Job Descriptions

Sandbach High School & Sixth Form College

The following job descriptions should be read alongside current School Teachers’ Pay and Conditions Documents. They are subject to annual review, re-negotiation at the instigation of an individual teacher or Headteacher and are not exclusive of the full range of professional duties.

The School’s Leadership Team (SLT)

The SLT supports the Headteacher in ensuring that students receive a high quality education and achieve their maximum potential, with the day-to-day management of the school and in the determination of long term priorities as identified in the school Growth Plan. The SLT contributes to the monitoring and evaluation of school performance and associated linked curriculum areas.

Members of the SLT have a collective and individual responsibility to ensure that all school policies are being applied in a fair and consistent manner. The responsibilities of each member are detailed below but it should be remembered that their areas of responsibility often overlap and are closely interrelated.

All SLT members contribute to policy and share in the decision-making involved in administering the school, are ex officio members of all committees and advise/take action on problems brought to their attention.


Ellen Walton

Leading Overall Effectiveness

Leading School Self-Review and Improvement


Deputy Headteachers:

Rebecca Darlington

Strategic Lead of Pastoral  Care, Pupil Welfare, Behaviour and Safety (including Safeguarding Lead)

Strategic lead of Attendance and Admissions 7-11.

Richard Troth

Strategic lead of Staffing, Curriculum & Assessment 7-13.

Strategic lead of the Sixth Form College including Attendance, Pastoral Care & Achievement.


Assistant Headteachers:

Nicki Oyler

Strategic lead of Staff and Student wellbeing 7-13.

Strategic lead of Behaviour for Learning

Alice Whalley

Leads on Transition.

Strategic lead on whole school parental engagement and community links.

Nic Betts

Leading Assessment Years 7-13

Leading Teaching Staff Appraisal.

Andy Ford

Leading Achievement 7-11.

Leading data and whole school performance measures 7-13.

Sarah Frost

Leading the Quality of Teaching & Learning and CPD Years 7-13.

Leading the Monitoring and Evaluation programme 7-13.


School Business Manager

Helen Hulse

Leading Finance, HR and Premises.

Leads on the Strategy and the Business functions of the School and College.


Role of the School Leader as Subject Mentor

The SLT mentors work with the curriculum area and are particularly supportive of Curriculum Leaders, working as a ‘critical friend’.  The SLT Mentor will assist and support Curriculum Leaders in their curriculum area self-evaluation.

They will:

  • Receive a copy of the relevant Growth/Intake Plan and notes of/action points from meetings
  • Lead the meeting with the Curriculum Leader/Achievement Coordinator for their link areas following submission of the Growth/Intake Plan and EEE and more general matters
  • Support Middle Leaders to identify strengths and weaknesses in teaching and learning, assisting in personnel issues such as professional development advice, as necessary
  • Visit the curriculum area informally, including going into classes as appropriate and attending at least one curriculum area meeting each year

Role of the Curriculum Leader

Curriculum Leaders have prime responsibility for thorough and systematic self-evaluation within their subject areas.  As Curriculum Leader, he/she is responsible through the School’s Leadership Team for all aspects of the work of their curriculum area.  To be effective they should lead the curriculum area in monitoring its work and using the findings for evaluative purposes.

The Curriculum Leader is responsible for the organisation of the curriculum and the work of teaching and support staff.  In consultation with other members of the curriculum area, he/she is expected to prepare and review schemes of work, to give guidance on teaching and learning styles to be used, and to advise about new ideas and developments.  The Curriculum Leader is responsible for ensuring that curriculum area staff are given opportunities for appropriate CPD. Provision should be made for the regular review of schemes of work (at least on an annual basis). Curriculum Leaders should be familiar with cross-curricular themes and adapt their curriculum area schemes of work to address these issues.  Subject to the approval of the Headteacher, the Curriculum Leader is responsible for policy to be adopted in the curriculum area.

