Areté Recruitment 2024

Areté Learning Trust

Recruitment Brochure

Message From ALT “Being the best we can be by uniting schools, communities and families to secure success for all young people.” ¹ĺ Njūƭ IJūƑ NjūƭƑ ĿŠƥĚƑĚƙƥ ĿŠ ŏūĿŠĿŠij ƑĚƥě gĚîƑŠĿŠij ¹ƑƭƙƥȦ ØĚ ĺūƎĚ ƥĺîƥ Njūƭ ǛŠē ƥĺĚ information in this brochure helpful. g¹ Ŀƙ ČūŞŞĿƥƥĚē ƥū ČƑĚîƥĿŠij î ČūŠƥĚNJƥ IJūƑ îŕŕ ČĺĿŕēƑĚŠ îŠē NjūƭŠij ƎĚūƎŕĚ ƥū ƥĺƑĿDŽĚ îČîēĚŞĿČîŕŕNjȡ ƎĚƑƙūŠîŕŕNjȡ îŠē ƙūČĿîŕŕNj ƥū ĚNJƎĚƑĿĚŠČĚ ƥĺĚ ƑĚîŕ ŏūNj ūIJ ŕĚîƑŠĿŠijȦ ØĚ ĚŠƙƭƑĚ ƥĺîƥ ĚDŽĚƑNjūŠĚ DžĿƥĺĿŠ ūƭƑ ¹Ƒƭƙƥ ČūŞŞƭŠĿƥNj ĺîƙ ƥĺĚ ūƎƎūƑƥƭŠĿƥNj ƥū ƙƭČČĚĚē ƥĺƑūƭijĺ ČūŕŕîċūƑîƥĿūŠ ċĚƥDžĚĚŠ ƥĺĚ ƙČĺūūŕƙ îŠē DžĿƥĺ îŕŕ ƙƥîŒĚĺūŕēĚƑƙȦ ØĚ ĺîDŽĚ î ēĚĚƎ ČūŞŞĿƥŞĚŠƥ ƥū ēĚDŽĚŕūƎĿŠij ūƭƑ ƥĚîŞ ƥĺƑūƭijĺ ƥūƎȹƐƭîŕĿƥNj ¡' îŠē ƙƥîIJIJ ēĚDŽĚŕūƎŞĚŠƥ ūƎƎūƑƥƭŠĿƥĿĚƙȡ ČƑūƙƙȹ¹Ƒƭƙƥ ČūŕŕîċūƑîƥĿūŠȡ îŠē ČūŕŕîċūƑîƥĿūŠ ūŠ î ƑĚijĿūŠîŕ îŠē ŠîƥĿūŠîŕ ŕĚDŽĚŕȦ ØĚ îƑĚ ēĚƥĚƑŞĿŠĚē ƥū ċĚ îƥ ƥĺĚ IJūƑĚIJƑūŠƥ ūIJ ƥĺĚ ƎƭƑƙƭĿƥ ūIJ ĚNJČĚŕŕĚŠČĚ ĿŠ ĚēƭČîƥĿūŠ îŠē DžĚŕČūŞĚ îŠNj ƎîƑƥŠĚƑƙĺĿƎ DžĺĿČĺ DžĿŕŕ ƙƭƎƎūƑƥ ƭƙ ĿŠ ƥĺĿƙ ĚŠēĚîDŽūƭƑȦ ƙ î ŞĚŞċĚƑ ūIJ ƙƥîIJIJ îƥ ūƭƑ ¹Ƒƭƙƥȡ DžĚ ĚNJƎĚČƥ ƥĺĚ ƙƭČČĚƙƙIJƭŕ ČîŠēĿēîƥĚ ƥū ċĚ ƙƭƎƎūƑƥĿDŽĚ ūIJ ūƭƑ DŽîŕƭĚƙȦ ØĚ îƑĚ ūŠĚ ūƑijîŠĿƙîƥĿūŠȡ îŠē DžĚ îƑĚ îŕŕ ƑĚƙƎūŠƙĿċŕĚ IJūƑ ƙĚČƭƑĿŠij ƥĺĚ ċĚƙƥ ŕĚîƑŠĿŠij ĚNJƎĚƑĿĚŠČĚ IJūƑ ĚDŽĚƑNj ČĺĿŕēȡ ĿƑƑĚƙƎĚČƥĿDŽĚ ūIJ ƥĺĚĿƑ ƎūƙƥČūēĚ ūƑ ƥĺĚ ƙČĺūūŕ ijîƥĚƙ ƥĺƑūƭijĺ DžĺĿČĺ ƥĺĚNj DžîŕŒ ĚDŽĚƑNj ŞūƑŠĿŠijȦ ØĚ ŕūūŒ IJūƑDžîƑē ƥū ƑĚČĚĿDŽĿŠij NjūƭƑ îƎƎŕĿČîƥĿūŠ IJūƑ ƥĺĚ ƑūŕĚ Njūƭ ĺîDŽĚ îƎƎŕĿĚē IJūƑȦ

Areté Learning Trust

Who Are We?

Three of our schools have thriving Sixth Forms, allowing teachers to teach their specialism across the entire secondary education age range.

