• Expected start date

    1 January 2021

  • Application deadline

    3 December 2020 at 12:00pm

  • Date listed

    18 November 2020

Job details

Working pattern
Full-time only
£25,753 - £27,629

Job summary

In this key position, you will work with the Network Manager to support the school’s extensive IT systems, and to manage day to day updates to the school’s website.

We are seeking an enthusiastic, highly committed and innovative professional with excellent communication and interpersonal skills. This post would suit an experienced candidate.

We are lucky to work in modern well-equipped accommodation, with superb facilities, situated on a beautiful site on the edge of the Peak District National Park. We are within easy commuting distance of Manchester, Sheffield, Chesterfield and East Cheshire.

Supporting documents

If you need these documents in an accessible format, please contact the school.

School overview

School type
Local authority maintained school
Education phase
School size
943 pupils enrolled
Age range
11 to 16
Ofsted report
View Ofsted report
Contact phone number

About Chapel-en-le-Frith High School

Chapel-en-le-Frith High School is an 11-16 mixed, community, comprehensive school of 947 students. The school is based in a new building, on a beautiful site, on the edge of the Peak District market town of Chapel-en-le-Frith. The nearest big towns to the school are Buxton and Stockport but good transport links mean that the school’s staff travel from a wide area with many commuting from Manchester, Sheffield, Chesterfield and the towns of East Cheshire. A sizable contingent of staff live in the villages of the Peak District. The Peak District National Park on the school’s doorstep provides endless opportunities for walkers, cyclists, mountain bikers, climbers, cavers and other outdoor enthusiasts.

The school is highly unusual in that it was formed by merging, in a new building, the local area special school with the existing high school. The special school became the current 34 place resourced SEND provision. To meet the needs of this cohort the enhanced resource, always referred to as “Learning Support” in school, operates as a “school within a school”, with a full independent curriculum and with significant dedicated staffing. This arrangement makes for a wonderfully inclusive school with young people who are very accepting of difference. It does however make the school’s published data rather tricky to interpret, merging as it does the results of an average sized comprehensive with a small special school.

The appointment of the current headteacher in September 2011 saw the school set itself a new challenge; “to achieve results ranking alongside the best schools nationally; whilst remaining a highly inclusive, friendly, community school”. This new focus had a rapid and significant effect on results, reputation, student numbers and the recruitment of high quality staff. It is a mantra that has guided us since and, though the balance between inclusivity and excellence is a difficult one, both governors and staff are fully committed to making it work, despite its undoubted challenges.

Recently we have successfully navigated the implementation of the new GCSEs, developed a comprehensive Learning for Life curriculum to meet the personal, social and emotional needs of our young people and implemented a well-considered and straightforward approach to assessment and reporting. We are now turning our attention to taking a fresh new look at our curriculum offer and the way we teach lower down the school. We are a school that embraces challenge and takes a genuinely collaborative approach to managing change.

The school remains very popular with parents and has been heavily oversubscribed for year 7 entry for the last seven years, partly as a result of parents from outside of catchment choosing the school for their children. This popularity means that the school is full and it has shielded us to an extent from the worse of the cuts education has suffered in recent years.

Despite the school’s low overall school deprivation indicator there is considerable socio-economic variation across the school’s catchment with a significant minority of students coming from difficult and deprived backgrounds; the intake is truly “comprehensive”.

The school plays a strong role in systems leadership, despite its rural location it is far from isolated. Senior staff from the school sit on the board of the High Peak School Sport Partnership, contribute to the local authority enhanced resource steering group and have contributed to the Derby and Derbyshire strategic educational improvement board.

School location

Long Lane, High Peak, Derbyshire, SK23 0TQ

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