Our leaders, teachers and improvement staff with the relevant professionals in each know the centrality of a broad and balanced school to support, inspire and develop its curriculum, that develops progression and ECTs, so that we retain and promote expertise at all ages; literacy and numeracy, outstanding individuals within the family creativity and technology, sporting and of schools. emotional maturity, are key aims of our curricula. Happy, Safe and Secure "The Basics" Our dedicated Director of Safeguarding, Breadth of curriculum is vital, encouraging all supported by our amazing DSLs within to identify their primary interest, but we also schools, leads a team in ensuring that our know the importance of the core skills of children can flourish in a safe reading, writing and mathematics; our staff environment. Regular meetings, both face are developed to ensure that our children can -to-face and virtual, facilitate up-to-date, JOB DESCRIPTION Responsibilities

Establish creative, effective approaches to learning. Ensure a culture that supports and facilitates pupil engagement and ownership of their own learning. Monitor, evaluate, and review classroom and assessment practice and promote improvement strategies, challenging underperformance and ensuring corrective action. Implement strategies to secure high standards of teaching, learning, achievement, behaviour, and leadership for the school and trust. Foster a culture in which children are proud of their learning, reflectively talk about their achievements, and produce high quality outcomes. Teach and support staff, students and the wider community. Create and communicate a shared vision, ethos, and strategic plan that inspires and motivates stakeholders. Translate the vision into clear objectives and sustain school improvement. Set high expectations and challenging targets, monitor effectiveness, and evaluate learning outcomes. Use data and benchmarks to monitor progress in every child's learning. Create an organisational structure that reflects and supports the leadership team. Co‑operate with relevant agencies and partners to ensure the well‑being of children. Ensure learning experiences for pupils are linked, integrated, and aligned with wider community and national standards. Build a school culture and curriculum that celebrates the richness and diversity of students’ experiences. Produce and implement clear, evidence‑based improvement plans and policies that enhance the quality of education and value for money. Promote long‑term learning, family engagement and community involvement. Manage effective relationships with all stakeholders, including the governing body and trustees. Ensure a safe and supportive culture in the school. Support the development of an ethos that enables everyone to work collaboratively, share knowledge, celebrate success, and hold accountable for outcomes. Implement performance management systems that set, monitor, and evaluate staff performance. Support senior and middle leaders with coaching, mentoring and professional development. Promote the trust’s policies and practices that minimise opportunities for abuse and ensure prompt reporting. Work with the executive headteacher and trust leadership team to develop and present accurate accounts of school performance to governors, parents and OFSTED. Ensure the trust and school priorities are consistently and effectively implemented and monitored for pupil outcomes.

Qualifications

Education and Qualified Teacher Status (Teaching Qualification). NPQH or evidence of working towards NPQH. Significant experience in primary education, with a track record of outstanding practice. Expertise in classroom organisation and management that promotes good behaviour and discipline. Ability to adapt the curriculum to high levels of achievement for diverse learners. Experience in developing practice around assessment and record keeping at the whole‑school level. Analysis of pupil assessment data to inform practice and resource deployment. Full understanding of the National Curriculum and curriculum implementation. Awareness of recent national initiatives aimed at raising achievement and school improvement. Firm commitment to Equal Opportunities and educational access. Good interpersonal leadership and community‑linking skills. Experience in strategic and continuous improvement. Ability to work collaboratively with governors, trust leadership and the executive headteacher. Strong communication skills (verbal and written). Knowledge of statutory requirements and requirements for a broadened, balanced curriculum. Evidence of leadership, management and delegation ability within a school setting. Experience in performance management and professional autonomy for teachers. Understanding of effective strategies for SEN provision and voluntary A&E. Experience of fostering partnership with local church, community and national education bodies. Commitment to the school's values (Grace, Service, Family). Professional development activities and evidence of self‑evaluation. Experience in leading lesson observations and providing quality feedback. Positive, approachable and fair leadership style.

Introduction from the Diocese of Hereford. We work with the Church of England Foundation for Educational Leadership, Teach First, and Worcester University to develop teaching and leadership skills at all levels, from initial teacher training to executive qualifications. The Trust is a family of schools, each with a unique curriculum, and we are committed to building high‑quality education in every community we serve. #J-18808-Ljbffr