HEADTEACHER SENIOR LEADERSHIP RECRUITMENT PACK · PDF fileHEADTEACHER & SENIOR LEADERSHIP...

Recruitment Pack - A N Other – School

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HEADTEACHER

& SENIOR LEADERSHIP

RECRUITMENT PACK

March 2013 Reviewed August 2015


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Introduction

This document is designed to assist Headteachers, Governors and those staff in the Local Authority who are involved with Headteacher, Deputy Headteacher and Assistant Headteacher appointments. It should be used alongside the Headteacher and Senior Leadership Recruitment toolkit produced by the School Effectiveness Team which provides a broad overview of the principles and activities involved and links to numerous on line resources which you may find useful.

https://www.egfl.org.uk/sites/default/files/Human_resources/Recruitment_and_induction/Headteacher%20and%20senior%20leadership%20recruitment%20toolkit%20for%20governors.pdf

The document focuses mainly on the recruitment process for a Headteacher however, most sections can apply to the recruitment of a Deputy Headteacher and Assistant Headteacher. The main differences relate to the statutory requirements for Headteacher recruitment.

Schools will want to demonstrate that they operate recruitment procedures that are fair, meet statutory and safeguarding requirements and directly support the governing body in securing the best possible candidate for the position. The document will be reviewed regularly to ensure that it reflects best contemporary practice and is up to date on employment and related legislation.

Schools HR Consultancy and School Effectiveness Service


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HEADTEACHER RECRUITMENT PACK

Contents

Page

Setting up

the process

1. Local Authority support and advice 4

2. Safeguarding children ‐ safer recruitment and selection 5

3. Equality and diversity 6

4. Initial considerations

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5. Governing body recruitment panel 8

Recruitment

panel

meetings

6. Recruitment panel meeting – the most essential part of the process 9

7. Information pack to candidates 10

8. The advertisement 11

9. Planning for candidate assessment 12

Short listing 10. Short listing 13

11. References 14

Assessment

days

12. Day/s of the candidate assessment

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Ratification

Follow up Induction

13. After the interview 16

14. Follow up, handover and induction 17

15. Legal challenge 18

Appendices

A Recruitment checklist 19

B Governors self‐evaluation sheet ‐ What support do we need? 22

C Defining your schools need – Who are we looking for? 24

D Sample job description and person specification 26

E Guidance on drafting adverts 33

F Example of invitation to interview letter 34

G Reference request and pro‐forma 36


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H Appointment Checklist for teaching staff 39

I Example interview programmes 42

J Short listing and interview score sheets 43

1. LOCAL AUTHORITY ADVICE AND SUPPORT FOR THE RECRUITMENT PROCESS

There are two main areas of support and advice for Headteacher recruitment available from the Local Authority:

Local Authority Adviser (LAA) from the School Effectiveness team

Schools HR Adviser (HR)

The main areas of responsibility for each adviser are outlined below:

Local Authority adviser For headteacher appointments in maintained schools it is mandatory* that a representative of the Local Authority is given the opportunity to advise throughout the recruitment process. For Deputy headteacher and Assistant headteacher appointments the LA A will be able to provide advice but may not always be involved directly in the recruitment process. *The Local Authority has a statutory duty to advise governing bodies on headteacher appointments in community schools. In Voluntary Aided and Foundation schools, this duty only applies if the LAA has been accorded advisory rights in writing by the Gov Body.

The LAA will carry out the following roles with respect to the appointment of head teachers and will discuss with schools whether or not to replicate these roles for deputy head teacher vacancies

o Meet with the Governing Body Recruitment Panel for the planning meeting.

o Advise, if required, with recruitment documents, identifying suitable assessment activities and providing model interview questions and answers

o Attend the shortlist and assessment/interview sessions

o Raise concerns about any candidate or the conduct of the process with the panel – the panel must give due regard to these concerns although the LAA has no voting rights in the decision making process.

o Liaise, if necessary, with HR.

Schools HR Schools HR can provide the following support for head teacher recruitment and by arrangement for a deputy head teacher:

o Meet with the Governing Body Recruitment Panel for the planning meeting. Advise on timescale and process.

o Advise on advertising – costs, content and placement, on the content and type of recruitment documents and with identifying suitable assessment activities

o Attend the shortlist and assessment/interview sessions if required although the HR representative has no voting rights in the decision making process


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o If requested by the Recruitment Panel, to send out and receive back information to candidates – this would be carried out by the HR shared service centre (HRSSC) if the school buys this service.

o If requested, call for references before interviews take place. This would be carried out by the HRSSC who also process post interview administration as required.

2. SAFEGUARDING CHILDREN – SAFER RECRUITMENT & SELECTION It is currently a statutory requirement that at least one member of the recruitment panel must have undertaken appropriate safer recruitment training (either online or the full day course). The panel should refer to any relevant school policies on Recruitment and Selection and Child Protection for direction on safeguarding and how it should feature prominently in the recruitment process. The panel should make sure that safeguarding is covered in the following ways throughout the process by ensuring that:

the advert has a suitable statement which reflects the schools commitment to safeguarding children (see examples below *)

the job description makes reference to the responsibility for safeguarding and promoting the welfare of children

the person specification includes specific reference to suitability to work with children

there is proper scrutiny of all information from or about applicants, challenging and satisfactorily resolving any discrepancies or anomalies (e.g. on application forms and references)

questions which test the candidates suitability to work with children are asked during a face to face interview

all the required checks are undertaken on the successful candidate; including:

o DBS check – (individual check of barred list) o Proof of Identity o Proof of eligibility to work in UK o Qualifications

*This school :

a) is committed to all aspects of child protection. We believe that all children have the right to be protected from abuse and harm.

b) follows safe recruitment practices to protect children. The aim of these practices is to ensure, as far as is

possible, that anyone, paid or voluntary, who seeks to work in this school is safe to do so. c) expects all staff and volunteers to share our commitment to safeguarding and promoting the welfare of

children.”


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3. EQUALITY AND DIVERSITY All those involved with recruiting need to take account of the following key aspects of an equalities approach to recruiting staff:

The panel should refer to any school policies on equalities for direction in this area.

Schools are required to comply with the Equality Act 2010 which consolidates all previous discrimination law.

The Act requires schools to observe a Public Sector Equality Duty which extends to the following ‘protected’ characteristics – race, disability, sex, age, religion or belief, sexual orientation, pregnancy and maternity and gender reassignment.

The duty has three main elements

o To eliminate discrimination and other conduct prohibited by the Act o Advance equality of opportunity between people who share a protected characteristic

and people who do not share a protected characteristic o Foster good relations across all characteristics

For the recruitment process this means that the panel should consider any equality implications at the start of the process (the planning stage) and then identify how they will be addressed or mitigated.

