Job Descriptions

Sandbach High School & Sixth Form College – September 2018 

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.

  1. The School’s Leadership Team
  2. Role of the School Leader as Subject Mentor
  3. Role of the Curriculum Leader
  4. Role of the Achievement Coordinator – Ms S Gregory (7), Mrs S Davies (8/9), Mrs S Halstead (10/11)
  5. Role of the Assistant Achievement Coordinators
  6. Role of the College Achievement Coordinator – Mr R Abbotson, Mrs E Moore
  7. Role of the PSHCE Coordinator – Miss S Maile (on maternity leave), cover provided by Mr S Mason
  8. Role of the Form Teacher
  9. Role of the Subject Teacher
  10. Role of the Learning Resource Centre Manager – Mrs C Adderley
  11. Role of the Sixth Form Life Choices Programme (LCP) Co-ordinator – Mr A S Leonard
  12. Role of the Nurse – Mrs L Hulme
  13. Role of the Assistant SENCO – Ms H Lester
  14. Role of the Wellbeing Coordinator – Mrs T Knott

 

  1. 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.

 General responsibilities of all members of the SLT include:

  1. Staff and pupil welfare, including supporting a duty team and assemblies
  2. Support for developing and challenging T, L & A
  3. School Improvement including School and curriculum area reviews
  4. Prospective Parents and reports
  5. Teaching, as appropriate and as required
  6. Facilitate PLC meetings
  7. Such additional duties as are from time to time required

 Headteacher – Mr J M Leigh

  • School Improvement including leading on achievement, and leadership and management
  • Overview of the acquisition, distribution, promotion and interpretation of school/student related data/targets and overseeing the examination process with support from Mrs Edwards
  • Supporting Mrs J Street (with Novus) on the development of ICT infra-structure
  • Subject Mentor and SLT link for Science and English, plus PM for RJD, CAC AND RT, CB AND CB

 Deputy Headteachers

The Deputy Headteachers, when required, take full charge and responsibility for the running of the school.

Deputy Headteacher (Learning, Teaching and Assessment) – Mrs C A Cooke

Sustaining and enhancing learning and teaching

  • Overview of the leadership and development of learning and teaching (with support from Mrs N Betts and Ms S Frost) including:
  • leading or facilitating CPD sessions and development opportunities for teaching and learning, including PLC including arrangements for training days supported by Mrs Betts
  • Observing lessons for the purpose of evaluating T&L, including joint observations
  • Encouraging staff to be reflective and evaluate their own teaching including coaching
  • teachers’ performance management including IIP with support from Mr A Ford
  • Overview of the development of the School’s approach to marking, assessment and reporting supported by Mrs N Betts and the use of data (with the support of Mr A Ford)
  • Overview of the management of the timetable with support from Mr A Ford.
  • Responsibility for leading the school’s approach to and compiling relevant documentation relating to self-evaluation and the School’s Growth Plan (with support from Mr Troth vis-à-vis sixth form)
  • Preparations for external monitoring visits, including advisers and Ofsted
  • Leading the preparations for Governors’ meetings including the Learning and Teaching Committee and the Staffing Committee
  • Subject Mentor and SLT link for Art, ICT, Design and Technology, and Performance Management for DM, DV, AF AND SF

 Deputy Headteacher (Pupil Well-being) – Miss R J Darlington

Every Child Matters          Years 7 – 11

  • Senior Designated Safeguarding Lead (with support from Mrs Louise Hulme (Nurse) and Miss N Oyler (Deputy Safeguarding Lead), Chair of the Health & Safety Staff Committee and Critical Incidents Coordinator (with Mrs J Street who leads as H & S Coordinator)
  • Leading on student admissions (with support from Ms C Smith), student behaviour and student well-being and student attendance across the main school
  • Leading and managing the Nurse (Mrs L Hulme) and Counsellors (Mrs T Knott, Mrs L Nolan and Mrs R Heath)
  • Monitoring and supervising the work of Assistant Headteachers (Pupil Well-being and Community), Achievement Coordinators and Form Tutors (with support from Miss N Oyler) and will oversee matters as they relate to transition and Year7 students
  • SENCO with support from Ms H Lester including
  • liaison with specialist support agencies
  • oversight of achievement and progress of pupil premium students, students with AN and management of related funding with support from Miss Oyler
  • Assessment, diagnosis and examination arrangements for students with LDD
  • Leading the preparations for various Governors’ meeting including Governors’ Pupil Committee with support from Miss N Oyler and the Environmental & Premises Committee (with Mrs Street). In particular, elements of H and S under the leadership and management of Miss Darlington include risk assessments for teaching staff, well-being survey, matters relating EVOLVE, fire alarm.
  • Performance Management for AW AND NO