The Curriculum Leader is responsible for supervising, monitoring and evaluating the work of everyone within their curriculum area and will be consulted on all appointments.  He/she will ensure that a careful record is kept by individual subject teachers of all work done, including the setting of homework.  Work done by students will be reviewed in line with School/curriculum area policies.

Work must be set for classes left without a teacher as a result of the foreseen or unforeseen absence of curriculum area staff.  The arrangements for the above will be detailed in a Handbook.

Curriculum area meetings must be held regularly, agendas drawn up, and action points recorded which should be passed to the Headteacher or to the SLT link person.

When appropriate the Headteacher may require items to be placed on agendas for discussion. The Curriculum Leader will be responsible for interpreting school policy for the members of the curriculum area and for ensuring that the philosophy of the curriculum area is understood by members of other curriculum areas. In addition, the Curriculum Leader will be responsible for facilitating the compilation of the Growth Plan for his/her subject/curriculum area.

It is essential that the Curriculum Leader is seen and known to be interested in standards of work and behaviour throughout the curriculum area, especially when there are newly qualified teachers (or trainees) in the curriculum area. Exercising a general control over the behaviour of all pupils being taught in the curriculum area, Curriculum Leaders should be the first point of reference for matters of behaviour and quality of work where problems occur.

The Form Teacher should be kept fully informed, and, when necessary, matters of serious concern should be passed to the Achievement Coordinator and Assistant Headteachers.  Overall responsibility for the monitoring and review of pupils’ progress within the subject lies with the Curriculum Leader who should make recommendations for teaching group reviews after appropriate consultation.

Curriculum Leaders should work to ensure that the school functions smoothly as a community.

Specific responsibilities include

  • leading the development and maintenance of schemes of work and an up-to-date handbook and ensuring that curriculum area policy is communicated, understood and followed by staff.
  • managing all aspects of resourcing eg capitation, stock control, planning for future expenditure, prioritising developments etc to ensure that the curriculum is appropriately resourced.
  • facilitating general staffing matters relating to deployment, appointments, student teachers, mentoring, NQTs, RQTs etc.
  • monitoring and reviewing the work of the curriculum area including work sampling to help ensure high standards are achieved across all areas of the department’s work.
  • monitoring and reviewing pupil’ progress and standards of behaviour within the curriculum area and take appropriate action as necessary.
  • leading the professional development of colleagues (teaching and support) within the curriculum area to meet agreed needs, planning the use of INSET and other curriculum area time.
  • liaising with other curriculum areas, partner primary schools and other agencies as appropriate.
  • convening meetings, providing agendas and action points, as appropriate.
  • representing and making decisions on behalf of the curriculum area at informal and formal occasions.

Role of the Achievement Coordinator

The duties of an Achievement Coordinator include:

  • Enforcing the school’s standards associated with general behaviour, conduct and uniform
  • Tracking and monitoring (with the relevant colleague) the attendance, punctuality, achievements and academic progress of the students in their year cohort and ensuring Form Teachers and students keep their records up-to-date.
  • Leading the school’s provision for students’ welfare within their year group, including day-to-day liaison with subject teachers, Form Teachers and parents as well as the organization of student care including counselling, nurture groups, anger management courses and peer mentoring and liaison with external agencies such as Welfare and Court Agencies
  • the admission including school tours and integration of new pupils in to the Main School with support from Ms C Smith
  • communication with parents including assisting with Parents’ Evenings, the completion of references (upper school Achievement Coordinator), or, assisting with the arrangements for vaccinations and medicals (lower school Achievement Coordinators)
  • undertaking Year Assemblies and helping to engender a corporate spirit including the organization of Year/Form teams e.g. sporting teams
  • assisting with report interviews
  • mentoring of assigned student(s) as necessary to support their progress and behaviour
  • supporting the work of the Form Representatives and through them the School Council.
  • Supporting KS2 – 3 transitional arrangements, Induction Day and Uniform Evening (Year 7 Achievement Coordinator) or with KS3 – KS4 transition including GCSE options (Year 9 Achievement Coordinator) or assisting with work experience (Year 10 Achievement Coordinator) or selecting, appointing and deploying Prefects (Year 11 Achievement Coordinator).
  • Observing Form Periods including the delivery of PSHCE (coordinated by Miss Maile) as part of the school’s general monitoring programme and as circumstances require.
  • Leading a Staff Duty Team and arranging for and supervising a daily team of student prefects

