Key Responsibilities & specifications

Strategic Leadership

Help establish and sustain the trust’s ethos and strategic direction.

Develop policies and strategies to support the highest standards of behaviour and attendance, in consultation with appropriate members of the school’s and trust’s community.

Contribute to the creation of a culture where pupils experience a positive and enriching school life.

Uphold ambitious educational standards which prepare pupils from all backgrounds for their next phase of education and life.

Promote positive and respectful relationships across the trust community and a safe, orderly and inclusive environment.

Ensure a culture of high staff professionalism.

Ensure the protection and safety of pupils and staff through effective approaches to safeguarding as part of the duty of care.

Teaching and curriculum

Establish and sustain high-quality, expert science teaching, built on an evidence-informed understanding of effective teaching and how pupils learn.

Ensure teaching is underpinned by high levels of subject expertise and approaches which respect the distinct nature of subject disciplines or specialist domains.

Establish a broad, structured and coherent curriculum entitlement which sets out the knowledge, skills and values that will be taught.

Establish effective curricular leadership in science, developing subject leaders with high levels of relevant expertise with access to professional networks and communities.

Ensure valid, reliable and proportionate approaches are used when assessing pupils’ knowledge and understanding of the curriculum.

Behaviour

Establish and sustain high expectations of behaviour for all pupils, built upon relationships, rules and routines, which are understood clearly by all staff and pupils.

Support the establishment of high standards of pupil behaviour and courteous conduct, in accordance with the trust’s behaviour policy.

Implement consistent, fair and respectful approaches to managing behaviour.

Help ensure that adults within the trust, model and teach the behaviour of a good citizen.

Additional and special educational needs and disabilities

Ensure the trust holds ambitious expectations for all pupils with additional and special educational needs and disabilities.

Help establish and sustain culture and practices that enable pupils to access the curriculum and learn effectively.

Contribute to working effectively in partnership with parents, carers and professionals, to identify the additional needs and special educational needs and disabilities of pupils, providing support and adaptation where appropriate.

Contribute to the trust’s obligation to fulfil its statutory duties with regard to the SEND code of practice.

Working in partnership  

Forge constructive relationships beyond the school, working in partnership with parents, carers and the local community. 

Work successfully with other schools, particularly other trust academies or RISE partner schools in a climate of mutual challenge and support.  

Establish and maintain working relationships with fellow professionals and colleagues across other public services to improve educational outcomes for all pupils.  

Governance and accountability  

Understand and welcome the role of effective governance, upholding an obligation to give account and accept responsibility.  

Provide reports and attend meetings that enable trustees or governing bodies to fulfil their statutory and strategic responsibilities. 

Where required, develop a professional working relationship with trustees and / or local governors.  

Ensure your staff teams or teams you are supporting externally know and understand their professional responsibilities and are held to account or teams you are supporting externally.  

Help to ensure the trust effectively and efficiently operates within the required regulatory frameworks and meets all statutory duties.

Continuous school improvement

Make use of effective and proportional processes of evaluation to identify and analyse complex or persistent problems and barriers which limit school effectiveness and identify priority areas for improvement.

Develop appropriate evidence-informed strategies for improvement as part of well-targeted plans which are realistic, timely, appropriately sequenced and suited to the school’s context.

Ensure careful and effective implementation of improvement strategies, which lead to sustained school improvement over time.

Professional development

Deliver effective training, coaching and support for Science teachers and leaders, both in the trust and any external partner schools.

Ensure staff have access to high-quality, sustained professional development opportunities, aligned to balance the priorities of trust-wide improvement, team and individual needs.

Prioritise the professional development of staff, ensuring effective planning, delivery and evaluation which is consistent with the approaches laid out in the standard for teachers’ professional development.

Ensure that professional development opportunities draw on expert provision from beyond the school, as well as within it, including nationally recognised career and professional frameworks and programmes to build capacity and support succession planning.

Ethics and Professional Conduct

All staff are expected to uphold consistently high standards of ethical and professional behaviour. In your role, you must demonstrate integrity, accountability, and leadership in line with the Seven Principles of Public Life:

Selflessness, Integrity, Objectivity, Accountability, Openness, Honesty, Leadership

As a representative of the trust, the post-holder must:

Build respectful, professional relationships and maintain appropriate boundaries.

Show tolerance and respect for others, embracing cultural diversity.

Uphold fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect.

This post requires the post holder to work in settings with children and young adults. Any employment offer is therefore subject to the results of an Enhanced Disclosure from the Disclosure and Barring Service (DBS). People who may have contact with younger children (i.e. primary school age) are also required to complete a declaration about family or other members of their household.

Expertise in Role Required (At selection - Level 1) - Essential

Undergraduate degree or equivalent and QTS 

Can demonstrate commitment to an educational vision and values which are in line with those of the trust 

Successful experience as a science leader or equivalent position  

Highly effective subject teacher, able to model good practice to fellow professionals 

Able to build warm, positive but professional working relationships with a wide range of colleagues with a broad range of emotional and professional needs 

Strong track record in securing the best possible outcomes for students in science 

Excellent verbal and written communication skills 

Able to communicate effectively with different groups, including pupils, parents and staff 

Possesses a strong understanding of how to keep children safe in education. 

Able to multi-task and manage time effectively 

Can demonstrate a high degree of cultural awareness 

Evidence of recent and relevant professional development.  

Other (Physical, mobility, local conditions) - Essential

Has the ability to travel around the trust area (and, occasionally, other UK locations). 

Is willing to work flexibly within scope of overall hours, e.g. occasional evening meetings. 

Has a full current UK Driving Licence. 

Has access to a motor vehicle and is prepared to use it for business purposes.