Closing Date: Friday

13th October 2017 at

10am

Deputy Headteacher

Application Pack

CONTENTS

Headteacher’s Welcome Letter

About Our School

Job Description

Person Specification

How to Apply

School Location

Additional Information

Gunthorpe Street, London E1 7RQ • Phone: 020 7247 9023 •

Email: admin@canonbarnett.towerhamlets.sch.uk

25th September 2017

Dear Applicant,

Thank you for your interest in the post of Deputy Headteacher at Canon Barnett

Primary School, I hope this information pack encourages you to make an application.

If you have any questions about the position or the school please do not hesitate to

contact me. I think visits are very helpful if you are trying to make up your mind

about whether to apply to a school, so please feel welcome to come and look around.

Education is central to regeneration and is a high priority for the London Borough

of Tower Hamlets. It has become one of the fastest improving education

authorities in the country. Canon Barnett is a one and a half form entry school and

serves the local community, with most of our pupils coming from nearby local

authority housing. Over 95% of the children come from homes where English is not

the first language, with the majority being Bengali speakers, but with an increasing

number of children who speak other languages. 51% of our school’s population is

eligible for a free school meal. This makes Canon Barnett a unique, vibrant and

enjoyable place in which to work. Staff at the school respond positively to the many

challenges that such diversity can bring. The school’s reputation for valuing, caring

for and attending to the needs of each child is justly deserved and a real strength

of the school.

We are very focused on raising standards at the same time as keeping a broad and

balanced curriculum. Children are enthusiastic learners and parents are very

supportive. We are a well-resourced school with plenty of space to deliver

intervention programmes, extra-curricular activities and parental engagement

activities.

For the past 5 years the school has been on a journey of continuous improvement.

In 2013 an Ofsted inspection found the school to be ‘good’ with ‘outstanding’ for

the behaviour and safety of pupils and leadership and management.

The school is committed to the continuing professional development of its staff and

we will ensure that you have all the support and training you need to be effective in

the post. We will offer dedicated non-teaching time to carry out your duties. We

will also help you to plan for the future and work towards your next career step.

The school is well situated for transport links, being close to Aldgate East

underground station, a ten-minute walk from Liverpool Street and on several bus

routes.

The Governors and I are looking to appoint a strong and highly motivated Deputy

Headteacher. Essential strengths will include: outstanding teaching skills, vision,

imagination, energy and resilience. Above all we want our new Deputy Headteacher

to share our passion for overcoming barriers and ensuring that every child achieves

the highest possible standards. We recognise the demanding nature of this role,

but the successful candidate will enjoy the support and goodwill of an outstanding

staff team and energetic and committed governing body. To understand the ethos

and vibrancy of this school, a visit is warmly recommended. Please make an

appointment to experience at first hand what makes our school so special to us, and

to see if you would like to join Canon Barnett School on its journey to achieve

outstanding school status.

I look forward to receiving your application.

Jackie Trudgeon

Headteacher

About Our School

Our Vision

Canon Barnett is committed to striving for excellence in all that we do at the

school. Our vision is that pupils become creative and ambitious learners who strive

to do their best at all times because they are motivated and guided by outstanding

teams within the school. They will be able to contribute to their local community

and understand how their actions impact on a wider, global world. They will be

caring citizens who know how to keep themselves safe and who realise that they

have a role to play in looking after others. As we continue to develop our teaching

and our curriculum, we are aiming for outstanding in all that we do.

Canon Barnett

Canon Barnett was the vicar of St Jude’s church on Commercial Street, he was an

Anglican clergyman and social reformer particularly

associated with the establishment of the first

university settlement, Toynbee Hall in 1884, which is

adjacent to the school. The

church was next door to where

the school was eventually built in 1901 and was originally

named Commercial Street School. Samuel and his wife

Henrietta came to live in East London in 1865 where they

worked hard for the poor of their parish, opening evening

schools for adults, providing them with music and reasonable

entertainment, and serving on the board of guardians and on

the managing committees of schools.

What makes Canon Barnett unique?

The staff and pupils have been developing the curriculum over the past three years

and it has some key underlying beliefs:

Raised achievement for all through the application of key skills across the

curriculum

Teaching the child, not the curriculum – a personalised approach

There should be no tension between raising and maintaining standards in the

core subjects, and the delivery of a creative foundation curriculum, with

exciting and independent learning.

Thematic cross curricular approach. Themes are created, which are of

interest to the children, and help to develop their skills and qualities.