Role of the Assistant Achievement Co-ordinator

The role of the Assistant Achievement Co-ordinator is important to the smooth and efficient running of the year group(s).  They are to be managed by the relevant Achievement Co-ordinator to undertake tasks pertinent to the year group(s), form or particular student or group of students.  Generic duties include enforcing the school policies associated with general behaviour, conduct and uniform.

Duties may include the following

  • monitoring and analysis of students’ BfL grades, attendance and punctuality
  • mentoring of assigned student(s) as necessary to support their progress and behaviour
  • supporting the work of the Form Representatives and through them the School Council.
  • to take charge of the year group(s) if the AC is absent
  • assisting in the setting up of appropriate year assemblies and form representative meetings where appropriate.

Role of the College Achievement Coordinator

The duties of the College Achievement Coordinator include:

  • Tracking and monitoring (with the relevant senior colleague) the achievements and academic progress of the students in the Sixth Form College including contributing to the Sixth Form Growth Plan and liaising, as necessary.
  • Supporting the school’s provision for students’ welfare within the Sixth Form College, including day-to-day liaison with subject teachers, form teachers and parents
  • Enforcing the school’s policies associated with general behaviour and conduct.
  • Monitoring (with the assistance of the appropriate support colleague) students’ attendance, punctuality and procedures for signing/swiping in and out
  • Undertaking Year Assemblies and helping to engender a corporate spirit through the development of appropriate extra-curricular events and activities.
  • Assisting with Parents’ Evenings, commenting on reports, supporting the organisation and supervision of internal/external examinations, A level results day service and clearing
  • Assisting with KS4 to KS5 transition, including the preparation and distribution of Sixth Form booklets. Assisting with Open Evenings/Days and special events linked to KS5 including marketing and promoting the Sixth Form.
  • Oversight of the Life Choices programme (LCP) and observing Form Periods including the delivery of LCP as part of the school’s general monitoring programme and as circumstances require.

Role of the PSHCE Coordinator- Miss S Maile

  • To report to the Headteacher and School Leadership Team on all matters relating to PSHCE including producing a coherent programme, in liaison with Achievement Coordinators for delivery across Years 7 – 11 reflecting local, national and international protocols and managing the associated funding
  • To identify and facilitate professional development opportunities for colleagues that will enhance the delivery of PSHCE
  • To review and maintain the quality of delivery in association with other Achievement Coordinators.

Role of the Form Teacher

The form is at the heart of the school and the Form Teacher is relied upon to care for and guide each pupil in all pastoral/academic matters.  Form Teachers provide personal tutoring to ensure that he/she has a broad overview of each girl’s progress across the curriculum and directing them to appropriate help as necessary.  The Form Teacher is responsible for the organization and content of all form meetings.  The Form Teacher is the person for parents/carers to contact regarding their daughter’s progress.

Main School Form Teachers and Sixth Form Tutors will be;

  • Familiar with each girl’s progress across their subjects, including targets
  • Assisting with the identification of obstacles to each girl’s success
  • Play a key role in home – school communication, discussing support required both in school and at home
  • Support each girl through the transitional stages of their learning such as assisting with option choices.

The appearance, cleanliness, conduct and progress of each girl are matters of daily concern to the Form Teacher.