Sinnington Sinnington Community Community Primary Primary School School

Helmsley Helmsley Community Community PrimaryPrimary School School

Ryedale Ryedale SchoolSchool

Kirkbymoorside Kirkbymoorside

Community Community Primary Primary School School

Norton Norton College College

SchoolSchool & Sixth & Form Sixth Form CentreCentre

Aims & Objectives g¹ Ŀƙ ČūŞŞĿƥƥĚē ƥū ČƑĚîƥĿŠij î ČūŠƥĚNJƥ IJūƑ îŕŕ ČĺĿŕēƑĚŠ îŠē NjūƭŠij ƎĚūƎŕĚ ƥū ƥĺƑĿDŽĚ îČîēĚŞĿČîŕŕNjȡ ƎĚƑƙūŠîŕŕNj îŠē ƙūČĿîŕŕNjȡ ƙū ƥĺîƥ ƥĺĚNj ĚNJƎĚƑĿĚŠČĚ ƥĺĚ ƑĚîŕ ŏūNj ūIJ ŕĚîƑŠĿŠijȦ ØĚ ĚŠƙƭƑĚ ƥĺîƥ ĚDŽĚƑNjūŠĚ DžĿƥĺĿŠ ūƭƑ ¹Ƒƭƙƥ ČūŞŞƭŠĿƥNj ĺîƙ ƥĺĚ ūƎƎūƑƥƭŠĿƥNj ƥū ƙƭČČĚĚē ƥĺƑūƭijĺ ČūŕŕîċūƑîƥĿūŠ ċĚƥDžĚĚŠ ƥĺĚ ƙČĺūūŕƙ DžĿƥĺĿŠ ƥĺĚ ¹Ƒƭƙƥ îŠē DžĿƥĺ îŕŕ ƙƥîŒĚĺūŕēĚƑƙȦ

We aim to: /ŠîċŕĚ îŕŕ ƙƥƭēĚŠƥƙ ƥū ŕĚîDŽĚ ūƭƑ îČîēĚŞĿĚƙ ĺîDŽĿŠij îČĺĿĚDŽĚē DžĚŕŕȡ ƙƥƑĚŠijƥĺĚŠĚē ċNj ūƭƑ DŽîŕƭĚƙ îŠē aspirations. /ŠƙƭƑĚ îŕŕ ƙƥƭēĚŠƥƙ îƑĚ DžĚŕŕ ƎƑĚƎîƑĚē ƥū IJîČĚ ƥĺĚ ŠĚNJƥ ČĺîŕŕĚŠijĚ ĿŠ ƥĺĚĿƑ ŕĚîƑŠĿŠijȡ ƎĚƑƙūŠîŕ îŠē ƙūČĿîŕ ēĚDŽĚŕūƎŞĚŠƥȦ /ŠîċŕĚ ƙČĺūūŕƙ ƥū DžūƑŒ ƥūijĚƥĺĚƑȡ ƙĺîƑĚ ĚNJƎĚƑƥĿƙĚ îŠē ŞîNJĿŞĿƙĚ ĚIJǛČĿĚŠČNj îŠē ĚIJIJĚČƥĿDŽĚŠĚƙƙ îČƑūƙƙ ƥĺĚ q ¹Ȧ

“The Trust’s aspiration for every child ‘being the best they can be’ is shared across its schools. The headteachers appreciate their autonomy in customising this broad vision to meet the needs of their individual schools and communities.” ~IJƙƥĚēȡ cƭŕNj ǨǦǨǨ

Our Five Pillars for Success

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¬ƥƭēĚŠƥƙ

Staff

Families

Local ūŞŞƭŠĿƥNj

¡îƑƥŠĚƑƙĺĿƎ

ØĚ DžîŠƥ îŕŕ ƙƥƭēĚŠƥƙ ƥū ŞîNJĿŞĿƙĚ ƥĺĚĿƑ ƎūƥĚŠƥĿîŕȦ We focus not just on îČîēĚŞĿČ îČĺĿĚDŽĚŞĚŠƥ but also the personal ēĚDŽĚŕūƎŞĚŠƥ ūIJ ƥĺĚ DžĺūŕĚ ČĺĿŕēȡ ƙū ūƭƑ ƙƥƭēĚŠƥƙ ČîŠ go on to be the best they can be.

We are the employer of ČĺūĿČĚȡ ƎƑūDŽĿēĿŠij î ijƑĚîƥ ƎŕîČĚ ĿŠ DžĺĿČĺ ƥū DžūƑŒ îŠē îŠ ĚŠDŽĿƑūŠŞĚŠƥ DžĺĚƑĚ ƥĺĚNj ČîŠ ēĚDŽĚŕūƎ îƙ ĚNJĚŞƎŕîƑNj professionals.

g¹ îČîēĚŞĿĚƙ îƑĚ ČūŞŞĿƥƥĚē ƥū ŞĚĚƥĿŠij ƥĺĚĿƑ ČĺĿŕēƑĚŠɄƙ ĿŠēĿDŽĿēƭîŕ ŠĚĚēƙȦ We foster aspiration as DžĚŕŕ îƙ îČîēĚŞĿČȡ ŞūƑîŕȡ ƎĚƑƙūŠîŕ îŠē ƙūČĿîŕ ēĚDŽĚŕūƎŞĚŠƥȦ Š g¹ îČîēĚŞNj Ŀƙ ƥĺĚ ŠîƥƭƑîŕ ČĺūĿČĚ IJūƑ ƥĺĚ ĚēƭČîƥĿūŠ îŠē ČîƑĚ ūIJ ƥĺĚĿƑ ČĺĿŕēƑĚŠȦ

Our local ALT îČîēĚŞĿĚƙ îƑĚ ƑĚƙƎĚČƥĚē îŠē ƙƭƎƎūƑƥĚēȦ ØĚ ƑĚČūijŠĿƙĚ ƥĺĚ ƭŠĿƐƭĚ characteristics of the îƑĚî îŠē ēƑîDž ƭƎūŠ ƥĺĚŞ ƥū ĿŞƎƑūDŽĚ ūƭƥČūŞĚƙ ŕūČîŕŕNjȡ ƑĚijĿūŠîŕŕNjȡ ŠîƥĿūŠîŕŕNj îŠē ijŕūċîŕŕNjȦ

ØĚ DžūƑŒ ČŕūƙĚŕNj DžĿƥĺ ĚNJƥĚƑŠîŕ îijĚŠČĿĚƙȡ ĿŠČŕƭēĿŠij ƙĚƑDŽĿČĚ ƎƑūDŽĿēĚƑƙȡ ċƭƙĿŠĚƙƙĚƙȡ ĚŞƎŕūNjĚƑƙ îŠē ūƥĺĚƑ ŕūČîŕ ƙƥîŒĚĺūŕēĚƑƙ ƥū ĚŠĺîŠČĚ ƙƥƭēĚŠƥƙɄ ŕĚîƑŠĿŠij îŠē ēĚDŽĚŕūƎŞĚŠƥȦ

Why Work For Us?

