THE ABBEY SCHOOL - Kent-Teach · 7 March 2014 Dear Applicant ... Our Core Ethos The Abbey School is...

Information for Candidates

Teacher of Mathematics

Required September 2014

Closing Date 14 March 2014

"Be the best you can be”

THE ABBEY SCHOOL A Business and Enterprise Academy

Headteacher: Mrs Catrin Woodend Intake: 11-19 Community High School Number on roll: 1003 Sixth form: 165


Contents The following documents are enclosed to assist you with your application for the post:-

A letter from the Headteacher

General Information

Post 16 Information

Department Information

The Job Description

A summary of the latest OfSTED report

Details of the application process

An application form

School Prospectus

OfSTED Information

Applications should be sent to : Mrs V Bolton HR Manager The Abbey School London Road Faversham Kent ME13 8RZ Telephone: 01795 542469 / 532633 E-mail: [email protected]

mailto:[email protected]

7 March 2014 Dear Applicant Teacher of Mathematics Thank you for your enquiry regarding the post of Teacher of Mathematics. To assist you in your application, I am pleased to enclose an information pack. I hope after reading this information you would like to add your experience, talent, energy and skills to the excellent team that now exists and invite you to apply as follows:

1. Complete the Application Form.

2. Write a letter of application (maximum two sides of A4) which includes the following:

3.

The experience you believe you can bring to successfully undertake the role. The talents, skills and qualities you possess which you will bring to the Abbey School. How you would work towards improving student achievement in the Mathematics Department.

This is a very exciting time for the school and I believe this position presents an excellent opportunity for an ambitious teacher. Please note the deadline for receiving applications is 14 March 2014 Applications can also be emailed to Vanessa Bolton, my HR Manager, whose email address is [email protected]. You will be contacted if you have been successfully shortlisted for interview. I look forward to hearing from you. Yours sincerely

Mrs C Woodend Headteacher



The Abbey School is a co-educational 11-19 school with 1003 pupils situated near the small historic town of Faversham, a town in the centre of a farming community. The community itself is mixed, but the school operates within the filly selective Kent authority. The trend in the last two years of a rising roll in Year 7, and greater uptake in the 6th Form, represents the increased confidence that parents have in the school, coupled with the improved reputation the school has within the community. The school received a ‘Good’ with some Outstanding features in the OfSTED inspection in December 2009. In March 2011, the subject survey inspection for PSHE was awarded an ‘Outstanding’. In May 2013 under the new framework the school received a “Good” in all categories, the report was extremely positive and very few targets for improvement were given (full report enclosed). The Summer 2013 results for all Key Stages were very positive with all targets being exceeded. At Key Stage 4 51% of students achieved 5 A* to C grades including English and Maths and 96% achieved 5 A* to C overall. At Key Stage 5, over 90% of stu-dents achieved 2 or more A Levels at A* to E grades, with a number of subjects achieving 100% pass rates. The school’s recruitment and retention of staff is excellent. All departments are staffed with highly qualified personnel. OFSTED 2013 “Staff morale is exceptionally high” THE ABBEY SCHOOL MISSION STATEMENT

Our Core Ethos The Abbey School is a learning community where everyone in the school is valued as a learner; this is an inclusive, outward-looking community. We aim to create an ethos of success, where high expectations and aspirations and a collegiate, supportive atmosphere respond to the needs of the community, raising The Abbey School’s profile and making it the school of choice for the local community. Through our Business and Enterprise specialism we strive to improve the life chances and personal situa-tions of all parties. We promote a business approach to all our work and encourage staff and students to em-brace enterprise, developing creative and can-do attitudes. The school will challenge the perception of individuals within the whole community and give them ownership of it. This will support the raising of local aspirations and develop a sense of pride in our school and value for education within the community. We value the partnerships that have been established between the school, employers and the local commu-nity. We are a listening school that values the opinions of pupils, staff, parents and the community as a whole. It is our responsibility to keep up to date with the needs of the town and wider community, and this community’s role within a wider context. Our long term aim is to create a school that provides the vehicle to make a real impact within the community of Faversham and the surrounding areas.

