Assistant Principal Inclusion & Special Educational Needs & Disability

Coordinator (SENDCo) Recruitment Pack

April 2025

Together, stronger

• Letter from the Executive Principal

• About us

• Letter from our CEO • Our sponsors • Role Description • Person Specification page • Why Haberdashers? • Recruitment process • Contact details

Page 3 Page 4 Page 5 Page 6 Page 8-12 Page 13-14 Page 15-16 Page 18 Page 19

2

Contents

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Letter from D

r T esca

Bennett, Executive Principal Dear Candidate,

Thank you for your interest in the post of Assistant Principal Inclusion & SENDCo. This is an excellent opportunity to make a major contribution to ensuring that our pupils, but especially those with special educational needs and disabilities, are able to achieve our vision, that 'All pupils are able to reach their full potential personally, academically and socially.'

We are looking for an ambitious leader with a commitment to inclusion, excellent educational outcomes, and high standards to take a strategic lead in the vision for SEND provision across the academy in line with our vision and ASPIRE values. You should have a clear vision for high quality SEND provision, teaching and learning, and impactful interventions so that SEND is a shared responsibility for all staff across the academy, working with families and external agencies.

You might be an experienced Assistant Principal or a successful Middle leader, looking for the next pivotal step in your career, to broaden and strengthen your leadership experience. You must have the ambition and desire to make a real difference.; adept at being reflective, managing yourself and in seeing the learning in the opportunities you will be presented with through this role.

To support you in your growth you will join an experienced leadership team and Trust, where every senior leader has access to an executive coach and is supported with an extensive professional development offering to support them in their role and career.

Haberdashers’ Knights Academy is a vibrant, diverse 11–18 school community with a relentless focus on high expectations and aspirations. We serve the families of the local community in the London Boroughs of Lewisham and Bromley and are part of the Haberdashers’ Academies Trust South, a well-established multi-academy trust of four secondary and five primary schools in southeast London and Kent with over 6000 students and 600 staff. The scale of expertise and leadership across our Trust gives us enormous capacity. It is this capacity that has resulted in the success of the Trust and allows us to mount new ventures and allows our staff to take on new opportunities and rapid development trajectories.

Our school and our Trust are uniquely exciting places to be, and I hope that you decide to join us in our current phase of rapid development and growth. I look forward to receiving your application and welcoming you into our Knights Academy school community.

Dr Tesca Bennett Executive Principal Haberdashers’ Knights Academy

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Trust -wide vision

We are a multi-academy trust consisting of four secondary schools and five primary schools and have been educating children and young people since 1876.

Our moral imperative at that time was to ensure that every child in our care received the best possible education in order to make the best start in life. That moral imperative remains today, underpinned by ethos of working together and our values of being ambitious, always growing and contributing to the world as global citizens.

In a complex world, we need our children and young people to be as well equipped for their future as possible so that they can flourish. We will support them to become compelling individuals so that by the time they leave us they will have experienced a range of opportunities that not only build their mind but also build their character.

We are proud to be a diverse community and take seriously the need to ensure that every child, young person and adult connected with our schools feels included, welcomed and listened to. This is an important part of who we are and our commitment to equality and fairness. This commitment remains at the forefront of our work.

To find out more about Haberdashers’ Academies Trust South, please visit: www.habstrustsouth.org.uk

VISION 2026 Every School an Excellent School It is the Trust’s vision for all of our schools to be excellent schools. Our mission is to ensure that every one of our children and young people flourishes at school so that they can be successful in their lives.

Our three main objectives are:

• Excellent outcomes for all children and young people so that they can be successful in their next steps and future lives;

• To be regarded as a great employer, attracting, retaining and developing the best staff;

• To be the Trust of choice and a welcome presence in our communities.

To find out more about our Vision and Strategy, please visit: https://www.habstrustsouth.org. uk/Our-Vision-and-Strategy

About Haberdashers’ Academies Trust South

Dear Candidate,

Thank you for your interest in the post of Assistant Principal Inclusion & SENDCo.

We are a Trust of nine schools, all based in South East London. Whilst each of our schools maintains its individuality, we share a common mission: to ensure that every single child and young person in our care is successful at school so that they can flourish and be successful in their lives. We are committed to ensuring this success from 3 to Forever, under our mantra of ‘once a Haberdasher, always a Haberdasher’.

Our People Strategy is key to our success and integral to this is our commitment to equity, equality, diversity, and inclusion . Bringing this to life is the responsibility of every member of staff. We take seriously any behaviour which undermines it. Anyone applying to work with us, should share this commitment.

Please take a look on our website for more information. We want the best people to join our Haberdashers’ community and are committed to a diverse and inclusive student and staff body.

If you are passionate about making a difference and feel that you have the right experience and expertise, I encourage you to apply to join us on our journey.

For a confidential discussion regarding this post, please contact the HR department at knightshr@habstrustsouth.org.uk

I look forward to hearing from you.

Jan Shadick Chief Executive Officer Haberdashers’ Academies Trust South

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Our Sponsors

Our sponsors are a huge part of the culture within our schools. The links with our sponsors are a unique and special part of what our Trust and schools what they are today.

The Worshipful Company of Haberdashers

Our main sponsor is the Worshipful Company of Haberdashers, one of the Great Twelve Livery Companies of the City of London. Education is hugely important to the Haberdashers’ Company and today there are more than 12,000 children and young people in its’ family of 21 schools. The Haberdashers’ network of maintained and independent schools stretch across the country, covering north London, Shropshire and Monmouth and our own Trust, in south London and Kent. We have regular opportunities to collaborate with the wider network of Haberdashers’ schools on a number of initiatives and events.

The Haberdashers’ Company supports our pupils in many ways. There are a number of educational and careers initiatives that are organised by the Company, such as the Livery Academy Awards, Monmouth - City of London Work Experience, Haberdashers’ Musician of the Year, an annual Year 7 visit to the prestigious Haberdashers’ Hall, cross school sporting competitions, mentoring, trips and much more. Each year, a number of Year 13 pupils receive scholarships that will support them financially through university and the Company fund a number of projects throughout the school year. The relationship with the Haberdashers Company is central to the success of the Haberdashers’ Advantage enrichment programme, and pupils, parents and staff are proud of this relationship.

Being part of the Haberdashers’ community is very important to us as a school. The Haberdashers’ come and visit us each year to hear from the children, to see what has been happening in our school and to celebrate our achievements. The Haberdashers’ Company supports pupils, past and present, as they progress through their educational and professional journey, which offers our pupils something truly unique.

Find out more: www.haberdashers.co.uk

Temple Grove Schools Trust

Temple Grove Schools Trust is a charitable trust dedicated to raising standards for primary education. The Trust was founded some 50 years ago and springs from one of the country’s oldest prep schools, Temple Grove founded in 1810. The Trust seeks to provide all children with a breadth and depth of learning opportunities in order to realise individual aspirations and potential.

Our primary schools are extremely fortunate to have a partnership with the Temple Grove Schools Trust. Schools benefit from bursaries that allow us the opportunity to give our children learning experiences they may not get at other schools; including music lessons, professional coaches and multiple trips.

Find out more: www.templegrove.org.uk

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Mr Nicoli, Head of Music Haberdashers’ Knights Academy

“In my role at Knights Academy, I have felt the support of a Leadership that shares the same ethos and vision for my subject area. This support, combined with a Principal that will always do what is best for the students, has allowed me to develop the Music department towards achieving our aims. The students are eager to get involved in the activities we offer them, showing a real enthusiasm for making music. Their willingness to perform at events and represent the school demonstrates the sense of community felt by our students, giving the school and students a sense of pride and belonging.”

Role Description

About the role

We are seeking a passionate, strategic, and inspirational leader to take on the role of Assistant Principal – Inclusion & SENDCO, a highly valued and visible position within our Academy. This is a unique opportunity to champion SEND and Inclusion at a whole-school level, shaping provision and driving change that ensures every learner has the opportunity to thrive.

As our Assistant Principal for Inclusion, you will play a central role in our senior leadership team, contributing to the strategic direction of the Academy and working closely with staff, families, external agencies, and – most importantly – our students. You will lead a proactive and ambitious Inclusion team, and be supported in your role by a Deputy SENDCO, allowing you to focus on driving long-term improvement while ensuring that all statutory responsibilities are robustly met.

This is an exciting time to join us. The landscape of SEND and Inclusion is evolving rapidly, and we are looking for someone who is ready to embrace fast-paced change, bring innovative thinking, and lead from the front as a visible champion for inclusion across the Academy. Your work will ensure that SEND and vulnerable pupils receive high-quality support, excellent teaching, and the opportunity to fulfil their academic and personal potential.

You will be an outstanding practitioner with a clear vision for inclusive education, and a deep understanding of how to support a diverse range of needs within a mainstream setting. You will combine relentless ambition for student achievement with the operational skills required to lead a complex area of school improvement.

This role offers excellent scope for professional growth, with access to high-quality CPD, a collaborative team environment, and the opportunity to shape the Academy’s inclusive culture. Whether you are an experienced SEND leader or ready for your next step into senior leadership, we welcome applications from individuals who share our commitment to equity, ambition, and excellence for all.