Professional Learning

We want everyone who works within ALT to feel valued îŠē ƙĚĚ ĺūDž ƥĺĚĿƑ DžūƑŒ Ǜƥƙ ĿŠƥū ƥĺĚ ċĿijijĚƑ ƎĿČƥƭƑĚȦ ØĚ ƙĚĚŒ ĚŞƎŕūNjĚĚƙ Džĺū îƑĚ ƎƑĚƎîƑĚē ƥū ƥîŒĚ ƎĚƑƙūŠîŕ ƑĚƙƎūŠƙĿċĿŕĿƥNj IJūƑ ƥĺĚĿƑ ƎĚƑIJūƑŞîŠČĚ îŠē ČūŠƙƥîŠƥŕNj ČĺîŕŕĚŠijĚ ƥĺĚ ŠūƑŞ ƥū ĿŞƎƑūDŽĚ ƎĚƑIJūƑŞîŠČĚȦ

ƥ g¹ȡ DžĚ îƑĚ ČūŞŞĿƥƥĚē ƥū ČūŠƥĿŠƭūƭƙ ƙƭƎƎūƑƥ îŠē ĿŞƎƑūDŽĚŞĚŠƥ ĿŠ ūƭƑ ĚēƭČîƥĿūŠîŕ ƎƑîČƥĿČĚƙȦ ØĚ ĺîDŽĚ î ČŕĚîƑ îŠē ƙĺîƑĚē ƭŠēĚƑƙƥîŠēĿŠij ūIJ Džĺîƥ ijƑĚîƥ ƥĚîČĺĿŠij ŕūūŒƙ ŕĿŒĚ îŠē ĺūDž ƥū ĿŞƎŕĚŞĚŠƥ ĿƥȦ

“The quality of an education system cannot exceed the quality of its teachers.”

TŠ ƑĚƥƭƑŠȡ DžĚ îƑĚ ČūŞŞĿƥƥĚē ƥū ƎƑūDŽĿēĿŠij îŠ ĚŞƎūDžĚƑĿŠij îŠē ƙƭƎƎūƑƥĿDŽĚ ŕĚîƑŠĿŠij ĚŠDŽĿƑūŠŞĚŠƥ IJūƑ îŕŕ ƙƥîIJIJȦ

¬ĿƑ qĿČĺîĚŕ îƑċĚƑ

Understanding the content

ƑĚîƥĿŠij î ƙƭƎƎūƑƥĿŠij environment

Maximising the ūƎƎūƑƥƭŠĿƥNj ƥū ŕĚîƑŠ

ČƥĿDŽîƥĿŠij ēĚĚƎ ƥĺĿŠŒĿŠij

Using assessment as a vehicle for learning

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OîDŽĿŠij ēĚĚƎ ƙƭċŏĚČƥ ŒŠūDžŕĚēijĚ ūIJ ƥĺĚ ČūŠƥĚŠƥ ċĚĿŠij ƥîƭijĺƥȡ ĚŠîċŕĿŠij ƙƥƭēĚŠƥƙ ƥū ċĚ îƎƎƑūƎƑĿîƥĚŕNj ČĺîŕŕĚŠijĚē îċūDŽĚ îŠē ċĚNjūŠē ƥĺĚĿƑ ƙƥîijĚ îŠē îijĚȦ

ūĺĚƑĚŠƥŕNj ƎŕĿŠijȡ îŠē ƙĚƐƭĚŠČĿŠij ƙŒĿŕŕƙȡ ČūŠƥĚŠƥ îŠē ŒŠūDžŕĚēijĚ ūDŽĚƑ ƥĿŞĚȦ

eŠūDžĿŠij ĺūDž ƙƥƭēĚŠƥƙ ŕĚîƑŠ ŠĚDž ČūŠƥĚŠƥȡ ƎƑĚȹĚŞƎƥĿŠij ČūŞŞūŠ ŞĿƙČūŠČĚƎƥĿūŠƙ îŠē ƙƥĿČŒĿŠij ƎūĿŠƥƙ ƑĚŕîƥĿŠij ƥū ƙƎĚČĿǛČ ƥĺĚŞĚƙ ūƑ ƭŠĿƥƙ ūIJ DžūƑŒȦ

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¡ƑūŞūƥĿŠij ƎūƙĿƥĿDŽĚ ƑĚŕîƥĿūŠƙĺĿƎƙ îŠē ĿŠƥĚƑîČƥĿūŠƙ ȳƥĚîČĺĚƑ ƥū ƙƥƭēĚŠƥȡ îŠē ƙƥƭēĚŠƥ ƥū ƙƥƭēĚŠƥȴ ċîƙĚē ūŠ Şƭƥƭîŕ ƑĚƙƎĚČƥȡ ČîƑĚȡ ƥƑƭƙƥ îŠē ĚŞƎîƥĺNjȡ ƑĚƙƭŕƥĿŠij ĿŠ ĺĿijĺ ŕĚDŽĚŕƙ ūIJ ŕĚîƑŠĚƑ ŞūƥĿDŽîƥĿūŠȦ

