Holte School
Wheeler Street, Birmingham, West Midlands, B19 2EP
Summary
- School name
- Holte School
- Address
- Wheeler Street, Birmingham, West Midlands, B19 2EP
- School type
- Local authority maintained school, ages 11 to 18
- Education phase
- Secondary
- Age range
- 11 to 18
- Size
- 1127 pupils enrolled
- Website address
- https://www.holte.bham.sch.uk (opens in new tab)
About Holte School
HOLTE SCHOOL
JOB DESCRIPTION
JOB TITLE: Deputy Leader of Maths - Curriculum, Teaching & Learning
SALARY SCALE: MPR/UPR 1-3 + TLR 2b
1. JOB PURPOSE
1.1 To support the Head of Mathematics in securing an ambitious, coherent and consistently well-taught Mathematics curriculum.
1.2 The postholder will provide departmental leadership for the development and provision of curriculum and teaching and learning, while promoting high expectations and effective transition.
1.3 The role includes deputising for the Head of Mathematics when required.
2. MAIN AREAS OF RESPONSIBILITY AND ACCOUNTABILITY
As a Department Lead:
2.1 Act as a visible role model for high expectations, strong professional practice and continuous improvement, leading to a track record of positive outcomes for all groups of pupils under your care.
2.2 Support the Head of Mathematics in strategic planning, self-evaluation and departmental improvement planning, with particular responsibility for curriculum, teaching and learning.
2.3 Lead Key Stage 3 curriculum and teaching provision, ensuring clear priorities, actions and accountability.
2.4 Deputise for the Head of Mathematics when required and represent the department at relevant meetings.
2.5 Communicate priorities effectively, promote teamwork and support staff wellbeing and sustainable workload.
3. CURRICULUM LEADERSHIP
3.1. Work with the Head of Mathematics and departmental leaders to ensure coherent curriculum progression from Key Stage 2 transition through to Key Stage 3 and into Key Stage 4.
3.2. Lead the review, design, implementation and evaluation of an ambitious, coherent and well-sequenced Key Stage 3 Mathematics curriculum.
3.3. Ensure curriculum development is informed by evidence, educational research, subject developments and relevant national priorities.
4. TEACHING, LEARNING, AND QUALITY ASSURANCE
4.1 Work with the Head of Maths to lead the development of teaching and learning across the department,
promoting consistently high-quality, evidence-informed classroom practice.
4.2 Work with the Head of Maths to evaluate the quality and consistency of curriculum implementation and classroom practice through agreed quality-assurance processes, including lesson visits, learning walks and work scrutiny.
4.3 Use quality-assurance findings to identify pedagogical and curriculum priorities, share effective practice and plan appropriate professional development.
4.4 Lead the development of agreed departmental approaches to effective classroom practice, including behaviour for learning and consistent routines.
4.5 Coach and mentor colleagues through constructive professional dialogue and appropriate follow-up support.
4.6 Work with the Deputy Leader responsible for Standards, Outcomes and Intervention to ensure that evidence
about pupil progress and outcomes informs the development of teaching and learning.
5. PROFESSIONAL DEVELOPMENT
5.1 Work with the Head of Maths to lead the departmental programme of curriculum and pedagogical professional development, aligned with departmental and whole-school improvement priorities.
5.2 Work with the Head of Maths to lead collaborative planning, coaching, peer observation and the sharing of effective practice to strengthen curriculum implementation and classroom pedagogy.
5.3 Coordinate appropriate departmental support for ECTs, trainee teachers and newly appointed colleagues.
Promote evidence-informed practice and maintain up-to-date knowledge of developments in Mathematics education and pedagogy.
6. INDEPENDENT LEARNING AND NUMERACY
6.1 Lead the departmental approach to homework and independent learning, ensuring consistency, appropriate challenge and alignment with the curriculum.
6.2 Oversee the effective implementation of agreed learning platforms.
6.3 Monitor engagement with, and the impact of, homework and independent learning, using findings alongside relevant assessment and outcomes information to inform improvement.
6.4 Promote effective retrieval practice and approaches that develop pupils’ independence and mathematical fluency.
6.5 Lead the department’s contribution to agreed whole-school numeracy priorities.
7. BEHAVIOUR FOR LEARNING AND TRANSITION
7.1 Work with the Head of Maths to lead and evaluate departmental approaches to behaviour for learning and
promote consistent expectations and effective classroom routines.