Job Title: Assistant Principal Inclusion Contract type: Permanent Salary: L11- L17( £74,827- £85,217) Inner London School/ Service: Haberdashers’ Knights Academy Location: Launcelot Road, Bromley BR1 5EB Accountable to: Vice Principal – Pastoral

Key responsibilities

Key Responsibilities

• Be the named SENCO and lead the implementation and continuous development of the SEND policy across the Academy.

• Ensure full compliance with the SEND Code of Practice, meeting all statutory responsibilities for SEND provision.

• Develop and lead the Academy’s strategic approach to supporting vulnerable groups, including pupils with SEND, Children Looked After (CLA), and those with English as an Additional Language (EAL).

• Oversee the identification, assessment, and tracking of students within vulnerable groups, ensuring appropriate support and timely interventions that lead to improved outcomes.

• Work in close partnership with Curriculum Leaders to embed inclusive classroom strategies and differentiated teaching practices that meet the needs of all learners.

• Collaborate with Teaching and Learning leads to ensure all SEND students benefit from high-quality, adaptive teaching across the curriculum.

• Design and maintain a clear and cost-effective provision map that demonstrates impact and value for money in the deployment of SEND resources and interventions.

• Analyse data and monitor the academic progress of SEND and other vulnerable learners, ensuring that underachievement is swiftly addressed.

• Ensure all staff and key stakeholders understand and can effectively support the individual needs of students, promoting a culture of inclusion and high expectations.

• Build and maintain strong, proactive relationships with parents and carers, ensuring regular communication, review processes, and co-production in line with statutory requirements.

• Lead on the development and delivery of a high-quality CPD programme for staff focused on SEND, Inclusion, and adaptive teaching strategies.

• Line manage and support members of the wider Inclusion and SEND team, fostering a collaborative and effective working environment.

• Lead the planning and implementation of effective transition processes for vulnerable learners at key transition points, including entry to and exit from the Academy.

• Strengthen relationships with external agencies and specialist professionals to ensure coordinated and expert support for students with additional needs.

• Contribute to whole-school leadership as a member of the Senior Leadership Team, playing a key role in shaping the Academy’s vision for equity, diversity, and inclusion.

• Ensure safeguarding practices are embedded within all aspects of SEND and Inclusion work, in collaboration with the Designated Safeguarding Lead.

No job description can be exhaustive and duties may alter over time. The post holder is expected to use their professional judgement to ensure that the role continues to evolve and develop in line with the Trust’s changing requirements.

Key responsibilities continued

Achievement & Pupil Progress - Inclusion Focus

• Lead the strategic use of assessment and performance data to monitor and improve the achievement of SEND and other vulnerable groups across the Academy.

• Ensure assessment practices are inclusive and aligned with Academy policy, enabling teachers to provide high-quality, meaningful feedback that supports progress for all learners.

• Identify patterns of underachievement among SEND and vulnerable learners through data analysis, and coordinate effective, evidence-based interventions.

• Set ambitious, personalised academic targets for students with SEND and those in vulnerable groups, ensuring alignment with teachers, pupils, and parents/carers.

• Oversee progress reporting for SEND and vulnerable learners, ensuring clarity, accessibility, and accuracy in communications with families.

• Monitor and support the quality of inclusive teaching across the Academy, using self-evaluation, learning walks, and work scrutiny to drive improvements in provision and student outcomes.

• Champion high expectations and achievement for all learners, ensuring that inclusion is central to the Academy’s teaching and learning culture.

• Promote and support inclusive classroom environments that are well-organised, purposeful, and adapted to meet a range of learner needs.

Wider Responsibilities

• Stay abreast of developments in SEND, inclusion, and wider education policy, and ensure the Academy’s practice reflects current research and statutory guidance.

• Lead on professional development across the Academy relating to SEND, adaptive teaching, inclusion, and pupil support — ensuring high-impact CPD is embedded in teaching practice.

• Work collaboratively with colleagues across departments and within the wider Trust to develop and share effective inclusive strategies.

• Contribute to the Academy’s self-evaluation processes, with a focus on the impact of SEND and inclusion strategies on pupil outcomes.

• Support consistent implementation of Trust and Academy policies in relation to teaching, learning, behaviour, and safeguarding for vulnerable pupils.

• Actively engage in your own professional development, reflecting on practice and contributing to the development of others through coaching, mentoring, or training.

• Share best practice in inclusive teaching, intervention, and curriculum access across the Academy, helping to raise standards and expectations for all.

Key responsibilities continued

General Responsibilities

• To work within the Academy framework with regard to Health and Safety • To promote equal opportunities in the Academy • To promote the ethos of the Trust / Academy • Be aware of and assume the appropriate level of responsibility for safeguarding and

promoting the welfare of children. • To support the Academy’s commitment to the continued professional development

of all staff • Report any safeguarding concerns in accordance with the Trust’s safeguarding

policies • To undertake any additional duties as may reasonably required by the CEO or

Executive Principal

Our Commitment to Staff Development

We believe that great staff are the foundation of great schools. Our students thrive when our colleagues are empowered, supported, and continuously learning. That’s why professional development is not just a priority — it’s embedded in our culture.

We offer a rich and varied programme of internal and external CPD opportunities, delivered by experienced facilitators and expert partners. Whether you're early in your career or stepping into leadership, you’ll find high-quality training tailored to your development.

We place particular emphasis on the growth of our support staff, recognising the crucial role they play in student success. As part of our team, you will be encouraged and supported to:

• Engage in relevant, externally accredited training programmes, enhancing your expertise and career progression.

• Attend targeted development opportunities, keeping up to date with the latest educational practice, legislation, and innovations in your field.

• Share your expertise across the Trust and beyond, contributing to a culture of collaboration, excellence, and continuous improvement.

We are committed to ensuring that every member of staff feels valued, developed, and invested in — because when our people grow, our pupils do too.

Role description continued

Staff Development

Our staff are important to us. We know that without great staff, our children will not be as successful. Therefore, Professional Learning is key to our success. As a new employee within the Trust, you will be supported by the Senior Directors of People and Professional Learning, alongside your line manager to realise your full potential.

'Our People Strategy is key to our success and integral to this is our commitment to equity, equality, diversity, and inclusion . Bringing this to life is the responsibility of every member of staff. We take seriously any behaviour which undermines it. Anyone applying to work with us, should share this commitment.’

London Living Wage

We are proud to be a London Living Wage employer.

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Federation-wide vision

Essential Criteria Desirable Criteria Method of Assessment: Application (A) Interview (I) Assessment (AS) References ( R)

Education & Qualifications

• Holds a good honours degree in a relevant discipline

• Holds Qualified Teacher Status (QTS) • Evidence of continued professional development

related to SEND, Inclusion, and/or leadership

• Holds or is willing to undertake the National Award for SEN Coordination (NASENCO) within the required timeframe

A, I, AS

Knowledge & Experience

• Proven experience in successfully leading SEND provision across a school or key stage

• Successful classroom experience with a strong track record of progress for learners with a range of special educational needs

• Demonstrated ability to motivate and support students of all abilities, ensuring access to an inclusive and engaging curriculum

• Experience of leading high-quality pupil tracking, feedback practices, and designing impactful intervention programmes

• A proven record of securing high standards of achievement and progress for vulnerable learners

• Experience of working effectively with external agencies, professionals, and families to improve outcomes for students

• Experience in line managing or leading a team, with the ability to delegate responsibility while maintaining accountability

• Strong knowledge of current SEND legislation and statutory frameworks, including the SEND Code of Practice

• A clear understanding of inclusive pedagogy, adaptive teaching, and curriculum accessibility

• Highly skilled in using data to monitor student progress, identify need, and inform strategic intervention

• Strong understanding of the National Curriculum and current qualification pathways (e.g. GCSE, Functional Skills, A-Level)Excellent communication, literacy, and interpersonal skills – with the ability to influence and inspire across the school community

• Strong organisational and leadership skills, including the ability to manage competing priorities and lead change

• Understanding of effective quality assurance processes and accountability frameworks within schools

• Experience working across a partnership of schools or across schools within a Multi- Academy Trust setting.

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, R

A, I, R

A, I, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, R

A, I, AS, R

A, I, AS, R

Person specificationPerson specification

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Federation-wide vision

Personal qualities

• Passionate about inclusion and committed to improving outcomes for all learners, particularly the most vulnerable

• Professional, reflective, and driven with a growth mindset and a commitment to continuous improvement

• A collaborative team player with the ability to build positive relationships across stakeholders

• Committed to safeguarding and promoting the welfare of all children and young people

• A positive, resilient leader who embodies the values and ethos of the Academy and wider Trust

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

Person specificationPerson specification

Staff Benefits

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W hy H

aberdashers? At Haberdashers’ Academies Trust South, we believe that investing in our staff is crucial for our success. That’s why we offer a range of benefits that cater to your professional growth, well-being, and financial security.

Here are some of the benefits you can expect when you join us:

Perkbox: Our cutting-edge reward and benefits platform empowers you to acknowledge your colleagues’ accomplishments through its celebration tool. You can gain flexi and reward points, which can be redeemed at various high street and online retailers for treats and every day essentials. Additionally, you have the option to make charitable donations.

