1. Art and Diseño

DEPUTY HEADTEACHER:
Progress & Experience
L24-28
January 2015
ILKLEY GRAMMAR SCHOOL
Deputy Headteacher: Progress & Experience
L24-28
Thank you for enquiring about this key leadership post - we welcome your interest. This post offers
an exceptional opportunity in an excellent converter Academy. I hope the accompanying
information encourages you to apply, but please don’t hesitate to contact me personally if there is
anything you wish to discuss further or explore. You are also welcome to visit us ahead of an
application.
If you feel you can become a key part of our success story, we very much look forward to your
application.
As part of your online application, please include in the Personal Statement section:
1. A statement of not more than two A4 sides that specifically addresses:



the leadership skills, qualities and experiences you believe make you suitable for
the post
the school ethos and learning culture that you would strive to build at IGS to ensure
all students achieve their Personal Best
an area of whole school change that you have led, identifying the rationale,
implementation strategy and evaluation of impact
2. A paragraph outlining how the most significant aspects of your continuing professional
development over the last three years have:


made a difference to your current role
prepared you for this role
Please ensure your completed application is with us by 9am Thursday 29th January 2015. This
can be accessed through the school’s website www.ilkleygrammarschool.com/our_school/vacancies/
Yours faithfully,
Helen Williams
Headteacher
The Post – Deputy Headteacher: Progress & Experience
Our Senior Leadership Team consists of: Headteacher, two Deputy Headteachers (one post
currently vacant), five Assistant Headteachers, and a Business & Finance Director.
This post is regarded as a pivotal one in continuing our momentum to be an outstanding school.
With our commitment to personalising and transforming learning and raising standards further, we
are looking for a leader who is:









an excellent teacher
a successful, inspirational senior leader with an aspiration for headship
an innovative, independent and strategic thinker, with vision and fresh ideas
an effective communicator with excellent interpersonal skills
highly competent in ICT for learning, monitoring and planning
able to both support and challenge staff and students
fully conversant with the current educational agenda including Ofsted
keen to develop new learning opportunities for all
not afraid of hard work!
We encourage you to look at what we can offer you and what you believe you can offer us, and
contact the school for an informal discussion with the Headteacher about the post.
All Leadership Team members have responsibility for the vision and values of the school; policy
development; monitoring, evaluation and supporting teaching and learning; communications; the
high profile of the school in the community and nationally; parent links; staff and student welfare;
the promotion of high standards and day to day school routines.
They also take the lead on quality assurance, deputise for the Headteacher as required and attend
the full Governing Body and relevant committees as required.
This Deputy Headteacher role will focus on enhancing and improving our students’ experiences
and achievements, through the strategic leadership of the school’s ethos and learning culture: our
‘Personal Best’ strategy, along with strategic direction of the school’s ICT and e-learning strategy.
The post holder will also take a leading role, alongside the Deputy Headteacher: Quality & Impact,
in staff leadership development and the school’s preparation and readiness for Ofsted. This post
therefore offers an exciting opportunity for the right candidate to shape both staff and student
achievement and experiences at Ilkley Grammar School over the coming years.
Ilkley Grammar School is an equal opportunities employer and is committed to the protection and
safeguarding of children and young people in our recruitment procedures and in all our work
across and beyond school. The school adheres to statutory guidelines in respect to safe
recruitment. All persons employed by the school, in any capacity, will undergo an enhanced
Disclosure and Barring Service (DBS) check, and confirmation of employment is subject to a
successful outcome. All teaching staff members recruited by the school have their eligibility to
teach checked with the DfE.
The Appointment Procedure
It is intended that shortlisted candidates will be invited to attend for interview on Monday 9th
February 2015.The interview process will be across two days, with a smaller number of candidates
identified for the final second day on Tuesday 10th February 2015.
We hope to contact shortlisted candidates by email and letter by Tuesday 3rd February 2015. If you
do not hear from us by this time, you may assume that, on this occasion, you have been
unsuccessful.
Ilkley Grammar School
An Academy Trust
Together we achieve our Personal Best
As a comprehensive academy, our overriding aim at Ilkley Grammar School is to ensure that our students
achieve everything that they are capable of – their ‘Personal Best’ - from Year 7 through to Sixth Form and
beyond. We are very proud of our excellent reputation in the local community, as well as the wider Leeds
and Bradford areas and pride ourselves on the quality of education we provide to our students.
Ilkley Grammar School is a high achieving and high aspiring comprehensive school in the beautiful Wharfe
Valley. Founded in 1607, our comprehensive school has a long and proud tradition of high quality education
in the local community. With a school roll of 1533 students (including 313 Post 16), we were Bradford's first
st
new convertor Academy on July 1 2011.
Ilkley Grammar School serves its immediate catchment area of Ilkley, Addingham and Burley in Wharfedale.
Within the three communities there are 6 main primary schools and these, together with Ilkley Grammar
School, form a partnership in which there is a considerable degree of cooperation and consultation. Our
governing body is extremely supportive and the school is consistently, significantly over subscribed.
Ilkley Grammar School achieves excellent examination results at both GCSE and A Level. Hard work is an
expectation of all and we strive for continual improvements year on year by challenging our staff and
students to excel. It is also important to us at Ilkley Grammar School that students enjoy their time here, and
we have a caring and supportive school environment, as well as a diverse range of academic and
enrichment opportunities available to all; many visits and residentials both in this country and abroad are
offered.
We recognise every student as an individual, with different needs and talents, and we work hard together to
make sure we support and nurture successful, happy and confident learners who achieve in the widest
sense of the word, and not just academically. We do our utmost to ensure our students are well prepared to
achieve future success once they move on from school, with the vast majority of our students going on to
university study after Sixth Form.
Our October 2011 Ofsted Inspection confirmed that at Ilkley Grammar School 'students achieve
exceptionally well and they enjoy their education.' The school 'is a welcoming place, one where students feel
secure and where respect for each other is an important value. Consequently, relationships between
students and staff are excellent.' We have:





Students with assiduous and highly positive attitudes to learning.
Excellent relationships founded on mutual trust and respect.
Exceptionally high standards; student attainment well above the national average.
A wide range of greatly valued, high quality, extracurricular activities.
Outstanding care, guidance and support.
More recently, our Maths department had an Ofsted subject inspection in June 2013 and was judged
outstanding in all four Ofsted categories: Achievement; Quality of Teaching; Quality of Provision and
Leadership and Management
At Ilkley Grammar School, partnerships matter and we value our work with an increasingly wide range of
stakeholders. This includes the Red Kite Teaching School Alliance, where we work with several similar
schools across the Leeds, Harrogate and the North Yorkshire region, for the training and development of
teachers. We are also part of the Bradford Partnership, where we are committed to working with our fellow
Bradford schools to support the delivery of the best outcomes for children, young people and our
communities across the Bradford District. Links with the local community are also numerous and there is a
very active Parent Teacher Association.
Ilkley Grammar School has high aspirations for every child and we endeavour to inspire ambition for all. We
work hard to develop and innovate our learning and teaching experiences, for example through our ‘iPads for
learning’ initiative, and put inspirational and inclusive learning at the heart of all we do. We continually
advance our curriculum to be responsive to student need and skills for life and work in a global twenty first
century, and invest in the professional development of our staff to keep ourselves at the cutting edge of
educational development. In short, we want everyone at Ilkley Grammar School to be ambitious and to
always aim high. However, whilst the highest standards of academic achievement are promoted, we do not
forget that behind every result is an individual and we celebrate and value progress as much as attainment.
A2 results 2014 –
We run a very academic Post 16 pathway with a 5 x GCSE grade B entry policy. In 2014, our results
represented our best ever with 15.3% A*, 42.2% A/A*, 69.8% A*-B and a pass rate of 99.6%
There were many exceptional individual performances with 6 students achieving A*A*A*, 7 students
achieving A*A*A and a further 8 students achieving A*AA.
Taking into account students’ starting points, our value added was also very strong with a wide range of
subjects achieving significantly above the national average:
AS Results 2014:
These were also among our best ever with 27.2% achieving a grade A, 51% A/B and 71.9% achieving grades A*-C.
GCSE results 2014:
Despite changes to the national performance measures and the expected volatility in the GCSEs this year, Ilkley
Grammar School also achieved its best ever results at GCSE with 82% 5xA*-C including English and Maths, significantly
up on 2013. A third of entries were at the top A*/A grades (33%).
Progress measures were also significantly above the national average for both expected and better than expected
progress in English and Maths:
YEAR
2014
2013
2012
YEAR
2014
2013
2012
ENGLISH Expected Progress
IGS
National
Difference
88
70
+18%
74.9
69
+5.9%
75
67
+8%
MATHS Expected Progress
IGS
National
Difference
83
65
+18%
88
70
+18%
86
68
+18%
ENGLISH Better Than Expected Progress
YEAR
IGS
National
Difference
2014
44
32
+12%
2013
34.9
30
+4.9%
2012
37
28
+9%
MATHS Better Than Expected Progress
YEAR
IGS
National
Difference
2014
49
29
+20%
2013
54
32
+22%
2012
48
31
+17%
The school is not complacent, however, and there is a strong commitment to drive further improvement as we lead
the school towards outstanding.
ILKLEY GRAMMAR SCHOOL ACADEMY DEVELOPMENT PLAN 2014-17
School Priority 1:
ENHANCING EXPERIENCES
(Exceptional learning encounters)
1. Continue to develop a rich, rounded and
challenging curriculum which is genuinely