Creative approach to learning. Creativity is not a measure of how well

children are doing art, music and dance, but children who are inter-active,

involved and not being ‘taught at’ for long periods of time.

We deliver the curriculum in a thematic way but at times teach subjects discretely.

At Canon Barnett there are a range of partnerships which enhance the curriculum

and support pupils to develop both academically and to

find their talents in areas such as music and sport.

Developing links with Spitalfields Music and Thames

Music have given pupils a range of performance options

whilst pupils may learn to play the recorder, clarinet or

saxophone. We are part of the Sports partnership and

been able to offer a wide range of sports in school from

fencing to martial arts to tennis.

We have good links

with businesses in the

local area and have

over 40 volunteers’ weekly supporting pupils to

develop skills in chess, music, reading etc.

The school is part of the East 1 Schools

partnership, a group of six primaries and one secondary, who are looking at ways in

which they can work together to raise attainment for the more able and engage

parents more in the schools. This partnership is in its’ eighth year and organises a

Pupil Parliament, a Scholars’ programme with Cambridge University and a public

school as well as giving parents access to take further qualifications and

volunteering in schools.

Work with our link school in Cornwall is embedded

in the curriculum and gives pupils an understanding

of the similarities and differences of other

children’s lives. A connection with a school in

Zambia is beginning to develop our pupils

understanding of life in an African country.

Attainment

Key Stage 1

% L2c+ 2013 2014 2015 2016 2017

Target Actual Target Actual Target Actual Target Actual Target Actual

Reading

Writing

Maths

% L2b+ 2013 2014 2015 2016 2017

Target Actual Target Actual Target Actual Target Actual Target Actual

Reading

Writing

Maths

% L3 2013 2014 2015 2016 2017

Target Actual Target Actual Target Actual Target Actual Target Actual

Reading

Writing

Maths

Key Stage 2

L4 2013 2014 2015

2016 2017

Target Actual Target Actual Target Actual Target Actual Target Actual

English

Maths

L5 2013 2014 2015

2016 2017

Target Actual Target Actual Target Actual Target Actual Target Actual

English

Maths

Job Description

Leadership Scale

Range: L11 - L15 Spot on Salary Range:

Name of Teacher:

Post Title: Deputy Headteacher

Section 1: Core Purpose and Accountability

To play a major role under the direction of the Headteacher in formulating the

aims and objectives of the school, establishing the policies through which they shall

be achieved, managing staff and resources to achieve the aims and objectives of

the school and monitor progress towards their achievement.

Undertake professional duties as reasonably delegated to you by the Headteacher.

Undertake the professional duties of the Headteacher in the event of her absence

from the school.

To provide professional leadership and management of Teaching and Learning

throughout the school

To provide professional leadership and management of a School Improvement Plan

priority and a core/ foundation subject to provide high quality teaching, the

effective use of resources and improved standards of learning and significant

achievement in this area for all children.

All staff are ultimately responsible to the Headteacher.

Your immediate responsibility is to Jackie Trudgeon (Headteacher)

Section 2: Generic/Teachers

2.1 You are to carry out the duties of a school teacher as set out in the Pay and

Conditions Document 2016 and subject to any amendments due to

government legislation. This includes any duties as may be reasonably

directed by the Headteacher and the accountabilities expected of a class

teacher at Canon Barnett.

2.2 To facilitate and encourage learning which enables students to achieve high

standards, to share and support the corporate responsibility for well-being,

education and discipline of all children.

2.3 All staff are expected to uphold the school’s principles and policies which

underpin good practice and the raising of standards, and are expected to

uphold and promote the school’s aims and values

2.4 All staff will be involved in working together, as part of a team, to develop

areas of provision that impact positively on learning and teaching throughout

the school.

2.5 All staff will take an active role in the School Self Evaluation process. As

Deputy Headteacher you will be expected to lead a team through the School

Self Evaluation process.

2.6 All staff are expected to actively undertake personal professional

development through keeping abreast of the latest developments and

thinking, coaching and mentoring, and self-evaluation and peer review.

Section 3: Performance Management

3.1 To undertake annual Performance Management, setting and agreeing targets

linked to school improvement priorities with the Headteacher.