Pension Scheme: (eligible and enrolled participants): From 1 April 1 2024, for teachers, the Trust will contribute 28.68% to your pension fund. Support Staff will receive a 19.80% contribution to their pension pot from the same date.

Professional Learning: Our dedicated team at Habs Institute for Professional Learning is devoted to nurturing your professional growth. We offer excellent training opportunities for all staff throughout the year and provide partial funding for qualification pursuits.

Employee Assistance Program (EAP): Our EAP encompasses a 24-hour, free, and confidential counselling service. It includes access to online cognitive- behavioural therapy and management consultations to support Line Managers.

Well-being: Enjoy complimentary access to the award-winning Headspace app, along with free mindfulness courses to enhance your overall well-being.

Staff Development: Explore secondment opportunities within the Trust or external organisations, providing valuable experiences for your professional development.

Ride to Work and Cycle to Work Schemes: Take advantage of substantial discounts through tax allowances for either purchasing a bike or opting for bike hire, promoting a healthier and more sustainable commute.

Season Ticket Loans: Enjoy discounted annual travel fares through our salary-deductible Season Ticket Loan and save on your travel overall.

We are committed to helping you thrive in your career and personal life. Join our team and enjoy the benefits of working with a supportive and forward- thinking organisation.

Staff Incentives

16

W hy H

aberdashers? We know that staff are our greatest asset in achieving our vision for every school to be an excellent school and for our children and young people to flourish and succeed.

To incentivise like-minded and talented people who care about the work we do at the Trust, to join us and stay with us, we have recently introduced :

Talent Connect Bonus

Refer a friend or connection to apply for a role at the Trust and receive a £300* bonus when they successfully complete their probation period.

Welcome Reward

Those employed in ‘hard to fill’ roles to receive a Welcome Reward of £500* after successfully completing their probation period.

Milestone Appreciation Award

Long-serving members of staff to receive a £500*** reward and congratulatory letter from the CEO for reaching 5, 10, 15, 20 and 25-year anniversaries with the Trust. .

* subject to tax and National Insurance contributions, and other terms and conditions. Some senior leaders will be exempt from receiving the Talent Connect Bonus.

“When you join as a member of staff at​ Knights, you become a part of the 'Knights family'. The welcome and support I received upon joining, from every corner of the academy, helped me to settle in quickly and feel successful straightaway. Our students are curious and ambitious, and they help make the school a great place to work.”​

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Teacher of English Haberdashers’ Knights Academy

Recruitment process and additional recruitment information Closing date: Tuesday 6th May at 12pm

Interview dates:

• Day 1- Monday 12th May

• Day 2- Friday 16th May

Start date: September 2025

Recruitment Process: We will interview candidates as and when applications are received and reserve the right to close this job advert early if we adequately fill the position. It is advised that you submit your application as soon as possible to avoid disappointment.

Once you have submitted your application, it will be assessed against the criteria in the person specification. If you score well against this criteria, you will then be invited to attend an interview. Details will be made available when selected, but the interview is likely to include:

• A written task • Classroom visit with staff and students • Presentation on a strategic SEND component • Panel interviews on a variety of topics

Special Requirements: If you require reasonable adjustments prior to your interview, these can be arranged by emailing knightshr@habstrustsouth.org.uk

Equality and Diversity: We recognise the benefits of a diverse workforce. We are committed to eradicating discrimination in the workplace, becoming an employer of choice, for all staff to believe that they have a voice and be empowered to make a difference.

References: We will obtain references from your referees if you are successful at interview. In order to prevent any delays, please ensure that the reference section of the application form is accurate and completed in full.

Right to work in the UK: Section 8 of the Asylum and Immigration Act 2006 makes it a criminal offence for an employer to take on a new employee whose immigration status prevents him/her from taking up employment. If you are invited to attend an interview, you will be asked to produce original and up to date documentary evidence of your right to work in the UK.

Data Protection: Any data about you will be held securely with access restricted to those involved in dealing with your application in the selection process. By signing and submitting your application form, you are giving consent to the processing of your data.

Criminal Convictions: All education establishments in the UK are exempt from the Rehabilitation of Offenders Act 1974. In practice, this means that all shortlisted applicants must inform on all spent and unspent convictions on their application form and when completing a Disclosure and Barring form. Failure to provide this information may result in dismissal. List 99 is also obtained on anyone who will be working or coming into contact with children; and must be received by the School before employment can commence.

For a confidential discussion about this post or to arrange a visit to our school, please

contact the office on 020 8461 9240 or email knightshr@habstrustsouth.org.uk

Thank you for your interest in Haberdashers’ Knights Academy. We look forward to receiving your

application.

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Haberdashers’ Knights Academy Launcelot Road, Bromley BR1 5EB

www.habsknights.org.uk

Head of Design and Technology Recruitment Pack

April 2025

Together, stronger

• Letter from the Executive Principal

• About us

• Letter from our CEO • Our sponsors • Role Description • Person Specification page • Why Haberdashers? • Recruitment process • Contact details

Page 3 Page 4 Page 5 Page 6 Page 8-13 Page 14 Page 15-16 Page 18 Page 19

2

Contents

3

Letter from D

r T esca Bennett, Executive Principal

Dear Candidate,

Thank you for your interest in the post of Head of Design and Technology. This is an exciting opportunity to make a major contribution to the Academy’s continued success.

To succeed in this role, you will need to be able to plan and deliver stimulating and challenging lessons whilst setting appropriate and challenging work for all abilities. We are looking for someone who is committed to working with colleagues across our Trust and who is committed and ambitious for their own professional development.

We are therefore looking for an exceptional Design and Technology practitioner who can use their experience, extensive subject knowledge, and vision to get the best from the team and deliver high quality outcomes for our students.

In return, we will support you to develop your leadership skills and talent with the range of professional development opportunities across our school and Trust.

Haberdashers’ Knights Academy is a vibrant, diverse 11–18 school community with a relentless focus on high expectations and aspirations. We are committed to our vision of ensuring that our children get the best start in life ‘to achieve their full potential personally, academically and socially’. We achieve this vision through our shared ‘ASPIRE’ values of Accountability, Self Discipline, Partnership, Integrity, Respect and Excellence, helping pupils to turn their ambitions, into success. We have high expectations of our pupils, celebrating the success of the collective and each child as an individual, in equal measure. This means as well as maturing into well-rounded, healthy young people, our pupils develop their confidence, passion for learning and curiosity for life.

We are part of the Haberdashers’ Academies Trust South, which has been educating children in South East London since 1876. In January 2023, Ofsted judged that we continue to be a ‘Good ‘school, enabling pupils’ to succeed through an engaging and stretching curriculum, high-quality teaching, and a vast range of extracurricular and culturally rich opportunities.

The scale of expertise and leadership across our Trust gives us enormous capacity. It is this capacity that has resulted in the success of the Trust and allows us to mount new ventures and allows our staff to take on new opportunities and rapid development trajectories.

Our school and our Trust are uniquely exciting places to be and I hope that you decide to join us in our current phase of rapid development and growth. I look forward to receiving your application and welcoming you into our Knights Academy school community.

Dr Tesca Bennett Executive Principal Haberdashers’ Knights Academy

4

Trust-wide vision

We are a multi-academy trust consisting of four secondary schools and five primary schools and have been educating children and young people since 1876.

Our moral imperative at that time was to ensure that every child in our care received the best possible education in order to make the best start in life. That moral imperative remains today, underpinned by ethos of working together and our values of being ambitious, always growing and contributing to the world as global citizens.

In a complex world, we need our children and young people to be as well equipped for their future as possible so that they can flourish. We will support them to become compelling individuals so that by the time they leave us they will have experienced a range of opportunities that not only build their mind but also build their character.

We are proud to be a diverse community and take seriously the need to ensure that every child, young person and adult connected with our schools feels included, welcomed and listened to. This is an important part of who we are and our commitment to equality and fairness. This commitment remains at the forefront of our work.

To find out more about Haberdashers’ Academies Trust South, please visit: www.habstrustsouth.org.uk

VISION 2026 Every School an Excellent School It is the Trust’s vision for all of our schools to be excellent schools. Our mission is to ensure that every one of our children and young people flourishes at school so that they can be successful in their lives.

Our three main objectives are:

• Excellent outcomes for all children and young people so that they can be successful in their next steps and future lives;

• To be regarded as a great employer, attracting, retaining and developing the best staff;

• To be the Trust of choice and a welcome presence in our communities.

To find out more about our Vision and Strategy, please visit: https://www.habstrustsouth.org. uk/Our-Vision-and-Strategy

About Haberdashers’ Academies Trust South

Dear Candidate,

Thank you for your interest in the post of Head of Design and Technology.

We are a Trust of nine schools, all based in South East London. Whilst each of our schools maintains its individuality, we share a common mission: to ensure that every single child and young person in our care is successful at school so that they can flourish and be successful in their lives. We are committed to ensuring this success from 3 to Forever, under our mantra of ‘once a Haberdasher, always a Haberdasher’.

Our People Strategy is key to our success and integral to this is our commitment to equity, equality, diversity, and inclusion . Bringing this to life is the responsibility of every member of staff. We take seriously any behaviour which undermines it. Anyone applying to work with us, should share this commitment.

