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Assistant Principal Head of EYFS
 
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Head of EYFS

 

Senior Leader

 

(or Aspiring Senior Leader)

Thank you for taking the time to find out more about King Solomon Academy and the possibility of joining us. Included in this information pack is information about the academy and the role of Head of EYFS.

 

KSA is rare in that it is a genuine all-through school. Over the last 2 years we have been working collaboratively with Ark Paddington Green Primary Academy, and in September 2019 we will combine to form one all-through school with Nursery-Year 4 on one site and Year5-Year 13 on the other. We will have a brand new EYFS setting with ninety pupils in Reception and a newly built nursery building for 2 and 3 year olds set to open in 2020. The EYFS leader will have the rare and exciting opportunity to play a crucial role in both designing the environment and turning the vision into a reality alongside a team of extremely ambitious and hard-working senior leaders.

 

We are committed to find the right person for this role. We would be delighted to hear from applicants who are already leading in EYFS and looking for a bigger leadership role on the Senior Leadership Team. We are also interested in meeting ambitious applicants who have proven themselves as excellent teachers and are now looking for a next step in leadership. We have a strong and dedicated leadership team where there is scope to mentor and grow a new Senior Leader should the right applicant be earlier on in their career at this moment; we know we can commit the time, energy and resource into developing the right person into an excellent EYFS leader. We have a deep commitment to teacher and leadership development at our school and within the wider network with protected time each week for co-planning, real-time coaching and one to one feedback and development.

 

Our pupils will now join at 2 or 3 years old and stay with us until they are 18. By joining King Solomon Academy in this role you will play a part in showing what is possible when children’s education is seen as a long term commitment. Professionally, it also provides teachers and leaders with a unique opportunity to have impact across all phases of education, and in the Head of EYFS role, see the long term context in which your work sits. We are committed to investing in EYFS to ensure all our pupils get the very best start on this journey.

 

We are growing a team of exceptionally committed teachers and leaders who value each and every year of a child’s education equally. If you too are motivated to redress educational disadvantage in the UK, King Solomon Academy is beginning to show what is possible and you could be part of defining the future of education in our country.

To apply, and to see more information about the school and this role please visit http://kingsolomonacademy.org/current-vacancies. The deadline is 11am on Monday 25th February 2019. To discuss the role, please feel free to email the Principal’s PA, Shaheen Riaz (s.riaz@kingsolomonacademy.org) or phone on 0207 563 6901.

 

 

We wish you the best with your application. 

 

Job Description: Head of EYFS (Senior Leader or Aspiring Senior Leader)

 

Reports to:             Head of School

 

Start date:               April or September 2019

 

 

 

Salary:                     Leadership Scale

 

 

 

The Role

 

To build and lead a transformational EYFS provision that is safe, joyful and has at its heart the highest possible expectations of each and every child.

 

 

 

If the successful candidate is able to start before September 2019, the role will include leading across two EYFS settings, Ark Paddington Green and King Solomon Academy. During this first academic year, this will involve planning for the joining of the two sites in 2019, and from 2019, lead a ground-breaking provision for 2-5 year olds. From September 2019, the role will be based at the Younger Years Site, leading a 3FE EYFS setting.

 

 

 

The role will include phonics teaching and team teaching but, depending on experience, the leader may or may not be a named class teacher.

 

 

 

 

 

Key Responsibilities

 

·        From appointment, play an active role in the planning of new indoor and outdoor environments in both Reception and Nursery including the design and layout of the environment as well as choosing furniture and resources;

 

·         Role model excellent teaching in EYFS;

 

·         Create, maintain and foster excellent relationships with parents which define the long term and all-through relationships we will have with our families;

 

·         Manage recruitment and induction of all new pupils into EYFS;

 

·         Work alongside Senior Leadership Team to create a strong staff team who are passionate about Early Years and dedicated to ensuring every child makes rapid and sustained progress.

 

 

 

Outcomes and Activities

 

Leadership of EYFS

 

·         Demonstrate and ensure in the team that there is detailed and thorough knowledge of the Early Years Curriculum and of the KS1 Curriculum, including detailed knowledge of Early Years Assessment;

 

·         Provide strategic leadership of EYFS ensuring there is a robust SEF and development plan in place, including appropriate analysis of EYFS data and pupil outcomes;

 

·         Plan and deliver assemblies, trips, events and parent workshops;

 

·         Help keep systems organised, up-to-date and user friendly for all year and academy wide staff, ensuring consistency

 

 

 

As part of the Senior Leadership Team

 

·         Play an active part in the planning and delivery of whole school improvement;

 

·         Perform leadership duties including monitoring and evaluation, strategic planning, and duties;

 

·         Lead by example, have high expectations of yourself, embracing and personally demonstrating the school’s ethos, vision and values, and expecting the same of all staff and pupils.