Section 4: Key Areas

4.1 Impact on educational progress beyond your own assigned pupils:

Strategic direction/Shaping the future

a. Support the Headteacher in:

ensuring the vision for the school is clearly articulated, shared,

understood and acted upon effectively by all

demonstrating the vision and values of the school in everyday

work and practice

motivating and working with others to create a shared culture

and positive climate

b. assist the Headteacher in the ongoing and annual review of standards of

leadership, teaching and learning in specific areas of responsibility and

across all areas of school provision, consistent with the procedures in

the school self evaluation policy

hold staff accountable for agreed benchmarks/curriculum

targets throughout the school

take an active role in all stages of the School Self Evaluation

Cycle

contribute to the completion and regular updates of the Ofsted

Self Evaluation Form

c. create costed subject development plans which contributes positively to

the achievement of the school improvement plan and which actively

involves all staff in its design and execution

d. develop and implement policies and practices for the subject/area(s)

which reflects the school’s commitment to high achievement and

consistent with national and local strategies and policies

promote high expectations for attainment

e. establish short, medium and long term plans for the development and

resourcing for the specific areas of responsibility

f. monitor the progress made in achieving subject/area plans and targets,

and evaluate the effects on teaching and learning

report on progress to stakeholders and outside agencies,

including producing a short, termly report for the Headteacher

and Governors using the agreed proforma

undertake the school’s agreed monitoring and evaluation

procedures including Learning Walks and evidence trails

monitor colleagues planning and feed back at the beginning of

each half term

half-termly sampling of pupils work

termly monitoring of display around the school for evidence of

pupil progress

use any other monitoring activity that will support accurate

assessment of standards in the subject/area.

g. work with outside agencies and stakeholders to inform future action

attend LA meetings/training as required

liaise termly with link Governor

provide Governors with training and attend meetings as required

The key Leadership characteristics/competencies that contribute to success at

this level are:

Community

engagement

Sensitive to group

needs and dynamics

Communicates and

connects own vision to

that of others

Initiative Thinks and acts

ahead

Analytical thinking Analyses variables Team working Gets input from

others

Builds team spirit

Conceptual

thinking

Sees patterns

Uses concepts

4.2 Leading Learning and Teaching, developing and enhancing the teaching

practice of others:

a. Work with the Headteacher to raise the quality of teaching and learning

and pupil’s achievement, setting high expectations and monitoring and

evaluating effectiveness of learning outcomes

ensure a consistent and continuous school-wide focus on pupils’ achievement, using data and benchmarks to monitor progress in

every child’s learning

establish creative, responsive and effective approaches to

learning and teaching

ensure a culture and ethos of challenge and support where all

pupils can achieve success and become engaged in their own

learning

demonstrate and articulate high expectations and set stretching

targets for the whole school community

implement strategies which secure high standards of behaviour

and attendance

monitor, evaluate and review classroom practice and promote

improvement strategies

challenge underperformance at all levels and ensure effective

correction action and follow-up

b. provide regular feedback for colleagues in a way which recognises good

practice and supports their progress against professional and

performance management objectives resulting in a tangible impact on

students learning

provide effective feedback to staff on performance using an

agreed framework

c. develop whole staff, subject teams and individuals to enhance

performance

undertake coaching and mentoring

plan, organise and deliver staff meetings, where necessary

bringing in outside speakers

keep abreast of the latest developments in the area and

disseminate effectively to other members of staff

d. plan, delegate and evaluate work carried out by team(s) and individuals

e. create, maintain and enhance effective relationships

regular meetings

use team communication model to resolve issues

f. recruit and select teaching and support staff

The key Leadership characteristics/competencies that contribute to success at

this level are:

Holding people

accountable

Sets boundaries

Demands

performance

Developing potential Gives feedback and

encouragement

Managing pupils Takes actions on

behalf of the class

Challenge and

support

Strives for the best

possible provision

Challenges others in

the pupil’s best

interest

Passion for learning Supports practice Impact and

influence

Takes action to

persuade

Calculates an impact

4.3 Securing Accountability

a. work with the Headteacher to ensure the school’s accountability to a

wide range of groups, particularly parents, carers, governors and the LA;

ensuring that pupils enjoy and benefit from a high quality education, for

promoting collective responsibility within the whole school community

develop a school ethos which enables everyone to work

collaboratively, share knowledge and understanding, celebrate

success and accept responsibility for outcomes

work with the governing body (providing information, objective

advice and support) to enable it to meet its responsibilities

develop and present a coherent, understandable and accurate

account of the school’s performance to a range of audiences

including governors, parents and carers

reflect on personal contribution to school achievements and takes

account of feedback from others

b. agree, monitor and evaluate the subject pupil progress targets to make a

measurable contribution to whole school targets

c. engage all staff in the creation, consistent implementation and

improvement in schemes of work and curriculum plans which encapsulates

key school learning strategies

d. provide guidance on a choice of appropriate teaching and learning

methods/strategies

model and demonstrate

act as a consultant for other staff

exemplify good practice

undertake shared planning, team teaching etc.

