaping the Future
Knowledge
Knows about:
Experience of working with children who
present challenging behaviour.
Professional Qualities
Is committed to:
Local, national and global trends
Ways to build, communicate and
implement a shared vision
A collaborative school vision of
excellence and equity that sets high
standards for every pupil
Strategic planning processes
Strategies for communication both
within and beyond the school
New technologies, their use and
impact
Leading change, creativity and
innovation
Is able to:
The setting and achievement of
ambitious, challenging goals and targets
The use of appropriate new technologies
Inclusion and the ability and right of all
to be the best they can be
Think strategically, build and
communicate a coherent vision in a
range of compelling ways
Inspire, challenge, motivate and
empower others to carry the vision
forward
Model the values and vision of the
school

8. Job Specification
Leading Learning and
Teaching
Knowledge
Knows about:
Strategies for raising achievement and
achieving excellence
Professional Qualities
Is committed to:
The raising standards for all in the
pursuit of excellence
The development of a personalised
learning culture within the school
The continuing learning of all members
of the school community
Models of learning and teaching
The use of new and emerging
technologies to support learning and
teaching
Principles of effective teaching and
assessment for learning
Is able to:
The entitlement of all pupils to effective
teaching and learning
Choice and flexibility in learning to meet
the personalised learning needs of every
child
Developing Self and
Working with Others
Models of behaviour and attendance
management
Strategies for ensuring inclusion, diversity
and access
Curriculum design and management
Tools for data collection and analysis
Using research evidence to inform
teaching and learning
Monitoring and evaluating performance
School self evaluation
Strategies for developing effective
teachers
Knows about:
The significance of interpersonal
relationships, adult learning and models
of continuing professional development
(CPD)
Demonstrate personal enthusiasm for
and commitment to the learning
process
Demonstrate the principles and practice
of effective teaching and learning
Access, analyse and interpret
information
Initiate and support research and
debate about effective learning and
teaching and develop relevant strategies
for performance improvement
Acknowledge excellence and challenge
poor performance across school
Is committed to:
Effective working relationships
Shared leadership
Effective team working
Strategies to promote individual and
team development
Continuing professional development
for self and all others within the school
Building and sustaining a learning
community
The relationship between managing
performance, CPD and sustained school
improvement
The impact of change on organisations
and individuals
Is able to:
Foster an open, fair, equitable culture
and manage conflict
Develop, empower and sustain
individuals and teams
Collaborate and network with others
within and beyond the school
Challenge, influence and motivate
others to attain high goals
Give and receive effective feedback and
act to improve personal performance
Accept support from others including
colleagues, governors and the LEA

8. Job Specification
Securing
Accountability
Knowledge
Knows about:
Statutory educational frameworks,
including governance
Public services policy and accountability
frameworks, including self evaluation and
multi-agency working
The contribution that education makes to
developing, promoting and sustaining a
fair and equitable society
The use of a range of evidence, including
performance data, to support, monitor,
evaluate and improve aspects of school
life, including challenging poor
performance
The principles and practice of quality
assurance systems, including school
review, self evaluation and performance
management
Stakeholder and community engagement
in, and accountability for, the success and
celebration of the school’s performance
Professional Qualities
Is committed to:
Is able to:
Principles and practice of school self
evaluation
The school working effectively and
efficiently towards the academic,
spiritual, moral, social, emotional and
cultural development of all its pupils
Individual, team and whole-school
accountability for pupil learning
outcomes
Demonstrate political insight and
anticipate trends
Engage the school community in the
systematic and rigorous self-evaluation
of the work of the school
Collect and use a rich set of data to
understand the strengths and
weaknesses of the school
Combine the outcomes of regular school
self-review with external evaluations in
order to develop the school
Strengthening
Community
Knows about:
Current issues and future trends that
impact on the school community
The rich and diverse resources within
local communities – both human and
physical
The wider curriculum beyond school and
the opportunities it provides for pupils
and the school community
Models of school, home, community and
business partnerships
The work of other agencies and
opportunities for collaboration
Strategies which encourage parents and
carers to support their children’s learning
The strengths, capabilities and objectives
of other schools
Is committed to:
Effective team work within the school
and with external partners
Work with other agencies for the wellbeing
of all pupils and their families
Involvement of parents and the
community in supporting the learning of
children and in defining and realising the
school vision
Collaboration and networking with
other schools to improve outcomes
Is able to:
Recognise and take account of the
richness and diversity of the school’s
communities
Engage in a dialogue which builds
partnerships and community consensus
on values, beliefs and shared
responsibilities
Listen to, reflect and act on community
feedback
Build and maintain effective
relationships with parents, carers,
partners and the community, that
enhance the education of all pupils

