Deputy Head Prospectus - The Wilnecote School 1

The Wilnecote School
ENSURING EXCELLENCE
Tinkers Green Rd, Wilnecote, B77 5LF (Sat Nav B77 5LE)
01827 831 300
Deputy Headteacher – Relationships
(Inc Child Protection)
Candidate Information

Dear Applicant
Deputy Headteacher (Relationships)
at The Wilnecote School
Thank you for acquiring details of this exciting opportunity to join the
leadership of The Wilnecote School. We are all exceptionally proud of the
staff and young people at the school as they have taken the school
forwards in recent months and years.
The Wilnecote School joined our Trust officially on 1 st September last year.
However we have been working with the leadership since before this date.
Our Trust originated as The Polesworth School Academy Trust and then
became the Community Academies Trust after going into partnership with
Birchwood Primary School in November 2012. Both of these schools
were judged outstanding by OFSTED within the last 3 years and are
National Teaching Schools. The Trust has grown since 2012 and now
comprises five secondary schools and eight primary schools in
Warwickshire, Staffordshire and Telford. Other schools are currently
consulting on joining our Trust.
We are proud of our community school based origins and organise
ourselves so that schools operate locally, sharing resources and excellent
practice with other CAT schools that are geographically close. The
Wilnecote School is in our North Warwickshire/East Staffordshire Hub that
consists of one further secondary school and 4 primary schools.
Our Trust is a values driven organisation, believing fundamentally in the
talent of young people and is driven to ensure local communities have
exceptional schools. As a high performing sponsor, the Trust has a track
record of improving schools and if successful you will be an important
leader and significantly influential on the journey of school improvement.
Your professional development is crucial to us and you will be well
supported both by colleagues in The Wilnecote School and others across
Tamworth and the wider Trust. This is a wonderful opportunity for an
ambitious senior leader. The opportunities for further professional
progression and enrichment are significant and enhanced by our proactive
approach to the support and development of our staff.
Our website describes the Trust and our work in more detail –
www.communityacademiestrust.org
Good luck with your application. I look forward to meeting you.
Yours sincerely
Philip Hamilton
Chief Executive Officer
Our Values & Vision
These are our values. They can be thought of as our ‘non-negotiables’ – beliefs, expectations and
standards that underpin how we work with the young people in our care, and the community we
serve. We believe that if we work in the context of these values, students will achieve more than
they ever thought possible. They are also values that have evolved following a sustained period of
success for our school.

Our Young People
We value three main types of achievement for our young people, and
the vision for our school is that we ensure our students are empowered
to achieve to a consistently outstanding level.
Achievement – Academic: We believe all young people have the potential to
achieve great things. Intelligence can be developed regardless of emotional and
social background, given appropriate teaching and bespoke, individualised support.
Young people should be encouraged to develop autonomy and meta-cognitive control
(‘knowing what to do when they don’t know what to do’) in their learning and to gain
inspiration from learning. They should be equipped with a crucial sense of possibility
based on a well developed self awareness and ambition – ambition not only for
themselves but for the communities in which they live and work.
Achievement – ‘letting your light shine’: All young people achieve things they
can be proud of every day in addition to academic success and outside our school’s
planned curriculum. We have a vital role in ensuring individuals develop their own
talents and interests and have a responsibility to instil in them a sense of pride in who
they are and what they achieve. We must recognise and celebrate these achievements.
Achievement – relationships (Starfish Principle): Excellent relationships
for learning are a prerequisite for all other achievements. Relationships that result
in mutual respect between young people and all other members of our school
community will ensure learning can be fun in a disciplined and caring environment
where the highest expectations are the norm.

Our Staff
Our Values extend to how we challenge, support and work with
each other. All staff (support and teaching) play a crucial role in
the education of young people. We all understand how our work
has a direct influence on the life chances of the young people in
our care. In the same way that we all have a duty of care to them,
we have a duty of care to each other and have regard for each
other’s professional and personal well being.
All members of the staff community see themselves as learners.
They are empowered to make decisions, be creative and to lead.
Mutual respect pervades all relationships,working together to
enhance professional learning and practice and collaboration;
collegiality and a sense of team identifies how all staff work
together. All staff have clarity and certainty about the direction our
school is taking and will be working on only a few initiatives at any
one time with a sense of how their work is contributing to that
vision. Staff co-operate with each other and are not in competition
with each other – they are part of a team that ensures our schools
are among the best in the country

