EXPIRED

Deputy Principal

Cambridge Park Academy, Grimsby, North East Lincolnshire, DN34 5EB

This job expired on 16 September 2019 – see similar jobs

• Closing date

  16 September 2019 at 1am

• Date listed

  9 September 2019

Job details

• Job role:
  • Teacher
• Visa sponsorship: Visas cannot be sponsored
• Working pattern: Full time
• Full-time equivalent salary: £57,934 to £63,806
• Additional allowances:

  On going training

Deputy Principal job summary

Cambridge Park Academy
Job Description

Post Title: Deputy Headteacher/Principal
Location: Cambridge Park Academy
Reporting to: The Principal

Grade: Leadership L16-20 starting salary point negotiable depending on candidate

*Note: The post holder will be primarily based at Cambridge Park Academy, but may be required to work at other locations within the Multi Academy Trust as part of collaborative working.

Deputy Principle Responsibilities
The appointment is subject to the current conditions of service for Head teachers contained in the School Teachers’ Pay and Conditions document and other current education and employment legislation.

In carrying out their duties the Deputy Principal will liaise closely and shall consult with the Principal, Governing Body, the staff of the Academy and the parents of its students.

Specific Responsibilities

Shaping the future
To work with the Principal, and Governing Body, to maintain the strategic vision for the Academy within its community; and work with these partners to analyse and plan for the future needs and further development of the Academy within the local, national and international context, by: -

• Contributing to the educational vision, direction and ethos that secures effective teaching and successful learning and achievement by students, preparing them for the opportunities, responsibilities and experiences of adult life;
• Ensuring through day-to-day management that the vision for the Academy is clearly articulated, shared, understood and acted upon effectively by all;
• Working with the Principal, Governing Body and partners and the Academy community to translate the vision into agreed objectives and operational plans which promote and sustain Academy improvement;
• Demonstrate the vision and values in everyday work and practice;
• Ensuring through day-to-day operational management that all those involved in the Academy are committed to its aims, motivated to achieve them and involved in meeting long, medium and short term objectives and targets that secure the success of the Academy;
• Contributing to alongside the Principal implementing a strategic plan that takes account of the diversity, values, experience and aspirations of the Academy and the wider community;
• Work with the Principal to ensure that the strategic plan for Cambridge Park Academy is underpinned by sound financial planning, which identifies priorities and targets for ensuring that students achieve high standards and make progress, and increases teachers’ effectiveness and secures Academy improvement;
• Lead curriculum development and innovation, ensuring creativity and the use of appropriate technologies to achieve excellence;
• Assist the Principal to ensure that policies and practices take account of national, local and Academy data and inspection research findings; and
• Consistently through day-to-day management monitor, evaluate and review the effects of policies, priorities and targets of the Academy in practice and taking necessary action.

Securing Accountability
To support, with the Principal, and be accountable for the efficiency and effectiveness of the Academy and to engage in the systematic and rigorous self-evaluation of the work of the Academy, collecting and using a rich set of data to understand the strengths and weaknesses of the Academy and combining the outcomes of regular Academy self-review with external evaluations in order to develop the Academy by: -

• Fulfilling commitments arising from contractual accountability;
• Working closely with the Principal and Governing Body by providing
information, objective advice and support that enables the Academy to meet its responsibilities for securing effective teaching and learning and improved standards of achievement and for achieving efficiency and value for money;
• Contributing to an Academy ethos, which enables everyone to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility and accountability for outcomes;
• Reporting to the Principal and Governing Body on the discharge of the functions and the affairs of the Academy;
• Ensuring individual staff accountabilities are clearly defined, understood and agreed and are subject to rigorous review and evaluation in keeping with performance management review timelines;
• Using a range of evidence, including national data and the Academy ’s own performance data, to support, monitor, evaluate and improve aspects of Academy life, including challenging poor performance;
• Maintain quality assurance systems, including Academy review, self-evaluation and performance management and presenting a coherent and accurate account of the Academy ’s performance to a range of audiences to enable them to play their part effectively;
• Ensuring that parents and students are well informed about the curriculum, attainment and progress and about the contribution that they can make to achieving the Academy’s targets for improvement;
• Reporting to the Trustees annually on the performance management of Teachers at the Academy in relation to the Academy Teachers Pay and Conditions Document;
• Providing information about the work and performance of staff where it is relevant to their future employment; and
• Reflecting on personal contribution to Academy achievements and taking account of feedback from others.