Above all else the panel should ensure that they treat all applicants for employment fairly and ensure that they are not discriminated against

People will be selected on merit, based on their skills, abilities, experience and qualifications to carry out the duties and responsibilities of the post for which they have applied.


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4. INITIAL CONSIDERATION WHEN A VACANCY OF HEADTEACHER ARISES Model of leadership The first consideration for the Governing Body is to determine the model of leadership they feel is right for their school. It is recommended that a guided and supported discussion with the LA Adviser takes place in relation to the possible options for school leadership. Information on the range of models for school leadership can be found in the links in the Headteacher and Senior Leadership Recruitment toolkit. https://www.egfl.org.uk/sites/default/files/Human_resources/Recruitment_and_induction/Headteacher%20and%20senior%20leadership%20recruitment%20toolkit%20for%20governors.pdf

Most schools still choose to recruit to the headteacher (or senior leader) post, through a planned and structured recruitment process, however:

o There is not a mandatory requirement to go through a recruitment process to

appoint the headteacher, however: o If the Governing Body decide not to go through a recruitment process they should

(a) consult the Local Authority and (b) have identified a good reason for not conducting a recruitment process

o HR can provide further advice if a Governing Body is considering this route The current statute in relation to the appointment of headteachers and deputy headteachers is the School Staffing (England) Regulations 2009: Part 2: Appointment of headteacher and deputy headteacher Regulation 15 http://www.legislation.gov.uk/uksi/2009/2680/regulation/15/made

Most of the guidance that follows in this document assumes that the decision of the Governing Body is to recruit to their Headteacher or Senior Leader position. What type of leader do we need? Once the decision has been made to appoint a headteacher it is important for the Governing Body as a whole to establish a clear vision of the type of school leader required. Appendix C on page 24. Other initial considerations Other areas the governing body may wish to consider at an early stage are:

the involvement of all stakeholders: staff, students, parents etc Administrative support for the headteacher recruitment process – it is essential that this is

supported accurately and effectively Communication throughout the process –there are many stakeholders involved in the process –

the Recruitment Panel, other governors, the LA Adviser, the HR Adviser, the administrator, the current headteacher and school staff, the administrator, the potential candidates, students and parents. It is essential that there are agreed protocols for communication and sharing information including the need for confidentiality as appropriate.


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5. GOVERNING BODY RECRUITMENT PANEL Appendix B on page 22 provides an audit tool for the Governing Body which will help to identify the knowledge and expertise in the Governing Body as well as highlighting areas where support or training are needed.

Governing Bodies generally delegate the task of recruiting the Headteacher to a Recruitment Panel of governors. The panel must consist of at least three governors (excluding the Headteacher). It is not uncommon for five governors to be on the panel. Any Governor with a direct personal or pecuniary interest in the appointment cannot put themselves forward to be a member of the Panel.

Governors who volunteer to serve as members of the recruitment panel must be made aware of the commitment they need to give in terms of time and possible tasks.

The election of the Recruitment Panel and the ratification process should be agreed at a properly convened meeting of the full governing body with a 50% quorum (rounded up and excluding vacancies).

Sometimes all governors want to be involved in some way with the recruitment of the new Headteacher. In this event we would recommend that a Recruitment Panel is elected and they then identify means by which all governors can be involved in the process.

The expectation is that all governors on the recruitment panel will be involved in the shortlisting and interview/assessment. If, for good reason, a governor cannot attend shortlisting, the absent governor must accept the decision/s made by their colleague governors. If the governor cannot attend the interview then consideration should be given to electing a replacement governor.

The appointment of a Headteacher must be ratified by the full governing body before an offer of appointment can be confirmed. The ratification process normally consists of a (brief) report from the Chair of the Recruitment Panel. A Governing Body meeting for the purposes of ratification is normally arranged to coincide with the date of assessment or as soon as possible thereafter.

The Local Authority will normally be represented during the recruitment process by the LA Adviser and in any event have rights to make representations about any candidate they feel is unsuitable for the position. Where these rights exist the governing body must consider the representations that are made.

A reminder that for community and voluntary controlled schools it is a legal requirement that the Local Authority is represented throughout the headteacher recruitment process, Voluntary Aided (VA) and Foundation schools can accord advisory rights to the L.A.


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6. RECRUITMENT PLANNING MEETING – THE MOST ESSENTIAL PART OF THE PROCESS A planning meeting should be arranged to discuss the recruitment process as soon as possible after membership of the Recruitment Panel has been agreed. The planning meeting should include:

Election of a Chair of the recruitment panel – typically this is the Chair of Governors

Attendance from representatives of the LA and HR. The Governing Body should liaise with these advisers to ensure they are able to attend the planning meeting

The LA representative acts as professional adviser to the panel and the HR representative provides advice on the recruitment process and can help with setting a timeline and drawing up a checklist for Governors

Sometimes a preliminary exercise is useful in helping governors to identify the type of person they would like to recruit. This can be facilitated by either or both of the LA and HR representatives

One of the first tasks is to agree a timeline which confirms dates for the advert to appear, the short‐listing, the assessment/interview day and the date for the Governing Body to meet and ratify the decision of the panel. This ensures that all Governors have key dates in the diary and are aware of the work that is needed between dates

The next consideration is normally the content of (a) the advert and (b) the recruitment pack. Both of these tasks have their own section later on in this guidance. The School website is often a source of information for candidates and should be checked before recruitment starts

Depending on the progress made in the initial meeting, work can start on the content of key documents, e.g. advert, job description, person specification. More typically these tasks are allocated to different governors, individually or working in pairs/groups with a deadline for completion. This then leads naturally to a second meeting of the group to agree documents

The serving Headteacher is occasionally called upon by the Governing Body Panel to offer advice/support for practical arrangements. However the serving Headteacher should not be involved directly in the recruitment process

Initial work or discussion on the short listing process and the assessment/interview day/s sometimes take place. Most often these issues are dealt with at a later meeting of the panel

A useful checklist of the recruitment process can be found in Appendix A on page 19.


