Job Title: Deputy Head
Reports to: Head Teacher
Contract Type: Full time, permanent
Location: Coggeshall
Main Purpose of the Role
The main purpose of a deputy head is to ensure that effective learning of the pupils is being facilitated within a manner which suits their ever-changing emotional and social needs. Deputy Heads are responsible for ensuring pupils' timetables and logistics are tailored to all pupils' ever-changing needs, communicating these logistics to staff/professionals/parents and carers efficiently and appropriately.
Deputy Heads are also required to contribute and be involved in extracurricular activities and the wider life of the school community, ensuring the site is managed effectively, leading on all incidents which may occur at their site/venue. The deputy head is also responsible for the health and safety of the site and all people who access it.
Duties and Responsibilities
Set high expectations which inspire, motivate and challenge pupils by:
1. Establishing a safe and stimulating environment for pupils, engrained in mutual respect.
2. Ensuring goals are set that stretch and challenge ALL pupils.
3. Demonstrating consistently the positive attitudes, values and behaviour which are expected of pupils – leading by example.
4. Ensuring the school environment is to the standard which promotes conducive learning, creating a calm and secure learning environment – promoting the school's Health & Safety Policy.
Promote good progress and outcomes by pupils by:
1. Supporting the expectation that all planning is undertaken and that the attainment, progress and outcomes are monitored and reviewed.
2. Being aware of all pupils’ capabilities and their prior knowledge, supporting your staff to plan teaching to build on these, wrapping the curriculum around the individual pupils.
3. Ensuring your team provides required reporting and recording of pupil’s attainment, progress and results of assessments within the school’s recording and reporting structure deadlines.
4. Ensuring your team meets deadlines for all assessment requirements – both academic and social/emotional.
5. Ensuring impact risk assessments are adapted and updated dynamically when looking at mixing pupils.
6. Leading your team in understanding and demonstrating responsibility for promoting good standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject and applying cross-curricular links wherever possible in planning and teaching.
Adapt teaching environment to respond to the strengths and needs of all pupils by:
1. Having effective relationships with pupils, so you can assess what their needs are on a dynamic basis.
2. Having the foresight to manage the environment effectively to support the reduction of any potential incidents.
Leading staff:
1. Taking an active role as the deputy head and promoting the Schools Appraisal and supervision schedules.
2. Supporting the creation and implementation of the SEF and School Improvement Plan (SIP), and taking sole responsibility for appropriately delegated aspects of it.
3. Ensuring your team is making good progress towards the areas of the SIP which they have identified as working towards in their appraisal meetings.
4. Effectively supporting and challenging all staff in achieving the priorities and targets which the school sets for itself.
5. Ensuring that parents/carers/professionals are well informed about the school curriculum, its targets, pupils’ attainment/progress, and their part in the process of improvement.
6. Supporting the Head Teacher in the deployment and development of staff to make the most effective use of their skills, expertise and experience and ensuring that all staff have a clear understanding of their roles and responsibilities.
7. Managing the school site effectively.
8. Having a highly visible presence in the school to support the maintenance of a positive school ethos and positive behaviour.
9. Having high expectations of behaviour, using our behaviour wave system accordingly to help support our pupils, embracing the culture of ‘catching our pupils being good’.
10. Leading by example – showing our pupils what we expect from them, positive behaviour and good manners.
11. Maintaining good relationships with pupils, exercising appropriate authority, and acting decisively when necessary.
12. Being responsible for leading teams of adults, and their morale management.
13. Supporting the vision, ethos and policies of the school and promoting high levels of achievement.
14. Ensuring all staff read key information on pupils and that information is updated dynamically, including pupils' RA, one-page profiles, Destination Learning Journeys, contact sheets and other relevant documentation.
15. Ensuring all new pupils’ information is set up before they start their White Trees journey.
16. Ensuring logistics/timetable is created before the staff/pupils return after a school holiday and are communicated with relevant parents/carers before returning to school.
17. Dynamically and efficiently making changes to the timetable to cover sickness and absence in a timely manner, making few changes as possible to try to maintain consistency – communicating these changes.
18. Conducting daily handovers and de-brief with the team each day.
19. Attending required meetings.
Professional development and performance appraisal:
1. Attending all CPD days and training as required.
2. Reviewing own professional development and identifying training needs.
3. Taking part in the school’s performance appraisal programme and being committed to improving own practice.
4. Acting upon advice and feedback and being open to coaching and mentoring.
Fulfil wider professional responsibilities by:
1. Making a positive contribution to the wider life and ethos of the school.
2. Developing effective professional relationships with colleagues.
3. Taking responsibility for driving the improvement of teaching through appropriate professional development, responding to advice and feedback from colleagues.
4. Communicating effectively with parents regarding pupils’ achievements and well-being.
5. Sharing in the celebration of success of pupils.
6. Contributing to, and supporting pupils to contribute to the school’s news communications.
7. Using and monitoring the school systems that are in place efficiently and effectively, such as class-dojo, Cpoms, E4L.
8. Ensuring updates are given to the Designated Teacher and SENCO about identified pupils for upcoming PEP and annual review meetings.
9. Ensuring your team is following all school policies and systems which are in place.
Other responsibilities:
1. Completing Designated Safeguarding Lead Level 3 training and being a DSL for the site responsible for.
2. Fostering good relationships with parents/carers and the wider community.
3. Demonstrating a firm commitment to personal professional development.
4. Ensuring school cars are well looked after, organised and managed per week/day.
5. Carrying out such other duties as may reasonably be assigned by the Headteacher/Executive Head/Directors.
6. Recognising that duties of a post may vary from time to time without changing the general character of the post or level of responsibility entailed.
7. Ensuring ‘Keeping In Touch’ days are conducted by your team each half term, which are pre-arranged before each school holiday.
Person Specification
Qualifications
1. An undergraduate degree (required).
2. QTS (required).
Experience
1. Experience in managing a team.
2. Experience in working with pupils who have SEMH.
Skills and Abilities
1. Ability to create a safe and secure learning environment.
2. Ability to break down barriers to learning.
3. Being creative in approach to teaching, utilising pupils’ interests to hook them in and engage them.
4. Flexible and adaptable.
5. Effective communicator.
6. Ability to create a fun, challenging learning environment.
7. Being highly organised.
8. Caring, sensitive and responsive to the needs of our pupils.
9. Approachable.
10. Supportive.
Other requirements
1. Commitment to safeguarding children.
2. Being passionate about teaching and providing the best possible opportunities for all pupils.
3. A commitment to the school’s ethos and vision.
4. Resilient and positive.
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