Peterborough Diocesan Board

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Prepare materials for and deliver specific courses according to the individual requirement ... Qualified Teacher Status e.g. Postgraduate Certificate in Education.

Job Description – Deputy Headteacher School Name:

Lea Manor High School

Job Title:

Deputy Headteacher (Secondary)

Reports To:

Governing Body Headteacher

Role Summary: 

Responsible for managing the operational activities of the whole school ensuring all departments are managed effectively to comply with the schools mission and at the standards expected both nationally and locally.

Key Tasks and Activities:  

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Deputise for the Head Teacher in their absence. At such times, assumes full responsibility of the Head Teacher role. Assist in the developing and implementing the schools development plan across all departments and is responsible for ensuring compliance with school standards/procedures. Monitor and communicate school performance to senior management team. Manage, support, guide and develop members of the senior and middle management team and allocate their work responsibilities. Manage resources effectively across the whole School. Assume a key role in developing policies and procedures that have an impact across large parts of the school. Play an active role in planning for the future development of the school. Promote the work of the school to other interested parties. Liaise as appropriate with other professional institutions or individuals outside the school. Take line management responsibility for negotiated curriculum areas. Take a lead in promoting the best educational practice in the school and to manage change effectively. Keep up to date with current practice in education. Enable and empower others to fulfil their roles within the school. Oversee the professional development of all colleagues for who they have line management responsibility. Have overall responsibility for a cross-curricular area. Enable the successful functioning of the Governing Body by providing relevant information, servicing meetings and other tasks as appropriate. Have overall responsibility for one or more major area of development for the school which will change from year to year in line with the school plan.


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Have responsibility for various aspects of the day to day management of the school. Support and encourage all staff at the school to find and use opportunities to support the development of the whole child through spiritual, moral, social and cultural activities. Implement the programme framework i.e. curriculum as agreed with the Headteacher. In consultation with staff, develop detailed programmes to maximise the available staff resources and skills. Assist in managing the delivery of new programmes initiatives. Complete work schedules. Oversee the formation of Departmental Action Plans, ensuring appropriate links with the School Business Plan. Support the Headteacher in managing staff, providing support and guidance to all direct reports. Support the Headteacher in the appointment, deployment and development of staff to make most effective use of their skills, expertise and experience and to ensure that all staff have a clear understanding of their roles and responsibilities. Undertake performance management initiatives such as objective setting and monitoring of quality and performance standards for staff. Work with the Headteacher and governors in establishing priorities for expenditure and monitoring the effectiveness of spending and usage of resources with a view to achieving value for money. Attend and contribute to a range of internal meetings. Liaise with external agencies and key stakeholders e.g. parents. Attend formal ‘out of school’ events, representing both the School and relevant department. Contribute to school fund raising events to secure additional finance for the school participating in the management and administration of these events. Monitor the performance standards. Collate performance information and provide this to the Headteacher for analysis. Ensure internal and external targets are met and strive to raise ‘levels of attainment.’ Provide on-going support and guidance to pupils. For example, specifically responsible for discipline and behaviour management of pupils. Report any cause for concern about a child’s health or welfare to the Headteacher or where appropriate the Duty Officer at Social Services and understand the child protection policies and procedures. Promote the school open door policy, encouraging parental involvement and developing an environment in which children and adults are motivated to learn. Prepare materials for and deliver specific courses according to the individual requirement of pupils. Build links with partner schools, liaising with teachers, exchanging information about children as well as sharing expertise and knowledge.

General Information 

Equality of Opportunity

As a member school staff to take individual and collective professional responsibility for reinforcing and promoting a working environment free from discrimination, victimisation, harassment and bullying. Ensure the development and progression of equality within the sphere of responsibility of this post and the fair and equal treatment of all colleagues, children, parents and visitors.


 Confidentiality and Data Protection

 To contribute as an effective and collaborative member of the School team

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Child Protection

To treat all information acquired through employment, both formally and informally, in strict confidence. To be aware of the school's responsibilities under the Data Protection Act 1984 for the security, accuracy and relevance of personal data held on such systems and ensure that all processes comply with this. Any other duties as reasonably required by any manager of the school. Participating in the ongoing development, implementation and monitoring of the business plans. Attend regular meetings as required and make a positive contribution during meetings. Being aware of and complying with policies and procedures relating to child protection reporting all concerns to an appropriate person.

Key Skills and Competencies: Qualifications Essential  Degree level qualification.  Qualified Teacher Status e.g. Postgraduate Certificate in Education. Preferable  Diploma in Management or equivalent. Communication  

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Strong interpersonal and communication skills to effectively manage and liaise with all key contacts e.g. staff, pupils, parents. Employ a wide range of communication channels to effectively support the management of the school applying tact and diplomacy in their communication with others i.e. parents and pupils. Communication is internal to the school however it is important that communication style and content is adapted according to the audience. Demonstrate sound presentation skills that are applied at both internal senior management meetings and at external events on an ad hoc, infrequent basis. Present a professional and confident manner, thereby maintaining the respect and discipline of staff and pupils. Hold an important and trusted role in the local community – interaction with all customer groups is an integral element of this role. Employ a wide range of interpersonal skills to communicate and disseminate information to members of the senior management team and staff within the school to ensure compliance with school standards and procedures. Apply presentation and facilitation skills to chair meetings with senior and middle management. Demonstrate sound written skills to develop reports for discussion at senior management level. Tact and diplomacy skills are required to manage sensitive customer relations e.g. parents and to resolve day-to-day staff issues. Ability to use persuasion and influencing skills to encourage the management team to adopt a consistent approach when implementing changes to working practices and procedures.