Assistant Headteachers

Assistant Headteacher – Mr R Troth 

In the absence of the Headteacher/Deputy Headteachers, Mr R Troth will take full charge and responsibility for the day-to-day running of the school.

Leading and managing the strategic and day to day development of the Sixth Form

  • Responsibility for Years 12 and 13 (with support from Mr R Abbotson and Mrs E Moore (Sixth Form Achievement Coordinators), Mr T Reardon-Davies (Assistant SFAC/EPQ), Mrs K Vickers and Miss J Jones including
  • Social, Academic and Conduct including award of bursaries, as appropriate
  • Liaison with parents, external agencies, inc. Welfare and Court Agencies
  • Recruitment and retention of students including KS4 to KS5 transition
  • Statistics including Sixth Form destinations and attendance
  • Oversight of internal assessments, records and reports
  • Monitoring and developing Teaching and Learning in the sixth form and the work of Sixth Form Tutors
  • The development of curriculum and activities appropriate to the Sixth Form including oversight of the Life Choices programme (coordinated by Mr A S Leonard), Sixth Form careers and Sixth Form Council and helping to engender corporate spirit, including links with Sandbach School.
  • Assistance with the organization and supervision of internal and external examinations, A level results day service, the organization of clearing week and UCAS applications.
  • The Sixth Form Growth Plan and self-evaluation with support from the Headteacher
  • Leading the preparations for various Governors’ meetings including the Pupil Committee and Learning and Teaching Committee
  • Subject mentor and SLT link person for Sixth Form, Geography and Social Sciences
  • Performance Management for RA, TRD, LC, DS AND CW
  • Leading, managing and implementing (in the absence of Mrs G Edwards) the School’s approach to staff absence and room changes
  • SLT link person for teacher training (supported by Miss S Frost) and for the induction of new teaching staff and Newly Qualified Teachers (NQTs), supported by Mr D Fowler as Assistant Professional Mentor.

 School Business Manager – Mrs J Street

Allocation of resources to support learning and teaching and to facilitate school improvement

  • Leading and managing the school’s finances to ensure that the budget supports learning and teaching and to monitor (with support from Mrs H Hulse) all income and expenditure including preparing the budget for presentation to the Governors, supervisory control over requisitions, curriculum area expenditure, insurance and all aspects of the school’s finances including final accounts.
  • Foreseeing staffing and accommodation requirements including building schemes and alterations to ensure an effective delivery of the curriculum and making appropriate recommendations to the Headteacher/Governors.
  • As the Academy’s Finance Director, liaison with external agencies including the DfE and Companies House on all matters to do with finance, premises and personnel
  • Leading the preparation of job descriptions for support staff to ensure appropriate support is made available to underpin learning and teaching
  • Leading and managing personnel matters for all staff to ensure appropriate implementation of school policies and procedures
  • Leading and managing with assistance from relevant intermediaries the management of the school site and premises including ground and site maintenance and development (with support from Mr K Reagan), school catering (with support from Caterlink) and School Transport (with the support of Mrs E Percival)
  • Line Manager for Support Staff including, performance management, CPD and the induction of new support colleagues
  • Leading and managing the payroll for all staff within school (with the support of Mrs S Head) producing returns for the HMRC, TPA and LGPS as required.
  • Critical Incidents Coordinator and leading, managing and implementing the School’s policy and approach to Health and Safety and facilitating the school’s Health and Safety Committee with Miss Darlington. In particular, elements of H and S under the leadership and management of Mrs Street include risk assessments for support staff, matters relating to the environment and premises such as managing contractors, Electrical checks, manual handling and working at heights.
  • Leading the preparations for various Governors’ meetings including the Governors’ Finance and Leadership Committee and Environmental & Premises Committee with Miss Darlington.
  • Performance Management for HH, KR and SH 

