About us

WHY THE FERMAIN ACADEMY IS A GREAT PLACE TO WORK

At The Fermain Academy, we are proud to offer a supportive and innovative working environment where staff can make a real difference to the lives of young people. As an outstanding alternative provision school, we specialise in re-engaging students aged 13–16 who may have struggled in mainstream education. Our focus is on providing personalised learning, promoting positive behaviour, and ensuring every student has the skills and confidence to succeed in education and beyond. We value collaboration, professional development, and creating a culture where staff and students can thrive.

As part of this role, you will lead and develop our Skills Centre, delivering high-quality vocational and practical learning. This includes subjects such as Construction, Design Technology, Hair and Beauty, Art, Child Development, and Textiles, equipping students with real-world skills, qualifications, and experiences. The Skills Centre is an exceptional, purpose-built facility that forms the heart of our student-focused curriculum, offering the opportunity to build strong links with local employers and training providers. This is a chance to create engaging, purposeful learning experiences that have a tangible impact on students’ futures, helping them progress confidently into employment, apprenticeships, or further education.

This is an opportunity to make a real difference to the outcomes for young people.

Job Description

ASSISTANT HEADTEACHERJOB DESCRIPTION

Key Priorities

Support the strategic vision and direction of the Academy
Support strategic leadership and management to staff within the Academy
Support with securing and sustaining effective teaching and learning throughout the school
Undertake Performance Management and Line Management responsibilities for a group of teachers and other staff in the school

Deploy staff and resources efficiently and effectively to meet specific objectives in line with the school’s strategic plans.
Ensure effective pastoral care and behaviour support throughout the school
To be responsible for the day-to-day leadership and management when the Headteacher, or Deputy Headteacher are not in the Academy

Teaching and Learning

The Assistant Headteacher will help secure and sustain effective teaching and learning throughout the Academy, monitor and evaluate the quality of teaching and standards of students’ achievement, and use benchmarks to track set targets for improvements. He/she will:

Contribute to the teaching of their specialist subject throughout the school as required
Support and maintain an environment and a code of behaviour for learning which promotes and secures good teaching, effective learning and high standards of achievement
Help organise the curriculum and its assessment; work with the Headteacher and other Senior Leaders to monitor and evaluate it in order to identify areas for improvement
Ensure that the curriculum and assessments meet the Academy’s curriculum requirements
Ensure that improvements in literacy, numeracy and information technology are priority targets for all students

Leading and Managing Staff

The Assistant Headteacher will help motivate, support, challenge and develop staff to help secure improvement. He/she will:

Maximise the contribution of staff to improving the quality of education provided and the standards achieved and ensure that constructive working relationships are formed between staff and students in the Academy

Ensure that equal opportunities and inclusion policies are reflected in practice
Work with the Senior Leadership Team to implement and sustain effective systems for the management of staff performance, incorporating appraisal, threshold and targets for teachers, including targets relating to professional practice and students’ progress and achievement
Specifically motivate and enable all staff in the Academy to carry out their respective roles to the highest standard, through high quality continuing professional development based on assessment of needs
Line manage staff members as directed by the Headteacher
Lead, support and co-ordinate the provision of high-quality professional development
Sustain their own motivation and that of other staff
Ensure that professional duties are fulfilled, as specified in the Terms and Conditions of Service of Teachers

Partnership Working

Support in establishing a culture and curriculum which fulfils the aims and requirements of the wider community as set out in the vision
Seek opportunities to invite parents and carers, community figures, businesses and other organisations into the Academy to enrich student experience and to promote the Academy’s value to the wider community
Collaborate with local schools, the local authority and other agencies to promote inclusion and the academic, spiritual, moral, social, emotional and cultural well-being of students and their families
Represent the Academy at relevant meetings, as and when required

Health and Safety/Child Protection

To help ensure that health and safety standards meet statutory requirements, monitoring health and safety matters within the school, particularly ensuring that members of the staff take reasonable care for the health and safety of themselves and others
To help ensure that Child Protection and Safeguarding procedures and Department of Health assessments of Children in Need are rigorously complied with, and that the welfare and health and safety of students are of prime consideration
To promote the safety and well-being of students and staff
To ensure good order and discipline of students and staff

Trust collaboration and CPD

Develop and plan their own CPD to support the Academy’s strategic development plan
Actively work with colleagues across the Trust to seek improvements to the curriculum, personal and social development, and general processes and procedures across the school.

Desirable Criteria

Qualifications/Education

Graduate Status
Recognised leadership /behaviour/ curriculum / SEMH qualification
Qualification in School Leadership

Skills and Experience

Involved in the implementation of the new national Curriculum
Experience of leading Personal, Social Development (PSD) projects
Experience in leading Vocational subjects

Teaching Experience - expectations for all teachers

Evidence of having led whole school learning and teaching strategy
Demonstration of high expectations
Success with students who are below expected levels
Successful experience of teaching Design Technology, Construction, Engineering or related vocational subjects
Proven track record of securing positive outcomes for students, particularly those with additional needs or in alternative provision
Experience of designing and delivering engaging, practical and purposeful vocational learning
Understanding of assessment and accreditation routes within vocational and technical education
Experience of managing health and safety requitements in workshop or practical settings

Leadership and Management

Proven ability in leading a staff team
Experience of recruiting and inducting staff
Effective liaison with Governors and a good understanding of their role
Evidence of leading CPD for staff, Governors and Parents
Ability to develop and maintain a high-performing vocational team
Experience of curriculum design and implementation at a strategic level
Ability to translate whole-school vision into effective practice
Clear understanding of quality assurance processes and school improvement

Knowledge and Understanding

Knowledge and experience of current good practice and development in special education provision

Knowledge of successful practice in teaching hard to reach students

Knowledge of how to promote independence for young people with complex needs

Behaviour for learning training

Strong understanding of vocational and technical education and its role in reengaging young people

Awareness of SEND and SEMH needs and effective strategies to support engagement and progress

Knowledge of health and safety requirements in DT and construction-based learning environments

Understanding of how to prepare students effectively for employment apprenticeships and further education

Essential Criteria

Qualified Teacher Status
A degree or equivalent
Evidence of further professional development

Skills and Experience

Working alongside other school and external professionals to ensure robust procedures and sharing of good practice
Helping raise standards of literacy and numeracy in tandem with other staff by implementing appropriate interventions
Using class support strategies and monitoring the impact
Application of the need to delegate responsibility with accountability for area of responsibility
Analysis of data for impact and to target support areas
Rigorous tracking providing detailed and accurate information to underpin and ensure a planned programme of professional development for all staff to ensure they meet the needs of individual students
Inspiring staff to promote a love of learning to all students including those who struggle with formal education
Resolve conflict through active listening and negotiation
Demonstrate a flexible approach and a willingness to listen to others
Provide advice and guidance to parents and carers in a positive and clear manner
Remain calm when working under pressure.

Evidence of:

Training and understanding of child protection

Teaching Experience - expectations for all teachers

Proven ability to:

Set high expectation which inspire, motivate and challenge students
Promote good progress and outcomes by students
Demonstrate good subject and curriculum knowledge
Plan and teach well-structured lessons
Adapt teaching to respond to the strengths and needs of all students
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
Communicate and work effectively in a multi-disciplinary school team including parents/guardians and other external agencies
Commitment to school-wide focus on student attainment

Leadership and Management

Evidence of successful experience in a middle or senior leadership/management role
Evidence of successful experience in developing initiatives and managing change
Evidence of effective contribution to the School Development Plan
Evidence of effective delegation to staff and effective follow-up to ensure tasks are complete to a high standard
Ability to analyse situations, prioritise and help to implement realistic solutions
Ability to establish and develop good relationships with all involved in the school
Commitment to the school’s wider community

Knowledge and Understanding

Demonstrate a good level and understanding of ICT
Knowledge of how to deal with safeguarding issues in school.
Knowledge of OFSTED Framework
Thorough knowledge of current educational issues, including SEN legislation, guidance, code of practice and developments
Awareness of current developments in education and the implications of these
Understanding the planning of the National Curriculum and its application in a school, including assessment, recording and reporting, and be able to adapt as per the school’s curriculum plan
Know how to use a school’s data to identify strengths and areas of development
Understand how to plan appropriate interventions
Behaviour management techniques for groups and individuals
Know how to develop effective rapport with students, this being based on high expectations and establish a purposeful learning environment

Other

Demonstrate and communicate clear vision
Expectation of high achievement of all students
Evidence and understanding and commitment to equality of opportunity
Respect for students’ individual difference
Commitment to parental partnership in education and developing links between school, home and the community
An ability to establish and maintain positive partnerships with parents, students and communities
Awareness of the need to develop a school culture responsive to the nature of the school’s communities
Positive recommendation from present employer
Satisfactory attendance record
Safer Recruitment criteria met
For internal candidates, proven track record in own setting

The Fermain Academy

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