The Joseph Rowntree School
Deputy Head Teacher - The Joseph Rowntree School
Thank you very much for taking an interest in the position of Deputy Head Teacher (pastoral) at The Joseph Rowntree School. We hope that you will find the information provided to be a useful introduction to our School and that you will take the opportunity to apply for the post.
The Joseph Rowntree School (JRS) was founded in 1942 and is a successful 11 to 18 mixed comprehensive school of over 1,200 students including approximately 175 in the sixth form. JRS is at a pivotal stage in its evolution, with decisions to make about its future strategic vision and direction. These include how best to thrive in a competitive environment (four of York’s nine secondary schools are rated “outstanding”); the best way to drive results whilst maintaining and developing the values associated with the national Joseph Rowntree “brand”; the school’s status (JRS is at present content to be one of two maintained secondary schools in the city of York); and the development of its sixth form.
We are seeking to appoint an individual who will help our Head Teacher lead the School by building on its many strengths. The pupils, staff, parents, governors and our local community are proud of our School where students are happy, well-behaved and enjoy learning.
We offer you the support of a committed group of governors, a newly appointed Head Teacher, an enthusiastic staff team who want to perform, a new build school less than ten years old, and the school’s finances are in a strong and sustainable position. This microsite contains full details of how to apply, along with additional information about our school, and a link to the JRS website.
What this information cannot do, however, is fully convey the positive atmosphere you will experience, and the dedicated staff you will meet at JRS who have a genuine commitment and desire to develop our huge potential and become an outstanding school. For this you’ll need to visit in person, so please contact by email our Head Teacher’s PA, Tracy Bussey (email@example.com) to arrange a tour of the school on week commencing 8 April. Please note, such a visit is not part of the selection process, and whether or not applicants have visited will not influence the final outcome.
For an informal conversation about the role please contact Rachel Wales, HR Advisor who has been engaged to support us with recruitment to this key role (firstname.lastname@example.org / 01609 532597).
The Joseph Rowntree School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. As such, the successful applicant will need to undertake the usual checks in this regard.
We look forward very much to hearing from you!
Dianne Gomery (Ms)
Chair of Governors
Thank you for your interest in the Deputy Head Teacher (pastoral) position at the The Joseph Rowntree School. The enclosed information pack is designed to help you make an informed decision when you apply for the post.
We are an inclusive and ambitious local authority maintained school judged Good by Ofsted (May, 2017) that provides high-quality education to over 1,200 students, and our Year 7 intake for September 2019 is oversubscribed. Our school is comprehensive, students come from a variety of backgrounds and the vast majority want to do well at school and have excellent behaviour and attendance. As in any comprehensive school there are a minority of students who can be a challenge to work with, at the same time I am delighted that two of our post 16 students have firm Oxbridge offers.
This is a very exciting time in the development of the school, and we are ambitious. We know that our journey to Outstanding will require us to build on our existing strengths to sustain improvement. The successful candidate will lead on the development of the school’s pastoral team and their work with our students, and will be responsible for overseeing the school’s pastoral and behavioural systems. These systems include; the tutor and house system, rewards and recognition, SEND team, and inclusion links with other York Secondary schools. The Deputy Head Teacher, supported by the leadership team, will also oversee a team of House Leaders, House Managers and the SENCO. Our leadership team currently includes a Deputy Head Teacher, three Assistant Heads with responsibility for specific key stages, the School Business Manager, and two colleagues who are attached to the SLT on a temporary basis as Associate Assistant Heads (to add capacity). Line management responsibilities for all SLT members will be confirmed following this appointment.
Following my Head Teacher appointment (December, 2018), and in the lead-time to taking up the role (April, 2019), the Interim Head Teacher, the SLT and I have worked together. During that time I have learnt that the school has a talented and ambitious SLT who work well together on a strategic and day-to-day basis. In turn, the wider staff body are hardworking and open to change and the challenge of further improving what is a good school. One of my first tasks is to appoint a Deputy Head Teacher who is an excellent practitioner, and whose educational philosophy and practices are in tune with the ethos and vision we share at the school.
The Governing body is committed and supportive of our work whilst holding leaders to account for their decisions, actions and outcomes. Under my leadership, the school will continue to focus on developing outstanding classroom practice across all key stages and in all curriculum areas; on excellent pastoral care and provision for all of our students and on an enrichment programme that helps our students develop into well rounded individuals who are ready to play a full and productive part in society.