Main School Form Teachers

A number of specific duties are assigned to Form Teachers.  Among these are:

  • Monitoring students’ welfare, achievement and academic progress including registering students and monitoring attendance, overseeing uniform, homework timetables, planners, reports.
  • Ensuring, as far as possible, that each girl makes the maximum use of opportunities and takes a full part in school activities and arranging for a record to be kept of those activities as well as her academic achievements.
  • Distributing correspondence via pupils to parents (regarding school functions etc) and, in consultation with the appropriate Achievement Coordinator/Senior Colleague, corresponding with parents regarding the welfare, achievements and academic progress of individual students).
  • Delivering and contributing to the development of PSHCE.
  • The Form Teacher must ensure that all girls are aware of those procedures in the school which relate to and rely upon them, particularly but not exclusively to behaviour and conduct.  Without efficient work by Form Teachers in this direction the general organization of the school will suffer very seriously.  For example, in the form register will be found notices or duplicated letters for parents to be distributed to the students.
  • The matter of personal example cannot be overstressed.  Our responsibility for the education of the young people of Sandbach and its surrounding districts is considerable and demands the highest professional standards.
  • Form Teachers (and Subject Teachers) are responsible for their own classroom discipline, and high professional standards will help to minimize problems.  The school’s rewards system should be used to formally recognize anything which deserves special commendation on the part of the pupils.  So far as work is concerned, the standard expected should be as high as is commensurate with pupils’ highest capabilities.  If a problem arises within the form the appropriate Achievement Coordinator should be consulted.  Serious or general behaviour problems may need to be referred to the relevant SLT.

Substituting for the Form Teacher

The duties of the Form Teacher are onerous, and not being allocated a form is certainly not to be thought of as a means of escape from those duties.  Substituting for a Form Teacher is a difficult job to do well, because it is wide-ranging in scope, unpredictable, and not easily defined.

Specific requirements will be discussed with each substitute as circumstances dictate, but non-form teachers need to be aware that owing to the unpredictable nature of staff absences they may well be called upon to take a form meeting at the last minute.  On such occasions it is not enough simply to stand in and do nothing.  Substitute form teachers should always work through the above duties as appropriate.

It is also vital to the smooth running of the system that they should make themselves available in the staff room by no later than 8.20 a.m. each morning.

Sixth Form Tutors

The role of Sixth Form Tutors includes:

  • Monitoring students’ welfare including registering students and monitoring attendance  and academic progress including day to day liaison with subject teachers and parents, issuing and checking internal assessment forms and commenting on reports prior to passing them on to SLT
  • Working with students to ensure records of achievement and curriculum vitae are kept up-to-date with current extra-curricular activities, part-time jobs etc being recorded and completing UCAS references and college references as appropriate.
  • Distributing correspondence via students to parents (regarding school functions etc) and, in consultation with the Head of Sixth Form/Senior Colleague, corresponding with parents regarding the welfare of individual students).
  • Delivering and contributing to the development of the Life Choices programme
  • Ensuring, as far as possible, that each student makes the maximum use of opportunities and takes a full part in college activities through the organization and oversight of social activities and charity work helping to engender a corporate spirit

Role of the Subject Teacher

The role of the subject teacher is to ensure high quality learning and teaching takes place in their classroom by:

  • planning, preparing and teaching lessons, implementing all relevant school policies as appropriate including the setting of homework
  • assessing pupils’ work on a regular basis and maintaining high standards of record keeping in line with school policies on assessment, and ensuring that any assessment carried out informs the teaching and learning process
  • maintaining a high standard of student conduct both in the classroom and around the school in line with declared policies
  • maintaining an appropriately positive ambience and physical environment in classrooms
  • preparing suitable teaching materials and contributing to the development of schemes of work for pupils of all ages and abilities
  • developing and leading other responsibilities either within the curriculum area as agreed with the Curriculum Leader and/or whole school as agreed with the relevant senior colleague
  • keeping up to date with developments in their specialist subject area(s) by attending appropriate continuing professional development opportunities

Subject teachers are responsible for their own classroom discipline, and high professional standards will help to minimize problems.  Merit points are given for anything which deserves special commendation.  So far as work is concerned, the standard expected should be as high as is commensurate with pupils’ highest capabilities.  If a problem arises associated with the teaching of a subject, the appropriate Curriculum Leader should be consulted.  Serious or general behaviour problems may need to be referred to the Achievement Coordinator or other Senior Colleague.