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ƑĚîƥĿŠij î ČŕĿŞîƥĚ ūIJ ČūŠƙĿƙƥĚŠƥŕNj ĺĿijĺ ĚNJƎĚČƥîƥĿūŠƙȡ ČĺîŕŕĚŠijĿŠij îŕŕ ƙƥƭēĚŠƥƙ ƥū ċĚ îČîēĚŞĿČîŕŕNj îŞċĿƥĿūƭƙȦ

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qîŠîijĿŠij ƥĿŞĚ îŠē ƑĚƙūƭƑČĚƙ ĚIJǛČĿĚŠƥŕNj ĿŠ ƥĺĚ ČŕîƙƙƑūūŞ ƥū ŞîNJĿŞĿƙĚ ƎƑūēƭČƥĿDŽĿƥNj îŠē ƙƥƭēĚŠƥ ČĺîŕŕĚŠijĚȡ DžĺĿŕƙƥ ŞĿŠĿŞĿƙĿŠij îŠNj DžîƙƥĚē ƥĿŞĚȦ

ūŠƙĿƙƥĚŠƥŕNj îƎƎŕNjĿŠij ČŕĚîƑ ČŕîƙƙƑūūŞ ƑƭŕĚƙȡ ƑūƭƥĿŠĚƙ îŠē ĚNJƎĚČƥîƥĿūŠƙ ƥĺîƥ ĺîDŽĚ ċĚĚŠ ċƭĿŕƥ ƭƎ ūDŽĚƑ ƥĿŞĚ îŠē ŞîŒĚ î ƙĿijŠĿǛČîŠƥ ĿŞƎîČƥ ūŠ ŕĚîƑŠĿŠijȦ

¤ĚĿŠIJūƑČĿŠij ƎūƙĿƥĿDŽĚ ƙƥƭēĚŠƥ ċĚĺîDŽĿūƭƑ îŠē ƥĺĚ ŠĚĚē IJūƑ ƙƥƭēĚŠƥƙ ƥū ƥîŒĚ ƎƑĿēĚ ĿŠ ĚDŽĚƑNj îƙƎĚČƥ ūIJ ƥĺĚĿƑ DžūƑŒȦ

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ūŠƙƥƑƭČƥĿŠij îŠē ƙĚŕĚČƥĿŠij IJūƑŞîƥĿDŽĚ îŠē ƙƭŞŞîƥĿDŽĚ îƙƙĚƙƙŞĚŠƥƙ îƙ DŽîŕĿē îŠē ƑĚŕĿîċŕĚ ŕĚîƑŠĿŠij ĿŠƙƥƑƭŞĚŠƥƙȡ Šūƥ ŏƭƙƥ îƙ measurement tools.

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qūēĚŕŕĿŠij îŠē ēĚČūŠƙƥƑƭČƥĿŠij ƎƑūČĚēƭƑĚƙ îŠē DžūƑŒĚē ĚNJîŞƎŕĚƙ DžĿƥĺ îƎƎƑūƎƑĿîƥĚ ƙČîIJIJūŕēĿŠijȡ ƥū ƙƭƎƎūƑƥ ĺĿijĺ ĚNJƎĚČƥîƥĿūŠƙ îŠē ƙƥîŠēîƑēƙ IJūƑ îŕŕ ƙƥƭēĚŠƥƙȦ 4.2

ČČƭƑîƥĚŕNj îŠē ĚIJIJĚČƥĿDŽĚŕNj îƙƙĚƙƙĿŠij ƙƥƭēĚŠƥ ƎƑūijƑĚƙƙ ūDŽĚƑ ƥĿŞĚȡ ŕĚîēĿŠij ƥū ēĿîijŠūƙƥĿČ ƑĚƙƎūŠƙĿDŽĚ ƥĚîČĺĿŠijȡ ċîƙĚē ūŠ ƙƥƭēĚŠƥ ŠĚĚēƙ îŠē ƑîƥĚƙ ūIJ ƎƑūijƑĚƙƙȦ 5.2

ÀƙĿŠij ĺĿijĺŕNj ĚIJIJĚČƥĿDŽĚ ƐƭĚƙƥĿūŠĿŠij ƥū ƥîƑijĚƥȡ ČĺîŕŕĚŠijĚ îŠē ƎƑūċĚȡ îĿŞĿŠij ƥū ŞîŒĚ îŕŕ ƙƥƭēĚŠƥƙ ƥĺĿŠŒ ēĚĚƎŕNjȡ DžĺĿŕƙƥ ČĺĚČŒĿŠij IJūƑ ƭŠēĚƑƙƥîŠēĿŠij îŠē misconceptions.

ēîƎƥĚē IJūƑ ƥĺĚ ƑĚƥě gĚîƑŠĿŠij ¹Ƒƭƙƥ IJƑūŞ ƥĺĚ /DŽĿēĚŠČĚ îƙĚē /ēƭČîƥĿūŠ ɃHƑĚîƥ ¹ĚîČĺĿŠij ¹ūūŕŒĿƥɄ ĚDŽĿēĚŠČĚ ƑĚDŽĿĚDžȡ cƭŠĚ ǨǦǨǦ 1.4

'ĚDŽĚŕūƎĿŠij îŠē ĚŠČūƭƑîijĿŠij ƑĚƙĿŕĿĚŠČĚ ĿŠ ƙƥƭēĚŠƥƙȡ ƙū ƥĺîƥ ƥĺĚNj ČîŠ ƥîČŒŕĚ ČĺîŕŕĚŠijĿŠij ƥîƙŒƙ DžĿƥĺ ČūŠǛēĚŠČĚ îŠē ĿŠēĚƎĚŠēĚŠČĚȡ ǛŠēĿŠij ƙūŕƭƥĿūŠƙ DžĿƥĺūƭƥ the fear of failure.