I hope that you find the prospect of joining the The Joseph Rowntree School’s Senior Leadership team, and working alongside me to be an exciting opportunity. Our Deputy Head Teacher will have the ability and ambition to help lead our school to become Outstanding. If you have the experience, knowledge and qualifications we are looking for, and can demonstrate that you are committed to inclusion and excellence for all, we would very much like to hear from you.
I look forward to receiving your application.
Head Teacher - The Joseph Rowntree School
Founded in 1942, The Joseph Rowntree School is a successful 11 to 18 mixed comprehensive school of over 1,200 students including approximately 175 in the sixth form.
A modern school, less than ten years old, we have extensive, attractive grounds and playing fields and an open landscape setting. Inside the building, we have fantastic, state of the art facilities, which really help to support and challenge our learners. The layout comprises of a ‘main street’, with departments branching off, each located in their own hub. A large hall is used for assemblies and productions, amongst other things.
As well as the main school facilities, we also have the Wilshire Centre, based on the ground floor of the school next to reception, which provides highly specialised support, and individual teaching and learning for students of mainstream ability who have significant and complex autism.
We have strong links with the The Joseph Rowntree Foundation; a British social policy research and development charity, that funds a UK-wide research and development programme, to understand the root causes of social problems, identifying ways of overcoming them, and to show how social needs can be met in practice.
Located in New Earswick to the north east of York, approximately four miles from the city centre we have excellent transport links being close to the A1237 (York’s major ring road) and the A64 (with connections to Leeds to the west and Scarborough to the east and the A1M). The city is on several main rail lines served by York Railway Station resulting in rapid journey times to regional and national locations. In addition, bus services are excellent and there is an extensive cycle network.
It is our intention that students develop into mature and confident learners who get involved in all elements of life at our school and strive to make the most of their abilities. We want to enable students to develop the necessary knowledge and skills to contribute to society as members of a caring and diverse community. With this in mind we focus on delivering the best possible learning experience, which caters for the needs of all learners and where individual talents are nurtured and allowed to flourish.
Integral to this focus on achievement and creativity are very strong guidance and pastoral care systems, which ensure that all students are valued and supported. In addition, our extensive range of extra-curricular activities develops skills, interests, relationships and enjoyment of school life and learning.
We have 85 teaching staff (79 FTE) and 84 support staff (54 FTE). We have a newly appointed Head Teacher and a committed and able SLT with two Deputy Head Teacher (DHT) posts. Our classroom Teaching Assistants, integral to both the literacy and numeracy strategies across the school, provide one-to-one support and wider intervention strategies. Please see our organisational chart.
Ethos and values
Excellence in everything that we do
- The best possible outcomes for all of our learners - maximising potential
- Respect for all individuals within and beyond our school
- Outstanding teaching that inspires a love of learning within and outside the classroom
- The importance of preparing our students to make an active contribution to the wider world
- Kind and considerate Behaviour for Learning
- Being creative and nurturing talent in all of its’ different forms
- Being resilient, having self-belief and working hard to achieve your goals in life
This school continues to be Good - Ofsted (May 2017) see report here:
“The leadership team has maintained the good quality of education in the school since the last inspection. You are determined that the school will provide the best possible education for all pupils. You have a clear vision about how this will be done, which includes developing pupils’ resilience and providing a wide range of non-academic opportunities, alongside ensuring that pupils are taught well in every lesson. This vision is shared by the governing body, middle leaders, senior leaders and staff”.
“Middle leaders are reflective and work together well as a group. You have enabled them to support and challenge staff to ensure that teaching improves and pupils make even better progress”.
“The governing body is fully involved in the school at a strategic level. Governing body meetings are focused and challenging, with questions asked and answers considered carefully. Governors are self-reflective and have put in place training to ensure that they keep up to date with changes in the education system”.
“You did a comprehensive review of the GCSE results in 2016, focusing on the differences between the progress made in English and mathematics by pupils supported by the pupil premium funding and their peers nationally; the differences were bigger than would be expected. As a result, the pupil premium funding is being spent even more effectively, and pupils supported by this funding are receiving even more bespoke support, both in lessons and across the curriculum. For example, a group of pupils were taken on an outward bound and mathematics course which enabled them to consider the practical application of mathematics. Your comprehensive and detailed tracking system ensures that all staff know exactly how well pupils are doing. Differences are closing rapidly across both key stage3 and key stage 4 as a result.