Role of the Learning Resource Centre Manager

The LRC Manager will link closely with the English and SEN departments and be enthusiastic about developing literacy projects linked to reading and writing; supporting the SEN offer in school.  The LRC manager should be passionate about reading and have an excellent knowledge of books for young people.

Specific responsibilities include:

  • Training and supervision of pupil helpers to assist at lunchtime and break. The training and supervision of staff working in the learning resource centre on a casual basis.
  • To plan and oversee the organisation and management of the learning resource centre.
  • To contribute to curriculum development by liaising with curriculum areas and individual teachers.
  • Selection, acquisition, organisation, promotion and maintenance of book and non-book resources to cover the full age range and ability of the school. To include shelving and shelf tidying and overseeing the issue and discharge of books and other materials e.g. digital cameras. Clerical routines connected with the ordering and receipt of new materials. Routines connected with the receipt and return of project collections and other items from the schools’ library service.
  • Responsibility for optimising the use of ICT in the learning resource centre and the Management of non-book resources including video facilities, cameras, TV/audio recordings, colour photocopier and laminator.
  • Arrangement of materials for effective retrieval including the systematic indexing, classification and cataloguing of all resources and the dissemination of information relating to those resources, as appropriate.
  • Ensuring a high standard of display and promotional material to enhance the appearance of the learning resource centre to provide an attractive environment conducive to achieving optimum use for both purposeful study and leisure.
  • Guidance and assistance to pupils on appropriate strategies for the selection of information resources to undertake assignments both from within the school and the wider community.  Effective use of specific resources e.g. reference materials.  Choice of literature and materials to meet curricular and leisure needs and providing guidance and assistance to teachers on maintaining a good level of resource awareness relating to relevant course/subject areas.  Liaison with external agencies to ensure that the maximum use is made of appropriate materials and information provided by key support services and outside organisations e.g. the public library service. 

Role of the Sixth Form Life Choices Programme (LCP) Co-ordinator

The duties of the Sixth Form LCP Co-ordinator include:

  • co-ordination of a course of LCP sessions for delivery by Form Tutors throughout Years 12, 13 and 14 including management of resources and liaison with external speakers / providers
  • tracking and monitoring of students’ engagement with and progress on voluntary / enrichment / work experience and other non-qualification activities as appropriate
  • ongoing review of LCP programme in response to current themes and priorities
  • co-ordination and resourcing of Alternative Curriculum day and Activities Weeks programmes
  • leadership of the Form Tutor team in delivery of LCP including training and observation as appropriate to ensure high quality experiences for all
  • working with the Assistant Headteacher (Head of Sixth Form) and Sixth Form Achievement Co-ordinator to ensure high quality provision of non-qualification activity for post-16 students.

Role of the Nurse Mrs L Hulme

  • Including acting as a Deputy Safeguarding Lead, oversight of and delivery of First Aid, preparation of Medical Needs Plans and CAFs, liaison with the School Nurse (Jane Fox), supporting the school’s work on mental health wellbeing, resilience programme.

Role of the Assistant SENCO Ms H Lester

Including the construction and development of the Additional Needs Provision Map, LSA timetables, arrangements for and oversight of intervention and the preparation of CAF

Role of the Wellbeing Coordinator – Mrs T Knott

  • Oversight of and delivery of counselling, anger management and anxiety programmes.
  • Developing a rapport and engagement with hard to reach parents/pupils
  • Overview of mentoring programmes including peer mentors and friendship mentors.