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7. INFORMATION PACKS TO CANDIDATES The documents and information for candidates need to be ready for sending out from the day the advertisement appears. At the planning meeting it will have been agreed whether the candidates are to obtain the packs from the school direct or from schools' HR or the school’s HR provider The Recruitment Panel has discretion over what information should be sent to candidates (taking into account cost and information overload) but the following key items may be included

o Application form*, job description and person specification**

o Letter from the Chair of the Governing Body, which should include a reminder about key dates in the recruitment process, a brief overview of the school, confirmation of how to apply, information about visiting the school and a statement on safeguarding

o Information about the school improvement/development plan, the staffing

structure, budget information, extracts from Raise Online and a school brochure or prospectus can all be used (and/or candidates can be referred to the school website to pick up this information)

Most schools do not include information from Ofsted about the school as the expectation is that candidates will obtain this from the Oftsed website

Increasingly the process of recruitment is transacted online, with fewer hard copies of documents being sent and received. If candidates are to be encouraged to visit the school in advance of applying, arrangements must be made with all relevant people in the school and the information communicated to all members of the school community who may be involved or need to know. An example of a headteacher job description and person specification can be found in Appendix D on page 26. Further examples can be found by downloading information packs from current advertisements.

*Use of an application form (and a person specification) rather than allowing CVs will allow the panel to dictate what information the candidates provide in support of their application **The panel will want to take a view about whether candidates should cover all of the criteria detailed in the person specification in their written application, or (as is increasingly the case) just to respond to specified criteria for the purposes of short listing. If a decision is taken to only specify certain criteria for short listing purposes this should (a) be made clear to applicants and (b) provide enough information for the panel to be able to shortlist applicants.


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8. THE ADVERTISEMENT There is no longer a mandatory requirement to advertise the post of headteacher nationally or indeed to advertise at all (see section 4 above). However the vast majority of schools will decide to advertise their headteacher vacancy in a national publication

The HR adviser to the panel can advise on publications and costs and can bring some example adverts, recently used

Increasingly schools are using only online media for advertising which are generally cheaper and reach a wider audience

The panel can choose to draft the advert during a recruitment planning meeting or delegate this task to one or more of the governors

The advert should contain some basic information; school name, size , location, salary, key dates in the recruitment process, safeguarding statement

Often adverts will contain a brief assessment of the position of the school and will set out what type of person the school is looking for and what the school can offer them if they become headteacher

The panel will want to ensure that they do not breach any equalities legislation and can look to the HR adviser for support in this regard

Further guidance on drafting an advertisement can be found in Appendix E on page 33 .


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9. PLANNING FOR CANDIDATE ASSESSMENT The panel will need to agree the tasks that the candidates will be required to undertake on the day/s of assessment and details sent to the candidates. Appendix I on page 41 sets out a possible schedule for the day for panel members and candidates. There are a variety of assessment tasks available for use by the panel including:

o Main Interview (often preceded by a presentation) o Mini panel interviews on specific topic – HR or finance o Classroom observation and providing feedback o Meeting with the pupil council o In tray assessment o An assembly to pupils at the school o Scenario Meeting with Governing Body Panel o Group discussion (with other candidates) o By arrangement (and at cost) – psychometric testing / skills testing

A mix of activities should be chosen that will help the candidates to demonstrate the key characteristics that the Governing body is looking for in the post holder. Sufficient time must be scheduled for each activity to enable it to be completed comfortably within the time allocation and allow the candidate to reach the next activity on time.

The panel should agree in advance how each activity will be assessed and scored and which members of the panel and which advisers will support the individual tasks. The weighting to be given to each task/activity should also be agreed. Members of the school staff may also be involved in the activities and so arrangements need to be made to ensure their availability for any planning meetings and on the assessment days.

If lesson observations are one of the assessment activities this should be agreed in advance with teaching staff and arrangements made for them to receive feedback. The LA adviser can help with some generic and relevant interview questions for the main interview, although panels will want to ensure that they also cover specific issues of importance to them. The questions should include one directly on safeguarding

The same main questions should be asked to each candidate. The Panel then needs to agree a protocol for asking supplementary questions during an interview. Supplementary or probing questions can be asked to try and tease out the information being sought or to gain clarification. Notes being taken by the Panel should indicate if an answer was in response to a supplementary question. The need to ask a number of supplementary questions may be seen as a weakness by the Panel and affect their scoring.

The Panel will need to organise before the day/s of assessment: o A written schedule which details times of tasks, break and lunch arrangements for

candidates and panel o Venue and rooms for all activities o A base room / waiting area for candidates when they are not involved in an activity

This information should be made available to all members of the school community who need to be informed.


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10. SHORTLISTING Short‐listing is often the first stage of evaluation in the recruitment process. It involves assessing the written application forms against the criteria set out in the person specification. Depending on what the panel agreed at an earlier stage, the assessment could be against a limited number of criteria or against all criteria. It also allows for a check of the person’s employment history, experience, qualifications and training. Some of these details should be checked again in a subsequent stage of the recruitment process. Ideally short listing should be carried out initially by individual members of the panel (who should be sent their own copies of the application forms) and then all panel members should meet to compare scores, discuss the applications and look to reach a consensus. The LAA and HR (if required) can attend the short listing meeting.

The score of the panel should be recorded using a RAF (recruitment analysis form) similar to the one shown as Appendix I on page 42. This form, which also provides a scoring method, can be used for short listing and for interview/ assessment). Normally the Chair or the LA Adviser will complete the panel’s short listing form on a master RAF form.

During the panel discussions, if there is unanimous agreement then that score will be placed on a master RAF. If there is minor variation then a majority decision can be accepted. If there is some diversity then the Panel should discuss further making reference to their notes until they agree on a final score for that criterion. The LA adviser should also be asked for his/her scores and any variance between that of the LA adviser and Panel should be discussed to see if agreement can be reached.

At the conclusion of the short listing the scores will be checked to identify which candidates (if any) should be called for interview/assessment. If not already planned, arrangements for the interview/assessment should be discussed or confirmed so that they can be communicated to all parties involved. The minimum requirements for candidates to be taken through to interview/assessment should be agreed by the panel. The number of candidates that may be interviewed / assessed depends to some extent on the strength of the field and the format for the interview and assessment day/s. There is no reason why the Panel should not interview just one candidate if they feel it is appropriate and only one candidate is considered strong enough at short listing. Candidates who are being called for further assessment should be contacted as soon as possible after short listing has taken place.

A model letter inviting candidates to interview is included as Appendix F on page 34.


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11. REFERENCES

It is strongly recommended by current safeguarding guidance to obtain references on all shortlisted candidates before the interview. This will give the opportunity to clarify with the referee/candidates any areas of concern or anomalies before or at the interview, particularly around safeguarding issues.

Once the shortlist is known the panel should ask HR or whoever is providing administrative support to the recruitment process to obtain references for those candidates who have been successful.

Most references are now obtained via email and attachments which means the process may be relatively quicker

Open references or testimonials should not be accepted. They may be provided as a result of a compromise agreement and are unlikely to help you with your recruitment decision. They are also unlikely to address specific questions that you will want to ask relating to safeguarding, performance and conduct.