e. develop and implement systems for recording individual pupil’s progress

f. evaluate the quality of teaching and standards of achievement, setting

targets for improvement

Resource management

g. work with the Headteacher to provide effective organisation and

management of the school and seek ways to improve organisational

structures and functions based on rigorous self-evaluation

h. work with the Headteacher to ensure that the school and the people and

resources within it are organised and managed to provide an efficient,

effective and safe learning environment

i. oversee and evaluate the subject/area budget allocation to ensure the

budget is spent in line with subject/area learning priorities and best

value principles

j. secure and allocate resources to support effective learning and teaching

within the subject area(s)

k. monitor and control the use of resources and budget according to

school’s agreed financial procedures

The key Leadership characteristics/competencies that contribute to success at

this level are:

Holding people

accountable

Sets boundaries

Demands

performance

Creating trust Lives up to what he

or she professes to

believe

Impact and

influence

Takes action to

persuade

Calculates an impact

Drive for

improvement

Creates

improvements

Sets and tackles

challenging targets

Challenge and

support

Strives for the best

possible provision

Challenges others in

the pupil’s best

interest

4.4 Developing Self and Working with Others

a. work with the Headteacher to build a professional learning community

which enables others to achieve.

b. support staff, within your team, and within the whole school in achieving

high standards through effective continuing professional development

c. be committed to own professional development.

d. Implement successful performance management processes with allocated

team of staff

treat people fairly, equitable and with dignity and respect to

create and maintain a positive school culture

build a collaborative learning culture within the school and actively

engage with other schools to build effective learning communities

acknowledge the responsibilities and celebrate the achievements

of individuals and teams

develop and maintain a culture of high expectations for self and

others

regularly review own practice, set personal targets and take

responsibility for own personal development

The key Leadership characteristics/competencies that contribute to success at

this level are:

Enduring resilience Aware of own needs

and triggers

Actively manages

emotions and energy

Creating trust Acts fairly and

consistently

Lives up to what he

or she professes to

believe

Respect for others Values others

despite provocation

Creates a community

where there is

mutual respect

Developing potential Gives feedback and

encouragement

Creates development

opportunities

Confidence Actively contributes

Expresses a

professional view

Rises to challenges

4.5 Strengthening Community

a. work with the Headteacher to engage with the internal and external

school community to secure equity and entitlement.

b. work with the Headteacher to collaborate with other schools in order to

share expertise and bring positive benefits to their own and other

schools.

c. work with the Headteacher to work collaboratively at both strategic and

operational levels with parents and carers and across multiple agencies

for the well-being of all children.

create and promote positive strategies for challenging racial and

other prejudice and dealing with racial harassment

collaborate with other agencies in providing for academic,

spiritual, moral, social, emotional and cultural well-being of pupils

and their families

create and maintain an effective partnership with parents and

carers to support and improve pupils’ achievement and personal

development

seek opportunities to invite parents and carers, community

figures, businesses or other organisations into the school to

enhance and enrich the school and its value to the wider

community

co-operate and work with relevant agencies to protect children

The key Leadership characteristics/competencies that contribute to success at

this level are:

Community

engagement

Sensitive to group

needs and dynamics

Communicates and

connects own vision

to that of others

Team working Gets input from

others

Builds team spirit

Impact and

influence

Takes action to

persuade

Calculates an impact

Understanding

others

Understands ongoing

behaviour

Specific accountability questions and success criteria of achievement will be

negotiated and agreed at the beginning of the annual performance management

cycle.

Section 5: Specific duties for Deputy Headteacher

5.1 To provide professional leadership and management of a key area of the

School Improvement Plan as agreed, on an annual basis, with the

Headteacher

5.2 To provide professional leadership and management of a broad and balanced

curriculum

5.3 To provide professional leadership and management of a core/foundation

curriculum subject.

5.4 To take an active role in the School Improvement team, contributing to the

development of identified areas leading to high standards of teaching,

effective use of resources and improved standards of learning and

achievement for all children.

5.5 To lead the Performance Management of a team of up to four teachers.

5.6 To identify and pursue leadership and management development

opportunities (to be negotiated and agreed with the Headteacher who will

give support throughout).

Person Specification

This person specification is related to the requirements of the post as determined

by the job description. Shortlisting is carried out on the basis of how well you meet

the requirements of the person specification. You should refer to these

requirements when completing your application.