A community that places the highest priority on learning and support for learning A community that recognises and celebrates attainment and achievement in its widest sense A community that is committed to both equality and excellence in preparing students for life in the 21st

century A community that is inclusive and outward looking A community which values its staff as its most important resource

Be the best you can be


Our Core Values At the Abbey School we recognise a core set of values. Inherent in these values is the overriding belief that all pupils can learn and must have the opportunities to learn. We recognise the worth of each individual by valuing the personal qualities they demonstrate in their learning, living and working.

We recognise the experience of young people by valuing the talents and skills they bring into their schooling experiences and we commit to ensure that schooling enhances these talents and skills.

We embrace difference by valuing diversity in ethnicity, religion, nationality and race.

We display integrity, by valuing openness, trust, negotiation, fairness, honesty and respect for all people.

We foster ambition and independent spirit by valuing each individual’s abilities, aspirations and desire to ex-plore and create.

We acknowledge the role of networks by valuing the way in which people can work together and collaborate We acknowledge the place of school in the community, particularly the broader global community, by valuing the essential nature of the relationship between schools and the social and economic environment in which they operate. We have articulated our values through our motto ‘RESPECT’ Responsibility

We will expect all to take responsibility for their learning.

Equality

We will embrace the opportunities we are presented with and show respect to all.

Success

We aspire to achieve our full potential in everything we do.

Partnerships

We enrich the experiences of all through our community partnerships.

Enterprise

We empower all to develop a ‘can do’ attitude.

Curriculum

We provide challenging learning pathways.

Teamwork

We work together to achieve excellence.

CATRIN WOODEND


Department Profile— Mathematics

The Mathematics Department is housed in six rooms on one floor, with additional teaching in the Learning Zone. Eight highly qualified members of staff teach mathematics, with a dedicated Teaching Assistant also working in the department. Mathematics is a leading edge department in the school and Ofsted (May 2013) recognised that “Students feel strongly that they are taught well in mathematics”. Also that the “progress is lessons is now clearly good” The department has led the way in developing cooperative learning and is keen to develop the understanding of every student. In Key Stage 3 the department has its own schemes of work, based on the National Curriculum. The Year 7 and 8 classes use the Cambridge Essentials books. Classes in Years 9, 10 and 11 use the GCSE Edexcel textbooks. Students are regularly tested. This testing is used to monitor progress, inform teaching, provide students with guidance in their studies, and inform setting decisions. Students in years 7 and 8 study Mathematics for 5 periods per week and those in years 9, 10 and 11 have 4 lessons of Mathematics per week. All students follow the linear route to GCSE Mathematics. All students in each year group currently sit their GCSE in November of Year 11. Students who are successful in that examination then go on to study GCSE Statistics. Some students also take the Numeracy ALAN test where appropriate students in year 11 are introduced to A Level. At GCSE in Summer2010, 52 % of students achieved A* to C in Mathematics. 51% of students achieved 5 A* to C grades including Mathematics and English and 95% achieved 5 A* to C grades overall. At Key Stage 5 students have the opportunity to study towards the A-Level Mathematics qualification, using the OCR (MEI) syllabus. Year 12 and 13 students may also choose to study towards the AS-Level Further Mathematics qualification. Learning Support Assistants provide help for those students with Additional Educational Needs. Six classes in Key Stage 3 are taught as part of the Learning Zone, where they receive extra support tailored to their own educational needs. The department is fully committed to continually improving the teaching and learning of Mathematics across the ability range. The department has started to develop links with the local primary schools and has started to undertake joint student activities with the local grammar school. The department is a lead department under the schools Business and Enterprise specialist status: this entails us leading in the development of teaching and learning in the school.