A model reference form which includes questions covering safeguarding, performance and conduct is included as Appendix G on page 36.

Where a reference on the preferred candidate, has not been obtained before the interview, ensure that it is scrutinised thoroughly before any appointment is confirmed and that any offer is made subject to receipt of satisfactory references.


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12. DAY / S OF THE CANDIDATE ASSESSMENT: Arrangements should be made for the candidates to be welcomed as they arrive at the school and to be shown to their base room for the day. Refreshments should be provided along with information about the day and who to contact with any queries. The schedule will often place the main panel interview as the last activity in the assessment process. The Panel can decide to review the other activities and only take forward to the main panel interview those candidates whose performance (so far in the assessment) suggests they are could be appointed to the post.

For the Main Panel Interview – The Chair of the Panel should:

o Introduce the candidate to the panel and confirm the interview process o Confirm to the candidate the decision making process, how long this should take

and how the candidate wishes to be contacted o Advise the candidate that they will be able to ask questions at the end of the

interview

Individual members of the panel should keep their own notes of the interview to:

o Act as a reminder of what the candidate said (one person will not be able to remember everything)

o Inform the score/grade given to the candidate o Assist when deliberating with other members of the panel over the final scores that

will apply o Provide evidence in the event that a recruitment decision is challenged, including a

legal challenge o Assist in providing feedback to candidates

After the last panel interview the Chair should initiate a discussion, once it is clear that all members of the panel have finished individual scoring. Each candidate is assessed in respect of their performance at interview and other activities. The outcome of this discussion should be recorded on a RAF form (see example at Appendix J page 44) When all scoring is completed the scores should be compared to determine who has scored highest and whether they have scored sufficiently high to be offered the post.

References will form part of the recruitment decision discussion. LA Adviser/s can assist with the discussion and give their own professional view, however they do not have a decision making role apart from making a representation about the proposed appointment.

All paperwork for the interview including the RAF form should be gathered together.


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13. AFTER THE INTERVIEW

Once the Recruitment Panel has agreed to appoint one of the candidates the following actions should take place:

The Chair of the Panel should contact the candidate the Panel wishes to appoint. The candidate should be informed that the Panel will recommend them for appointment to the Governing Body.

The Chair should confirm that the individual accepts the offer of the post and that it is subject to Governing Body ratification and normal pre‐ employment checks. The candidate will want to know the salary that is being offered and this should be discussed by the Panel before the contact is made with the candidate.

The Chair or LA Adviser should then contact unsuccessful candidates to thank them and to offer the opportunity for feedback. It will have been agreed who will provide feedback and often this will be the LA adviser.

The paperwork along with written confirmation from the Chair of the Governing Body of the appointment, starting date, salary and any other relevant information to be sent to the HR provider for the school. The Appointment Checklist Form should also be completed (Appendix H – page 40)

Assuming the decision is ratified by the Governing Body, the Chair should then provide a written conditional offer, making sure it is subject to any outstanding employment checks which will include; medical, satisfactory references (if not all received at this stage), check of qualifications, CRB/DBS check, ID check and right to work in UK check.

There will be a lot of paperwork held by individual governors following the final interviews. It is helpful if this is all collated by one person and placed into three groups:

Those documents that relate to the successful candidate and need to (a) be send to HR to generate an employment contract and (b) be placed on the electronic employee file that is generated by HR

Those documents that relate to the decision taken by panel which should be kept for 12 months in case of challenge

Those documents which are copies/duplicates and can be disposed of as confidential waste.


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14. FOLLOW UP, INDUCTION AND HANDOVER The follow up activities will depend to an extent on the circumstances in relation to the current headteacher and the incoming headteacher. It is recommended that the Chair of Governors makes arrangements to meet with the current and incoming headteacher either separately or together to begin to consider the hand over process and the induction of the new headteacher. The nature of the process will again depend on a number of factors including the experience of the new headteacher. Handover The LAA can be available to support the process. They will be able to provide a copy of the document ‘Handing over headship: a toolkit for schools’ which gives some useful advice on the type of information that needs to be shared with the new headteacher. Support for new headteachers in Ealing The name of the new headteacher should be forwarded by the LA Adviser to the member of the School Effectiveness team with responsibility for New Headteacher Induction. Support provided in Ealing includes:

New Headteachers induction handbook

New Headteachers welcome event and induction programme

Ealing Professional partner – new headteachers are linked with an experienced headteacher in Ealing who will act as a professional partner.

National College for Teaching and Leadership In addition support is available through the National College for Teaching and Leadership – currently the Head Start programme for headteachers in their first two years of headship. http://www.education.gov.uk/nationalcollege/index/professional‐development/headstart.htm


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15. LEGAL CHALLENGE A complaint or legal challenge brought by an applicant for a post is quite rare but they do occur from time to time sometimes in the form of an application to the Employment Tribunal. If this happens it may be quite time consuming for those involved in dealing with the case including attendance at the tribunal. Application of this guidance may help reduce the likelihood of a complaint or challenge to the process but will not eliminate the possibility. However, it will help in defending the actions of the Recruitment Panel.

The key issues for the Recruitment Panel to focus on are:

o Ensure that there is a recruitment planning meeting to establish what needs to be

done, by when and by whom

o Follow the guidance as a framework for making senior appointments

o Document and record as you go along – in particular short listing and interview decisions, which should demonstrate that the successful candidate was appointed on merit

o Keep copies of all documentation (advert, applications, job description, person

specification, RAF, interview notes, etc.) for a minimum period of 12 months from the date of interview

o Seek advice as required along the way from HR and the LA Adviser


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APPENDIX A

HEADTEACHER RECRUITMENT CHECKLIST

This checklist should be used as an aide memoire by governors and the LA Adviser to ensure that all tasks are identified and completed within agreed timeframes. School ………………………………………………………………………….. Chair of governors ………………………………………………………… Phone / email: LA Adviser …………………………………………………………………….. Phone / email: HR Adviser …………………………………………………………………….. Phone / email:

ACTION POINT

Date of Completion

Details / Comments

Model of leadership GB decide on model of leadership and process to follow

Recruitment Panel formed Advice received from L.A (and Diocese for VA schools).

Whole GB must ratify recommendation of Panel.

Planning meeting – Date:

Recruitment Panel

Advert date agreed Allow two weeks from date of advert to receipt of application

Short listing date agreed Allow at least one week before interview Send for references

Interview date(s) agreed Head teacher resignation deadlines are 30 September, 31 January and 30 April Teacher resignation deadlines are 31 October, 28 February and 31 May

Format of interviews agreed Long listing, Panel, formal, presentation, in‐tray, scenario

Advert agreed Media, period of advertisement


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ACTION POINT

Date of Completion

Details / Comments

Job description agreed Including reference to the responsibility for

safeguarding & promoting the welfare of children�

Person specification agreed Consider if any criteria are key/specific to the school All criteria should be essential It is good practice to indicate those criteria to be used for short listing and interview.

Contents of candidate pack agreed

Location of interview/accommodation booked

Arrangement for school visits Governor(s) not involved in selection process may be involved

Document preparation

Letter from Chair of the Governing Body

Job description and person specification

Information pack on school and Ealing

School Development/Improvement Plan

Staffing structure

RAISE (summary) and contextual data sheet

Short listing

Recruitment Analysis Form available

Test application form and letter against shortlist criteria

Agree shortlist

Phone and confirm in writing those to be called for interview (school or HR)

Call for references

Write to those not shortlisted

Selection process

Accommodation (for selection) arrangements agreed

Assessment process in place and all relevant people notified.


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ACTION POINT

Date of Completion

Details / Comments

After the selection process

Contact the successful candidate – subject to pre‐employment checks

Governing body ratification meeting

Contact unsuccessful candidates – offer feedback

Documentation for successful candidate forwarded to HR provider

Written conditional offer to the successful candidate

All documentation relating to the decision collated and kept for 12 months

Other documentation destroyed as confidential waste (copies / duplicates)

Evaluation of the process by the Governing Body

After confirmation of the successful candidate

Handover process with current headteacher

Arrangements for induction agreed


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APPENDIX B: For Governors at beginning of the recruitment process: What support do we need?

Ask each member of the governing body to complete this checklist to obtain an honest appraisal of your strengths and any gaps in your expertise.

Green Amber Red

High knowledge & experience

Moderate knowledge & experience

Little knowledge & experience

1. We understand what the legal requirements are for our type of school (community, foundation, VA, VC) for informing the LA or diocese and taking its advice

2. We are clear about the roles and responsibilities of all those involved in the process, including the LA or diocese

3. The majority of Panel members have been involved in making senior appointments in a school

4. We have experience of recruitment (particularly interviewing) and it is transferable to a school context

5. The majority of Panel members have experience of conducting interviews using selection criteria

6. We understand legislation on unfair discrimination and equal opportunities and how to apply it to recruitment and selection

7. We are aware of good practice in safeguarding children and know how to incorporate this into our recruitment and selection process (at least one member of the Panel has received training in safer recruitment)

8. We are aware of the support available for recruitment and selection from the local authority and/or diocese

9. We know where to find guidance on the law and our roles and responsibilities for recruitment and selection.

10. We are familiar with the recommendations of the Bichard report and its implications and a member of our Panel has training in safer recruitment

11. We have a good knowledge of the weaknesses of our school, based on concrete evidence

12. We have a shared view of where our school needs to be in five years’ time

13. We understand how schools will be expected to change in the next few years and the implications for our school

14. We understand the role of the Headteacher (as set out in the National Standards for Headteachers)

15. We understand how the headteacher’s role has and is continue to change over the next few years

16. We know that particular challenges this school poses for a headteacher and how this affects the knowledge and skills required of the new headteacher

17. We know the nature of the community the school serves affects the skills and experience we require in our new Headteacher

18. We know what skills and experience are already available in the school leadership team

19. We know what staff pupils, parents and other are looking for in a new Headteacher

TOTAL


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Green If the majority of your ticks are in the green column, you need the minimum of support. Follow legal requirements for contacting the local authority and keeping them informed.

Amber If some of your ticks are in the amber column, look at the areas where your knowledge and skills are lacking. How will you access support for these areas?

Red If most of your ticks are in the red column, don’t try to do this on your own. You need to know more about the school and/or the recruitment process. Identify your source of support and involve them from the outset.


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Appendix C: Governors: Defining your needs: A short guide to school leadership evaluation for governing bodies. The first step in successful recruitment is to be clear who you are looking for. This clarity is built upon an honest appraisal of a school’s current circumstances and a solid connection between this appraisal and the attributes and qualities of a potential head teacher. Below, we provide 18 questions to ask yourselves to ensure you have considered all the angles. These might make a useful agenda for a meeting of the governing body at the earliest stages of the recruitment process. Part one: School background Q1 How would we best describe the community we serve? Diversity, Mobility, Aspirations, Opportunities, Engagement? Q2 What is the school’s relationship with the community?

Their perceptions? Our perceptions? Reputation? Strengths? Weaknesses? Other agencies and professionals?

Q3 What is staffing like at the school? Turnover? Quality and quantity? Experience and seniority? Background? Morale? Reason for this? Q4 How strong is teaching and learning? Standards of achievement? Student engagement? Strengths and weaknesses? Particular subject areas? Q5 What are the strengths, skills and needs of the current senior leadership team? Strengths and weaknesses? Needs for support? Style as a team? Cohesion? Experience? Expected turnover and retirements? Q6 What is the current headteacher’s style of leadership? Staff perceptions? Habits? Omissions? Character? Q7 What is the ethos and character of this school? Values? Norms of behaviour? Expectations? Culture? Cohesive or divisive? Connections to surrounding community? Q8 Are there any recent events in our history that stand out as important? Traumas? Celebrations? Changes in status? “Folklore”? Q9 Are there any significant projects or changes currently planned? New buildings? Changes in status? Mergers and closures? Q10 What are our ambitions as a school? Greatest hopes? Most needed changes? Dream school?


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Part Two: Challenges and opportunities Given the answers in part one above………. Q11 What are the most important challenges and opportunities our school faces?

Part Three: Boundaries and principles Q12 What principles or values would you expect your next headteacher to abide by? Q13 What must they absolutely not do? Q14 What do you think the greatest limitations or barriers will be? Part Four: Achievements Q15 What are the three most important achievements you would like your head to make over the next few years? Part Five: Leadership qualities Given the answer above… Q16 What skills and knowledge will our new head need? Q17 What values and attitudes will be important? Q18 What characteristics, attributes and personal qualities do we expect? It is important to ensure that the connection between your answers is robust; that is, when we say “given the answers above…” the responses should be.

collectively sufficient (together they give confidence)

individually necessary (nothing can be dropped and still leave the same level of confidence)

realistic (humanly possible)


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Appendix D: Sample head teacher job description. This based on the National standards of excellence for head teachers, Department of Education Jan 2015 which were, in part, designed to support the recruitment and appointment of head teachers. The key responsibilities are generic examples and it is very important the recruitment panel also personalize the JD to ensure it meets the specific needs of their school.