8. Job Specification
Key Outcomes/ Activities
Main Tasks:
The professional duties of the Head teacher are contained in the School Teachers’ Pay and Conditions Document and the key
areas of Headship are contained in the DCSF document National Standards for Head teachers.
These are appended to this Job Specification as Appendix 1 and 2 respectively.
Statutory Provisions:
A. The appointment is subject to the terms and conditions of employment contained in:
B. the current statutory School Teachers’ Pay and Conditions Document;
C. the Education (Teachers) Regulations 1993, as amended;
D. the Conditions of Service for Schoolteachers in England and Wales (the Burgundy Book) as negotiated by CLEA/ST;
any local collective agreements relevant to this employment type reached with trade unions recognised by the
Authority;
E. the Education Act 2002 and the Staffing Guidance under Sections 35(8) and 36(8) of the Act;
F. financial and other relevant regulations and rules of the Authority;
G. articles and instruments of government of the school.
Consultation:
In carrying out their duties, the Head teacher shall consult, where this is appropriate, with the Authority, the Governing
Body, the employees of the school and the parents of its pupils.
Daily Break:
A Head teacher is entitled to a break of reasonable length in the course of each school day, and must arrange for a suitable
person to assume responsibility for the discharge of their functions as head teacher during that break.
Responsibility for Resources
Employees (Supervision):
For all staff employed to work at the school (Teaching and Support Staff).
(Except for staff employed to provide school meals/ cleaning through a service level agreement).
Characteristics of the post:
The employment checks are required:
Evidence of entitlement to work in the U.K.
Evidence of essential qualifications – see page 1 of this job specification
Two satisfactory references
Confirmation of medical fitness for employment
Registration with appropriate bodies (where applicable)
The following employment checks are required for those positions which are based in a school or working with vulnerable
young people and adults:
Evidence of a satisfactory safeguarding check e.g. An Enhanced DBS Disclosure

8. Job Specification
APPENDIX 1: DfE School Teachers’ Pay and Conditions Document 2015
PART 7 – HEAD TEACHERS
This section sets out the contractual framework within which Head teachers, operate. It also includes high level
responsibilities for Head teachers and their statutory entitlements.
Overriding Requirements
46.1 A head teacher’s professional duties must be carried out in accordance with and subject to-
Delegation
(a) the provisions of all applicable legislation and any orders and regulations having effect under the applicable
legislation, and in particular the Education Act 1996 and the Act;
(b) the instrument of government of the Head teacher’s school;
(c) any rules, regulations or policies made either by the Governing Body on matters for which it is responsible,
buy the authority with respect to matters for which the Governing Body is ot responsible or by the Head
teacher’s employers
(d) where the school is a voluntary, foundation or foundation special school, any trust deed that applies to the
school;
(e) any scheme prepared or maintained by the authority under section 48 of the School Standards and
Framework Act 1998.
(f) the terms of their appointment
47.1 The professional responsibilities of a Head teacher under paragraphs 48.9 and 56.17 must not be delegated other
than in accordance with paragraph 50.2.
47.2 Subject to paragraph 47.1, a Head teacher’s responsibilities may be delegated to a Deputy Head teacher, Assistant
Head teacher or other member of the staff in a manner consistent with their conditions of employment, having
regard to the nature and extent of their management responsibilities, and maintaining a reasonable balance between
work and other commitments for each teacher in accordance with paragraph 53.4.
Professional Responsibilities
48.1 A head teacher may be required to undertake the following duties -
Whole school organisation, strategy and development
48.2 Provide overall strategic leadership and, with others, lead, develop and support the strategic direction, vision,
values and priorities of the school.
48.3 Develop, implement and evaluate the school’s policies, practices and procedures.
Teaching
48.4 Lead and manage teaching and learning throughout the school. Including ensuring, save in exceptional
circumstances, that a teacher is assigned in the school timetable to every class or group of pupils-
48.5 Teach.
(a) in the first, second, third and fourth key stages, for foundation and other core subjects and religious education;
and
(b) in the preliminary stage.

8. Job Specification
APPENDIX 1: DfE School Teachers’ Pay and Conditions Document 2015
Health, safety and discipline
48.6 Promote the safety and well-being of pupils and staff.
48.7 Ensure good order and discipline amongst pupils and staff.
Management of staff and resources
48.8 Lead, manage and develop the school workforce, including assessing and managing performance.
48.9 Develop clear arrangements for linking appraisal to pay progression and advise the Governing Body on pay
recommendations for teachers, including on whether a teacher at the school who applied to be paid on the
upper pay range should be paid on that range.
48.10 Organise and deploy resources within the school.
48.11 Promote harmonious working relationships within the school.
48.12 Maintain relationships with organisations representing teachers and other members of the staff.
48.13 Lead and manage the staff with a proper regard for their well-being and legitimate expectations, including the
expectation of a healthy balance between work and other commitments.
Professional development
48.14 Promote the participation of staff in relevant continuing professional development.
48.15 Participate in arrangements for the appraisal and review of their own performance, and, where appropriate, that
of other teachers and support staff.
48.16 Participate in arrangements for their own further training and professional development and, where appropriate,
that of other teachers and support staff including induction.
Communication
48.17 Consult and communicate with the Governing Body, staff, pupils, parents and carers.
Work with colleagues and other relevant professionals
48.18 Collaborate and work with colleagues and other relevant professionals within and beyond the school including
relevant external agencies and bodies.
Rights Conferred
49.1 In addition to the provisions of paragraph 53 the following rights apply-
Dedicated headship time
49.2 A Head teacher is entitled to a reasonable amount of time during school sessions, having regard to their teaching
responsibilities, for the purpose of discharging their leadership and management responsibilities.
Daily break
49.3 A Head teacher is entitled to a break of reasonable length in the course of each school day, and must arrange for a
suitable person to assume responsibility for the discharge of their functions as head teacher during that break.

8. Job Specification
Appendix 2: DCSF Information Reference 0083. Published 2004. National Standards for Head teachers
The Core Purpose of the Head teacher
The core purpose of the Head teacher is to provide professional leadership and management for a school. This will promote
a secure foundation from which to achieve high standards in all areas of the school’s work. To gain this success a Head
teacher must establish high quality education by effectively managing teaching and learning and using personalised learning
to realise the potential of all pupils. Head teachers must establish a culture that promotes excellence, equality and high
expectations of all pupils.
The Head teacher is the leading professional in the school. Accountable to the Governing Body, the Head teacher provides
vision, leadership and direction for the school and ensure that it is managed and organised to meet its aims and targets. The
Head teacher, working with others, is responsible for evaluating the school’s performance to identify the priorities for
continuous improvement and raising standards; ensuring equality of opportunity for all; developing policies and practices;
ensuring that resources are efficiently and effectively used to achieve the school’s aims and objectives and for the day-today
management, organisation and administration of the school.
The Head teacher, working with and through others, secures the commitment of the wider community to the school by
developing and maintaining effective partnerships with, for example, schools, other services and agencies for children, the
LEA, higher education institutions and employers. Through such partnerships and other activities, Head teachers play a key
role in contributing to the development of the education system as a whole and collaborate with others to raise standards
locally.
Drawing on the support provided by members of the school community, the Head teacher is responsible for creating a
productive learning environment which is engaging and fulfilling for all pupils.
The Key Areas
The Standards are set out in six key non-hierarchical areas. These six key areas, when taken together, represent the role of
the Head teacher.
Shaping the Future
Leading Learning and Teaching
Developing Self and Working with Others
Managing the Organisation
Securing Accountability
Strengthening Community
Within each of these key areas, the knowledge requirements, professional qualities (skills, dispositions and personal
capabilities Head teachers bring to the role) and actions needed to achieve the core purpose are identified. Whilst particular
knowledge and professional qualities are assigned to one of the six key areas, it is important to emphasise that they are
interdependent and many are applicable to all key areas. Head teachers will attach relative importance to the actions, and
add others, as they define the strategic and operational priorities within their own diverse contexts.
Effective Head teachers are responsive to the context of the school and maintain an overview that integrates their work into
a coherent whole.

8. Job Specification
Appendix 2: DCSF Information Reference 0083. Published 2004. National Standards for Head teachers
Shaping the Future
Critical to the role of headship is working with the Governing Body and others to create a shared vision an strategic plan
which inspires and motivates pupils, staff and all other members of the school community. This vision should express core
educational values and moral purpose and be inclusive of stakeholders’ values and beliefs. The strategic planning process is
critical to sustaining school improvement and ensuring that the school moves forward for the benefit of its pupils.
Actions needed to achieve the core purpose of Headship
Ensures the vision for the school is clearly articulated, shared, understood and acted upon effectively by all.
Works within the school community to translate the vision into agreed objectives and operational plans which will
promote and sustain school improvement.
Demonstrates the vision and values in everyday work and practice.
Motivates and works with others to create a shared culture and positive climate.
Ensures creativity, innovation and the use of appropriate new technologies to achieve excellence.
Ensures that strategic planning takes account of the diversity, values and experience of the school and community at
large.
Leading, Learning and Teaching
Head teachers have a central responsibility for raising the quality of teaching and learning and for pupils’ achievement. This
implies setting high expectations and monitoring and evaluating the effectiveness of learning outcomes. A successful
learning culture will enable pupils to become effective, enthusiastic, independent learners, committed to life-long learning.
Actions needed to achieve the core purpose of Headship
Ensures a consistent and continuous school-wide focus on pupils’ achievement, using data and benchmarks to
monitor progress in every child’s learning.
Ensures that learning is at the centre of strategic planning and resource management.
Establishes creative, responsive and effective approaches to learning and teaching.
Ensures a culture and ethos of challenge and support where all pupils can achieve success and become engaged in
their own learning.
Demonstrates and articulates high expectations and sets stretching targets for the whole school community.
Implements strategies which secure high standards of behaviour and attendance.
Determines, organises and implements a diverse, flexible curriculum and implements an effective assessment
framework.
Takes a strategic role in the development of new and emerging technologies to enhance and extend the learning
experience of pupils.
Monitors, evaluates and reviews classroom practice and promotes improvement strategies.
Challenges underperformance at all levels and ensures effective corrective action and follow-up.

8. Job Specification
Appendix 2: DCSF Information Reference 0083. Published 2004. National Standards for Head teachers
Developing Self and Working With Others
Effective relationships and communication are important in headship as Head teachers work with and through others.
Effective Head teachers manage themselves and their relationships well. Headship is about building a professional learning
community which enables others to achieve. Through performance management and effective continuing professional
development practice, the Head teacher supports all staff to achieve high standards. To equip themselves with the capacity
to deal with the complexity of the role and the range of leadership skills and actions required of them, Head teacher should
be committed to their own continuing professional development.
Actions needed to achieve the core purpose of Headship
Treats people fairly, equitably and with dignity and respect to create and maintain a positive school culture.
Builds a collaborative learning culture within the school and actively engages with other schools to build effective
learning communities.
Develops and maintains effective strategies and procedures for staff induction, professional development and
performance review.
Ensures effective planning, allocation, support and evaluation of work undertaken by teams and individuals, ensuring
clear delegation of tasks and devolution of responsibilities.
Acknowledges the responsibilities and celebrates the achievements of individuals and teams.
Develops and maintains a culture of high expectations for self and for others and takes appropriate action when
performance is unsatisfactory.
Regularly reviews own practice, sets personal targets and takes responsibility for own personal development.
Manages own workload and that of others to allow an appropriate work/life balance.
Managing the Organisation
Head teachers need to provide effective organisation and management of the school and seek ways of improving
organisational structures and functions based on rigorous self-evaluation. Head teachers should ensure that the school and
the people and resources within it are organised and managed to provide an efficient, effective and safe learning
environment. These management responsibilities imply the re-examination of the roles and responsibilities of those adults
working in the school to build capacity across the workforce and ensure resources are deployed to achieve value for money.
Head teachers should also seek to build successful organisations through effective collaborations with others.
Actions needed to achieve the core purpose of Headship
Creates an organisational structure which reflects the school’s values, and enables the management systems,
structures and processes to work effectively in line with legal requirements.
Produce and implements clear, evidence based improvement plans and policies for the development of the school
and its facilities.
Ensures that, within an autonomous culture, policies and practices take account of national and local circumstances,
policies and initiatives.
Manages the school’s financial and human resources effectively and efficiently to achieve the school’s educational
goals and priorities.
Recruits, retains and deploys staff appropriately and manages their workload to achieve the vision and goals of the
school.
Implements successful performance management processes with all staff.
Manages and organises the school environment efficiently and effectively to ensure that it meets the needs of the
curriculum and health and safety regulations.
Ensures that the range, quality and use of all available resources is monitored, evaluated and reviewed to improve
the quality of education for all pupils and provide value for money.
Uses and integrates a range of technologies effectively and efficiently to manage the school.