personalised, relevant, exciting and memorable.
2. Encourage enhanced opportunities for inspirational
learning and teaching across the school, to foster a
love of learning in students, and enhanced progress
and attainment levels.
3. Continue to promote and celebrate high standards,
students’ pride in their school and personal
aspirations and ambition for success (Personal Best),
as a key aspect of the new ‘guidance’ initiative.
4. Continue development of alternative provision and
intervention strategies to support students with
complex behavioural and emotional needs, to
maximise their achievement and learning experiences.
5. Create a range of student leadership opportunities
across the school to nurture potential and grow
leaders of the future.
6. Establish a coherent ICT Strategy across the school,
to streamline systems for better ease of use and
ensure all staff are able to access and use these
through regular training opportunities.
7. Promote students’ SMSC development and physical
and emotional wellbeing, providing opportunities to
thrive in a supportive and cohesive learning
community.
School Priority 2:
DEVELOPING LEARNING
School Priority 3:
SECURING IMPACT
(Exceptional expectations)
(Exceptional leadership & management)
1: Develop active learning behaviours, improving
resilience and addressing passivity in the classroom, so
students work more independently and are willing to take
intellectual risks.
1. Create and embed an ambitious, collective vision
for excellence that underpins a strong drive for
school improvement
2: Develop the quality and consistency of leadership
at all levels, so leaders impact significantly on
addressing in-school variation and raising standards.
3: Accelerate the progress and raise the attainment
of disadvantaged (PPI) students - so that in school
gaps are closed and their achievement in all subjects
is at least in line with other students nationally.
4: Increase the rate of ‘Good’ or better lessons to at
least 80% (including 33%+ Outstanding), by
addressing inconsistency of practice, including
marking and feedback.
2: Develop further the quality of marking and
constructive feedback, embedding the use of DIRT to
ensure all students have opportunities to understand
how to improve their work and make progress.
3: Develop a coherent guide for inspirational ‘iPadology’
use, including a set of core expectations and standards
for all teaching staff to work from, with the scope for
‘experts’ to develop and share more innovative uses.
4: Increase the range of relevant staff development
opportunities available to all, so that all staff feel invested
in, valued and encouraged & supported to develop
professionally.
5: Encourage more collaborative working across school
teams to ensure the school operates as one staff team
within an ethos of care, mutual respect and enjoyment
for all.
5: Ensure all teachers plan for progress using
available tracking and assessment data strategically,
to modify teaching in order to support students
achieving good or better progress.
6. Develop a coherent, strategic approach to further
narrowing the gender gap, whilst ensuring that girls’
achievement continues on an upward trajectory.
7. Pursue further academic excellence by increasing
the percentage of students achieving at the highest
levels / grades (A/A*) across KS3 to 5.
ILKLEY GRAMMAR SCHOOL
Personnel Specification
Deputy Headteacher: Progress & Experience
Essential/
Desirable
E/D
E
E
D
How Identified
Essential/
Desirable
E/D
How Identified
A proven track record of excellent secondary school teaching and
results across the whole ability range
Experience of working in more than one school
Senior Leadership experience in at least one school
Evidence of high level leadership skills and emotionally intelligent
management to get the best out of people
Experience of leading whole-school improvement initiatives
E
Application form
and selection
process
E
E