2.1

¡ƑĚƙĚŠƥĿŠij îŠē ČūŞŞƭŠĿČîƥĿŠij ŠĚDž ĿēĚîƙ îŠē ČĺîŕŕĚŠijĿŠij ČūŠČĚƎƥƙ DžĿƥĺ ČūŠČĿƙĚȡ îƎƎƑūƎƑĿîƥĚ îŠē ĚŠijîijĿŠij ĚNJƎŕîŠîƥĿūŠƙȦ

4

ĚĿŠij ƙĚŠƙĿƥĿDŽĚ ƥūȡ îŠē ƎƑūIJĚƙƙĿūŠîŕŕNj îDžîƑĚ ūIJȡ ƥĺĚ ƑîŠijĚ ūIJ ĿŠēĿDŽĿēƭîŕ ŠĚĚēƙ ūIJ ƙƥƭēĚŠƥƙȦ

/ŠƙƭƑĿŠij ƙƥîƑƥĿŠij ƎūĿŠƥƙ îƑĚ ČŕĚîƑ îŠē ČūŠƥĚŠƥ Ŀƙ ƎŕĚē DžĿƥĺ ĺĿijĺ ŕĚDŽĚŕƙ ūIJ challenge through accurate ƎƑĚȹîƙƙĚƙƙŞĚŠƥ ūIJ ƙƥƭēĚŠƥƙɄ ŒŠūDžŕĚēijĚȦ

2.4

ŠƥĿČĿƎîƥĿŠij îŠē ƑĚƙƎūŠēĿŠij ĚIJIJĚČƥĿDŽĚŕNj îŠē îƎƎƑūƎƑĿîƥĚŕNj ƥū ƎƑĚDŽĚŠƥ ƎūƥĚŠƥĿîŕŕNj ēĿƙƑƭƎƥĿDŽĚ ċĚĺîDŽĿūƭƑ ĿŠČĿēĚŠƥƙȦ 3.4

¤ĚijƭŕîƑŕNj ƑĚȹîČƥĿDŽîƥĿŠij ƎƑĿūƑ ŕĚîƑŠĿŠij ƥĺƑūƭijĺ ƑĚƥƑĿĚDŽîŕ ƎƑîČƥĿČĚȡ ĺĚŕƎĿŠij ƙƥƭēĚŠƥƙ ƥū ċƭĿŕē ČūŠŠĚČƥĿūŠƙ îŠē ĚŞċĚē ƥĺĿƙ ŒŠūDžŕĚēijĚ ƭŠƥĿŕ Ŀƥ Ŀƙ ǜƭĚŠƥ îŠē ƙĚČƭƑĚȦ 4.3

¡ƑūDŽĿēĿŠij ƙƥƭēĚŠƥƙ DžĿƥĺ ƥĿŞĚŕNj IJĚĚēċîČŒȡ ĿŠIJūƑŞĿŠij ƥĺĚŞ ĺūDž DžĚŕŕ ƥĺĚNj îƑĚ ēūĿŠijȡ ijƭĿēĿŠij ƥĺĚŞ ūŠ Džĺîƥ ƥĺĚNj ŠĚĚē ƥū ēū ƥū ĿŞƎƑūDŽĚ îŠē ijĿDŽĿŠij ƥĺĚŞ ūƎƎūƑƥƭŠĿƥĿĚƙ ƥū ēū ƙūȦ 5.3

4.4

¡ƑūDŽĿēĿŠij ƙƥƭēĚŠƥƙ DžĿƥĺ ƥĿŞĚ ƥū ƑĚǜĚČƥ ūŠ ƥĺĚĿƑ IJĚĚēċîČŒ îŠē ƥĺĚĿƑ ūDžŠ ŕĚîƑŠĿŠijȡ DŽîŕƭĿŠij ƥĺĿƙ îƙ îŠ ĚƙƙĚŠƥĿîŕ ƎîƑƥ ūIJ ƥĺĚĿƑ learning journey.

5.4

ØĚ ĺîDŽĚ î ¹ƑƭƙƥȹDžĿēĚ programme of professional learning ūƎƎūƑƥƭŠĿƥĿĚƙ DžĺĿČĺ enable our staff to be the ċĚƙƥ ƥĺĚNj ČîŠ ċĚ îŠē ēĚŕĿDŽĚƑ ƥĺĚ ĺĿijĺĚƙƥ ƐƭîŕĿƥNj ŕĚîƑŠĿŠij ĚNJƎĚƑĿĚŠČĚƙ IJūƑ ūƭƑ ƙƥƭēĚŠƥƙȦ

Professional Learning Elements

Face to Face Professional Learning Sessions

Half Termly ‘Teaching ¬ƎƑĿŠƥƙɄ

• GūƑƥŠĿijĺƥŕNj DŽūŕƭŠƥîƑNj ƙĚƙƙĿūŠƙ ēĚŕĿDŽĚƑĚē ċNj ƙƎĚČĿîŕĿƙƥƙ ĿŠ professional learning.

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All sessions relate to the half termly professional learning focus across the Trust.

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ūŕŕîċūƑîƥĿDŽĚ îČƥĿūŠ ƑĚƙĚîƑČĺ ijƑūƭƎƙ DžĺĿČĺ ČūŞĚ ƥūijĚƥĺĚƑ ƥū ēĚŕĿċĚƑîƥĚŕNj ƎƑîČƥĿƙĚ ūŠĚ ūIJ ūƭƑ ČĺūƙĚŠ ØîŕŒ¹ĺƑƭ ƥĚČĺŠĿƐƭĚƙ (taken from books by Tom ¬ĺĚƑƑĿŠijƥūŠ îŠē ~ŕĿDŽĚƑ îDŽĿijŕĿūŕĿȴȦ ŕŕ ƥĚČĺŠĿƐƭĚƙ ČĺūƙĚŠ ƑĚŕîƥĚ ƥū the half termly professional learning focus across the Trust.