HEADTEACHER OF XYZ HIGH SCHOOL JOB DESCRIPTION Job Title: Headteacher Responsible to: The Governing Body of the School Responsible for: The headteacher carries out duties in line with the conditions of

employment as set out in the current School Teacher’s Pay and Conditions document, the National Standards of excellence for Headteachers and the policies and procedures of the Governing Body.

Key Responsibilities of the Post

Take the lead role on working with the Governing Body to develop a collaborative school vision, which embraces excellence, high standards and inclusion. Translate the vision into a development plan and implement it successfully

Secure excellent teaching to achieve high standards of learning and attainment across the 11‐19 range, including preparation for employment, higher education and training.

Hold all staff to account for their professional conduct and practice Ensure inclusion, diversity and access.

Lead by example to foster an open, transparent and equitable culture.

To be responsible for the internal organisation, management and control of the school

Manage finance and resources astutely to maximize their use and value.

Develop and sustain effective relationships with the Governing Body, and the Chair of

Governors in particular, to ensure effective governance of the school, and the discharge of

GB responsibilities.

Build/develop and maintain effective relationships with parents and all members of the

school and wider community to enhance the education of all pupils.

Create an outward‐facing school to work with other schools, organisations and partners to

champion best practice


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Domain One Excellent headteachers: qualities and knowledge Headteachers: 1. Hold and articulate clear values and moral purpose, focused on providing a world‐class education for the pupils they serve. 2. Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their pupils and staff, and towards parents, governors and members of the local community. 3. Lead by example ‐ with integrity, creativity, resilience, and clarity ‐ drawing on their own scholarship, expertise and skills, and that of those around them. 4. Sustain wide, current knowledge and understanding of education and school systems locally, nationally and globally, and pursue continuous professional development. 5. Work with political and financial astuteness, within a clear set of principles centred on the school’s vision, ably translating local and national policy into the school’s context. 6. Communicate compellingly the school’s vision and drive the strategic leadership, empowering all pupils and staff to excel. Domain Two Excellent headteachers: pupils and staff Headteachers: 1. Demand ambitious standards for all pupils, overcoming disadvantage and advancing equality, instilling a strong sense of accountability in staff for the impact of their work on pupils’ outcomes. 2. Secure excellent teaching through an analytical understanding of how pupils learn and of the core features of successful classroom practice and curriculum design, leading to rich curriculum opportunities and pupils’ well‐being. 3. Establish an educational culture of ‘open classrooms’ as a basis for sharing best practice within and between schools, drawing on and conducting relevant research and robust data analysis. 4. Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other. 5. Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning. 6. Hold all staff to account for their professional conduct and practice.


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Domain Three Excellent headteachers: systems and process Headteachers: 1. Ensure that the school’s systems, organisation and processes are well considered, efficient and fit for purpose, upholding the principles of transparency, integrity and probity. 2. Provide a safe, calm and well‐ordered environment for all pupils and staff, focused on safeguarding pupils and developing their exemplary behaviour in school and in the wider society. 3. Establish rigorous, fair and transparent systems and measures for managing the performance of all staff, addressing any under‐performance, supporting staff to improve and valuing excellent practice. 4. Welcome strong governance and actively support the governing board to understand its role and deliver its functions effectively – in particular its functions to set school strategy and hold the headteacher to account for pupil, staff and financial performance. 5. Exercise strategic, curriculum‐led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of pupils’ achievements and the school’s sustainability. 6. Distribute leadership throughout the organisation, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making. Domain Four Excellent headteachers: the self‐improving school system Headteachers: 1. Create outward‐facing schools which work with other schools and organisations ‐ in a climate of mutual challenge ‐ to champion best practice and secure excellent achievements for all pupils. 2. Develop effective relationships with fellow professionals and colleagues in other public services to improve academic and social outcomes for all pupils. 3. Challenge educational orthodoxies in the best interests of achieving excellence, harnessing the findings of well evidenced research to frame self‐regulating and self‐improving schools. 4. Shape the current and future quality of the teaching profession through high quality training and sustained professional development for all staff. 5. Model entrepreneurial and innovative approaches to school improvement, leadership and governance, confident of the vital contribution of internal and external accountability. 6. Inspire and influence others ‐ within and beyond schools ‐ to believe in the fundamental importance of education in young people’s lives and to promote the value of education.


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Appendix D: Sample headteacher Job description and person specification

XYZ School

Headteacher Person Specification

In your application, you only need to address those aspects of the person specification which are ticked in the relevant column and highlighted in bold and italics. These and the other aspects of the person specification will be addressed further in the assessment and interview process. * Please note the level of detail shown is this column is for planning purposes and would not be shown on the version sent to candidates.

Person Specification Evidenced by Application

Form Interview / Assessment *

Qualifications and experience

1. Graduate level qualification or equivalent and QTS.

2. Further relevant professional /academic study including NPQH.

3. Evidence of continuous professional development including

recent relevant professional development. 4. Significant experience as a senior leader in 11‐19 secondary education and teaching experience in a

culturally and ethnically diverse environment.

App Form App Form App Form App Form

Shaping the future Able to:

5. Think strategically and take the leading role in working with the Governing Body to build on and communicate a collaborative school vision of excellence and equality that sets high standards for every student and member of staff.

Recent evidence of:

6. Leading whole school improvement initiatives that have had a demonstrable impact on student attainment.

7. Inspiring, challenging, motivating and empowering colleagues and students to achieve their potential.

8. A wide knowledge of current and proposed education policy

Presentation Interview Student and staff panels


30

and the legal framework within which schools must operate.

9. Translating a vision into a development plan with

ambitious and challenging goals and implementing it successfully.

10. Listening and responding to the contributions of others and

integrating team ideas into effective working solutions. 11. Enthusiastically embracing change and innovation and

promoting new technologies and strategies relevant to teaching and learning.

Committed to:

12. Ensuring and promoting the safeguarding and welfare of students within the school.

13. Inclusion, and achieving wider outcomes for students.

Interview / HR panel Presentation Staff panel Staff panel, Interview Student panel, staff panel , interview

Leading teaching and learning

Able to:

14. Promote and achieve high standards of teaching and learning and continue to raise attainment across the 11‐19 range, including preparation for employment, further and higher education or training.

15. Demonstrate a clear understanding of the essential

elements necessary for effective teaching and learning.

16. Implement strategies to promote diversity, and to ensure Inclusion, access and equality of opportunity.

17. Monitor, analyse and evaluate data and plan appropriate

action for improvement. 18. Implement an ethos of the highest standards of student

behaviour and attendance.