THE ABBEY SCHOOL A Business and Enterprise Academy Sixth Form Information

The Abbey School sixth form has grown consistently over the past seven years to the point where there are now 165 students. As part of this, the curriculum has also increased, with a mix of 22 A-Level and BTEC Level 3 subjects offered in Year 13 and 23 in Year 12. The sixth form in the school is now split into three pathways. A small but growing number of students (just under 20% currently) take 4 Level 3 subjects in Year 12, with the option to continue all four into Year 13 dependent on progress. The second pathway, which caters for the majority of students, is typically a 3 subject pathway. As part of the second pathway there are a small number of students taking two Level 3 subjects, typically because they also have re-takes in GCSE English and maths. We also offer a Transition pathway, with around ten students each year, where the focus is on taking a range of Level 2 qualifications to prepare them to move on to Level 3 courses, jobs or apprenticeships, at the end of Year 12. Subjects offered are as follows:

Students principally come to the sixth form from Year 11, although there is a significant intake each year of roughly 20 students to the school’s Football Academy. This is run in conjunction with Dover Athletic, with the majority of students coming from around the Dover/Folkestone area, although some travel from as far afield as East London. The Football Academy is now in its fifth year, and from its initial conception, has expanded into a two team programme, supported by two fully FA qualified coaches, nutritionist and gym support. Aside from the academic perspective, all Year 12 students are in Form groups based on their GCSE results, with a focus on areas like literacy, study skills, debating and as each year progresses, a drive towards university/employment. As the students move into Year 13, there is an individualised mentoring programme in place, with one-to-one mentoring for each student from a range of teaching staff. Student responsibility and personal development is encouraged with a Head Girl and Head Boy and Deputies setting a positive role model to students throughout the school. All Sixth Form students are expected to take an active role across the school community including mentoring, counselling, organising charity days and academic support in lessons. The most recent OFSTED report in May 2013, described the sixth form as ‘…good. Good leadership and teaching result in good achievement so that students are well prepared for higher education, training or employment.’ A fair appraisal in 2013, although with aspirations to strongly push on from that position by 2014-15.

A-Level BTEC National GCSE/Equivalents

Accounting Art & Design CoPE

Biology (2014-15 onwards) Child Development English Language

Single Business (Applied) Health & Social Care Maths

Double Business (Applied) Hospitality (2014-15 onwards) Number & Measure L1 and L2

Dance Horticulture Public Services

English Literature ICT Wider Key Skills

Film Studies Music Technology

French Performing Arts

Geography Photography

History Production Arts

Maths Sport – Subsidiary Diploma

Psychology Sport - Diploma

Sociology

Spanish


JOB DESCRIPTION

The ethos of the school is one of shared responsibility, to which teachers are expected to make a signifi-cant contribution. The expectation is that staff will present themselves professionally, be positive and contribute constructively to the life and work of the school.

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest pos-sible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

A TEACHING AND LEARNING A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2 Promote good progress and outcomes by pupils be accountable for pupils’ attainment, progress and outcomes be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study. 3 Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest

in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the

value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy

and the correct use of standard English, whatever the teacher’s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 4 Plan and teach well structured lessons impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children’s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and under-

standing pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Principal Responsibilities: A Teaching and Learning

B Personal & Professional Conduct

C Contribution to School

D Communication & Meetings


5 Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught

effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best

to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know

how to adapt teaching to support pupils’ education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs;

those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6 Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory as-sessment requirements

make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to re-

spond to the feedback. 7 Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strate-gies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to in-volve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when neces-sary.

8 Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to

advice and feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being.

B PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. 1 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and

mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might

lead them to break the law.


2 Teachers must have proper and professional regard for the ethos, policies and practices of the school in which

they teach, and maintain high standards in their own attendance and punctuality. 3 Teachers must have an understanding of, and always act within, the statutory frameworks which set out their

professional duties and responsibilities. C Contribution to School

Assist in monitoring the appearance and general behaviour of students around the School, maintaining good order and sound discipline among students, including safeguarding their health and safety

Be actively involved in the School's form tutor and house system Contribute to the School Improvement Plan where applicable Implement the School's agreed policies Participate in the School's Appraisal programme Cover for absent colleagues within agreed limits of ‘Rarely Cover’ Participate in School based INSET Perform any other duty that the Headteacher might reasonably request To monitor the well-being of all students and report any concerns related to the safeguarding of students to

the Designated Child Protection Co-ordinator (DCPC) To be aware of and follow school policies relating to Health and Safety