Please take a look on our website for more information. We want the best people to join our Haberdashers’ community and are committed to a diverse and inclusive student and staff body.

If you are passionate about making a difference and feel that you have the right experience and expertise, I encourage you to apply to join us on our journey.

For a confidential discussion regarding this post, please contact the HR department at knightshr@habstrustsouth.org.uk

I look forward to hearing from you.

Jan Shadick Chief Executive Officer Haberdashers’ Academies Trust South

6

Our Sponsors

Our sponsors are a huge part of the culture within our schools. The links with our sponsors are a unique and special part of what our Trust and schools what they are today.

The Worshipful Company of Haberdashers

Our main sponsor is the Worshipful Company of Haberdashers, one of the Great Twelve Livery Companies of the City of London. Education is hugely important to the Haberdashers’ Company and today there are more than 12,000 children and young people in its’ family of 21 schools. The Haberdashers’ network of maintained and independent schools stretch across the country, covering north London, Shropshire and Monmouth and our own Trust, in south London and Kent. We have regular opportunities to collaborate with the wider network of Haberdashers’ schools on a number of initiatives and events.

The Haberdashers’ Company supports our pupils in many ways. There are a number of educational and careers initiatives that are organised by the Company, such as the Livery Academy Awards, Monmouth - City of London Work Experience, Haberdashers’ Musician of the Year, an annual Year 7 visit to the prestigious Haberdashers’ Hall, cross school sporting competitions, mentoring, trips and much more. Each year, a number of Year 13 pupils receive scholarships that will support them financially through university and the Company fund a number of projects throughout the school year. The relationship with the Haberdashers Company is central to the success of the Haberdashers’ Advantage enrichment programme, and pupils, parents and staff are proud of this relationship.

Being part of the Haberdashers’ community is very important to us as a school. The Haberdashers’ come and visit us each year to hear from the children, to see what has been happening in our school and to celebrate our achievements. The Haberdashers’ Company supports pupils, past and present, as they progress through their educational and professional journey, which offers our pupils something truly unique.

Find out more: www.haberdashers.co.uk

Temple Grove Schools Trust

Temple Grove Schools Trust is a charitable trust dedicated to raising standards for primary education. The Trust was founded some 50 years ago and springs from one of the country’s oldest prep schools, Temple Grove founded in 1810. The Trust seeks to provide all children with a breadth and depth of learning opportunities in order to realise individual aspirations and potential.

Our primary schools are extremely fortunate to have a partnership with the Temple Grove Schools Trust. Schools benefit from bursaries that allow us the opportunity to give our children learning experiences they may not get at other schools; including music lessons, professional coaches and multiple trips.

Find out more: www.templegrove.org.uk

7

“Being a member of the team at Knights makes you feel a part of something that will actually change the lives of our young people.

Every single person is determined to make a difference and that’s what makes us special”

Executive Assistant to the Executive Principal Haberdashers’ Knights Academy

Role Description

About the role

We are looking for an innovative and creative individual who can inspire students and contribute fully to a very active team within a growing department. We require a well qualified and highly motivated individual who is an enthusiastic and dynamic professional and is committed to delivering success.

You will be passionate about Design and Technology and have a resolve to make a real difference to our pupils and will be able to plan and deliver interesting and stimulating lessons. Setting a level of challenge for all abilities across all key stages within lessons and the thriving extracurricular activities already on offer will be of importance to you. A keen interest/experience in Gifted & Talented, SEN and Assessment for Learning initiatives is essential.

The core purpose of this post is to contribute to the continuing development of the Design Technology curriculum and to the overall development of the department. This role will involve the teaching of all age groups. It is expected that the successful candidate will consistently plan and deliver good - outstanding lessons within the department.

We are seeking a strong, well-qualified practitioner with a relevant degree and a teaching qualification, who is keen to develop their own practice to the highest level and take advantage of our excellent professional learning. The successful candidate is a reflective practitioner, who consistently seeks to improve their professional performance. The candidate must also be a compelling communicator with an ability to champion the subject to pupils with a fully comprehensive range of abilities. The post holder will bring real energy and dynamism to the role, alongside genuine enthusiasm and passion for Design and Technology .

Key Responsibilities

• Be a model of high professional standards in all aspects of school life and to lead by

example.

• Further develop the Design and Technology curriculum in line with national changes

and revised qualifications.

• Lead the staff within the department by example, with motivation and enthusiasm, on all

new Academy initiatives

Head of Design and Technology Permanent MPS/UPS+ILW+TLR Haberdashers’ Knights Academy Launcelot Road, Bromley BR1 5EB Assistant Principal

Job Title: Contract type: Salary: School/ Service: Location: Accountable to:

Role description continued

• Promote the study of Design and Technology across the whole 11-18 phase.

• Be responsible for the setting of work for absent colleagues in Design and

Technology

• To play the key role in appraisal of staff within the department.

• Run weekly department meetings

• Mentor NQT teachers in the department (if applicable), the timetables for such

teachers and to guide them in their professional development.

• Lead performance management and reviews of members of staff in the

department

• Establish creative, responsive and effective approaches to learning and teaching

to meet and support the aims of the school.

• Work collaboratively with the Heads of Department across the Trust.

• Undertake regular lesson observations, learning walks, work scrutiny and

monitoring of colleagues’ performance in order to give professional feedback to

department members as well as to inform whole school reviews

• Demonstrate and articulate consistently high expectations of pedagogy and

classroom practice to provide challenge and improvement, using data and

benchmarks to monitor progress in every pupil’s learning and to focus teaching.

• Monitor the quality of teaching based on evidence, self-evaluation and

development, ensuring a consistent and continuous focus on achievement and

aspiration.

• Lead the development of schemes of work to support the team in delivering high-

quality lessons.

• Devise and implement appropriate interventions for pupils, both within lessons

and extracurricular, to ensure all pupils make good progress.

• Keep up to date with developments in your subject area and in teaching practice

and methodology.

• Take responsibility for your own professional development in discussion with

your Line Manager.

• Maintain an organised and effective learning environment in the classroom and

shared areas.

• Ensure the consistent implementation of School and Trust policies and

procedures throughout the subject area.

Role description continued

• Work collaboratively with the other academies and colleagues within the Trust

• To actively contribute to the teaching of Design and Technology across all age

and ability ranges

• To remain informed of current developments in the subject area, to participate in

INSET and to initiate change where appropriate

• To devise innovative, challenging schemes of work

• To consistently plan and deliver outstanding lessons, ensuring that a variety of

teaching resources are utilised

• To ensure that students’ work is marked regularly and conscientiously, in

accordance with the academy marking policy

• To set and mark internal examinations and tests as required

• To demonstrate good knowledge of a wide range of teaching methods and to

implement these in the classroom

• To provide accurate information for parents as directed by the School and

Department policy and to attend parents’ evenings and other presentation

meetings as directed

• Plan, prepare and deliver good/outstanding lessons to provide students with the

opportunity to achieve their potential

• Ensure that lessons are engaging and stimulating taking into account students’

individual needs

• To actively encourage a range of effective teaching and learning strategies

• Contribute to building a curriculum structured around both knowledge and skills

with each child’s progress and development at its root.

• Ensure effective learning in the classroom and department areas by following the

school’s Behaviour Management Policy

• To work within and contribute to established Trust, School and Department

frameworks for:

➢ Lesson planning, delivery and evaluation

➢ Student behaviour and care

➢ Student assessment

Role description continued

Achievement/Pupil Progress

• To ensure that the students’ progress is assessed in line with the school’s

assessment policy

• Ensure students receive high quality assessment feedback through book marking

and assessment in lessons

• To be able to use data to identify underachieving pupils and to introduce the use of

interventions to raise achievement.

• To use data to set targets for individual students, ensuring triangulation of target

setting with teacher, pupil and parents

• To oversee reporting to parents on student achievement in the given department

Behaviour for Learning

• To effectively build on behaviour management strategies within the department

which work in line with the whole school policies.

• To improve the rewards system, overseeing the issue of certification to these

pupils

• Producing self-evaluations to ensure that the students’ progress is assessed in line

with the school’s assessment policy

Other responsibilities

• Keep up to date with developments in your subject area and in teaching practice

and methodology.

• Take responsibility for your own professional development in discussion with

your line manager.

• Maintain an organised and effective learning environment in the classroom and

shared areas.

• Ensure the consistent implementation of school and Trust policies and

procedures throughout the subject areas.

• Work collaboratively with the other academies and colleagues within the Trust.

• To contribute to departmental self-evaluation

• To monitor the quality of teaching; based on evidence, self-evaluation and

development, ensuring a consistent and continuous focus on achievement and

aspiration.

Role description continued

• To help disseminate ideas and approaches for classroom and curriculum

management to help raise standards.

General Responsibilities

• To work within the Academy framework with regard to Health and Safety

• To promote equal opportunities in the Academy

• To promote the ethos of the Trust / Academy

• Be aware of and assume the appropriate level of responsibility for safeguarding

and promoting the welfare of children.