Strengthening Community
To recognise and take account of the richness and diversity of the Academy ’s communities; to contribute to a dialogue that builds partnerships and community consensus on values,

beliefs and shared responsibilities; and to listen to, reflect and act on community feedback and build and maintain effective relationships with parents, carers, partners and the community, that enhance the education of all students by: -

• Contributing to an Academy culture and curriculum that takes account of the richness and diversity of the Academy and the wider community;
• Promoting positive strategies for challenging racial and other prejudice and dealing with racial harassment;
• Ensuring learning experiences for students are linked into and integrated with the wider community;
• Ensuring a range of community-based learning experiences;
• Working in partnership to provide academic, spiritual, moral, social, emotional and cultural wellbeing of students and their families;
• Contributing to the communication flow with the wider community to build upon all stakeholders’ confidence and understanding of the Academy;
• Identify and use opportunities to invite parents and carers, community figures, business or other organisations into the Academy to enhance and enrich the Academy and its value to the wider community;
• Ensuring that the Academy promotes effective links with the local community and continues the development of close liaison with other local primary and secondary Academy’s;
• Contributing to the development of the education system by sharing effective practice, working in partnership with other Academy’s and promoting innovative initiatives;
• Fulfilling the role of Child Protection Officer/Designated Safeguarding Lead for the Academy
• Co-operating and working with relevant agencies to protect and safeguard children;
• Ensuring that the Academy offers appropriate extended services;
• Maintaining a wholly inclusive environment whereby all children, including those with physical or learning difficulties, can be welcomed and supported appropriately; and
• Maintaining an effective partnership with parents and carers to support and improve students’ achievement and personal development.

Managing the Organisation
To manage the day-to-day operation of the Academy to meet specific objectives. To work with the Principal and contribute to the Academy ’s strategic plan and financial context, making professional, managerial and organisational decisions based on informed judgments; to sustain appropriate structures and systems, delegating management tasks and monitoring their implementation, and prioritising, planning and organising self and others; and to think creatively to anticipate and solve problems, by: -

• Managing an organisational structure that reflects the Academy ’s values, and enables the management systems, structures and processes to work effectively in line with legal requirements and the Academy ’s policies;
• Managing and organising the Academy environment efficiently and effectively to ensure that it meets the needs of the curriculum and health and safety regulations;
• Producing and implementing clear, evidence-based improvement plans and policies for the development of the Academy and its facilities;
• Managing the Academy’s financial and human resources in keeping with financial regulations and Best Practice in order to ensure effectiveness and efficiency in achieving the Academy’s educational goals and priorities;
• Ensuring that policies and practices take account of national and local circumstances, policies and initiatives;
• Working with Principal and Trustees to recruit, retain and deploy staff to achieve the vision and goals of the Academy;
• Advising the Principal and Governing Body on the performance and procedures to deal with the competence and capacity of staff;
• Work with the Principal on appropriate priorities for expenditure, allocating funds and ensuring effective administration and control;
• Making arrangements for the security and effective supervision of the Academy buildings, contents and grounds;
• Undertaking responsibilities as defined in Health and Safety Policies and ensure that appropriate risk assessments are undertaken;
• Managing, monitoring and reviewing the range, quality, quantity and use of all available resources in order to improve the quality of education, improve students’ achievements, ensure efficiency and secure value for money;
• Undertaking responsibility for promoting and safeguarding the welfare of children and young persons; and
• Using a range of technologies effectively and efficiently to manage the Academy.