“Leaders are establishing digital networks to share good practice across staff, with access to resources and discussion forums.” ~IJƙƥĚēȡ cƭŕNj ǨǦǨǨ

¤ĚijƭŕîƑ ¡ūēČîƙƥ /ƎĿƙūēĚƙ

Professional Reading

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GūƑƥŠĿijĺƥŕNj ƎūēČîƙƥ ĚƎĿƙūēĚƙ ĺūƙƥĚē ċNj g¹Ʉƙ 'ĿƑĚČƥūƑ ūIJ ¬Čĺūūŕ TŞƎƑūDŽĚŞĚŠƥȦ

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TŠƥĚƑDŽĿĚDžƙ DžĿƥĺ g¹ ČŕîƙƙƑūūŞ ƥĚîČĺĚƑƙ îŠē ¹Ƒƭƙƥ ŕĚîēĚƑƙ îċūƭƥ ĺūDž ƥĺĚNj îƑĚ ƥƭƑŠĿŠij ƑĚƙĚîƑČĺ ĿŠƥū ƎƑîČƥĿČĚ DžĿƥĺĿŠ ƥĺĚĿƑ ČŕîƙƙƑūūŞƙ îŠē ƙČĺūūŕƙȦ

¤ĚijƭŕîƑ ūƎƎūƑƥƭŠĿƥĿĚƙ ƥū ƑĚîē ƥĺĚ ŕîƥĚƙƥ ƑĚƙĚîƑČĺ îŠē ūƎĿŠĿūŠ ƎĿĚČĚƙ DŽĿî î ƎƑūIJĚƙƙĿūŠîŕ ƑĚîēĿŠij ijƑūƭƎ ŕĚē ċNj g¹Ʉƙ 'ĿƑĚČƥūƑ ūIJ ¬Čĺūūŕ TŞƎƑūDŽĚŞĚŠƥȦ

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ĚƙƎūŒĚ DžĚċƙĿƥĚ îŠē ŞūċĿŕĚ îƎƎȦ

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Central hub for collaboration and sharing of îƑƥĿČŕĚƙȡ ĿēĚîƙ îŠē îēDŽĿČĚ ċĚƥDžĚĚŠ îŕŕ g¹ ƙƥîIJIJȦ

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¡ƑūIJĚƙƙĿūŠîŕ ijƑūƭƎƙ DžĿƥĺĿŠ g¹ gĚîƑŠ îĿē IJūČƭƙĚē ČūŠDŽĚƑƙîƥĿūŠƙ ȳĚȦijȦ ƙƭċŏĚČƥ ijƑūƭƎƙȡ ƙČĺūūŕ ijƑūƭƎƙȡ ĚƥČȴȦ

“Trust leaders enable the headteachers to develop their own behaviour policies, contributing to good standards of behaviour across all schools.” ~IJƙƥĚēȡ cƭŕNj ǨǦǨǨ

Positive Environment • Our headteachers and Trust leaders foster a ČƭŕƥƭƑĚ ūIJ Şƭƥƭîŕ ƙƭƎƎūƑƥȦ ØĚ ċĚŕĿĚDŽĚ ƥĚîŞDžūƑŒ Ŀƙ ĚƙƙĚŠƥĿîŕ ƥū ƙĚČƭƑĿŠij ƙƭČČĚƙƙ IJūƑ ūƭƑ ƙƥƭēĚŠƥƙȦ • Our staff are actively encouraged to make ēĚČĿƙĿūŠƙ îŠē ƥîŒĚ ūDžŠĚƑƙĺĿƎ ūIJ ƥĺĚĿƑ ƑūŕĚƙȦ /DŽĚƑNjūŠĚ ĺîƙ î ƎîƑƥ ƥū ƎŕîNj ĿŠ îČĺĿĚDŽĿŠij ūƭƑ ƙƥƑîƥĚijĿČ îĿŞƙ îŠē ƙĺîƎĿŠij ƥĺĚ IJƭƥƭƑĚȦ • ~ƭƑ ƙƥîIJIJ ŞĚŞċĚƑƙɄ DžĚŕŕċĚĿŠij Ŀƙ î ƥūƎ ƎƑĿūƑĿƥNjȦ • Trust and school leaders actively manage and ŞūŠĿƥūƑ ƙƥîIJIJ DžūƑŒŕūîēȦ • ØĚ ĺîDŽĚ ĺĿijĺ ƙƥîŠēîƑēƙ ūIJ ƑĚƙƎĚČƥ ƥūDžîƑēƙ ūƭƑ ƙƥîIJIJ DžĺĿČĺ DžĚ ƑĚƐƭĿƑĚ îŕŕ DŽĿƙĿƥūƑƙȡ ƎîƑĚŠƥƙ îŠē ƙƥƭēĚŠƥƙ ƥū ƭƎĺūŕēȦ • ØĚ ƭƎĺūŕē IJîĿƑ îŠē ƥƑîŠƙƎîƑĚŠƥ DžūƑŒƎŕîČĚ guidelines and treat all members of our ČūŞŞƭŠĿƥNj DžĿƥĺ ƥĺĚ ƙîŞĚ ƑĚƙƎĚČƥȦ • Our schools are at the centre of local ČūŞŞƭŠĿƥĿĚƙ îŠē ĺîDŽĚ ƙƥƑūŠij ŕĿŠŒƙ DžĿƥĺ ƙƎūƑƥƙ Čŕƭċƙȡ îƑƥ ūƑijîŠĿƙîƥĿūŠƙ îŠē ČūŞŞƭŠĿƥNj ijƑūƭƎƙȦ

“Leaders anticipate and prepare for the Trust’s future needs.” ~IJƙƥĚēȡ cƭŕNj ǨǦǨǨ