 Assistant Headteacher – Mrs N Betts 

In addition to her substantive role as Curriculum Leader for MFL, Mrs N Betts will work closely with Mrs C Cooke to develop and challenge teaching, learning and assessment and in particular the school’s approach to marking, assessment and reporting including overseeing and implementing work sampling and how AfL is used in the classroom.  Will support Mrs Cooke with the school’s approach to INSET and CPD.

  • Subject mentor and SLT link person for Performing Arts (Dance, Drama and Music) and RS
  • supporting preparations for various Governors’ meetings including Governors’ Teaching and Learning Committee
  • Performance Management for HOR, PMD, CM AND RA

Assistant Headteacher – Mr A Ford 

In addition to his substantive role as Curriculum Leader for Computing, Mr Ford will work closely with Mrs C Cooke to develop and challenge teaching, learning and assessment and in particular the school’s approach to the use of data as well performance management including IIP.  He will be responsible for the construction of the timetable and the development of G8Way3/Parent App.

  • Linked to the above, Mr Ford will support Mrs Cooke and Mr Troth respectively with leading and managing the development and implementation of the school’s curriculum including Year 9 options and sixth form option pools and associated staffing requirements.
  • Subject mentor and SLT link person for Maths and History
  • Performance Management for GB, PG, BS, FF AND EB

Assistant Headteacher  – Miss N Oyler PUPIL well-being

 Miss Oyler will work closely with Miss R Darlington on pupil wellbeing matters as they relate to Years 8 – 11.  Miss N Oyler will support Miss Darlington in managing the team of Achievement Coordinators, including leading AC meetings, and oversee PSHCE including e-safety provision and Work Related Learning including Careers Guidance with support from Mr P Goodwin and Mr M Puddyfoot.

Specific responsibilities include:

  • monitoring of achievement and progress of pupil premium students, students with AN and management of related funding
  • Deputy Safeguarding Lead with a special emphasis on mental health wellbeing provision
  • intervention programmes and oversight of whole school co-ordination of Literacy (with support from Ms A Misra) and Numeracy (with support Mrs K Fowler)
  • overseeing students’ voluntary activities and extra- curricular activities including activities week
  • leading and managing staff on duty including the drawing up of duty teams and prefect teams
  • oversight Provision for Gifted and Talented (with support from Miss C Mack)
  • Performance Management for SD
  • School tours
  • supporting preparations for various Governors’ meetings including Governors’ Pupil Committee

 Assistant Headteacher – Miss A Whalley KS 2 – 3 Transition and COMMUNITY Development

Miss Whalley will work closely with Miss R Darlington on pupil wellbeing matters as they relate to Year 7 and in managing the Year 7 Achievement Coordinator.  Miss Whalley will facilitate the continuing development of community links including publicity.

Specific responsibilities include:

  • leading on KS 2 -3 transition
  • facilitate the continuing development of parental engagement including the PEG group and the PFA
  • pupil voice including the School Council, Stamp it Out Campaign
  • oversight of Year 7 catch-up funds and intervention
  • process and assessing and disseminating the results of the Parent survey and distinguishing priorities from the results, supporting Mrs Cooke with SGP priorities.
  • Performance Management for SH AND SG
  • School tours
  • Deputy Safeguarding Lead (in training) for Year 7
  • supporting preparations for various Governors’ meetings including Governors’ Pupil Committee

 Associate Headteacher – Ms S Frost  (Lead Teacher)

Learning and Teaching with an emphasis on developing the coaching strand

  • School to School support
  • Line managing other lead teachers including CH and DSE
  • Subject mentor and SLT link person for PE
  • Performance Management for CH, DSE, AJ AND SF

 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.