Chief Executive Officer The Chief Executive Officer will promote the vision, values and ethos of the Constellation Trust and will inspire and empower employees to share in achieving this. They will work with trustees, local advisory bodies and staff in member schools to define and deliver the trust’s vision, aims and objectives through inspirational and motivational leadership, clear strategic direction, high standards and measurable targets. Principal Accountabilities Strategic Direction and Development

Give strategic leadership to the entire organisation by working in partnership with the Trust Board to set strategic direction and working in partnership with Trust schools and external partners to get the very best outcomes for Trust pupils. Formulate, and keep under review, the strategic vision for the Trust, and inform and advise the Board of strategies necessary to maintain further development. Act as an ambassador of the Trust, inspiring and empowering others, whilst maintaining a high standard of personal integrity and professional conduct. Create a management structure across the Trust, which enables high performance leadership, the effective sharing of good practice and co-operative working. Establish a culture of inclusion so that all constituents of the Trust (pupils, parents, staff) have a voice and a sense of agency, regardless of race, religion or belief, sex or ability. Promote the Trust vision, values and ethos to employees in schools, the wider community and the families that schools serve. Engage with the wider education ecosystem in Hull and beyond by actively seeking out collaboration partners so that mutual learning takes place to the benefit of pupils and staff. Be the active point of contact with the DfE via the Regional Director’s office. Work with stakeholders and marketing consultants to establish a positive profile for the Trust and the schools within it. Develop a culture of co‑operation and mutual support by overseeing school‑to‑school support that includes effective collaborative convergence.

Leadership & Management

Uphold the vision and values of the Trust, and drive the ethos, development and success of the Trust in collaboration with the trustees, with a focus on delivering the agreed strategy and overseeing all operations of the Trust. Establish a centrally based support team to deliver high quality services to the Trusts’ schools including financial services, HR services, ICT services, catering services, site services, that are cost effective and aligned with improvement priorities. Maintain an accurate overview of the management of all issues within each of the Trust’s schools, providing assistance to the Trustees, Headteachers and Local Advisory Boards of each school. Challenge underperformance so that continual individual and school improvement takes place. Ensure the strategic plan is implemented to the greatest possible extent, and that this ensures the best possible performance of the Trust, with emphasis on informing and supporting the Trust Board’s setting of the Trust’s vision and strategy. Help create workable structures and systems for the Trust and evaluate their effectiveness in delivering pupil progress in relation to teacher views, assessments and national data. Line manage senior members of the central trust team and the headteachers of the secondary schools. Review the progress of the Trust’s schools, acting as necessary to ensure that progress and improvement is delivered and maintained. Set targets for school improvement, based on high expectations and the closing of the disadvantage gap. Ensure that School Development plans are in place in September of each year. Have oversight of key performance metrics and ensure that schools receive the support they need at the level they need it and in a timely fashion. Promote excellence in teaching and learning and ensure a continuous and consistent Trust wide focus on all pupils’ achievement, ensuring quality curriculum, teaching, and assessment. Ensure, in collaboration with the Chief Finance Officer, that the Trust’s resources are managed efficiently, ethically and professionally, and collaborate effectively with the DfE. Help formulate and adapt a demanding yet appropriate curriculum and assessment systems that suit the needs and nature of the Trust’s schools and pupils. Use national data and benchmarks to monitor progress across the Trust. Ensure that special educational needs and disability (SEND) provision is of a high‑quality and that every pupil’s needs are met, with the appropriate allocation of staff and resources, to allow them to achieve their potential. Ensure that the Trust and its schools follow all relevant safeguarding regulation and advice, that each school has a designated safeguarding lead, and that safeguarding policy and practice enables the highest possible care towards all pupils, including the most vulnerable.

Accountabilities

Ensure compliance with all legislative and statutory requirements for academies. Ensure all statutory policies are in place, fully implemented, up to date and reviewed as necessary across the Trust. Cooperate fully and transparently with external agencies and bodies, including Ofsted, to ensure the structure, management and performance of the Trust and each school is reflected accurately. Be accountable and take responsibility for the performance of all schools within the Trust. Be responsible for assessing the development, progress and attainment of all pupils across the Trust and for reporting to all stakeholders upon the development, progress and attainment of all pupils. Provide informative and good‑quality reports of activities and performance to the Trust Board, and to stakeholders in accordance with requirements, ensuring the Trust’s leadership team are up to date on latest developments and areas of strength/weakness. Fulfil effective governance and compliance responsibilities so that schools and the Trust meet all operational and legal requirements. As the senior executive leader in the trust, be the Accounting Officer for the Trust. Work alongside the CFO and Senior Leadership team in developing and maintaining a strategic financial plan. Ensure that all schools work with the CFO to ensure financial probity and effective financial management within each school and across the Trust. Ensure that the global budget is delivering value for money and does not go into deficit. If a school is incorporated into the Trust, direct and manage the due‑diligence process, ensuring that appropriate and timely project management is in place to achieve a smooth transition.