Who Are We Looking For? Regardless of role*, we seek staff who: • OîDŽĚ ĺĿijĺ ĚNJƎĚČƥîƥĿūŠƙ ūIJ ƥĺĚŞƙĚŕDŽĚƙ îŠē ƥĺĚ ƎĚūƎŕĚ ƥĺĚNj DžūƑŒ DžĿƥĺȦ • ƑĚ ČūŞŞĿƥƥĚē ƥū ūƭƑ ¹Ƒƭƙƥ DŽîŕƭĚƙȦ • ¬ĺūDž ĿŠĿƥĿîƥĿDŽĚ îŠē îƑĚ ƑĚƙƎūŠƙĿDŽĚ ƥū ČĺîŠijĚȦ • OîDŽĚ ƙƥƑūŠij ĿŠƥĚƑƎĚƑƙūŠîŕ ƙŒĿŕŕƙ DžĿƥĺ ƥĺĚ îċĿŕĿƥNj ƥū ĿŠƙƎĿƑĚ îŠē ŞūƥĿDŽîƥĚ ūƥĺĚƑƙȦ

“The CEO and deputy CEO use their knowledge and experience to develop the expertise of staff.

Headteachers are extending the impact of their work by leading on Trust-wide initiatives.” ~IJƙƥĚēȡ cƭŕNj ǨǦǨǨ

• ƑĚ ČƑĚîƥĿDŽĚ ĿŠ ƥĺĚĿƑ îƎƎƑūîČĺ ƥū ƎƑūċŕĚŞȹƙūŕDŽĿŠijȦ • ƑĚ îċŕĚ ƥū ĿŠǜƭĚŠČĚ ĚIJIJĚČƥĿDŽĚŕNjȡ DžĺîƥĚDŽĚƑ ƥĺĚĿƑ ƑūŕĚȦ • ƑĚ ƥĚîŞ ƎŕîNjĚƑƙȦ

Ȝ¬ƎĚČĿǛČ ƑĚƐƭĿƑĚŞĚŠƥƙ îƑĚ ƎƑūDŽĿēĚē in the Job Description.

Teaching Staff

Ashleigh Powell qîƥĺƙ ¹ĚîČĺĚƑ îƥ sūƑƥĺîŕŕĚƑƥūŠ

Teaching Staff

ɁTŠ ƎƑĚDŽĿūƭƙ ƙČĺūūŕƙ T DžūƑŒĚē ĿŠȡ T Džîƙ ŒĿŠē ūIJ ŕĚIJƥ ƥū ŞNj ūDžŠ ēĚDŽĿČĚƙȦ OĚƑĚȡ ƥĺĚNj ĺîDŽĚ î DŽĚƑNj ijūūē ƙƥƑƭČƥƭƑĚ ūIJ ēĚDŽĚŕūƎŞĚŠƥȡ ƙū TɄŞ îċŕĚ ƥū ƥîŕŒ ƥū ƙūŞĚ ūIJ ƥĺĚ OĚîēƙ ūIJ ƥĺĚ ¹Ƒƭƙƥ ƥū ŞîŒĚ ĿŞƎƑūDŽĚŞĚŠƥƙ îŠē ƙĺîƑĚ ƎƑîČƥĿČĚƙȦɂ

Michael Cadell OĿƙƥūƑNj ʁ HĚūijƑîƎĺNj ¹ĚîČĺĚƑ îƥ sūƑƥĺîŕŕĚƑƥūŠ

Words From Our Staff

'ūŠŠîȹqîƑĿĚ ƑūƙŠîŠ ƙƙĿƙƥîŠƥ OĚîēƥĚîČĺĚƑ ūIJ ĚĺîDŽĿūƭƑȡ ƥƥĿƥƭēĚƙ ʁ ƥƥĚŠēîŠČĚ îƥ ¬ƥūŒĚƙŕĚNj ɁØĚ îƑĚ î ijƑūDžĿŠij ¹Ƒƭƙƥȡ ċƭƥ ĿƥɄƙ ijƑĚîƥ ƥĺîƥ DžĚ îƑĚ Šūƥ ijƑūDžĿŠij îƥ î ƎîČĚ DžĚ ČîŠɄƥ ŒĚĚƎ ƭƎ DžĿƥĺȦ ¹ĺĚ ¹Ƒƭƙƥ ĚŞċƑîČĚƙ Džĺū Njūƭ îƑĚ îŠē ijĿDŽĚƙ Njūƭ îƎƎƑūƎƑĿîƥĚ ČĺîŕŕĚŠijĚƙ ȶ DžĚɄƑĚ îŕŕūDžĚē ƥū ŞîŒĚ ŞĿƙƥîŒĚƙ ĿŠ ūƑēĚƑ ƥū ijƑūDžȦɂ

¬ƭƎƎūƑƥ ¬ƥîIJIJ

Ɂ ĚĿŠij ƎîƑƥ ūIJ ƥĺĚ ¹ƑƭƙƥɄƙ ijƑūDžƥĺ ĺîƙ ċĚĚŠ îŠ îċƙūŕƭƥĚŕNj IJîŠƥîƙƥĿČ ĚNJƎĚƑĿĚŠČĚȦ T IJūƭŠē î ƙƭƎƎūƑƥĿDŽĚ ŞîŠîijĚŞĚŠƥ ƥĚîŞȡ îŠ ĿŠČƑĚēĿċŕĚ ƙĚƥ ūIJ ČūŕŕĚîijƭĚƙȡ îŠē ƥĺĚ ūƎƎūƑƥƭŠĿƥNj ƥū ēĚDŽĚŕūƎ ĿŠ NjūƭƑ ČîƑĚĚƑ ƥĺƑūƭijĺ IJîŠƥîƙƥĿČ ¡'Ȧɂ

ɁTɄŞ ijĿDŽĚŠ ƎŕĚŠƥNj ūIJ IJƑĚĚēūŞ îŠē ƥĿŞĚ ƥū ƎŕîŠȡ ĚNJĚČƭƥĚ îŠē ČūūƑēĿŠîƥĚ DžĺîƥĚDŽĚƑ ƥîƙŒ îƥ ĺîŠēȦ TɄŞ ĿŠ ČūŠƙƥîŠƥ ČūŞŞƭŠĿČîƥĿūŠ DžĿƥĺ ƥĺĚ ¹ƑƭƙƥɄƙ ~ƎĚƑîƥĿūŠƙ ~IJǛČĚƑ ƥū ƙĚĚ DžĺĚƥĺĚƑ DžĚ ƑĚƐƭĿƑĚ îŠNj ƥƑîĿŠĿŠij ƙƎĚČĿǛČ ƥū ūƭƑ ƑūŕĚȦɂ

gĚîēĚƑƙĺĿƎ ¹ĚîŞ

qîĿŠƥĚŠîŠČĚ qîŠîijĚƑ îƥ ¤ĿČĺŞūŠē

¬ƭƎƎūƑƥ ¬ƥîIJIJ

Jon Giddens

Mick Fenwick

¬ƭƎƎūƑƥ ¬ƥîIJIJ

OĚîēƥĚîČĺĚƑ îƥ ¬ƥūŒĚƙŕĚNj Ɂ¹ĺĚ ¹Ƒƭƙƥ ŞĿƙƙĿūŠ ƙƥîƥĚŞĚŠƥ ūIJ ĺĚŕƎĿŠij ĚDŽĚƑNjċūēNj ƥū be the best that they can be permeates all of the ƙČĺūūŕƙȦ /DŽĚƑNjċūēNj DžūƑŒƙ ČūŕŕîċūƑîƥĿDŽĚŕNj ƥū îČĺĿĚDŽĚ ƥĺĿƙ ijūîŕȠ ƙƥƭēĚŠƥƙȡ ƙƥîIJIJȡ ƎîƑĚŠƥƙ îŠē ČîƑĚƑƙȡ ƥĺĚ ŕūČîŕ ČūŞŞƭŠĿƥNjȡ îŠē DžĿēĚƑ ƎîƑƥŠĚƑƙĺĿƎƙȦɂ

Ceri Dennis ēŞĿŠ qîŠîijĚƑ îƥ ¤ĿČĺŞūŠē

ƙƙĿƙƥîŠƥ OĚîēƥĚîČĺĚƑ îƥ ¤ĿČĺŞūŠē ɁT ǛŠē ƥĺĚ DžūƑŒ DžĿƥĺ ƥĺĚ ¹Ƒƭƙƥ ƙƭƎƎūƑƥĿDŽĚ îŠē ƎūƙĿƥĿDŽĚȦ Tƥ ƙĿijŠĿǛČîŠƥŕNj ĺĚŕƎĚē ŞĚ ƎƑūijƑĚƙƙ ĿŠ ŞNj ČîƑĚĚƑ ĿŠ ƥĺĚ ŕîƙƥ ǛDŽĚ NjĚîƑƙȦ ØĺĚŠĚDŽĚƑ T Džîƙ ƙƥƭČŒ ĿŠ ŞNj ŠĚDž ƙĚŠĿūƑ ƑūŕĚȡ T ĺîē ƎĚūƎŕĚ ƥū ƥƭƑŠ ƥū IJūƑ ƙƭƎƎūƑƥȦɂ

¬ƭƎƎūƑƥ ¬ƥîIJIJ

Tom Braham

gĚîēĚƑƙĺĿƎ ¹ĚîŞ

ɁTɄDŽĚ ƙĚĚŠ ĺūDž ƥĺĚ ¹Ƒƭƙƥ ĺîƙ ijƑūDžŠ ĿŠ ĚNJƎĚƑĿĚŠČĚ îŠē ƙĿǕĚȡ îŠē ĿƥɄƙ ċĚĚŠ î ijƑĚîƥ ūƎƎūƑƥƭŠĿƥNj ƥū DžūƑŒ DžĿƥĺ î ijƑĚîƥ ƥĚîŞ ūIJ ƎĚūƎŕĚȦ Tƥ ĚŠČūƭƑîijĚƙ Njūƭ ƥū DžūƑŒ ĿŠēĚƎĚŠēĚŠƥŕNj DžĺĿŕĚ ŒŠūDžĿŠij ƥĺîƥ Njūƭ ĺîDŽĚ ƥĺĚ ċîČŒƭƎ ūIJ î ƥĚîŞȡ ƙĺūƭŕē Njūƭ ŠĚĚē Ŀƥȣɂ

Rebecca Bainbridge OĚîēƥĚîČĺĚƑ îƥ qĿŕŕ OĿŕŕ Ɂ¹ĺĚ ċĚƙƥ ƎîƑƥ ūIJ ƥĺĚ ŏūƭƑŠĚNj ĺîƙ ċĚĚŠ DžūƑŒĿŠij DžĿƥĺ ƎƑūIJĚƙƙĿūŠîŕƙ Džĺū îƑĚ ĚNJČĿƥĚē îċūƭƥ ĚēƭČîƥĿūŠȦ Tƥ ČîŠ ċĚ DŽĚƑNj ĿƙūŕîƥĿŠij DžūƑŒĿŠij DžĿƥĺĿŠ î ƙČĺūūŕ ŏƭƙƥ ċNj NjūƭƑƙĚŕIJȡ ƙū ƥîŕŒĿŠij îŠē ƙĺîƑĿŠij ĿēĚîƙ DžĿƥĺ ūƥĺĚƑ ƎĚūƎŕĚ ĺîƙ ċĚĚŠ îŞîǕĿŠijȦɂ

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