Developing Self and Working with Others

To work alongside the Principal to lead, motivate, support, challenge and develop individuals and teams; and to foster an open, fair, equitable culture, treating people with dignity and respect to create and maintain a positive Academy culture, by: -

• Maximising the contribution of staff to improve the quality of education provided and standards achieved and ensuring that constructive working relationships are formed between staff and students;
• Maintaining a collaborative learning culture within the Academy;
• Sustaining effective systems for staff induction, professional developments and the management of staff performance, incorporating appraisal and targets for teachers, including targets relating to students’ achievement;
• Ensuring that trainees and newly qualified teachers are appropriately trained, monitored, supported and assessed in relation to the standards for Qualified Teacher Status and standards for induction;
• Regularly reviewing own practice, setting personal targets, and taking responsibility for own personal development in conjunction with the Principal and participating in arrangements for performance management;
• Challenging, influencing and motivating others to attain high goals, maintaining a culture of high expectations for self and for others, acknowledging and celebrating the achievements of individuals and teams and taking appropriate action when performance is unsatisfactory; and
• Collaborating and networking with others beyond the Academy.

Leading Learning and Teaching

To work with the Principal, Governing Body, Trust partners and the community to secure and sustain effective teaching and learning throughout the Academy; and to monitor and evaluate the quality of teaching and standards of students’ achievement, using benchmarks and setting targets for improvement, by: -

• Ensuring that all students receive a high quality education in a happy, stimulating, safe and healthy environment;
• Ensuring a consistent and continuous Academy -wide focus on students’ achievement, using data and benchmarks to monitor progress in every child’s learning;

• Ensuring that learning is at the centre of strategic planning and resource management;
• Establishing creative, responsive and effective approaches to learning and teaching;
• Ensuring a culture and ethos of challenge and support where all students can achieve success and become engaged in their own learning;
• Demonstrating and articulating high expectations and setting aspirational targets for the whole Academy community;
• Implementing strategies that secure high standards of behaviour and attendance;
• Determining, organising and implementing a diverse, flexible and purposeful curriculum that is relevant to students’ needs and is supported by an effective assessment framework;
• Implementing approaches that develop students’ understanding of themselves as learners and motivate and support them to improve their learning;
• Leading the implementation of new and emerging technologies to enhance and extend the learning experience of students;
• Monitoring, evaluating and reviewing classroom practice and promoting improvement strategies to ensure that the highest standards of teaching and learning are maintained and that underperformance is challenged at all levels; and
• Giving and receiving effective feedback and acting to improve personal performance.

National Standards for Headteachers
The Deputy Principal will carry out his/her professional duties in accordance with, and subject to, the National Conditions of Employment for Headteachers, and Education and Employment legislation. The Deputy Principal accountable for the standards achieved and the conduct, management and administration of the Academy, subject to any policies that the DfE and the Governing Body shall make. This job description will be reviewed annually and may be subject to amendment or modification at any time after consultation with the postholder. It is not a comprehensive statement of procedures and tasks but sets out the main expectations of the Academy in relation to the postholder’s professional responsibilities and duties.

Commitment to safeguarding

Humber Education Trust is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expect all staff and volunteers to share this commitment. We particularly welcome applications from underrepresented groups including ethnicity, gender, transgender, age, disability, sexual orientation or religion.

This job post has expired.

About Cambridge Park Academy

• School type: Academy, ages 3 to 19
• School size: 218 pupils enrolled
• Age range: 3 to 19
• Ofsted report: View Ofsted report (opens in new tab)
• School website: Cambridge Park Academy website (opens in new tab)
• Email address: hr@cambridgepark.co.uk
• See more jobs: teaching-vacancies.service.gov.uk/organisations/cambridge-park-academy (opens in new tab)

Cambridge Park Academy is a 3-19 special school in Grimsby for pupils with ASD (Autistic Spectrum Disorder) and complex learning needs. The school has places for 220 students from the North East Lincolnshire and North Lincolnshire area and is Ofsted rated as ‘requires improvement’. The school places importance on preparing its students both academically and socially for life after school and provides a wide range of opportunities for young people to take part in sporting and cultural activities alongside their academic learning. The school became an academy in March 2013 and joined Humber Education Trust in April 2020.

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