In both English and mathematics, extra staffing is used to ensure flexible setting. Inspectors saw this being used highly effectively in mathematics when a small group of pupils was given the opportunity to discuss mathematical concepts they found difficult in a supportive environment. Pupils mentioned that they found this support very useful. However, in some mathematics lessons, all pupils are given the same work to do. Often, this work is too easy for some pupils and too hard for others.
The attendance of pupils is above the national average. Much work is ongoing to ensure that all pupils, and especially those supported by the pupil premium and those who have special educational needs and / or disabilities, continue to improve their attendance. Comprehensive and effective professional development for staff means that they are able to deal with behaviour issues better and, as a result, the proportion of pupils who are being excluded has fallen significantly.
Pupils say their lessons are rarely disrupted and, during the inspection, pupils behaved well both in lessons and around the school. Pupils are courteous to visitors and to each other. Pupils wear their school uniform well. However, you are fully aware that you need to continue to monitor the progress and attendance of all pupils, including those supported by the pupil premium and those who have special educational needs and / or disabilities to ensure that any dips in attendance and / or progress are dealt with quickly.
In many lessons, teaching assistants are used very effectively to support the learning of pupils. As a result, the progress these pupils make in lessons is equal to their peers. However, you have identified, and it was noted during the inspection, that not all teaching assistants support pupils in this way”.
- In mathematics, ensure all pupils are given work that challenges them, regardless of their academic ability
- Ensure all Teaching Assistants are used to ensure that they support the effective learning of pupils
- Continue to focus on the progress and attendance of pupils supported by the pupil premium funding and those pupils who have special educational needs and / or disabilities
Overall, the governors’ view is that the school is very much on an upward trajectory with consistently improving results over a three year period. Further, there is a real opportunity to raise ambition and expectation across the school community and significantly improve results. KS4 has achieved the highest ever P8 score (0.13) representing substantial movement from last year's 0.03.
KS4 results are, however, uneven with strong performance in English, Maths and Science whilst having a negative residual in the third reporting "bucket". Our Pupil Premium (PP) gap between advantaged and disadvantaged pupils disappointedly widened this year. As SLT have increased their focus and strategic thinking on teaching and learning and outcomes for our PP pupils this academic year.
KS5 results have moved into the top 35 per cent this year (ALPS 4), after three successive years of ALPS 3 “in the red” (top 25 per cent).
Our financial position has significantly improved over the last three years, and is financially robust with a healthy surplus carried forward into this financial year. The National Funding Formula (NFF) has had a positive impact, with the school projecting balanced budgets over the short term. In the longer term the squeeze on SEN and Capital budgets, will likely impact on this surplus. This is based on the assumption of flat funding moving forward and ever increasing cost pressures. Pupil numbers are growing slightly and are projected to be relatively stable.
Key strategic aims and priorities
The Governing Body continues to build on its nine strategic aims and priorities:
- Develop great teaching and learning
- Drive forward pupil progress further to above average
- Look after and motivate staff team
- Parental / community engagement
- Build productive relationships between teaching colleagues, SLT and Governing Body
- Agree direction on future structural options
- Secure financial stability - a “surplus with a purpose”
- Support great pastoral care, behaviour and standards
- Sixth Form growth, collaboration and sustainability
The school communicates openly with all stakeholders across a variety of media, including events, open evenings, information evenings and through its website and social media channels. Having said this, there is much room to improve relations with the wider school community.
We enjoy a close relationship with the local community, in particular with the Joseph Rowntree Foundation and specifically the Hartrigg Oaks retirement village. We work closely with Huntington School to provide combined provision of sixth form courses. In addition, there is a strong and effective secondary heads group and a well-established North East York Partnership, which includes two secondary schools and ten primaries. We have always played a full and active part in the York education community and are happy to co-operate with others and share best practice. Our school draws from a number of primary schools and specifically Headlands, Ralph Butterfield, Wigginton, New Earswick, Yearsley Grove and Haxby Road academies.
Living in York
Internationally acclaimed for its rich heritage and historic architecture, York is a beautiful, thriving city with low unemployment and highly performing tourism, cultural and entertainment industries. York’s streets are busy with visitors from all over the world and is the most visited city outside London, and was voted the best place to live in the UK in 2018. It marries a rich history with cutting edge technology, recently gaining UNESCO status as a City of Media Arts.