• To support the Academy’s commitment to the continued professional

development of all staff

• Report any safeguarding concerns in accordance with the Trust’s safeguarding

policies

• To undertake any additional duties as may reasonably required by the CEO or

Executive Principal

The job description may be subject to review, modification or amendment at any

time after consultation with the postholder.

Role description continued

Staff Development

Our staff are important to us. We know that without great staff, our children will not be as successful. Therefore, Professional Learning is key to our success. As a new employee within the Trust, you will be supported by the Senior Directors of People and Professional Learning, alongside your line manager to realise your full potential.

'Our People Strategy is key to our success and integral to this is our commitment to equity, equality, diversity, and inclusion . Bringing this to life is the responsibility of every member of staff. We take seriously any behaviour which undermines it. Anyone applying to work with us, should share this commitment.’

London Living Wage

We are proud to be a London Living Wage employer.

14

Trust-wide vision

Essential Criteria Desirable Criteria Method of Assessment: Application (A) Interview (I) Assessment (AS) References ( R)

Education & Qualifications

• Will hold a good honours degree in a relevant discipline with relevant teaching qualification

• A higher qualification in education and/or management is desirable

A, I, AS

Knowledge & Experience

• Experience of holding a position of responsibility • Experience and ability to teach Design and

Technology at KS3, KS4 • Demonstrable commitment to students

continuing to study Design and Technology beyond Key Stage 4

• Can motivate students at all levels of ability, thus ensuring that all students fully access the Design and Technology curriculum

• Will be an outstanding classroom practitioner with an excellent track record of progress and results

• Proven track record of securing excellence within an educational establishment

• Ability to delegate responsibility with accountability

• Mentoring training or newly-qualified teachers • Will have knowledge of the National Curriculum,

GCSE and A-Level developments • Proven track record of raising educational

standards • Will demonstrate high level communication and

literacy skills • Has keen organisational skills and the ability to

multi task and delegate • Use of performance data to track student

progress and monitor achievement. • Has strategies for raising achievement • Ability to establish clear management and

accountability systems and articulate expectations

• Understanding how to analyse and use data effectively

• Experience working across a partnership of schools or across schools within a Multi- Academy Trust setting.

• Have curriculum experience

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R A, I, AS, R A, I, AS, R

A, I, AS, R

Personal qualities

• Is committed to individual learning pathways and assessment for learning

• A team player who will contribute to the wider development of the Academy

• Is a ‘can do’ person who works positively and collaboratively

• Will be able to demonstrate professionalism of the highest order

• Commitment to safeguarding and promoting the welfare of children and young people

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

A, I, AS, R

Person specificationPerson specification

Staff Benefits

15

W hy H

aberdashers? At Haberdashers’ Academies Trust South, we believe that investing in our staff is crucial for our success. That’s why we offer a range of benefits that cater to your professional growth, well-being, and financial security.

Here are some of the benefits you can expect when you join us:

Perkbox: Our cutting-edge reward and benefits platform empowers you to acknowledge your colleagues’ accomplishments through its celebration tool. You can gain flexi and reward points, which can be redeemed at various high street and online retailers for treats and every day essentials. Additionally, you have the option to make charitable donations.

Pension Scheme: (eligible and enrolled participants): From 1 April 1 2024, for teachers, the Trust will contribute 28.68% to your pension fund. Support Staff will receive a 19.80% contribution to their pension pot from the same date.

Professional Learning: Our dedicated team at Habs Institute for Professional Learning is devoted to nurturing your professional growth. We offer excellent training opportunities for all staff throughout the year and provide partial funding for qualification pursuits.

Employee Assistance Program (EAP): Our EAP encompasses a 24-hour, free, and confidential counselling service. It includes access to online cognitive- behavioural therapy and management consultations to support Line Managers.

Well-being: Enjoy complimentary access to the award-winning Headspace app, along with free mindfulness courses to enhance your overall well-being.

Staff Development: Explore secondment opportunities within the Trust or external organisations, providing valuable experiences for your professional development.

Ride to Work and Cycle to Work Schemes: Take advantage of substantial discounts through tax allowances for either purchasing a bike or opting for bike hire, promoting a healthier and more sustainable commute.

Season Ticket Loans: Enjoy discounted annual travel fares through our salary-deductible Season Ticket Loan and save on your travel overall.

We are committed to helping you thrive in your career and personal life. Join our team and enjoy the benefits of working with a supportive and forward- thinking organisation.

Staff Incentives

16

W hy H

aberdashers? We know that staff are our greatest asset in achieving our vision for every school to be an excellent school and for our children and young people to flourish and succeed.

To incentivise like-minded and talented people who care about the work we do at the Trust, to join us and stay with us, we have recently introduced :

Talent Connect Bonus

Refer a friend or connection to apply for a role at the Trust and receive a £300* bonus when they successfully complete their probation period.

Welcome Reward

Those employed in ‘hard to fill’ roles to receive a Welcome Reward of £500* after successfully completing their probation period.

Milestone Appreciation Award

Long-serving members of staff to receive a £500*** reward and congratulatory letter from the CEO for reaching 5, 10, 15, 20 and 25-year anniversaries with the Trust. .

* subject to tax and National Insurance contributions, and other terms and conditions. Some senior leaders will be exempt from receiving the Talent Connect Bonus.

“When you join as a member of staff at​ Knights, you become a part of the 'Knights family'. The welcome and support I received upon joining, from every corner of the academy, helped me to settle in quickly and feel successful straightaway. Our students are curious and ambitious, and they help make the school a great place to work.”​

17

Teacher of English Haberdashers’ Knights Academy

Recruitment process and additional recruitment information Closing date: Friday 9th May at 12pm Interview date: Friday 16th May Start date: September 2025

Recruitment Process: Once you have submitted your application, it will be assessed against the criteria in the person specification. If you score well against this criteria, you will then be invited to attend an interview. Details will be made available when selected, but the interview is likely to include:

• A written task • Classroom visit with staff and students • Panel interviews on a variety of topics

Special Requirements: If you require reasonable adjustments prior to your interview, these can be arranged by emailing knightshr@habstrustsouth.org.uk

Equality and Diversity: We recognise the benefits of a diverse workforce. We are committed to eradicating discrimination in the workplace, becoming an employer of choice, for all staff to believe that they have a voice and be empowered to make a difference

References: We will obtain references from your referees if you are successful at interview. In order to prevent any delays, please ensure that the reference section of the application form is accurate and completed in full.

Right to work in the UK: Section 8 of the Asylum and Immigration Act 2006 makes it a criminal offence for an employer to take on a new employee whose immigration status prevents him/her from taking up employment. If you are invited to attend an interview, you will be asked to produce original and up to date documentary evidence of your right to work in the UK.

Data Protection: Any data about you will be held securely with access restricted to those involved in dealing with your application in the selection process. By signing and submitting your application form, you are giving consent to the processing of your data.

Criminal Convictions: All education establishments in the UK are exempt from the Rehabilitation of Offenders Act 1974. In practice, this means that all shortlisted applicants must inform on all spent and unspent convictions on their application form and when completing a Disclosure and Barring form. Failure to provide this information may result in dismissal. List 99 is also obtained on anyone who will be working or coming into contact with children; and must be received by the School before employment can commence. We are committed to safeguarding and promoting the welfare of children and young people and we expect all staff and volunteers to share in this commitment. This post falls within the scope of regulated activity. Appointment is subject to an enhanced DBS with list checks (and other relevant checks.) It is an offence to apply for the role if you are barred from engaging in regulated activity with children.

For a confidential discussion about this post or to arrange a visit to our school, please

contact the office on 020 8461 9240 or email knightshr@habstrustsouth.org.uk

Thank you for your interest in Haberdashers’ Knights Academy. We look forward to receiving your

application.

19

Haberdashers’ Knights Academy Launcelot Road, Bromley BR1 5EB

www.habsknights.org.uk

JOB DESCRIPTION

Teacher of English

REPORTS TO: Senior Leader, Faculty Lead of English

PAYSCALE: Main Scale (£33,074 – £45,036)

LOCATION Mark Hall Academy

TERMS:

You will be required to meet the general requirements of this post as specified in the

School Teachers’ Pay and Conditions Document. In addition, you will be required to

fulfil any reasonable expectations from the Headteacher.

CONTRACT: Permanent – Full Time

PURPOSE OF THE JOB

• Teachers make the education of their students their first concern, and are accountable for

achieving the highest possible standards in work and conduct. Teachers act with honesty and

integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date

and are self-critical; forge positive professional relationships; and work with parents in the best

interests of their pupils.

Liaison with:

• The post-holder will be expected to network and liaise with the Head of Faculty, Faculty Team,

Teaching / Associate Staff, School Representative, External Agencies, Students and Parents.

January 2025

Oversight of:

• Students’ attainment, progress and outcomes.

Specific Responsibilities

• To teach and be responsible for the progress of English students across key stages, including GCSE under

the direction of the Head of Faculty

• To work with the Head of Faculty to plan, develop and improve the extra-curricular offering for English

• To adapt the curriculum to ensure the needs of all pupils in your classroom are met and pupils see the

relevance in the curriculum content within your subject area

• To embed the knowledge gained from CPD to help improve quality of education in your subject.

• To ensure students in your classroom are provided with reading resources that link to your curriculum

• To provide feedback to all students in a timely manner to address gaps in knowledge

• To ensure the curriculum being taught in your classroom is challenging for all pupils and scaffold is

provided where needed.

• To participate in the development of appropriate schemes of work, taking specific responsibilities in some

areas.

• To assess and report on students’ attainment and progress in KS3 and on GCSE grades and progress in

KS4.

• To monitor the progress of pupil’s in your classes and implement intervention strategies where needed

• To embed SMSC, PSHE, Diversity and inclusivity curriculum strategies into your lesson planning and

delivery.

• To be a form tutor to an assigned tutor group and to carry out related duties.

• To carry out a share of supervisory duties.

• Communicate effectively with parents with regard to students’ achievements and well-being.

• Know when and how to differentiate appropriately, using approaches which enable students to be taught

effectively.

• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding students have acquired.

• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and

courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour

policy.

• Have a clear understanding of the needs of all students, including those with special education needs,

those of high ability, those with English as an additional language, those with disabilities and be able to use

and evaluate distinctive teaching approaches to engage and support them.

• To impart knowledge and develop understanding through effectives use of lesson time.

• To take responsibility for improving teaching through appropriate professional development, responding to

advice and feedback from colleagues.

• Understand how to assess the relevant subject and curriculum areas, including statutory assessment

requirements.

Main Expectations of the role

• Being aware of students’ capabilities, their prior knowledge, and plan teaching to build on these.

• Guide students to reflect on the progress they have made and their emerging needs.

• Demonstrate a clear understanding of appropriate teaching strategies.

• Demonstrate an awareness of the physical, social and intellectual development of children and know how

to adapt teaching to support students’ education at different stages of development.

• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and

specialist support.

January 2025

• Encourage students to take a responsible and conscientious attitude to their own work and study.

• Establish a safe and stimulating environment for students, rooted in mutual respect.

• Have high expectations of behaviour and establish a framework for discipline with a range of strategies,

using praise, sanctions and rewards consistently and fairly.

• Promote a love of learning and children’s intellectual curiosity.

• Support strategies to promote high standards of behaviour.

• Manage classes effectively, using approaches which are appropriate to students’ needs in order to involve

and motivate them.

Additional duties:

• To play a full part in the life of the School community, to support its distinctive mission and ethos and to

encourage staff and students to follow this example.

• To develop a calm learning atmosphere by completing lunch duties each week as required by the

Headteacher.

• To support student progress by completing one homework club session and/or one enrichment/booster

session after school each week as required by the Headteacher.

Other specific duties:

• To continue personal development as agreed.

• To actively engage in the performance review process.

• To undertake any other duty as specified by the Headteacher not mentioned in the above

• To comply with the School’s Health and Safety Policy and undertake Risk Assessments as appropriate.

• To be aware of and work in accordance with the school’s child protection policies and procedures, and to

raise any concerns relating to such procedures which may be noted during the course of duty.

Safeguarding Children BMAT is committed to safeguarding and promoting the welfare of children and young people. We expect all staff to share this commitment and to undergo appropriate checks, including enhanced DBS checks.

The above responsibilities are subject to the general duties and responsibilities contained in the Statement of Conditions of Employment. The duties of this post may vary from time to time without changing the general character of the post or level of responsibility entailed.

The person undertaking this role is expected to work within the policies, ethos and aims of BMAT and to carry out such other duties as may reasonably be assigned. The post holder will be expected to have an agreed flexible working pattern to ensure that all relevant functions are fulfilled through direct dialogue with employees, contractors and community members.

English Duty This role is covered under part 7 of the Immigration Act 2016 and therefore the ability to speak fluent spoken English is an essential requirement for this role.

The duties above are neither exclusive nor exhaustive and the post-holder may be required to carry out appropriate duties within the context of the job, skills and grade.

General responsibilities common to all members of staff

All staff are responsible for the safeguarding and wellbeing of pupils and must follow BMAT guidance and policies.

This job description will be reviewed annually and may be subject to amendment or modification at any time after

consultation with the post-holder.

January 2025

Person Specification – Teacher of English

Essential Desirable

Qualifications

and Training

1. Qualified Teacher Status (QTS) or equivalent. 2. A degree in English or English related subjects. 3. Evidence of ongoing professional development relevant to teaching

and learning. 4. Additional qualifications or training in literacy development or other

relevant areas. 5. Postgraduate qualifications in education or English.

X X X

X

X

Experience 1. Proven record as an outstanding teacher with a proven track record of securing outstanding outcomes for students over the last three years (depending on experience)

2. Proven experience teaching English at Key Stage 3 (KS3) and Key Stage 4 (KS4).

3. A track record of achieving good or better outcomes for students in English.

4. Experience in planning, delivering, and assessing engaging lessons aligned with the National Curriculum.

5. Experience using data to track and improve student progress. 6. Experience in delivering or contributing to extracurricular activities

or school-wide literacy initiatives. 7. Evidence of leadership or responsibility roles within a school

setting.

X

X

X

X

X X

X

Knowledge and

Skills

1. Strong subject knowledge of English language and literature. 2. Ability to differentiate lessons to meet the needs of all learners,

including SEND, EAL, and more able students. 3. Effective classroom management skills and behavior strategies. 4. Understanding of safeguarding and child protection protocols. 5. Proficiency in using ICT tools to enhance teaching and learning. 6. Excellent communication and interpersonal skills. 7. Understanding of current educational research and its application

to classroom practice.

X

X

X

X

X

X

Personal

Qualities

1. A commitment to the vision and values of the Trust, including collaboration and high expectations.

2. Enthusiasm and passion for teaching English and inspiring a love for the subject.

3. Resilience, adaptability, and the ability to work under pressure. 4. A reflective practitioner who is committed to continuous

improvement. 5. High levels of professionalism and integrity.

X

X

X

X

X

JOB DESCRIPTION

Teacher of Maths

REPORTS TO: Head of Department

PAYSCALE: Teacher’s Main Scale (£33,074 - £45,036)

LOCATION Mark Hall Academy

TERMS:

You will be required to meet the general requirements of this post as specified in the

School Teachers’ Pay and Conditions Document. In addition, you will be required to

fulfil any reasonable expectations from the Headteacher.

CONTRACT: Permanent – Full Time, September 2025 start

PURPOSE OF THE JOB

• Teachers make the education of their students their first concern, and are accountable for

achieving the highest possible standards in work and conduct. Teachers act with honesty and

integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date

and are self-critical; forge positive professional relationships; and work with parents in the best

interests of their pupils.

Liaison with:

• The post-holder will be expected to network and liaise with the Head of Department, Department

Team, Teaching / Associate Staff, School Representative, External Agencies, Students and

Parents.

Sept 2025

Oversight of:

• Students’ attainment, progress and outcomes.

Specific Responsibilities

• To teach and be responsible for the progress of Maths students across key stages, including GCSE under the

direction of the Head of Department

• To work with the Head of Department to plan, develop and improve the extra-curricular offering for Maths

• To adapt the curriculum to ensure the needs of all pupils in your classroom are met and pupils see the

relevance in the curriculum content within your subject area

• To embed the knowledge gained from CPD to help improve quality of education in your subject.

• To ensure students in your classroom are provided with reading resources that link to your curriculum

• To provide feedback to all students in a timely manner to address gaps in knowledge

• To ensure the curriculum being taught in your classroom is challenging for all pupils and scaffold is provided

where needed.

• To participate in the development of appropriate schemes of work, taking specific responsibilities in some areas.

• To assess and report on students’ attainment and progress in KS3 and on GCSE grades and progress in KS4.

• To monitor the progress of pupil’s in your classes and implement intervention strategies where needed

• To embed SMSC, PSHE, Diversity and inclusivity curriculum strategies into your lesson planning and delivery.

• To be a form tutor to an assigned tutor group and to carry out related duties.

• To carry out a share of supervisory duties.

• Communicate effectively with parents with regard to students’ achievements and well-being.

• Know when and how to differentiate appropriately, using approaches which enable students to be taught

effectively.

• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding students have acquired.

• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and

courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour

policy.

• Have a clear understanding of the needs of all students, including those with special education needs, those of

high ability, those with English as an additional language, those with disabilities and be able to use and evaluate

distinctive teaching approaches to engage and support them.

• To impart knowledge and develop understanding through effectives use of lesson time.

• To take responsibility for improving teaching through appropriate professional development, responding to

advice and feedback from colleagues.

• Understand how to assess the relevant subject and curriculum areas, including statutory assessment

requirements.

Main Expectations of the role

• Being aware of students’ capabilities, their prior knowledge, and plan teaching to build on these.

• Guide students to reflect on the progress they have made and their emerging needs.

• Demonstrate a clear understanding of appropriate teaching strategies.

• Demonstrate an awareness of the physical, social and intellectual development of children and know how to

adapt teaching to support students’ education at different stages of development.

• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and

specialist support.

• Encourage students to take a responsible and conscientious attitude to their own work and study.

• Establish a safe and stimulating environment for students, rooted in mutual respect.

Sept 2025

• Have high expectations of behaviour and establish a framework for discipline with a range of strategies, using

praise, sanctions and rewards consistently and fairly.

