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Description
MOULSHAM HIGH SCHOOL
Job Description
Job Title: Deputy Headteacher - Quality Of Education (L17-21)
Accountable To: Headteacher.
The role of Deputy Headteacher Quality of Education is pivotal to the schools continued
success. The standard of education we provide was judged to be exceptional by Ofsted in
November 2024, having already been graded outstanding in January 2020. We have
consistently been the highest performing non-selective, non-religious school in Essex. The
ability of students on entry to the school is not significantly different to national average yet
Progress 8 has been well above the national average for the last 7 years. In 2024 it was in
the top 9% of all schools nationally. We are particularly proud that all our students achieve
at least 8 qualifications aged 16 regardless of their ability on entry. Also, in 2024, 82%
students achieved grade 4+ in English and maths, with 63% securing grade 5+ in both
subjects. Attainment 8 was 56.4. A level results are consistently ALPS 3 or higher. In 2024
A level APS was in the top 24% of all schools nationally while Applied General APS was in the
top 9%. The Sixth Form is fundamental to the schools success, having grown in size to 330
in recent years.
This vacancy has arisen due to the current postholder taking up a new leadership challenge
in Cambridgeshire from September 2025. The role will provide the successful candidate
with a fantastic platform for further promotion.
The Senior Leadership Team consists of two Deputy Headteachers, five Assistant
Headteachers and an Associate Member of SLT. The Senior Leadership Team meet weekly.
Agenda items focus on driving the school forward to beyond outstanding. We are not
complacent and firmly believe that the best is yet to come.
Roles And Responsibilities
The postholder is accountable for the Quality of Education across Years 7-13. This includes:
Ensuring that all priorities in the School Improvement Plan, relating to the Quality of Education are met.
Leading a team of nine Heads of Faculty and line managing some of these.
Ensuring that each subject has detailed, logically sequenced curriculum plans which set out what should be learnt by the end of each stage, how this will be embedded into long term memory and how new knowledge, skills and understanding will be assessed.
Ensuring that curriculum plans are followed consistently by all staff.
The options processes in Year 9 and Year 11. Line managing Assistant Headteachers as appropriate.
Leading an ongoing programme of quality assurance (including book scrutinies, learning walks, consistency checks and student voice) to monitor the quality of teaching, learning and assessment, recognising good practice and taking appropriate steps if there is cause for concern.
Setting data entry deadlines for Years 7-13 and ensuring they are met by all staff.
Liaising with the data manager to ensure that, after each data entry, relevant progress and attainment data is provided for the Headteacher, Senior Leadership Team, Heads of Faculty and Standards and Progress Leaders. Analysing whole school, subject, class and student level progress/attainment data, identifying areas for improvement and ensuring that Heads of Faculty put appropriate and effective intervention in place to address these. Leading the 3 weekly meetings of the Year 11 Progress 8 group and the half-termly meetings of the Year 10 Progress 8 group. Organising and monitoring attendance at all whole school interventions for Year 11 and Year 13, including SLT resits, period 6s, the use of external providers and holiday revision sessions. Liaising with the data manager to set every student a challenging but attainable target each academic year, according to the schools flightpath. Liaising with the data manager to ensure that data sheets are sent home in line with the school calendar. Setting agendas for the fortnightly meetings between Heads Of Faculty and their SLT line managers, reviewing the feedback from these and following it up with appropriate action.
Ensuring that each faculty has at least one enrichment activity within the taught curriculum per half-term.
The performance management of staff as allocated by the Headteacher. The format, completion and quality assurance of reports in Years 7-10.
Managing delegated budgets effectively.
Transition links with our main feeder schools. Assisting with the recruitment of new staff.
The Postholder Also
Teaches 14 lessons a fortnight.
Attends a daily briefing with the Headteacher and Deputy Headteacher Behaviour, Safeguarding and Attitudes.
Chairs the 3 weekly meetings of the SLT/Heads of Faculty group. Attends all SLT meetings.
Attends G.C.S.E. and A level results days.
Attends the termly Local Governing Committee Meetings and serve these with reports as required.
Attends school functions as required, including those held in the evening. Has a high, visible presence around the school, including by leading a duty point at break and lunchtime.
Acts as an advocate for the Bridge Academy Trust, supporting and liaising with other Trust schools and staff as appropriate.
Note
All staff at Moulsham High School are expected to:
Participate in the performance and development review processes, taking personal responsibility for identification of learning, development and training opportunities in discussion with their line manager;
Comply with individual responsibilities, in accordance with the role, for health & safety in the workplace;
Ensure that all duties and services provided are in accordance with the schools Equal Opportunities Policy.
The duties above are neither exclusive nor exhaustive and the post holder may be required
by the Headteacher to carry out appropriate duties within the context of the job, skills, and
grade.
The Local Governing Committee is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The schools Child Protection and Safeguarding policies can be found on the school website: www.moulshamhigh.org.
This post is subject to an enhanced DBS check and is not suitable for anyone who has been barred in any way from working with children.
(February 2025).
MOULSHAM HIGH SCHOOL
PERSON SPECIFICATION: DEPUTY HEADTEACHER
(QUALITY OF EDUCATION)
QUALIFICATIONS Essential Desirable Good Quality Honours Degree v
PGCE or equivalent in secondary education v Qualified teacher status v
Experience
A minimum of three years experience at Senior Leadership level.
Successful experience of leading/managing aspects of the curriculum and teaching, learning and assessment at senior leadership level.
Proven success at being accountable for the academic outcomes of students at senior leadership level.
Experience of line managing curriculum leaders, using coaching as a model to ensure their ongoing professional development.
Evidence of appropriate professional development in preparation for deputy headship.
v
Experience of delivering high quality INSET to teaching staff.
Knowledge And Skills
Up-to-date knowledge of the requirements of the National Curriculum and other compulsory subjects at secondary level.
Familiarity with a range of external data, including the ISDR, and the ability to use this for school improvement.
The ability to analyse internal data accurately and the ability to use this for school improvement.
Knowledge of a wide range of effective intervention strategies, the ability to implement these across the curriculum and monitor their impact.
The ability to lead a team of senior staff in working collaboratively to sustain outcomes that are well above national across the curriculum.
The ability to hold others to account and manage difficult conversations.
Knowledge of the current Ofsted framework and an understanding of the concepts of curriculum intent, implementation and impact.
v
The ability to work quickly and effectively to resolve day- to - day issues and progress more significant work.
The ability to communicate clearly and effectively in writing and verbally to a variety of audiences.
Knowledge of how skilful curriculum planning enables learning to take place and all students to make exceptional progress.
Understanding of best practice in monitoring the quality of teaching, learning and assessment across key stages.
An understanding of the barriers to learning faced by disadvantaged and SEND students and the strategies that can be used to overcome these.
v
An understanding of strategies for improving the reading fluency and comprehension of all students across all key stages and the ability to monitor the impact of these.
v
Personal A willingness to work outside the normal working week, including during school closure periods if required.
A commitment to continuing personal development. v
Academic rigour. v General
Good attendance and punctuality record. v
Professional dress. v
J. Mead.
Headteacher.