7.2 Support colleagues in developing effective classroom and behaviour-management strategies.
7.3 Lead Mathematics transition from Key Stage 2 to Key Stage 3, including liaison with feeder primary schools where appropriate.
7.4 Use transition information effectively to support appropriate curriculum planning and continuity of learning.
8. CURRICULUM IMPACT AND PUPIL OUTCOMES
8.1 Use assessment, attainment and progress information across Key Stage 3 to evaluate the effectiveness of
curriculum design, implementation and teaching.
8.2 Work with the Deputy Leader responsible for Standards, Outcomes and Intervention to identify patterns,
gaps and priorities requiring curriculum or pedagogical response.
8.3 Ensure that identified gaps in knowledge and learning inform appropriate curriculum adaptation, teaching
approaches and departmental planning.
8.4 Contribute to targeted intervention by ensuring provision is appropriately aligned with the taught
curriculum, while the Deputy Leader for Standards, Outcomes and Intervention retains overall responsibility
for the coordination and evaluation of the departmental intervention framework.
8.5 Ensure curriculum and teaching approaches provide appropriate support and challenge for all pupils,
including disadvantaged pupils, pupils with SEND, pupils with EAL and higher-attaining pupils.
9. ORGANISATION AND RESOURCES
9.1 Ensure departmental teaching and curriculum resources are well organised, current and support high-quality teaching and learning.
9.2 Support the effective deployment of curriculum resources, digital tools and ICT within Mathematics.
9.3 Contribute to the development and implementation of school policy and uphold the ethos and values of the school.
9.4 Undertake other duties commensurate with the grade and nature of the post, as reasonably directed by the Headteacher.
10. PROFESSIONAL EXPECTATIONS
10.1 Meet the relevant Teachers’ Standards and exercise professional skills and judgement in carrying out the
role.
10.2 Work within school policies, agreed systems of accountability and the school’s strategic priorities.
10.3 Contribute to the development and implementation of whole-school policy and uphold the ethos and
values of the school.
10.4 Maintain a commitment to personal professional development and to safeguarding and promoting the
welfare of pupils.
11. CONDITIONS OF EMPLOYMENT
11.1 The above responsibilities are in accordance with the requirements of the Education Act 2002 and statutory orders in terms of duties and working time (including those special provisions relating to the proportion of teaching time within working time for guaranteed time specifically for assessment, planning and preparation), also any local agreements, local authority circulars and guidelines giving interpretations of teachers’ conditions of employment.
12 REVIEW AND AMENDMENT
This job description is normally subject to annual review. It may be amended at the request of the Headteacher or the postholder but only after full consultation with the postholder.
Job Description issued, after consultation by the Headteacher:
Dated:
Copy received by Postholder:
Dated:
This job description summarises the principal responsibilities of the post. It may be reviewed and amended
following consultation with the postholder to reflect the changing needs of the school, provided that duties
remain commensurate with the grade and nature of the role.
Holte School is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. Successful candidates will be subject to all necessary pre-employment checks in line with the KCSIE guidance, including an enhanced DBS; Prohibition check; Childcare Disqualification (where applicable); qualifications (where applicable); medical fitness; identity and right to work. All applicants will be required to provide two suitable references. It is a requirement for all shortlisted candidates to complete a self-declaration of their criminal record and to undergo a general online search carried out by the school.
This post is exempt from the Rehabilitation of Offenders Act 1974 and the amendments to the Exceptions Order 1975, 2013 and 2020. Which means that when applying for certain jobs and activities certain spent convictions and cautions are ‘protected’, so they do not need to be disclosed to employers, and if they are disclosed, employers cannot take them into account. Further information about filtering offences can be found in the DBS filtering guide.
All staff are expected to understand and be committed to Equal Opportunities in employment and service delivery.
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Location and map
Wheeler Street, Birmingham, West Midlands, B19 2EP
Current jobs
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- Role
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- Full time equivalent salary
- £28,598.00 - £34,434.00 Annually (FTE) Grade B SCP 12 - 23 Actual Salary range £22,357 - £26,920
- Working pattern
- Full time
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