JOB DESCRIPTION
Deputy Headteacher – Relationships (Inc. Child Protection)
Leadership Pay spine L18-22
Purpose:
To contribute to the Strategic Leadership of our
school as part of our Strategic Leadership Team
(SLT)
Ensure that our values are put into practice and we
make significant progress across the school
Shadow and support the work of the Operational
Leadership Team
Model operational and strategic excellence
To raise levels of achievement and standards
through high quality line management and the
implementation of a robust and effective climate for
learning across the school
To ensure a consistent response to misbehaviour
across the school
To work to ensure there is a culture of
encouragement and support across the school.
To contribute to the development and leadership of
all teams
To model our values
To ensure schools in the trust are distinctive as
centres of excellence
To deputise for the Headteacher as and when
necessary. In the absence of the Headteacher,
assume overall responsibility for the smooth running
of the school
To ensure the effective and efficient deployment of
resources to achieve value for money
Ensure a positive and purposeful learning centred
partnership with the community
To be the Designated Safeguarding Lead,
responsible for all Child Protection related activity
Reporting to:
Headteacher
Leading:
Pastoral Leaders Team and all other leaders and
staff including Senior Teams in the area of student
relationships.
Principal (Core) Responsibilities
Relationships for Learning
Ensure support systems, team approaches and
leaders’ focus across all the school are robust and
lead to improved teaching and an excellent climate for
learning characterised by mutual respect and excellent
behaviour
To ensure professional learning is provided to support
the implementation of new work in the area of
behaviour and climate for learning
Ensure a consistent response to misbehaviour across
all the school
Support the distribution of leadership throughout the
school by modelling excellence in leadership and
providing professional learning opportunities for
developing and improving self-evaluating leaders.
Ensure effective counselling and wider emotional and
behavioural support for all students
Utilise new technologies and develop a system that
supports the effective management of support and
intervention for emotionally vulnerable students
To advise the Strategic Leadership Team on all
matters relating to developing excellent relationships
for learning
To work with the school's leadership on the
performance of all staff for enhanced student
outcomes.
Coordinate and ensure effective liaison with external
agencies
To gate keep exclusions
Ensure “Keeping Children Safe” is read and lived by
all staff across the school
Ensure, through oversight, the quality and accuracy of
the Single Central Record.
Liaise with the community on all matters relating to
behaviour
Lead the pastoral teams
Lead and develop a counselling and advisory service
within and across the school.
Oversee transition
Lead and develop effective tutor group and PSHE
systems

The Deputy Headteacher is expected to be flexible and able to work effectively and
productively in all situations and adapt styles of leadership as a result of changing
circumstances.
Teaching, Learning and Guidance
In collaboration with senior teams:
Ensure excellence in classroom practice informed
by the principles of Assessment for Learning
Drive up standards
Line manage staff
Model excellence in leadership and day to day practice
to include teaching, care and welfare
Design and implement effective student advice and
guidance systems across the school
Relationships
As part of the SLT team ensure an excellent climate for
learning across the school
To ensure positive relationships for learning as part of
the SLT and as a link to a pastoral leader
To work with other leaders, ensuring an intelligently
consistent approach to the management of behaviour,
sanction and reward
Model an emotionally intelligent approach to ensuring
excellence in behaviour for learning
Staff
Lead, guide, support, mentor and develop senior and
other staff. Hold senior staff to account for their work
Set expectations for all staff and students, in the
context of school policies, and help them to achieve
those standards in relation to day to day working
practice
With the senior teams identify and respond to the
professional learning needs of staff utilising all
available expertise and provision
With the senior teams ensure effective induction,
support and training for new staff and trainee teachers
Develop effective working relationships with all teams
Undertake performance management review(s), acting
as a reviewer
Contribute to the assessment of staff skill in support of
pay progression based on sound evidence
Participate in recruitment and selection
Act as a positive role model for staff on a day-to-day
basis and lead others with high levels of emotional
intelligence and adopting a professional persona that
all staff can rely on for support, leadership and
guidance
Communication
Work with the Governing Body to enable it to meet its
responsibilities attending Full Governing Body
Meetings
Ensure effective collaboration and consultation with
staff, parents and students
Liaise and work with partner schools, parents, and
other relevant external agencies (eg Social Services)
Excite and engage visitors at Open Evenings and other
events
Ensure regular communication between teachers and
parents
Ensure effective management of accommodation and
learning resources
Other Specific Responsibilities
Comply with any reasonable request from the
Headteacher to undertake work of a similar level that is
not specified in this job description
This job description may be changed by the
Headteacher in consultation with you to reflect or
anticipate changes in the job commensurate with the
grade and job title.
This job description will be reviewed annually
and may be subject to amendment or
modification at any time after consultation with
the post holder. It is not a comprehensive
statement of procedures and tasks but sets out
the main expectations of the school in relation
to the post holder’s professional responsibilities
and duties.We will ensure, so far as is
reasonably practicable, that no disabled
applicant is placed at a substantial
disadvantage. This person specification
includes what we believe are fully justifiable,
essential and desirable selection criteria.
Provided that the selection criteria
unconnected with the disability are met, we will
make ALL reasonable adjustments in order that
someone with a disability can undertake the
duties involved. We are committed to
safeguarding and promoting the welfare of
children and young people and expect all staff
and volunteers to share this commitment. An
Enhanced DBS check will be carried out for all
employees and volunteers. We are a no
smoking site.