Other Skills Required for Role   

Employ time management and planning and organisation skills to manage conflicting priorities and changing workload. Apply analytical thinking to solve problems and/or resolve conflict with pupils or parents on a daily basis. Apply problem-solving techniques to resolve day-to-day School operational issues.

Accountability/Freedom to act  

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Implement policies with limited scope for flexibility in the way these policies are implemented. The Headteacher is ultimately accountable for the decisions taken. Whilst constrained by overall national and School frameworks, there is a degree of interpretation in the way in that their responsibilities are carried out, usually agreed with the Headteacher. There is no formal designated budget. The allocation of funds within the Key Stage budget requires more senior approval. Strategic decisions, which have an impact on the whole School, are agreed with the Head Teacher.

Leadership/Management skills      

Provide limited strategic leadership to the School, contributing to strategic decisions taken by the Headteacher. Effectively delegate responsibilities to others in the school, to ensure the successful operations of the school. Lead by example, highly driven, motivated and able to translate that to staff, thereby ‘taking staff with them’. Guide and support the senior management team and other staff to enhance teamwork and collaboration across the School. Use creative and innovative ideas to manage the day-to-day operations of the school and maximise the use of resources. Delegate effectively to manage and monitor school performance and facilitate change across all departments.

General Comments 

The Deputy Headteacher of a Secondary School has responsibility for the day-to-day management of the school operations, staff and resources. The overall staff complement of the school is 70 staff with approximately 1200 pupils enrolled.


Person Specification – Deputy Headteacher This is an important post of Deputy Headteacher where you will play a key role in raising standards across the school. Joining our Senior Leadership team to focus on creating super learners and sharing in our vision of ensuring the academic, social and emotional progress of all of our pupils where there are ‘no shortcuts to success’. You are asked to demonstrate in your supporting statement that you match the person specification. Attribute Qualifications:

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Knowledge and Experience:

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Honours degree and Qualified Teacher Status (QTS) Evidence of relevant professional development related to whole school leadership issues A proven track record in raising achievement within his/her own teaching To have taken an active involvement in school selfevaluation and development planning To have implemented and developed a whole school initiative Experience of financial planning and budget management To be able to effectively use data, assessment and target setting to raise standards and address weaknesses Experience of raising achievement through intervention in teaching processes Statutory education frameworks Strategic planning processes Able to recognise and model outstanding classroom practice

Desirable 

Post graduate qualification

Experience of a curriculum leadership role To have experience/training in NOVA-T To have experience/training in EVOLVE To have experience/training in CPOMs


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Leadership and Management:

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Skills and Abilities:

Detailed understanding of Ofsted criteria Coaching and mentoring strategies to support staff development The use of a range of tools and evidence, including performance data, to support, monitor, evaluate and improve student progress Models of effective professional development for staff Current educational issues specifically in education for 1116 range, adjacent phases and transition Experience of leading and motivating a successful team Ability to contribute to the strategic direction of the school Ability to develop and implement operational policies to deliver the strategic vision for school Leadership and management skills to improve and maintain level of attainment and success Excellent classroom practitioner who can lead by example Ability to motivate students and staff Ability to lead, coordinate, delegate and empower Experience of carrying out staff performance reviews and acting on any issues that arise from the reviews Ability to manage change and work under pressure of changing circumstances To be a leader of learning, demonstrating, promoting and encouraging outstanding classroom practice and high quality teaching across the curriculum

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Ambition to progress Ability to manage work-life balance and own well-being


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Personal Qualities:

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Ability to see things through to completion A reflective practitioner able to evaluate practice and embed a process of continuous improvement An inspirational style that imparts confidence, motivates staff, parents / carers and students Ability to analyse and interpret information to make informed decisions and exercise good judgment Ability to create and maintain strong supportive relationships with staff, parents / carers, students, the community and governors Ability to be innovative, creative and tenacious Demonstrate personal and professional integrity, including modelling values and vision Demonstrate a capacity for sustained hard work with energy and vigour Lead, inspire, challenge, motivate and empower teams and individuals to achieve their goals Think analytically and creatively and demonstrate initiative in solving problems, work well under pressure Be aware of own strengths and areas for development and listen to, and reflect constructively and act upon as appropriate feedback from others. Be Flexible and collaborative Show a good commitment to sustained attendance at work



Evidence of a commitment to promoting the health, welfare and safeguarding of children Evidence of promoting, implementing and monitoring equal opportunities across all aspects of the school

Successfully undertaken appropriate Child Protection Training (Designated Safeguarding Lead)

We will consider any reasonable adjustments under the terms of the Disability Discrimination Act (1995), to enable an applicant with a disability (as defined under the Act) to meet the requirements of the post. The Job-holder will ensure that Lea Manor High School’s policies are reflected in all aspects of his/her work, in particular those relating to; (i) Equal Opportunities (ii) Health and Safety (iii) Data Protection Act (1984 & 1998). ‘The School is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure & Barring Service’. CVs will not be accepted for any posts based in schools.


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