Experience of leading whole-school CPD
Experience of leading initiatives to engage learners and raise student
achievement
Experience of e-learning in the curriculum
Experience of QA systems for self-evaluation and improvement
Evidence of the ability to work cooperatively with multi-disciplinary
professionals, governors and other agencies/partners
Whole school strategic ICT knowledge and understanding
Current member of school’s Senior Leadership Team

Leadership and Management responsibility in more than one school
Qualification and Training



Qualified teacher status recognised by the DfE
Recent appropriate CPD
To have undertaken further professional study
Experience











Knowledge, Skills and Abilities


Be a talented classroom practitioner, able to recognise outstanding
learning and teaching and improve the skills of others
Able to lead, inspire and motivate staff and students
E
E
E
E
E
E
E
D
D
D
Essential/
Desirable
E/D
E
E
E
E

Able to build and lead effective teams
Excellent communication, both in writing and orally, to a wide range of
audiences
Able to monitor and support staff performance, including setting
targets and ensuring they are met
Able to plan, implement, monitor and evaluate initiatives and policies
Able to analyse complex problems and make sound judgements

Able to analyse and interpret data
E

Strong organisational, administrative and time management skills,
and able to work creatively to deadlines and under pressure
E




Application form
and selection
process
E
E
E
How Identified
Application and
selection
process




Able to have the ‘difficult conversation’
Very good ICT skills for learning and leadership
Able to promote a positive ethos and pride in the school together with
high standards of education, care and professional behaviour
Has the ability to progress to a headship within five years
Values






A commitment to comprehensive education, equal opportunities and
inclusion
A passionate commitment to achieving the highest standards for all
students
A commitment to teaching approaches which make learning
engaging, challenging, purposeful and effective
A commitment to a close working partnership with parents, governors
and the community
Values equality, trust, happiness, openness and support
An enthusiasm for and commitment to developing enrichment
including extra-curricular activities
Personal Qualities
E
E
E
D
Essential/
Desirable
E/D
E
E
E
E
D
Essential/
Desirable
E/D
E
E
E


Shows imagination, vision and proactivity
E

E

Possesses an infectious enthusiasm, stamina and considerable
energy
Can work effectively and professionally even when under pressure

Professional appearance
E

Has emotional intelligence
E


Equal Opportunities


Candidates should indicate an acceptance of, and a commitment to,
the principles of the Academy’s Equal Rights policies and practices as
they relate to employment issues and to the delivery of services to the
community
Commitment to equal opportunities policies relating to gender, race
and disability in an educational context
Circumstances - Personal

Must be legally entitled to work in the UK (Asylum and Immigration
Act 1996).
Application form
and selection
process
E
Strong ‘moral purpose’
Shows warmth, care and sensitivity to the needs of others
Is self-motivated, hard-working and willing to give freely of time
outside the normal working day
Possesses a sense of humour and the humility to admit mistakes

How Identified
How Identified
Application form
and selection
process
E
E
Essential/
Desirable
E/D
E
How Identified
Selection
process
E
Essential/
Desirable
E/D
E
How Identified
Selection
process


No contra-indications in personal background or criminal record
indicating unsuitability to work with children/young people/vulnerable
clients/finance (DBS check required).
E
Will not require holiday during term time
E
Safeguarding




Has appropriate motivation to work with children and young people,
and can relate to them
Ability to maintain appropriate relationships and personal boundaries
with children and young people
Displays commitment to the protection and safeguarding of children
and young people
Good knowledge and understanding of the importance of safeguarding
students and the welfare of staff, and of the action to take if necessary
Essential/
Desirable
E/D
E
E
E
E
How Identified
Completion of an
Enhanced DBS
disclosure
ILKLEY GRAMMAR SCHOOL
Deputy Headteacher: Progress & Experience
Leading and Deciding
You will be able to:









Provide others with a clear direction
Set appropriate standards of behaviour
Delegate work appropriately and fairly
Motivate and empower others
Mentor and coach colleagues, and hold to account
Make prompt, clear decisions which may involve tough choices or considered
risks
Take responsibility for actions, projects and people
Take initiative, act with confidence and work under your own direction
Be proactive
Creating
You will be able to:





Provide ideas, approaches or insights new to Ilkley Grammar School
Produce a range of solutions to problems
Seek opportunities for organisational improvement
Gather comprehensive information to support decision making
Demonstrate a rapid understanding of newly presented information
Performing
You will be able to:


Accept and tackle demanding goals with enthusiasm
Work hard and put in longer hours when it is necessary
Adapting and Coping










Adapt to changing circumstances
Accept new ideas and change initiatives
Adapt your leadership style to suit different people or situations
Show respect and sensitivity to others
Deal with ambiguity, making positive use of the opportunities it presents
Work productively in a culture of high expectations
Keep emotions under control in difficult situations
Balance the demands of work life and personal life
Maintain a positive outlook
Handle feedback well and learn from it
Organising and Executing
You will be able to:






Plan activities and projects well in advance and take account of possible
changing circumstances
Manage time effectively
Identify and organise the resources needed to accomplish tasks
Monitor performance against deadlines
Arrive punctually for work and meetings
Demonstrate loyalty to Ilkley Grammar School
Analysing and Interpreting
You will be able to:





Analyse numerical data, verbal data and all other sources of information
Make rational judgements from the available information and analysis
Produce workable solutions to a range of problems
Learn new technologies quickly
Be an excellent communicator
Supporting, Co-operating and Interacting
You will be able to:









Uphold the core beliefs and values of Ilkley Grammar School
Demonstrate integrity
Demonstrate an interest in and understanding of others
Help build team spirit with the Leadership Team
Recognise and praise the contribution of others
Develop an awareness of own strengths and weaknesses
Use humour appropriately to enhance relationships with others
Gain clear agreement and commitment from others by persuading, convincing
and negotiating
Manage conflict
Deputy Headteacher: Progress & Experience
Job Description - Key Responsibilities
1. Student Progress & Strategic Direction
Liaise closely with Headteacher and Deputy Headteacher: Quality & Impact, to set and
implement a clear strategic direction for the school which focuses on: improving students’
progress and outcomes; enhancing students’ personal development and experiences at school;
promoting and supporting staff welfare.
1.1. Play a lead role in the monitoring and evaluation of the Academy Development Plan, taking
appropriate actions to ensure the school’s goals are achieved
1.2. Play a lead role in the completion and quality assurance of the school’s Self Evaluation Form to
ensure that an accurate picture of the school’s performance and any areas for development are
recorded and updated frequently, and take actions to secure improvements
1.3. Act as a role model to the rest of the LT and all staff and students in setting and maintaining the
highest standards in all aspects of work and in challenging and supporting others to achieve their
Personal Best
1.4. Maintain an up to date knowledge and understanding of all aspects of the Ofsted framework, and
lead all other relevant staff in understanding the framework through timely communications and
training.
1.5. Maintain a strategic overview of staff welfare, and ensure that strategic planning and decision
making takes this into account and promotes positive actions to support staff wellbeing, in close
liaison with the Business & Finance Director.
1.6. Contribute to governors’ meetings as required, to ensure governors maintain a sound knowledge
and understanding of all aspects of the school.
2. Personal Best / Student Ethos & Aspiration
Strategically lead and manage the school’s learning culture and ethos: ‘Personal Best’, to
enhance student experiences and achievements
2.1. Overall strategic lead for Personal Best / ‘Guidance’ initiative, to promote and celebrate high
standards, students’ pride in their school and personal aspirations and ambition for success, to
ensure students are celebrated, supported and challenged, working closely with AHT: Community
and Personal Development and AHT: Inclusion and Intervention
2.2. Lead, monitor and review the development of the necessary structures, roles and systems and
implement training for staff and students for the new Sep 2016 ‘Guidance’ structure across
school, supported by AHT: Community and Personal Development and AHT: Inclusion &
Intervention
2.3. Maintain a strategic overview of the work of the KS3, 4 and 5 hubs, including Year leaders / Head
of Post 16, and work closely with AHT: Learner Experience (KS3 & 4) and AHT: Monitoring and
Assessment (KS5), to set the strategic direction for these teams, ensuring the co-ordination of
effective academic and pastoral support to enable all students across the school to succeed and
achieve their Personal Best.
3. Learning Culture and Behaviours
Strategically lead the development of outstanding learning behaviours for staff and students to
achieve consistent best practice and outcomes across school
3.1. Work closely with AHT: Learning & Teaching and Lead Practitioners to improve further the quality
of teaching and learning, through encouraging enhanced opportunities for inspirational learning
and teaching across the school, to foster a love of learning in students, and enhanced progress
and attainment levels
3.2. Work closely with AHT: Learner Experience and AHT: Learning & Teaching to support the
development of active learning behaviours, risk taking and resilience of students in the classroom.
3.3. Work closely with AHT: Learner Experience and AHT: Community & Personal Development to
support the development of academic mentoring to ensure all students make expected or better
than expected progress across KS3 & 4
3.4. Work closely with AHT: Learning & Teaching and Lead Practitioners to deliver inspirational CPD
programmes, including coaching models across school, to develop all staff and encourage best
practice that is rooted in educational research
4. Strategic ICT
Strategically lead all aspects of the school’s ICT strategy to ensure IGS is at the leading edge,
and that a coherent strategy exists across the school to support outstanding teaching and
learning and to enhance students’ experiences and outcomes
4.1. Lead the work of the ICT Strategy Group, to ensure school systems are fit for purpose and ever
evolving to keep IGS at the leading edge of e-Learning
4.2. Ensure a clear strategic overview of the school’s current and future ICT use and developments
exists and is costed for
4.3. Working closely with the ICT Manager, co-ordinate, monitor, evaluate and review the school’s 3
year ICT Strategic Plan.
4.4. Lead the continual development and streamlining of all ICT systems across the school to ensure
best ease of use for all
4.5. Lead the co-ordination of the annual ICT CPD programme for all staff to be able to access and use
all available technologies through regular training opportunities, working closely with AHT:
Learner Experience
4.6. Strategically lead and quality assure the school’s e-presence including website, VLE, social media
and other e-based forms of communications
4.7. Working closely with AHT: Learner Experience, support the further development of ‘iPadology’ to
promote student engagement and achievement
4.8. Working closely with AHT: Learner Experience ensure that there is a clear e-safety strategy for the
school so that all staff and students are aware of the risks and benefits of e-learning and online
communications
5. Appraisal
Strategically lead the school’s Appraisal policy, process and systems to ensure that all staff are
appropriately supported and challenged in their performance, and working at a level
commensurate with their career stage and level of responsibility
5.1. Lead on Appraisal structures, policy and practice to ensure consistent high performance from all
staff, and appropriate challenge and support for any underperforming staff
5.2. Lead on training, monitoring and QA of Appraisal, including the process for the annual
moderation of appraisal objectives and performance criteria
5.3. Ensure identified staff development needs from Appraisal are built in to the annual CPD
programme, working closely with AHT: Learning & Teaching
5.4. Strategic lead for Appraisal module in Bluesky
6. Leadership Development
Liaise closely with Headteacher and Deputy Headteacher: Quality & Impact, to ensure that
current as well as future leaders across the school are supported and challenged to make
maximum impact on students’ experiences and outcomes, as well as on the general ethos and
success of the school
6.1. Lead the work of the Extended Leadership Team in liaison with DHT: Quality & Impact
6.2. Take a lead in staff development programmes and coaching through both delivery of CPD and
support of colleagues on leadership programmes in liaison with AHT: Learning & Teaching
6.3. Lead by example and routinely challenge and support any practice that falls below expectations
as appropriate
N.B. The final job description details will be agreed with the successful candidate
following appointment.