• Promote a love of learning and children’s intellectual curiosity.

• Support strategies to promote high standards of behaviour.

• Manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and

motivate them.

Additional duties:

• To play a full part in the life of the School community, to support its distinctive mission and ethos and to

encourage staff and students to follow this example.

• To develop a calm learning atmosphere by completing lunch duties each week as required by the Headteacher.

• To support student progress by completing one homework club session and/or one enrichment/booster session

after school each week as required by the Headteacher.

Other specific duties:

• To continue personal development as agreed.

• To actively engage in the performance review process.

• To undertake any other duty as specified by the Headteacher not mentioned in the above

• To comply with the School’s Health and Safety Policy and undertake Risk Assessments as appropriate.

• To be aware of and work in accordance with the school’s child protection policies and procedures, and to raise

any concerns relating to such procedures which may be noted during the course of duty.

Safeguarding Children

BMAT is committed to safeguarding and promoting the welfare of children and young people. We expect all staff to

share this commitment and to undergo appropriate checks, including enhanced DBS checks.

The above responsibilities are subject to the general duties and responsibilities contained in the Statement of

Conditions of Employment. The duties of this post may vary from time to time without changing the general

character of the post or level of responsibility entailed.

The person undertaking this role is expected to work within the policies, ethos and aims of BMAT and to carry out

such other duties as may reasonably be assigned. The post holder will be expected to have an agreed flexible

working pattern to ensure that all relevant functions are fulfilled through direct dialogue with employees, contractors

and community members.

English Duty

This role is covered under part 7 of the Immigration Act 2016 and therefore the ability to speak fluent spoken

English is an essential requirement for this role.

The duties above are neither exclusive nor exhaustive and the post-holder may be required to carry out appropriate

duties within the context of the job, skills and grade.

General responsibilities common to all members of staff

All staff are responsible for the safeguarding and wellbeing of pupils and must follow BMAT guidance and policies.

This job description will be reviewed annually and may be subject to amendment or modification at any time after

consultation with the post-holder.

Sept 2025

Person Specification – Teacher of Maths

Essential Desirable

Qualifications

and

documentation

• Qualified Teacher Status (QTS) in the UK, or an equivalent recognised qualification in mathematics or a related field.

• Bachelor’s degree or higher in Mathematics, Mathematics Education, or a closely related discipline.

• Postgraduate teaching qualification (PGCE or equivalent), if applicable.

• Evidence of further professional development relevant to the post

X

X

X X

Experience • Proven experience teaching Mathematics at the secondary school level, ideally across multiple year groups.

• Experience designing and implementing engaging, differentiated lesson plans that cater to a range of abilities and learning styles.

• Track record of maintaining high standards of classroom behaviour, fostering a safe, supportive learning environment.

• Experience supporting students with varying academic needs, including those with SEND and high-achieving pupils, to ensure individual progress.

• Experience contributing to or leading extracurricular activities, such as Math clubs, competitions, or study support sessions.

X

X

X

X

X

Knowledge • Strong understanding of the UK Mathematics curriculum for Key Stages 3 and 4.

• An understanding of the expectations Ofsted Framework regarding effective teaching & learning

• Proficiency in delivering a range of mathematical topics with depth and clarity, tailored to the needs of diverse learners.

• Ability to assess and track student progress effectively, using data to inform lesson planning and intervention strategies.

• Proficiency in using digital teaching tools including Microsoft Office and Bromcom, resources, and technology to enhance the learning

experience. • Understanding of safeguarding requirements

• Understanding the qualities of good teaching, effective learning and how these can be applied to raise student attainment.

• Knowledge of or experience with GCSE examination boards, such as Edexcel, AQA, or OCR.

X

X

X

X

X

X X

X

Skills /

Competencies

• Strong communication skills, both written and verbal, to effectively convey mathematical concepts and inspire a passion for learning.

• Ability to collaborate effectively within the Mathematics department and across other departments in the school.

• Strong organisational and time management skills, with the ability to handle a diverse workload and meet deadlines.

• Capacity to build positive, supportive relationships with students, parents, and colleagues.

X

X

X

X

Personal

Qualities

• Enthusiastic and committed to promoting Mathematics as a subject, both inside and outside the classroom.

• Patient, empathetic, and resilient, with a dedication to supporting all students in reaching their potential.

• A reflective practitioner, open to feedback and committed to continuous professional development and improvement.

• Reliable and professional, with a commitment to upholding school policies, including safeguarding, equality, and diversity standards.

X

X

X

X

JOB DESCRIPTION

Teacher of Computer Science

REPORTS TO: Head of Faculty

PAYSCALE: Main to Upper Pay Scale (£38,766.00 - £60,091.00 Per Annum)

LOCATION Royal Docks Academy

TERMS:

You will be required to meet the general requirements of this post as specified in the

School Teachers’ Pay and Conditions Document. In addition, you will be required to

fulfil any reasonable expectations from the Head Teacher and Heads of School.

CONTRACT: Permanent – Full Time

PURPOSE OF THE JOB

• Teachers make the education of their students their first concern, and are accountable for

achieving the highest possible standards in work and conduct. Teachers act with honesty and

integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date

and are self-critical; forge positive professional relationships; and work with parents in the best

interests of their pupils.

Liaison with:

• The post-holder will be expected to network and liaise with the Head of Faculty, Faculty Team,

Teaching / Associate Staff, School Representative, External Agencies, Students and Parents.

Oversight of:

• Students’ attainment, progress and outcomes.

January 2025

Specific Responsibilities

• To teach across the 11 – 16 age range, including GCSE under the direction of the Head of Faculty.

• To participate in the development of appropriate schemes of work, taking specific responsibilities in some

areas.

• To assess and report on students’ attainment and progress in KS4 and on GCSE grades and progress in

KS3 and KS4.

• To teach to the requirements of the National Curriculum programme.

• To carry out a share of supervisory duties.

• Communicate effectively with parents with regard to students’ achievements and well-being.

• Know when and how to differentiate appropriately, using approaches which enable students to be taught

effectively.

• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding students have acquired.

• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and

courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour

policy.

• Have a clear understanding of the needs of all students, including those with special education needs,

those of high ability, those with English as an additional language, those with disabilities and be able to use

and evaluate distinctive teaching approaches to engage and support them.

• To impart knowledge and develop understanding through effectives use of lesson time.

• To take responsibility for improving teaching through appropriate professional development, responding to

advice and feedback from colleagues.

• Understand how to assess the relevant subject and curriculum areas, including statutory assessment

requirements.

Main Expectations of the role

• Being aware of students’ capabilities, their prior knowledge, and plan teaching to build on these.

• Guide students to reflect on the progress they have made and their emerging needs.

• Demonstrate a clear understanding of appropriate teaching strategies.

• Demonstrate an awareness of the physical, social and intellectual development of children and know how

to adapt teaching to support students’ education at different stages of development.

• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and

specialist support.

• Encourage students to take a responsible and conscientious attitude to their own work and study.

• Establish a safe and stimulating environment for students, rooted in mutual respect.

• Have high expectations of behaviour and establish a framework for discipline with a range of strategies,

using praise, sanctions and rewards consistently and fairly.

• Promote a love of learning and children’s intellectual curiosity.

• Support strategies to promote high standards of behaviour.

• Manage classes effectively, using approaches which are appropriate to students’ needs in order to involve

and motivate them.

January 2025

Additional duties

• To play a full part in the life of the School community, to support its distinctive mission and ethos and to

encourage staff and students to follow this example.

• To develop a calm learning atmosphere by completing lunch duties each week as required by the

Headteacher.

• To support student progress by completing one homework club session and/or one enrichment/booster

session after school each week as required by the Headteacher.

Other specific duties

• To continue personal development as agreed.

• To actively engage in the performance review process.

• To undertake any other duty as specified by the Headteacher not mentioned in the above

• To comply with the School’s Health and Safety Policy and undertake Risk Assessments as appropriate.

• To be aware of and work in accordance with the school’s child protection policies and procedures, and to

raise any concerns relating to such procedures which may be noted during the course of duty.

The duties above are neither exclusive nor exhaustive and the post-holder may be required by the Headteacher to

carry out appropriate duties within the context of the job, skills and grade.

General responsibilities common to all members of staff

All staff are responsible for the safeguarding and wellbeing of pupils and must follow BMAT guidance and policies.

BMAT Directors are committed to safeguarding and promoting the welfare of children and young people and expect

all staff and volunteers to share in this commitment.

This job description will be reviewed annually and may be subject to amendment or modification at any time after

consultation with the post-holder.

January 2025

Person Specification – Teacher of Computer Science

Essential Desirable

Qualifications

and Training

Qualified Teacher Status (QTS) or equivalent. A degree in Computer Science or relative subject. Evidence of ongoing professional development relevant to teaching and learning. Additional qualifications or training in literacy development or other relevant areas. Postgraduate qualifications in education or Computer Science.