19. Promote and celebrate excellence and challenge poor performance across the school

Presentation, lesson obs, interview, staff. students Lesson obs, staff / student panels , Interview Finance task Student and staff panels


31

Developing self and working with others

Able to: 20. Promote the relationship between self‐evaluation,

continuing professional development and sustained school improvement.

21. Foster an open, transparent and equitable culture and to deal

successfully with situations that may include change and/or conflict resolution.

22. Demonstrate a commitment to identifying and meeting the

professional development needs of all staff through monitoring and the performance management process.

Lesson obs, HR Presentation, interview, desk – data HR panel, staff panel HR panel

Managing the organisation

Able to: 23. Establish and sustain appropriate structures and systems,

adapting to changing requirements and resources including managing finance and resources effectively to maximize their use and value.

24. Manage the school efficiently and effectively on a day‐to‐day

basis, delegating management tasks and monitoring their implementation as appropriate.

25. Prioritise, plan and organise self and others, thinking

creatively to anticipate and solve problems. 26. Sustain a safe, secure and healthy school environment.

Finance task and interview HR panel Presentation Interview ‐ safeguarding

Securing Accountability

Able to: 27. Develop and maintain effective relationships with the

Governing Body, and the Chair of Governors in particular, to ensure effective governance of the school, and the proper discharge of the Governing Body’s responsibilities.

28. Combine the outcomes of regular school self‐review with

external evaluations in order to develop the school. 29. Engage the whole school community in the systematic and

rigorous self‐evaluation of the work of the school including the use of a variety of data to understand the strengths and

Interview and data exercise Presentation / data


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weaknesses of the school in order to promote achievement and accountability for student learning.

Strengthening community Able to:

30. Build/develop and maintain effective relationships with parents, carers and all members of the school and wider community to enhance the education of all students.

Committed to:

31. Effective team work and collaboration within the school and with external partners.

Interview HR panel


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Appendix E: Guidance on drafting adverts and samples 1. When drafting an advert, make it clear and concise. Do not exclude applicants unnecessarily by including criteria that are not relevant to performing the job; you want it to appeal to all sections of the community. 2. Use the information contained within the job description and person specification to help you draft the advert. 3. Avoid discrimination as set out in Equality Act 2010, ensure that you are not directly or indirectly discriminating on the grounds of age. Avoid direct discrimination by, for example, ensuring you do not add a maximum age limit for recruitment. Similarly, avoid indirect discrimination 4. The key elements that MUST be included in job adverts are:

Job Title / Role

Grade and /or salary range

Benefits/allowances

School size

Type of contract: permanent, fixed term, temporary

When the position will start

Key details of Role / Responsibilities / Contacts

Qualifications & Experience

What the school can offer in return

Name of current Head teacher and Chair of Governors

Name and contact details of the school and brief description of the school

How to apply (contact details and process for obtaining application forms)

Where to return completed application forms

Encourage school visits

Closing Date and time

Short listing (week commencing dates)

Interview & Assessment (week commencing dates)

Ealing Logo

Diversity Statement

For a specialist role, you may wish to include: “For further information contact …”

Relevant legislation or GOR (optional)

DBS statement

Safeguarding statement

.


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Appendix F Invitation to interview letter

Dear ………………………….. INTERVIEW FOR ..(post title & School) Thank you for applying for the above post. I am pleased to inform you that you have been shortlisted to take forward to the next stage of the assessment process. This may involve a number of tasks and activities as set out on the schedule attached to this latter. The assessment will take place on ………………at……………and will be held at the (venue). Directions to the venue including parking, are enclosed for your information. Please report to the reception on arrival. The purpose of the interview is to assess your suitability for the above post. It is also an opportunity for you to gain further information about the post and for the Panel to seek clarification on the information you provided on your application form. The Panel may also wish to discuss any issues raised in your references that they feel need further clarification. The interview will also assess your suitability to work with children and will include questions relating to safeguarding and promoting the welfare of children. As part of the recruitment process the successful applicant will be required to undertake a Disclosure and Barring Service (DBS) check. All candidates will therefore be asked at interview to declare anything in light of the requirement for a DBS check. To ease the process you will be required to bring with you the following documents so copies can be made and retained for the successful candidate: �Photo drivers licence or passport, and a marriage certificate if applicable, to prove identity and eligibility to work in the U.K. �Utility bill to prove address �Qualifications Copies of the above will only be held on file for the successful candidate The Panel will comprise of myself, in my capacity as Chair of Panel, and………. (For example) The structure for the interview will be as follows: 10.15am tour of the school 10.30am selection test 11.00am presentation 11.15am Panel interview 12noon questions 12.15pm close With regard to the presentation, we will make a flip chart power point/ overhead projector available but please do not hesitate to contact us if you require other equipment or resources. Please find enclosed documentation relating to the presentation. I also enclosed an example practice test for you to complete as part of your preparation for your selection test.


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The selection process and interview questions have been structured around the person specification and job description. These documents were provided to you with the application form. I have enclosed an extra copy of these with this letter to assist you with your preparation. I would be grateful if you could please contact the schools administrator on tel. …….or e mail………….to confirm your attendance at the interview and whether you require any other equipment or resources for your presentation. Should you have a disability and require any form of assistance at the interview please contact………. prior to interview. If you have any general questions/ queries relating to the selection process ……………. will be happy to respond to them. I look forward to meeting you on……….. Yours sincerely Chair of Panel


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Appendix G

Reference request and pro‐forma Private & Confidential Name and address of referee Dear (Referee’s name) Reference request Name of applicant: Post applied for: Job title: The above named person has applied for a post at (name of school) and has given your name as a referee. A job description and person specification for the post are enclosed and I would be grateful if you could provide an assessment of their suitability for the post by completing the attached reference request form. It is our recruitment practice to request references prior to interview. We are due to interview on (date). To avoid any delay in the recruitment process I would be grateful if you could please reply by return of post before that date. Please contact me if you have any queries regarding the reference. I may need to contact you by telephone if clarification or further details regarding the reference are required. You also need to be aware that the content of the reference may be discussed with the applicant at interview. Please note that we operate an open reference policy and candidates may view their reference. Thank you for your time and assistance. Yours sincerely Name (Chair of the Panel)


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PRIVATE & CONFIDENTIAL REFERENCE REQUEST

This is a standard reference request form.

Please complete all relevant sections Please type into the expandable boxes if you are filling the form in online.

If you are filling in a paper version please use additional sheets as required. Please ensure this reference is factual and does not contain any material misstatement or omits any information.

REFERENCE FOR: Name : REFERENCE PROVIDED BY: Name : Job title: Section 1

Are/were you the applicants employer Y/N

How long have you known the applicant and in what capacity?