York isn’t just a great place to visit: it’s a great place to live. York has a vibrant atmosphere, great shopping and eating yet is small enough to retain a friendly sense of community.
There are a variety of residential options, ranging from within the city centre to the handsome surrounding villages. There are restaurants, leisure activities and opportunities to cater for all tastes and interests.
York is one of the UK’s best connected cities, served by several main rail lines: you can be in London or Edinburgh in under two hours. In and around the city there are several park and ride services, a comprehensive bus network and good cycle routes.
Yorkshire has something for everyone: from the rugged Dales and Moors to the gentle Wolds, from genteel Scarborough to the wilderness of Spurn Point and from metropolitan Leeds to market towns like Malton and Beverley. The area was brought to global attention when the Grand Depart of the Tour de France took place in 2014, the success of the event created the Tour de Yorkshire.
You can find out more here:
The Joseph Rowntree School, Haxby Road, New Earswick, York YO32 4BZ
Number on Roll: 1,267
Post: Deputy Head Teacher
Commencing: September 2019
Salary: L18-22 (£60,755 - £67,008)
Are you a strategic, visionary and experienced professional who can help build on our strength and drive us forward to become Outstanding?
This is a wonderful opportunity for a strong, motivated individual with vision, dedication and the highest aspirations for all members of the school community, who will help build on our achievements and continue our drive to be outstanding in every way.
Rated ‘Good’ by Ofsted (May 2017), The Joseph Rowntree School (JRS) is a successful 11 to 18 mixed comprehensive school of over 1,200 students including approximately 175 in the sixth form. A modern school, less than ten years old, we have extensive, attractive grounds and playing fields and an open landscape setting. Inside the building, we have fantastic, state of the art facilities including a centre dedicated to providing an education for students with significant and complex autism. We benefit from strong links with the local schools, the LA and the Joseph Rowntree Foundation; a British social policy research and development charity.
As a school, we pride ourselves in offering all our students the opportunity for high academic achievement and personal fulfilment through a wide range of curricular and extra-curricular activities. We also have very strong guidance and pastoral care systems, which ensure that all students are valued and supported.
To apply, you will need to be absolutely committed to the moral and social development of students, as well as the very highest academic standards, within the context of our ethos and values. Building an effective, consistent and aspirational pastoral team, you will establish outstanding pastoral care for all students regardless of background and ability.
You will possess the skills to lead on, implement and quality assure strategies to promote high standards of attendance, behaviour and student welfare as well as developing an effective reward and recognition systems across the school. You should also be a positive communicator who is able to motivate staff, students and parents / carers.
In return, we can offer you strong support by an exceptional team of skilled and professional leaders and the opportunity to help shape the future of our school.
We very much welcome school visits. If you’d like the opportunity to visit, please contact our Head Teacher’s PA, Tracy Bussey by email (email@example.com) to arrange a tour of the school.
We are located approximately four miles from York city centre and have excellent transport links being close to the A1237 (York’s major ring road) and the A64 (with connections to Leeds to the West and Scarborough to the east and the A1M). The city is on several main rail lines resulting in rapid journey times to regional and national locations. In addition, bus services are excellent and there is an extensive cycle network.
For an informal conversation about the role and details of how to apply please call Rachel Wales, HR Adviser at North Yorkshire County Council, who has been engaged to support us with recruitment to this key role (firstname.lastname@example.org or call 01609 532597).
When applying please take into account the following:
Supporting Information: This section of your application should clearly evidence your ability to meet the requirements we have outlined in the person specification. The information in Supporting Information will be used to shortlist applicants for this role and therefore it is imperative that you provide evidence as requested.
References: Please provide 2 employment references
How to apply
We strongly recommend that you contact and visit us so that we can talk with you about this unique opportunity and you will have a chance to see and hear what we have to offer.
For an informal, confidential conversation about the role please contact Rachel Wales at North Yorkshire County Council (Resourcing Solutions).
The Joseph Rowntree School’s Easter break: Close of day Friday 12 April until Monday 29 April 2019
Application closing date: Midnight, Tuesday 23 April 2019
Visits to The Joseph Rowntree School: Visits will take place w/c 8 April 2019.
- Please contact Tracy Bussey (by email) to arrange your visit: email@example.com
Shortlisting: Friday 26 April 2019
Assessment event: Wednesday 8 and Thursday 9 May 2019
The Joseph Rowntree School