X X X

X

X

Experience Proven record as an outstanding teacher with a proven track record of securing outstanding outcomes for students over the last three years (depending on experience) Proven experience teaching Computer Science at Key Stage 3 (KS3) and Key Stage 4 (KS4). A track record of achieving good or better outcomes for students in English. Experience in planning, delivering, and assessing engaging lessons aligned with the National Curriculum. Experience using data to track and improve student progress. Experience in delivering or contributing to extracurricular activities or school-wide literacy initiatives. Evidence of leadership or responsibility roles within a school setting.

X

X

X

X

X X

X

Knowledge and

Skills

An understanding of the expectations Ofsted Framework regarding effective teaching & learning Ability to differentiate lessons to meet the needs of all learners, including SEND, EAL, and more able students. Effective classroom management skills and behaviour strategies. Understanding of safeguarding and child protection protocols. Proficiency in using ICT tools to enhance teaching and learning. Excellent communication and interpersonal skills. Understanding of current educational research and its application to classroom practice.

X

X

X

X

X

X

Personal

Qualities

A commitment to the vision and values of the Trust, including collaboration and high expectations. A belief in the ability of children and young people to achieve and to overcome obstacles to their learning Resilience, adaptability, and the ability to work under pressure. A reflective practitioner who is committed to continuous improvement. High levels of professionalism and integrity. Highly motivated and inspirational in the classroom Committed to safeguarding children Commitment to the overall success of the school Calm under pressure and flexible in approach Emotionally intelligent and self-aware Positive attitude to use of authority and maintaining discipline

X

X

X

X

X

X

X

X

X

X

JOB DESCRIPTION

Teacher of Maths

REPORTS TO: Head of Department

PAYSCALE: Teacher’s Main Scale (£33,074 - £45,036)

LOCATION STEM Academy

TERMS:

You will be required to meet the general requirements of this post as specified in the

School Teachers’ Pay and Conditions Document. In addition, you will be required to

fulfil any reasonable expectations from the Executive Headteacher.

CONTRACT: Permanent – Full Time, September 2025 start

PURPOSE OF THE JOB

• Teachers make the education of their students their first concern, and are accountable for

achieving the highest possible standards in work and conduct. Teachers act with honesty and

integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date

and are self-critical; forge positive professional relationships; and work with parents in the best

interests of their pupils.

Liaison with:

• The post-holder will be expected to network and liaise with the Head of Department, Department

Team, Teaching / Associate Staff, School Representative, External Agencies, Students and

Parents.

September 2025

Oversight of:

• Students’ attainment, progress and outcomes.

Specific Responsibilities

• To teach and be responsible for the progress of Maths students across key stages, including GCSE and A Level

under the direction of the Head of Department

• To work with the Head of Department to plan, develop and improve the extra-curricular offering for Maths

• To adapt the curriculum to ensure the needs of all pupils in your classroom are met and pupils see the

relevance in the curriculum content within your subject area

• To embed the knowledge gained from CPD to help improve quality of education in your subject.

• To ensure students in your classroom are provided with reading resources that link to your curriculum

• To provide feedback to all students in a timely manner to address gaps in knowledge

• To ensure the curriculum being taught in your classroom is challenging for all pupils and scaffold is provided

where needed.

• To participate in the development of appropriate schemes of work, taking specific responsibilities in some areas.

• To assess and report on students’ attainment and progress in KS3 and on GCSE grades and progress in KS4.

• To monitor the progress of pupil’s in your classes and implement intervention strategies where needed

• To embed SMSC, PSHE, Diversity and inclusivity curriculum strategies into your lesson planning and delivery.

• To be a form tutor to an assigned tutor group and to carry out related duties.

• To carry out a share of supervisory duties.

• Communicate effectively with parents with regard to students’ achievements and well-being.

• Know when and how to differentiate appropriately, using approaches which enable students to be taught

effectively.

• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding students have acquired.

• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and

courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour

policy.

• Have a clear understanding of the needs of all students, including those with special education needs, those of

high ability, those with English as an additional language, those with disabilities and be able to use and evaluate

distinctive teaching approaches to engage and support them.

• To impart knowledge and develop understanding through effectives use of lesson time.

• To take responsibility for improving teaching through appropriate professional development, responding to

advice and feedback from colleagues.

• Understand how to assess the relevant subject and curriculum areas, including statutory assessment

requirements.

Main Expectations of the role

• Being aware of students’ capabilities, their prior knowledge, and plan teaching to build on these.

• Guide students to reflect on the progress they have made and their emerging needs.

• Demonstrate a clear understanding of appropriate teaching strategies.

• Demonstrate an awareness of the physical, social and intellectual development of children and know how to

adapt teaching to support students’ education at different stages of development.

• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and

specialist support.

• Encourage students to take a responsible and conscientious attitude to their own work and study.

• Establish a safe and stimulating environment for students, rooted in mutual respect.

September 2025

• Have high expectations of behaviour and establish a framework for discipline with a range of strategies, using

praise, sanctions and rewards consistently and fairly.

• Promote a love of learning and children’s intellectual curiosity.

• Support strategies to promote high standards of behaviour.

• Manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and

motivate them.

Additional duties:

• To play a full part in the life of the School community, to support its distinctive mission and ethos and to

encourage staff and students to follow this example.

• To develop a calm learning atmosphere by completing lunch duties each week as required by the Executive

Head.

• To support student progress by completing one homework club session and/or one enrichment/booster session

after school each week as required by the Executive Head.

Other specific duties:

• To continue personal development as agreed.

• To actively engage in the performance review process.

• To undertake any other duty as specified by the Executive Headteacher not mentioned in the above

• To comply with the School’s Health and Safety Policy and undertake Risk Assessments as appropriate.

• To be aware of and work in accordance with the school’s child protection policies and procedures, and to raise

any concerns relating to such procedures which may be noted during the course of duty.

Safeguarding Children

BMAT is committed to safeguarding and promoting the welfare of children and young people. We expect all staff to

share this commitment and to undergo appropriate checks, including enhanced DBS checks.

The above responsibilities are subject to the general duties and responsibilities contained in the Statement of

Conditions of Employment. The duties of this post may vary from time to time without changing the general

character of the post or level of responsibility entailed.

The person undertaking this role is expected to work within the policies, ethos and aims of BMAT and to carry out

such other duties as may reasonably be assigned. The post holder will be expected to have an agreed flexible

working pattern to ensure that all relevant functions are fulfilled through direct dialogue with employees, contractors

and community members.

English Duty

This role is covered under part 7 of the Immigration Act 2016 and therefore the ability to speak fluent spoken

English is an essential requirement for this role.

The duties above are neither exclusive nor exhaustive and the post-holder may be required to carry out appropriate

duties within the context of the job, skills and grade.

General responsibilities common to all members of staff

All staff are responsible for the safeguarding and wellbeing of pupils and must follow BMAT guidance and policies.

This job description will be reviewed annually and may be subject to amendment or modification at any time after

consultation with the post-holder.

September 2025

Person Specification – Teacher of Maths

Essential Desirable

Qualifications

and

documentation

• Qualified Teacher Status (QTS) in the UK, or an equivalent recognised qualification in mathematics or a related field.

• Bachelor’s degree or higher in Mathematics, Mathematics Education, or a closely related discipline.

• Postgraduate teaching qualification (PGCE or equivalent), if applicable.

• Evidence of further professional development relevant to the post

X

X

X X

Experience • Proven experience teaching Mathematics at the secondary school level, ideally across multiple year groups.

• Experience designing and implementing engaging, differentiated lesson plans that cater to a range of abilities and learning styles.

• Track record of maintaining high standards of classroom behaviour, fostering a safe, supportive learning environment.

• Experience supporting students with varying academic needs, including those with SEND and high-achieving pupils, to ensure individual progress.

• Experience contributing to or leading extracurricular activities, such as Math clubs, competitions, or study support sessions.

X

X

X

X

X

Knowledge • Strong understanding of the UK Mathematics curriculum for Key Stages 3 and 4.

• An understanding of the expectations Ofsted Framework regarding effective teaching & learning

• Proficiency in delivering a range of mathematical topics with depth and clarity, tailored to the needs of diverse learners.

• Ability to assess and track student progress effectively, using data to inform lesson planning and intervention strategies.

• Proficiency in using digital teaching tools including Microsoft Office and Bromcom, resources, and technology to enhance the learning

experience. • Understanding of safeguarding requirements

• Understanding the qualities of good teaching, effective learning and how these can be applied to raise student attainment.

• Knowledge of or experience with GCSE examination boards, such as Edexcel, AQA, or OCR.

X

X

X

X

X

X X

X

Skills /

Competencies

• Strong communication skills, both written and verbal, to effectively convey mathematical concepts and inspire a passion for learning.

• Ability to collaborate effectively within the Mathematics department and across other departments in the school.

• Strong organisational and time management skills, with the ability to handle a diverse workload and meet deadlines.

• Capacity to build positive, supportive relationships with students, parents, and colleagues.

X

X

X

X

Personal

Qualities

• Enthusiastic and committed to promoting Mathematics as a subject, both inside and outside the classroom.

• Patient, empathetic, and resilient, with a dedication to supporting all students in reaching their potential.

• A reflective practitioner, open to feedback and committed to continuous professional development and improvement.

• Reliable and professional, with a commitment to upholding school policies, including safeguarding, equality, and diversity standards.

X

X

X

X