D Communication & Meetings

Attend Staff, Department and other meetings as appropriate Attend and contribute to a School Improvement Group in order to support the delivery of the School Im-

provement Plan Support effective communication by forwarding documentation or memos to relevant staff and students Preserve and promote the good name of the School in all dealings with the wider public

In addition to the above you will be expected to comply with all of those terms connected with the job of your status as referred to in the School Teachers Pay and Conditions of Service Document (latest published version) published by the Department of Education and Employment. This job description may be subject to change at any time in consultation with the post holder, and will be re-viewed at least annually. The Abbey School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. An enhanced Disclosure and Barring Check is required for all posts within the school.

OfSTED DECEMBER 2009

Staff, students and Governors of The Abbey School are delighted with the December 2009 OFSTED Re-port that praises the school highly and acknowledges the progress made since the last inspection in 2006. The school was graded as ‘good’ with some outstanding features. The school achieved at least good in 29 of the 31 categories reported on by the experienced team of OF-STED inspectors. “Under the dynamic and purposeful leadership of the Headteacher and her senior team, The Abbey School has improved significantly since its last inspection and is providing a good quality of education.” The report goes on to say, “Parents, pupils and staff have great confidence in its rapidly improving ability to challenge and support all abilities and aspirations.” Headteacher, Catrin Woodend, is very pleased with the Inspection Report. “I am delighted that OFSTED has acknowledged, what I have always believed, that The Abbey School is a good school. The report is testament to the hard work of staff, students and governors over the last few years. We are aware of the progress we have made and are confident we can continue to make improvements to the education of our young people in the coming years.” The inspection team praised Mrs Woodend’s ambitious vision for the strategic development of the school and recognised the school’s capacity for further improvement. The team felt that students make a positive contribution to the school, and their work in the local commu-nity is outstanding. They were emphatic that they enjoy school and demonstrate good behaviour in les-sons. Exceptionally effective procedures are in place to ensure that pupils are kept safe and secure. Rates of attendance are improving and the number of exclusions is falling. The effectiveness of pastoral care and support for students is outstanding, with an impressive range of strategies and personnel to sup-port students with their education. The school’s curriculum is a notable strength as it is responsive to the needs and potential of students with differing abilities and aspirations. Provision in the sixth form is good where students act as role models and mentors for younger pupils. The Business and Enterprise specialism has a strong and productive in-fluence. It encourages students to make a positive contribution to the wider community and prepares them well for the world of work. Parents praised the school, with one parent quoted as saying “The school’s going places” and another, “There is a happy atmosphere at this school. Senior leadership is on the ball and sets a good example for the rest of the staff and students.” Some parents were concerned by aspects of school-to-home communi-cation, but almost all agreed that they were happy with their children’s experience at the school. The Abbey School is a thoroughly cohesive community. Its ethos, the range of facilities provided and the inclusiveness of the curriculum ensure that equality of opportunity for all is exceptionally secure.” Mrs Woodend feels that the OFSTED Report encapsulates the progress that the school has made since the last inspection. “I would like to thank the staff, students, parents and governors for their support. This is a product of a highly cohesive team of people whose common goal is to ensure that children from Fav-ersham and the local area receive the education that they thoroughly deserve. We will continue to strive to achieve excellence and provide opportunities for all students to achieve their best.”


Application Procedure Wednesday 5 March Advertised on Kent Teach and School websites Friday 14 March 2014 Closing date for applications Wednesday 19 March 2014 Interviews at the Abbey School A Letter of application and the completed Application Form should be sent to : Mrs V Bolton HR Manager The Abbey School London Road Faversham Kent ME13 8RZ Telephone: 01795 542469 / 532633 E-mail: [email protected] Safeguarding Children and Safer Recruitment in Education This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful applicants will be expected to undertake an enhanced Disclosure and Barring Check.



THE ABBEY SCHOOL - Kent-Teach · 7 March 2014 Dear Applicant ... Our Core Ethos The Abbey School is...

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