Dates employed

Applicants job title & salary:

If you are the applicant’s former employer please state why the employment ended.


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Section 2

Please comment on the applicant’s responsibilities and performance while in your employ

Does the applicant have a formal* disciplinary record? Y/N If yes, please provide details of the nature of any formal* disciplinary warnings/reprimands

Are any of the above records the subject of appeal? Y/N *Formal disciplinary record means the employer has a set of recognised procedures that provides the right of representation. This also includes any formal action taken under the schools adopted capability procedure. The employee has been subject to these procedures and is aware of any record that is held.

Are any formal disciplinary investigations pending or incomplete at the time of leaving? Y/N If yes, please state circumstances Current guidance requires school employers to ask the following questions to assess the suitability of candidates to work with children Has the applicant ever been the subject of a child protection investigation that was not found to be unsubstantiated, unfounded or malicious? Y/N If yes, please provide details……………………………………………………. ………………………………………………………………………………………

Do you have any reservations about the applicant’s suitability to work with children? If yes, please state why…………………………………………………………. ……………………………………………………………………………………… Since the post is exempt from the provision of the Rehabilitation of Offenders Act 1974 it would be in order for you to reveal any information you have about any criminal record the applicant may have. Please provide any information you have –


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Section 3 Please provide information on the suitability of this person for the post as related to the requirements set out in the enclosed job description and person specification. Please give examples as evidence, if possible.

Do you recommend the applicant for employment to this post? Y/N If no, please state why Please note that this is an open reference and details may be queried or made available to the candidate Signature……………………………………………………….. Organisation…………………………………………………… Position in organisation………………………………………… Telephone number………………………………………………. Fax number………………………………………………………. E mail address…………………………………………………… Date……………………………………………………………….. Please use your organisations stamp indicating the name and address of the organization. If you do not have a stamp please attach headed note paper.


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Appendix H Appointment checklist for teaching staff

1. DOCUMENTS: Original Application Form (inc. monitoring form)

Medical Form Completed CRB Form

Copies Of References

Copy of QTS Certificate Evidence Of Identity

RAF / Interview Notes Copy of academic qualifications Evidence of eligibility to work in the UK

National Insurance Number: Work Permit Required YES / NO

Budget Information – enter 10 Digit Accountancy Code:

FAILURE TO SUBMIT DOCUMENTS MAY RESULT IN A DELAY TO SALARY BEING PAID

2. CONTRACT DETAILS:

Name of School

Employee Name Date of Birth

Post Title

Start Date End Date (if applicable)

3. SALARY DETAILS:

Salary to be assessed by HR: YES / NO (if YES salary assessment will be confirmed with Head teacher)

Main Pay Scale

Upper Pay Scale Advanced Skills Scale

Leadership Scale

Leadership Range Unqualified Teacher Scale

TLR Level & Amount

SEN Allowance Other Allowances

4. TYPE OF CONTRACT:

Permanent Full‐time

Permanent Part‐time Contracted Hours:

Temporary Full‐time

Temporary Part‐time Unless we are advised to the contrary we shall assume that: am = 3 hrs & pm = 2.5 hrs

Fixed Term Contract

Reason for Temporary / Fixed Term Contract:

5. FURTHER INSTRUCTIONS:

Signed:

Dated:

(Signatory authorised to confirm appointments)


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8.30‐9.00

9.00‐ 9.10

9.15‐9.55 10.00‐10.20 10.25‐45 10.45‐11.05 11.10‐11.30 11.35‐1155 12.00‐13.00

13.05‐13.50

13.55‐14.40

14.45‐ 15.30

Panel Brief candidates

Presentation preparation (Library)

Refreshment Refreshment Lunch + School Council

Candidate 1 School Council Presentation Classroom observation (Interview room)

Classroom observation feedback

Panel Interview

Candidate 2 Classroom observation (Interview room)


School Council Presentation Panel interview

Candidate 3 Presentation School Council

Classroom observation (Interview room)


Panel interview

R.R.Hood

Music Room B.B. Wolf, Droopy, M.Mouse

Library S. White, W.Cutter

Library All Panel will consider outcome from all aspects of the day from 15.30. Candidates to use staff room when not involved in activity. Candidate lunch in Music Room. Panel and School Council lunch in Library. ORIGINAL SHOULD BE IN COLOUR FOR EASE OF REFERENCE


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Appendix I

Schools Recruitment Analysis Form (RAF)

This is a universal form that can be used for recording either short listing or interview decisions (separate forms will be required for each)

School:……………………………………………………………… Advertised in:………………………………………………… Job Title:…………………………………………………………….. Advert Ref No:.……………………………………………… Shortlisted/Interviewed by:……………………………………… Closing Date:………………………………………………… ……………………………………………………………………….. Date of Short listing/Interviewing:………………………….

Information available from application form Candidates Name in Full Criteria for short listing/interviewing*

Please number and indicate job requirements from Person Specification Decision(use code)

Ethnicity(use code)

SexM/ F

Age Disability Y/N

(If necessary, please continue on second form) Name of candidate to be appointed …(if applicable) …………………………………………………………………………………………. Agreed by short listing/interviewing Panel (signatures) …………………………………………………………………………………………


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To make short listing/interviewing as objective and systematic as possible you can use the RAF using the scoring systems indicated below. Alternatively schools may decide on their own scoring system which should be applied consistently and discussed with your HR adviser. The criteria on the person specification should be numbered. The numbers of the criteria should then be entered on the RAF over the columns provided. * SHORTLISTING CODES

M – COMPREHENSIVELY meets criterion PM – PARTLY meets criterion U – UNCLEAR whether criterion has been met F – FAILS to meet criterion

* INTERVIEWING CODES

A – comprehensively meets a particular criterion B – Satisfactory, meets a particular criterion C – Part meets a particular criterion D – Hardly meets a particular criterion E – Does not meet a particular criterion DECISION CODES SHORTLISTING INTERVIEWING YES/NO A‐Appointable R‐Reserve

N‐Not Appointable ETHNICITY CODES

Code Ethnicity Code Ethnicity

A25 White British C2 Asian or Asian British – Pakistani A26 White Irish C3 Asian or Asian British – Bangladeshi

A30 White Other C7 Asian or Asian British – Other B15 Mixed White and Black Caribbean D8 Black or Black British – Caribbean B16 Mixed White and Black African D9 Black or Black British – African B17 White and Asian D13 Black or Black British – Other B21 Mixed Other E22 Chinese

C1 Asian or Asian British – Indian E24 Any Other Ethnic Group

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