 

 

 

Teaching and Learning

 

·         Meticulously plan and teach engaging and challenging lessons that pave the way for success in school and life;

 

·         Meet the needs of all learners by consistently planning and teaching carefully differentiated lessons;

 

·         Set and maintain expectations of classroom organization and displays;

 

·         Complete all reporting on time;

 

·         Closely monitor progress and attainment of pupils and use it to inform their teaching;

 

·         Provide content for, and where necessary deliver, high quality pupil interventions with direction from SENDCO;

 

·         Organize and participate in exciting and motivating trips and events.

 

 

 

 

 

Character and culture

 

·         Through observation and feedback, mentor year group teachers to ensure excellent positive culture in all lessons;

 

·         Analyse behaviour and attendance data to identify trends and act to address any issues;

 

·         Be held to account on attendance levels in Nursery and Reception and hold class teachers to account to ensure attendance and punctuality are maximized;

 

·         Help children learn to manage their behaviours, with age-appropriate consequences and parent meetings;

 

·         Model precise and consistent use of systems and routines to all teachers in their year group;

 

·         Drive excellent culture and organisation to ensure the effective running of the school day, including communal times (e.g. lunch, playtimes)

 

 

 

Leadership of staff (dependent on experience)

 

·         Line manage staff in the Early Years team, including performing all leadership and line management tasks and processes;

 

·         Provide feedback to class teachers and education support staff that is supportive and leads to their rapid and sustained development;

 

·         Act as a role model in terms of professionalism and positivity in the staff body

 

 

 

Relationship management with parents

 

·         Maintain regular and productive communication with parents about their child’s progress, behaviour and development, including attending after school parent meetings as required;

 

·         Be held to account on attendance of parents to meetings/workshops;

 

·         Be a figurehead of communication and trust with parents;

 

·         Pro-actively share positive news about the year group, the pupil and the school with parents;

 

·         Seek out and act on feedback from parents;

 

·         Ensure parents are happy about and aware of how their child is doing in school

 

 

 

 

 

Other

 

·         Perform additional duties and tasks required for the effective operation of the school, including: attending home visits, eating lunch with pupils, break supervision and other duties

 

·         Undertake other various responsibilities as directed by the Principal or the line manager

 

 

 

 

 

Person Specification:

 

Head of EYFS (Senior Leader or Aspiring Senior Leader)

 

 

 

Qualification criteria

 

·         Qualified to degree level and above

 

·         Qualified to teach in the UK

 

·         Right to work in the UK

 

 

 

Experience

 

·         Experience of teaching in EYFS

 

·         Experience of leadership

 

·         Evidence of continually improving teaching and learning (ideally through experience of coaching staff)

 

 

 

Skills and attributes

 

We are looking for these skills and attributes or at the very least, a clear, demonstrable capacity to develop them:

 

Leadership

 

·         Effective team worker and leader.

 

·         High expectations for accountability and consistency.

 

·         Vision aligned with KSA’s high aspirations, high expectations of self and others.

 

·         Genuine passion and a belief in the potential of every student.

 

·         Motivation to continually improve standards and achieve excellence.

 

·         Commitment to the safeguarding and welfare of all pupils.

 

 

 

Teaching and Learning

 

·         Excellent classroom practitioner.

 

·        Effective and systematic behaviour management, with clear boundaries, sanctions, praise and rewards.

 

·         Has good communication, planning and organisational skills.

 

·         Demonstrates resilience, motivation and commitment to driving up standards of achievement.

 

·         Commitment to regular and on-going professional development and training to establish outstanding classroom practice.

 

 

 

Alignment with KSA vision

 

·         Totally aligned to the value, purpose and principles of all-through education

 

·         Relentless drive to do whatever it takes to ensure all students succeed.

 

·         The belief that with the right environment more than 95% of our pupils are able to excel at university.

 

·         The courage and conviction to make a difference.

 

 

 

Communication skills

 

·         The ability to listen and communicate effectively.

 

·         Empathy and the ability to understand the needs, aspirations and motivation of diverse individuals and groups.

 

·         The ability to influence and motivate others.

 

 

 

Problem solving

 

·         Identify, analyse and resolve problems and issues.

 

·         Develop plans with concrete outcomes and effective solutions.

 

·         Evaluate results and identify necessary actions.

 

·         Make fact-based decisions.

 

 

 

Resilience

 

·         Sustain energy, optimism and motivation in the face of pressure and setbacks.

 

·         Stay calm in difficult situations and maintain clarity of vision.

 

·         Be adaptable in the face of adversity.

 

 

 

Results and learning orientation

 

·         Awareness of own strengths and limits.

 

·         Commitment to ongoing improvement and learning.

 

·         A passion for teaching subject.

 

·         Focus on achieving challenging goals and results.

 

·         Resourcefulness and flexibility in delivering outcomes.

 

 


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