Specific Responsibilities and Duties

Be accountable to the Board of Trustees for ensuring that all legal responsibilities are met within the requirement of the ESFA Academy Trust Handbook, Health and Safety legislation and guidance, the Trust’s Articles of Association and the law. Advise the Board of Trustees and the Local Advisory Boards on the staffing structures and working relationships within the Trust. Advise the Board of Trustees and Local Advisory Boards on the Scheme of Delegation, so that all are clear of their responsibilities, and refining the Scheme of Delegation when needed and in the light of experience. Develop Trust‑wide policies, including those that set out the expected conduct and performance of all staff employed in schools. Foster a constructive relationship with the Chair of Trustees, with regular meetings and prompt communication of anything untoward that may impact on the reputation of the Trust. Manage change and risk across the Trust, mitigating risk where necessary. Review the performance of each school, identifying common themes and, where necessary, using expertise and resources from each school to strengthen one another.

Continuing Professional Development

Support the professional development of colleagues in devising and preparing innovative teaching and learning strategies. Reflect on and address own professional development needs. Help to identify the professional development needs of colleagues. Facilitate the professional development of colleagues and contribute to the Trust’s bespoke CPD programme.

Safeguarding Children All schools/academies within The Trust are committed to safeguarding and promoting the welfare of children and young people. We expect all staff to share this commitment and to undergo appropriate checks, including enhanced DBS checks. General

The above responsibilities are not exhaustive and are intended to describe the general nature of the role. Subsequently, the responsibilities may change or vary over time depending on the needs of the Trust; however, this will not change the character of the job or level of responsibility. The above responsibilities may involve having access to information of a confidential nature which may be covered by the Data Protection Policy (GDPR 2016). Consequently, confidentiality must be maintained at all times. The post holder must promote the Trust’s Equal Opportunity Employment Policy. The post holder must be aware of, and comply with, policies and procedures relating to safeguarding and child protection, reporting all concerns to an appropriate person. The Health and Safety Work Act (1974) and other associated legislation places responsibilities for Health and Safety on all employees. Therefore, it is the post holder’s responsibility to take reasonable care for the Health, Safety and Welfare of him or herself. Specific details are outlined in the Trust’s Health and Safety Policy. Where the post holder is disabled, every effort will be made to supply all the necessary employment aids, equipment or adaptations to enable them to perform the full duties of the jobs. If, however, a certain task proves to be unachievable, re‑evaluation of the task will be given full consideration.

Person Specification Qualifications – Essential

Degree level (or equivalent) qualification Recent & relevant CPD completed in the last 3 years Proven track record of developing teaching and learning/ outcomes of pupils

Desirable

Qualified Teacher Status Further professional qualification linked to education and/or leadership NPQH

Skills, Knowledge & Aptitude – Essential

Significant senior leadership experience in education, including accountability to a Board or equivalent governing body. A proven track record of delivering strategic vision and achieving impactful outcomes. Experience leading significant improvement, ideally across more than one school or phase. Evidence of values‑driven leadership in communities facing disadvantage. A strong understanding of high‑quality, inclusive education. Experience of Trust governance and DfE/Ofsted accountability frameworks, including the roles of Members, Trustees, the Accounting Officer, executive leaders and local governance. A deep understanding of safeguarding and the statutory responsibilities of schools. Know what outstanding looks like and the proven ability to develop outstanding practice Analysis and interpretation of data and target setting Well‑developed interpersonal and communication skills Knowledge of the requirements needed to achieve outstanding student progress and personal development Thorough understanding of leadership skills and practical examples of their application Demonstrable knowledge and understanding of equality issues and legislation Ability to analyse and interpret pupil performance data and set challenging yet realistic targets Proven leadership on action planning, monitoring and evaluation

Desirable

Evidence of the impact of school improvement strategies implemented. Confidence in commissioning, procurement and value‑for‑money decision‑making. Thorough understanding of current education legislation, priorities and trends, specifically to the curriculum and qualification’s structure Ability to work effectively with the local community in developing the Trust as a community resource