8. Job Specification
Appendix 2: DCSF Information Reference 0083. Published 2004. National Standards for Head teachers
Securing Accountability
With values at the heart of their leadership, Head teachers have a responsibility to the whole school community. In carrying
out this responsibility, Head teachers are accountable to a wide range of groups, particularly pupils, parents, carers,
governors and the LEA. They are accountable for ensuring that pupils enjoy and benefit from a high quality education, for
promoting collective responsibility within the whole school community and for contributing to the education service more
widely. Head teachers are legally and contractually accountable to the governing body for the school, its environment and
all its work.
Actions needed to achieve the core purpose of Headship
Fulfils commitments arising from contractual accountability to the Governing Body.
Develops a school ethos which enables everyone to work collaboratively, share knowledge and understanding,
celebrate success and accept responsibility for outcomes.
Ensures individual staff accountabilities are clearly defined, understood and agreed and are subject to rigorous
review and evaluation.
Works with the Governing Body (providing information, objective advice and support) to enable it to meets its
responsibilities.
Develops and presents a coherent, understandable and accurate account of the school’s performance to a range of
audiences including governors, parents and carers.
Reflects on personal contribution to school achievement and takes account of feedback from others.
Strengthening Community
Schools exist in a distinctive social context, which has a direct impact on what happens inside the school. School leadership
should commit to engaging with the internal and external school community to secure equity and entitlement. Head
teachers should collaborate with other schools in order to share expertise and bring positive benefits to their own and other
schools. They should work collaboratively at both strategic and operational levels with parents and carers and across
multiple agencies for the well-being of all children. Head teachers share responsibility for leadership of the wider
educational system and should be aware that school improvement and community development are interdependent.
Actions needed to achieve the core purpose of Headship
Builds a school culture and curriculum which takes account of the richness and diversity of the school’s communities.
Creates and promotes positive strategies for challenging racial and other prejudice and dealing with racial
harassment.
Ensures learning experiences for pupils are linked into and integrated with the wider community.
Ensures a range of community based learning experiences.
Collaborates with other agencies in providing for the academic, spiritual, moral, social, emotional and cultural well
being of pupils and their families.
Creates and maintains an effective partnership with parents and carers to support and improve pupils’ achievement
and personal development.
Seeks opportunities to invite parents and carers, community figures, businesses or other organisations into the
school to enhance and enrich the school and its value to the wider community.
Contributes to the development of the education system by, for example, sharing effective practice, working in
partnership with other schools and promoting innovative initiatives.
Co-operates and works with relevant agencies to protect children.

9. How to Apply/Feedback
Post reference: 219499
For information about how to apply for this post please visit:
http://www.wakefield.gov.uk/residents/jobs-and-learning/jobs-and-careers/how-to-apply
For further information about The Mount Junior Infant and Nursery School please visit:
www.mountjischool.co.uk
Completed application forms should be returned to Wakefield Council by: Monday 2nd November
2015
Shortlisting: Friday 6th November 2015
Interview date: Tuesday 24th November 2015
We are committed to promoting the welfare and safeguarding of children and expect all staff to share
this commitment. You will be required to complete a Disclosure Application Form and to provide
criminal conviction information. Shortlisted candidates will also be required to make a declaration
under the Childcare (Disqualification) Regulations 2009.
We look forward to receiving your application for this post. However, should you decide not
to apply or if you are unsuccessful in being shortlisted or appointed we would welcome some
anonymised feedback from you. We’re always looking to develop our offer to attract the best
Leaders and Teachers.
Please take two minutes to complete our online survey:
www.surveymonkey.com/s/HeadteacherRecruitment
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