Description Measured by

Application - A

Interview - I

Reference - R

Professional Qualifications

1. Qualified teacher status A

2. First degree or equivalent A

3. Evidence of further professional development A

Knowledge & Understanding

4. Experience of teaching across the primary range A, I, R

5. Experience of whole-school curriculum management

leading to school improvement

A, I, R

6. Outstanding classroom practitioner A, I, R

7. A strong commitment to inclusion, with an

understanding of how to promote good progress and

outcomes for all pupils

A, I, R

8. Able to talk about characteristics of effective primary

teaching and learning and strategies used to raise

attainment & achievement

I

9. Good understanding and use of assessment, including

target setting and tracking

A, I, R

10. Understanding of effective techniques and policies for

behaviour management

A, I

11. Knowledge and experience of up to date developments

in IT and E Learning for teaching and management

A, I

purposes

12. A good understanding of the requirements of transition

between key stages

I

Leadership & Management

13. Significant leadership experience A, I, R

14. A good understanding of whole school issues A, I,

15. Experience of planning for change and development A, I, R

16. Experience of delegating, supporting and monitoring

work of others

A, I, R

17. Ability to analyse, prioritise and meet deadlines A, I, R

18. Experience of conducting staff induction, mentoring &

performance management

A, I, R

19. Experience of whole school self evaluation A, I, R

20. Knowledge of the role of Governors I

21. Able to demonstrate leadership qualities & people

management skills

A, I, R

22. Able to motivate, promote good relationships and

effectively communicate with all stakeholders

A, I, R

23. Experience of having led a whole school initiative A, I

24. Commitment to supporting community/external

agencies involvement in school

A, I

25. Commitment to safeguarding and promoting the welfare

of children

A, I, R

Personal Qualities

26. Creative, enthusiastic and proactive, keen to embrace

new ideas and challenges

A, I

27. A good communicator with strong interpersonal skills A, I, R

28. Approachable, caring and empathetic I

29. Works well as part of a team A, I, R

30. Flexible, listens and is prepared to seek advice &

support

I

31. Demonstrates a concern for the pastoral and spiritual

welfare of everyone in the school

I

32. Committed to continuing professional development for

self and others

A

33. Committed to active parental involvement A, I,

34. Able to deal sensitively with people and resolve conflict A, I, R

35. Commitment to making learning fun A, I, R

How to Apply

If you decide to make an application please look carefully at the Job Description

and Person Specification.

Your supporting statement should be no longer than 3 sides of A4 and should be

tailored to demonstrate your suitability for this post.

CVs will not be accepted and interviews will be offered to those applicants best

demonstrating how their skills, abilities and experience match the person

specification and can demonstrate and evidence their commitment to our school.

Key Dates

Closing date: Friday 13th October 2017 at 10am

Short listing: Monday 16th October 2017

Interviews: Friday 20th October 2017

Visits to the school: By appointment only, please call Nilima on the number

below to book a visit.

Any Questions?

If you would like an informal discussion about any aspects of this job opportunity,

please contact Nilima Rahman (Headteacher’s PA) in the first instance on 020 7247

9023

Applying

If you decide to apply for this post please return your completed application form

to:

admin@canonbarnett.towerhamlets.sch.uk

Our Location

There are entrances to Canon Barnett School from Commercial Street, with the

main entrance being in Gunthorpe Street.

Canon Barnett School is a short walk from Aldgate East Station and Aldgate

Station.

Buses 15, 25, 67, 115, 205 and 254 also stop nearby.

Additional Information

Useful Websites

Canon Barnett - www.canonbarnett.towerhamlets.sch.uk

London Borough of Tower Hamlets – www.towerhamlets.gov.uk

Primary schools in Tower Hamlets -

https://www.towerhamlets.gov.uk/lgnl/education_and_learning/schools/primary_

schools.aspx

Canon Barnett DfE Performance data - http://education.gov.uk/cgi-

bin/schools/performance/school.pl?urn=100893

Canon Barnett Ofsted Inspections - http://www.ofsted.gov.uk/inspection-

reports/find-inspection-report/provider/ELS/100893

Property to rent in E1 - http://www.zoopla.co.uk/to-

rent/property/london/e1/aldgate-stepney-mile-end-

whitechapel/?include_retirement_homes=true&include_shared_ownership=true&n

ew_homes=include&q=E1&results_sort=most_popular

All recruitment materials and processes

planned with the support of: