MAT Executive Leader

Blackpool Multi Academy Trust are looking to appoint an Executive Leader to support us in the next phase of our development. This role will initially be at 0.5 FTE and for a fixed term of two years, as we expect the MAT to grow and develop over those two years, and for the role to require re-negotiation after that point.

We are looking for someone with ambition, vision, excellent communication skills and the knowledge and skills to support our schools to improve, and for our MAT to expand. We are currently re-negotiating the leadership structures across the MAT and have new members and a new Board. We now need an executive leader to drive the strategic leadership level to help our schools, our staff and our children reach their full potential.

We are open to applications from all areas, including serving heads and are open to possible secondments and alternative arrangements that could be usefully brokered during this fixed term period, leading to more permanent arrangements at the end of the tenure.

If you are interested, the full candidate application pack can be found at www.bmat.schudio.com or by contacting Mrs Annie Millard; annie.millard@park.blackpool.sch.uk or telephone: 01253 764130 The closing date for applications is noon on the 9th of March, shortlisting the week of the 12th March, interviews on the 20th April.

Candidate Pack Letter from the Board

C/O Park Community Academy 158 Whitegate Drive Blackpool Lancs FY3 9HF

Letter from the Board Dear Applicant, We are pleased you are considering this position in Blackpool MAT. We are a recent MAT, formed in 2013, and we are now looking for a part time Executive Leader who will take us into our next phase of development. This role is planned to be flexible, and the job description will grow and develop as the MAT continues on its planned route to expansion.

We are looking for a successful leader, who is able to be flexible going forward, adapting and building this role to meet the needs of our schools and our children. In return, we offer a competitive salary, a supportive board, and a shared resilience and drive to reach the very best for our children. You will need strong interpersonal skills, a passion for excellence and a determination to succeed. We work in a challenging area, and have a wide range of ages, ability levels and backgrounds across our MAT. This role will initially include the overarching CFO accountability, but with external financial management support as required for the fixed term period. Our structural re-design, plans for growth, and the interim workload to ensure this is successful, as well as emerging day-to-day leadership support, school improvement support and challenge are key components of this role during this fixed term period. You will need to work with our Heads to negotiate these new structures and to support our schools to all reach at least ‘Good’ Ofsted ratings.

If this sounds like the kind of role for you, we look forward to hearing from you, Chair of the Board, on behalf of the board.

Mrs L Stephen www.bmat.schudio.com/

Mission Statement

Blackpool Multi Academy Trust A Multi Academy Trust is a number of academies who agree to work together within an over-arching Trust Board drawn from members of each local governing body.

Blackpool Multi Academy Trust, established in September 2013, comprises Anchorsholme Academy (Primary), Devonshire Primary Academy (Primary) and Park Community Academy (Special School). This exciting partnership has the full backing of Blackpool Authority, which sees our MAT as a local solution to schools in challenging circumstances by providing school to school support.

Each school currently has its own Headteacher and Governing Body who have retained their existing powers and currently retain responsibility for security and spending of their own budget. The Trust Board has recently been revamped with new expertise and skills, and there is a period of change and growth coming to the Trust.

As a MAT, we work together to strive for excellence in all we do. We have a clear focus on school improvement to ensure that all of the children achieve the best possible outcomes in all areas of school life. Each school serves its own community and has its own unique identity. Now working together as one organization, led by a single Board of Directors, we are able to offer our children the highest possible standard of teaching and learning.

Once established, the Blackpool MAT applied to become a sponsor for Revoe Primary School, which is a local school causing concern and its application was successful. With support from the MAT, Revoe Learning Academy was established in April 2014. The aim of the MAT is to work with the Headteacher and staff at Revoe to bring about rapid and sustainable educational improvement and to support them every step of the way along their journey from special measures to being judged as a good school by Ofsted. Directors of the MAT were delighted when Revoe Learning Academy’s Nursery 1 received a no notice Ofsted inspection and was judged ‘good’.

Being part of a Multi Academy Trust has already provided the schools with a range of benefits. A number of staff have enhanced their personal and professional development through secondment opportunities and mentoring. There is now one Pupil Welfare Officer across the four MAT academies and an Educational Psychologist was appointed, to work across all four academies. Moderation and standardisation exercises have taken place across the MAT schools and joint events such as Behaviour Management. Park Community Academy has provided Positive Handling Training for its three partner schools, which was well received. The MAT Special Educational Needs Co-ordinators meet regularly to share good practice and the School Business Managers have secured economies of scale for a range of goods and services, including utilities and school uniforms.

Anchorsholme Academy Everyone in the school is encouraged to develop to his or her full academic and creative potential and to think, question, discuss and evaluate.

The school promotes personal and social development. Everyone is encouraged to join in a wide variety of experiences in addition to those associated with the classroom. The pursuit of ideals and qualities such as enthusiasm is encouraged.

Co-operation and care for others is fostered. Everyone is encouraged to explore his or her responsibilities at home, at school and in the local and global environment.

The school is staffed and resourced with this in mind and the curriculum is planned to offer the widest possible range of opportunities. Constructive parental involvement in the life of the school is encouraged and all parents are welcome to contact and to visit the school as they wish.

Devonshire Primary Academy At Devonshire Primary Academy we regard each of the children in our care as special and unique individuals. We recognise the entitlement or every child to have full access to a broad, balanced and differentiated curriculum, irrespective of gender, race, ethnicity, religion or particular needs. We aim to provide quality learning experiences within a happy, purposeful, stimulating environment where each child is encouraged and inspired to fulfil his or her potential.

Our aim is to develop the 'Whole Child' intellectually, physically, emotionally, socially and spiritually. We strive to foster a caring family atmosphere, where each child's needs are taken into consideration. We encourage the development of self-esteem and selfdiscipline where children take responsibility for their actions and we expect high standards of behaviour and respect for other people and their possessions.

Park Community Academy Park Community Academy is a vibrant, thriving, happy and successful school which aims to provide high quality educational provision for all of our children in a safe and secure environment which reflects care, happiness, enjoyment and success.

It is a Special Academy currently catering for boys and girls aged from 4 to 16 years. With effect from September 2015, PCA will be extending its provision to provide Post 16 education up to the age of 19.

The children who attend PCA have a wide range of learning needs including moderate to severe learning difficulties, complex learning difficulties associated with Autistic Spectrum Disorders and speech and language difficulties, sensory impairment, some complex medical needs and varying degrees of social emotional and behavioural needs associated with their SEND.

Revoe Learning Academy Here at RLA, we provide, and promote, a happy, safe and high achieving learning community where everyone is valued as a learner who really matters. Our children and families have decided to use RLA to stand for: Respect; Learn; Achieve.

We want to be a place of learning, where expectations for all are high, and there is strong communication between home and school to benefit the child.

RLA has its own Children’s Centre and pre-school Nurseries on site which means that we can provide for the needs of your whole family, including unborn babies! We can access a wide range of agencies for you and deliver many activities through our expert staff.

We pride ourselves on expecting, and supporting, all learners, child and adult alike, to achieve their best. We want to play a crucial part in your child’s growth – and we want to do this with you!

Our Structure Members

Board

Executive Leader Governors Anchorsholme Academy

Head Anchorsholme Academy

Governors Devonshire Primary Academy

Head Devonshire Primary Academy

Governors Park Community Academy

Head Park Community Academy

Governors Revoe Learning Academy

Head Revoe Learning AcademyMembers

Our leadership structure is under development, but this executive role will encompass that of school improvement consultant, broker of financial savings, negotiator of terms of delegation, and challenge as a governor on each of the school’s governing bodies. As of September, there will also be a board member allocated to each Governing body. This is to improve efficiencies of actions, ensure challenge and oversight, and to enable the Executive to have impact in each school.

For those schools in categories less than Good, the executive leader will have more time and resources allocated to ensure that those schools rapidly improve and will have performance management targets to that end. In order to aid this, there is likely to be more negotiation of strategic leadership delegated to the exec in the short term, until the school reaches at least a ‘good’ Ofsted rating.

Salary package - to be negotiated based on skills and experience, and pro rata 0.5 of FTE. Expectations are to be in the region of L40 Role structure: 0.5 FTE. The role requires sustained and substantial input, and the balance of this is to be at the discretion of the post holder, as to whether this is best as part days, full days or a combination. We are open to any head or school who wishes to discuss terms for a secondment, or any school who wishes to join the MAT as part of an arrangement for the Executive leader position.

Interview timetable Application close date: Friday 9th March 2018 Shortlisted candidates will be advised by the end of March and invited to interview.

Interviews for short-listed candidates will be held in one of the MAT schools on the 20th April with an opportunity to meet representatives of member schools, followed by an interview with the Appointments Committee and a series of tasks.

Our ambition is to appoint a candidate starting as soon as possible. The post holder must be prepared to reside within daily travelling distance of Blackpool.

Further information: if you would like to discuss this opportunity, please email Mrs Annie Millard annie.millard@park.blackpool.sch.uk or telephone: 01253 764130 who will be happy to make arrangements for one of the board to call you back to discuss the appointment.

How to apply Please submit the completed Application Form which includes your detailed CV and a personal statement saying in no more than four sides of A4 in succinct bullet point format why you think you are the person we need, and providing verifiable evidence of your experience, skills, abilities and knowledge.

Your application should include full contact details (address, daytime, home and mobile telephone numbers where applicable and email addresses) and details of 2 referees.

For each referee please provide name, position, organisation, telephone numbers and email addresses where known. One of these referees must be your current/recent employer. If you do not wish us to contact referees at this stage, please make this clear.

Please return your completed application either electronically to: Email: annie.millard@park.blackpool.sch.uk Alternatively, send a hard copy, marked ‘Strictly Confidential’ to: Chair of the Board, C/O Mrs A Millard, Park Community Academy, 158 Whitegate Drive, Blackpool, Lancs, FY3 9HF All appointments are subject to satisfactory references and eligibility to work in the UK. The Trust is committed to safeguarding and promoting the welfare of all children and young people and expects all staff to share this commitment. An enhanced DBS will be required. A probation period will be mandatory.

Job Description The Executive Leader will be appointed by the Board, to lead the academies to achieve the ambitions and aims of the Trust and will be accountable to the Board, line managed directly through the Chair and appointments committee. They will be required to report to the Board, to Members and other key stakeholders, including the DfE, the Regional Schools Commissioner and other statutory parties. The Executive Leader will advise the Board and lead the trust in a way to ensure compliance with all regulatory procedures, and in line with our newly established Trust mission statement and vision.

Principal Accountabilities and Responsibilities • Achieve the aims of the Trust, such as achieving at least good Ofsted outcomes, high expectations and achievement for all of our pupils.

• Working with the Board and the academies to develop the vision, plans and budgets, setting out how the Trust and its constituent academies will move forward towards the Trust’s strategic goals each year.

• Negotiate and agree delegations with the Board for the Local Governing Bodies and Heads of the member Academies for their day to day operations, while agreeing with the Heads which matters are most effectively discharged collectively, and taking control of managing these.

• Work strategically in local contexts, advising the Board of local nuances and needs.

• Develop and maintain strong working relationships with the Heads, Chairs of Governors, Governors, Trades Unions and other key personnel within the Academies and Trust, to ensure the effective and collegiate sharing of communication and knowledge.

• Convene and lead meetings of Heads and others across the Trust to deliver a collective and consistent strategy, determining the best means of costeffective and successful delivery.

• Maintain good relationships with the Professional Bodies, including Trades Unions.

• Review the progress of the Academies within the Trust, liaising with their Local Governing Bodies, and take action as necessary to ensure that progress and improvement is delivered and maintained, with a drive towards agreed levels of progress and the highest grade of external validation.

• To performance manage Heads in the Academy in partnership with the governing body and Board, to ensure accountability in compliance with all RSC requirements.

• Provide accurate and timely reports of activities and performance to the Board and all relevant stakeholders as required, devising succinct but informative summary reporting.

• Utilise the collective strengths of member schools for the benefit of all members of the Trust, so that students receive the best possible outcomes.

• Implement strategies for reputational management to ensure we sustain our reputation in local areas which will result in achievement of recruitment targets and maintain attendance.

• • • • • •

Overview the curriculum to ensure appropriate breadth, but without unnecessary specialist duplication. Support academies to prepare for inspection.

Work with finance leaders and staff both inside the Trust and externally as required, in order to drive efficiencies and collaborative working across the Trust, and to lead financial reporting and accountability.

Develop cross-academy strategies to support the economic life and well-being of the communities where we are represented, in the sharing of facilities and ideas.

Identify key agencies, individuals and groups that could enhance the work of the Trust and secure their partnership for the benefit of the Trust.

Develop strategies for the generation of additional revenue and resources for the Trust.

Support the Chair of the Trust in the management, recruitment and induction of Chairs and Governors for member Academies.

Oversight of new sponsorships / projects • Instigate and co-ordinate applications for the transfer of new schools into the Trust. Ensure appropriate due diligence and risk assessment is carried out and present such applications to the Board for consideration.

• Direct and manage transfers of schools into the Trust, ensuring that appropriate and timely project management is in place to achieve a smooth transition, complying with all appropriate protocols.

• Develop and monitor the project brief, budgets and effective reporting for the incoming academies and the Trust • In conjunction with the project team, assess the appropriate levels of human/skills resourcing which are required for an incoming school to meet its aspirations, and recommend proposals to the Board.

• Lead and Work alongside functional specialists as required to achieve objectives • Lead and Motivate incoming schools into the aims and mission of the Trust • Ensure the Board and academy schools are advised of current education policy issues.

Person Specification Professional competencies • Strategic planning and review skills, advanced analysis and evaluation skills.

• Finance – project costing and budgetary management • Resource management – estimating, monitoring and securing resources in a multi-tasking programme environment.

• Strong inter-personal skills in establishing relationships, both within the Trust and beyond, positively influencing stake-holders and partners.

• Programme and project management • Consulting – enabling partners to identify and/or clarify problems, and then developing and implementing appropriate solutions to address issues.

Essential skills and experience • Educated to degree level, and highly respected within the Educational sector, fully aware of Government policy, school management, and strategies for improving education outcomes.

• Strategic planning – reviewing progress against plans in terms of standards, performance and finances, and taking decisive action as necessary • Strong influencing, negotiation and advocacy skills • Proven experience of motivating and leading effective teams and delivering projects in a multi-skilled environment, to meet project objectives.

• A successful track record of building effective working relationships at all levels and reinforcing partnership.

• Successful school improvement experience • Sound judgement, ability to identify and escalate critical issues/risks effectively, and a proactive pragmatic approach to problem resolution • Ability to lead from the front with respected presence and gravitas mixed with collegiality.

Desirable skills and experience • Experience of working with, and/or on behalf of, young people.

• Successful inspection experience, either as a school leader or as a practicing inspector • Financial acumen and ability to manage budgets.

Behavioural competencies • Pragmatic, action orientated, outcomes focused • Excellent and adaptable communication skills • Adaptable and flexible team player who is willing and able to take the lead.

• Business/commercial awareness • Resilient and able to adapt to emerging situations Personal attributes • Confident, calm, comfortable in a range of settings, • Passionate about understanding the needs of pupils and seeing young people achieve their potential.

• Ambitious • Empathic, able to adapt to situations with respect and sympathy to contexts, yet able to sustain actions to a desired outcome.