PERSON SPECIFICATION
K e y C om petencies and B ehaviours
P lease note source of evidence of fulfilled criteria: A pplication – A , R eferences – R , Interview – I
1. P rofessional Q ualifications and C P D
E ssential E vid en ce
or
D esira ble
G ood honours graduate E A
Q ualified teacher status E A
C om petence in the effective use of ICT on a day to day basis E A
E vidence of relevant professional developm ent relating to school m anagem ent and current educational developm ents E A
Interest in/already registered for NP Q H D A
A ppropriate qualification, experience and any other requirem ents needed to perform the role in relation to
safeguarding and the welfare of children and young people
2. E xperience
P roven high standards of classroom practice E R
Teaching experience across the full ability and age range in a variety of school contexts E R I
S uccessful S enior Leadership experience in a secondary school E A R I
P roven record of raising standards of achievem ent and sustaining im provem ent through self evaluation and strategic
planning
E xperience of taking responsibility for im plem entation of whole school developm ent E A R I
E xperience of building and m aintaining effective relationships with parents, carers, partners and the com m unity E R
E xperience of efficient budget m anagem ent and resource deploym ent D A I
E xperience of working with G overnors and other stakeholders D A I
3. P erson al Q ualities
E xcellent attendance and punctuality record E R
H igh level of com m itm ent to inclusive education and E qual O pportunities E A I
Is com m itted to raising standards for all students in pursuit of excellence E A R I
H igh level of integrity , honesty and fairness E R I
H igh professional standards E A R I
D em onstrate high levels of energy and ability to work under pressure E I
H ave strong leadership skills which recognise and respond to difficulties as well as celebrate the achievem ents of the school E I
A bility to lead, inspire, m otivate and m anage people E A I
C om m itted to effective working relationships, giving and receiving support from others E R I
Lead by exam ple and m odel excellent practice E I
A bility to com m unicate as an active listener, orally and in writing E A I
G ood reasoning powers and the ability to m ake considered decisions in a variety of situations E I
R eadiness to reflect on practice E I
S elf m otivated and able to work with initiative E R I
D em onstrate effective tim e m anagem ent skills E I
S trong com m itm ent to the school ethos E A I
H as a real presence and personal im pact within school E A I
4. Lead ersh ip and M anagem ent
A ble to consistently dem onstrate and actively prom ote a com m itm ent to safeguarding and prom oting the welfare of children
and young people in a safe, secure and healthy s chool environm ent
A bility to m onitor and evaluate own and others work, acknowledging excellence and challenging poor perform ance across the
school
A ssess im pact of work on outcom es for students and stakeholders E A I
C om m itm ent to share and develop the school ethos and vision and to inspire, challenge and em power others to carry the
vision forward
S how a clear knowledge and understanding of the im plication of current educational developm ents and legislation relevant to
specific areas of responsibility
Im plem ent and m anage change to effect im provem ent E A
C hallenge, influence and m otivate others to set appropriate and challenging targets. E I
P rom ote the developm ent of staff in order to build capacity E A I
C om m itm ent to, and have experience of successfully developing and m anaging high perform ing team s E R I
W ork with other agencies for the well-being of all students and their fam ilies taking the lead in m ulti-agency approaches when
necessary
A ble to use com parative data for benchm arking and target setting purposes and develop relevant strategies for perform ance
im provem ent
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The Wilnecote School
Tinkers Green Rd
Wilnecote
B77 5LF
01827 831 300
www.wilnecotehighschool.org