Experience – Essential

Experience teaching or leading across multiple phases, from Early Years to Sixth Form. Evidence of the impact of school improvement strategies implemented. Previous experience as an Accounting Officer or equivalent statutory role. Experience of establishing oneself in a senior role and managing organisational change. Experience of strategic planning for sustainable growth in a multi‑school context. Confidence in commissioning, procurement and value‑for‑money decision‑making. Experience influencing beyond one’s own organisation for wider public benefit Significant impact on teaching and learning performance of others Successful partnership working with other schools and outside agencies Proven track record of leading improvement and raising student achievement Robust self‑evaluation and quality assurance procedures The ability to inspire, develop, empower and sustain individuals and teams Evidence of supporting and challenging colleagues through performance management Experience of leading on strategic data analysis

Desirable

Teaching experience in more than one school Effective line management of support staff Effective collaboration with external agencies Experience of working in an urban school environment

Personal qualities – Essential

Build and maintain effective relationships through effective interpersonal skills Excellent communication skills both oral and written Think creatively to anticipate and solve problems Build on current good practice whilst moving the Trust forward with vision and vigour Develop effective teamwork and be able to contribute effectively to a range of teams Think strategically and contribute to creating a coherent Trust vision Inclusive approach to education High expectations of self and others Manage and resolve conflict Work under pressure, maintaining a sense of perspective and humour Commitment, honesty and dedication Ability to manage own time effectively Reliability and integrity Resilience and tenacity Have a growth mind‑set Be able to understand complex data and prioritise needs for improvement Self‑awareness

Desirable

Experience of leading and delivering CPD Experience of leadership in more than one school/academy Experience of working with the wider community Evidence of ‘wider’ school effectiveness Leadership of assessment without levels

Interpersonal and communication skills

Be a team player Ability to motivate and inspire staff and pupils Ability to use tact, diplomacy, sensitivity and good humour The ability to understand others and create trust Ability to coach colleagues to improve their performance Effective written and spoken communication Awareness of the need for attention to detail Ability to demonstrate personal and emotional resilience when working in a range challenging situations Good health and an excellent attendance & punctuality record Have a willingness to demonstrate commitment to the values and behaviours of the Trust Commitment to safeguarding and promoting the welfare of children and young people. Willingness to undergo appropriate checks, including enhanced DBS checks. Ability to form and maintain appropriate relationships and personal boundaries with children and young people Emotional resilience in working with challenging behaviours and attitudes to use of authority and maintaining discipline.

Personal Attributes

A deep commitment to ensuring every pupil has the very best opportunities to achieve or exceed their potential. A relentless drive for improvement and a collaborative, team‑centred approach. High levels of organisation, precision and attention to detail. Resilience and the ability to navigate complexity, challenge and uncertainty with clarity and purpose. Composure, professionalism and sound judgement in all situations. Personal integrity and the highest ethical standards. A strong sense of public service, with unwavering commitment to equity, inclusion and social justice. The ability to build and sustain trust with a wide range of stakeholders. Proactive leader Demonstrable ability to plan strategically and to lead, motivate, develop and inspire staff and to manage change effectively Commitment to their own personal and professional development Ability to model mutual respect for and trust of pupils and adults Ability to provide inspirational leadership to pupils, staff and community Ability to delegate responsibility effectively Ability to deal sensitively with people, negotiate effectively, influence and resolve conflicts Track record of being a team player High degree of resilience Ability to prioritise and take responsibility for problems that may arise

Creativity and Innovation The post holder will be required to re‑schedule work where/when necessary in order to fit in with the working day of the Trust and ensure that tasks are completed. Contacts and Relationships

Trustees/Governors Trust Central Team Heads of School Staff Community Parents/Carers Managers on all levels and locations DfE Representatives LA Representatives Trade unions Other government departments

Work Environment a, Work Demands High quality curriculum provision and effective teaching and learning within the Trust. This may involve evening work (parent’s evenings, meetings etc.). b, Physical Demands Endurance within a classroom setting, teaching pupils while standing, sitting, or walking throughout the classroom, use of educational aids (electronic whiteboards etc.), and retrieval and use of materials. c, Working Conditions Working in a classroom educational setting. d, Emotional Demands The post holder will be at some risk working in an educational environment above. May be at risk of abuse and aggression from pupils, parents and carers. C1EO #J-18808-Ljbffr