Headmaster

JOB DESCRIPTION: DEPUTY HEAD ACADEMIC (DHA)   Line managed by the Headmaster  Line manager to;  Assistant Head Academic (AHA)  Heads of academic faculties and departments. (HODs)  OVERVIEW  To be the SLT member responsible for pupil academic performance whilst managing all contributory factors such as teaching quality by working with the AHA.  To be responsible for collating and analysing data pertaining to pupil progress and outcomes  RESPONSIBILITIESStrategic  Oversee and develop the school’s academic strategy, vision and objectives  Recommend to the Headmaster future academic priorities  Represent the Headmaster at meetings with school Directors as required  Leadership  To work with SLT to keep the school “ISI inspection ready”, with particular focus on academic facets of the ISI framework  To take the lead with the academic strands of the School Development Plan  To chair the Academic Planning Committee (APC)  To curate the annual Academic Planner of key academic dates; report deadlines, assessments etc  To oversee all facets of internal assessments including mock Public Examinations  To lead the AHA, AHKSs & HoDs, with particular focus on target setting and monitoring  To lead on the Gardener Award, working with the relevant personnel within the Gardener Group  To promote an ethos of academic rigour, challenge and excellence within a supportive whole-school environment  To oversee and deliver termly data meetings to the Board, the Post Examination Performance Review (PEPR) and Departmental SEFs – working with the AHT&L to agree targets and action plans  Liaise with the DHP with regard to IEPs, EHCPs and other third party pupil profiling needs  Curriculum  Oversee curriculum planning & innovation  Oversee the work of the Head of Careers, ensuring compliance with the Gatsby Benchmarks  Staffing  To assist the Headmaster in the appointment of outstanding teaching professionals  To lead on teaching staff performance management  To lead on staff appraisal including CPD, working with the AHT&L in managing and monitoring teaching staff appraisals  To lead on academic middle management training for their role and for succession to senior positions.  Pupil performance  To be responsible for the setting of academic performance targets, monitoring progress against them and evaluating outcomes.  Providing academic data to SLT for analysis.  Work with the AHA:to review and evolve the monitoring of pupil progress  to review and evolve school reporting protocols to ensure that pupil reflection is at the heart of pupil progress  to ensure that “pupil challenge” is a core feature of Kew House learning  To review pupil tracking data outcomes from the AHA to identify areas and pupils with need of intervention and extension  

DEPUTY HEAD Pastoral (DHP)  OVERVIEW To be the SLT member responsible for securing the highest level of pastoral care.  Creating and sustaining a pastoral environment that leads to positive pupil progress and the building of personal resilience, whilst reacting to emerging safeguarding and wellbeing issues. To be the school’s DSL Line managed by: Headmaster Line management of: Assistant Head Pastoral (AHP), the Heads of Year (HoY) and the pastoral roles of all PTs The pastoral, safeguarding and wellbeing aspects of the SENDCOs Responsibilities Strategic Oversight of all aspects of the pastoral care and pupil well-being in the school, including the Assistant Head Pastoral (AHP), the Designated Safeguarding Lead (DSL).  Together with the Assistant Head Pastoral (AHP), ensure all relevant staff training is up-to-date for safeguarding issues.  Maintaining and building good relationships with all those involved in the development of pastoral care including parents, staff and external individuals and institutions.  Responsible for making significant contributions to the development of key strategic decisions such as the definition of annual whole school priorities. Maintaining and strengthening strategies that lead to good behaviour and high performance by pupils. Develop the school’s wellbeing and safeguarding culture Oversee the school’s pastoral strategy Recommend to the Headmaster future wellbeing and safeguarding priorities both in response to statutory guidance e.g. KCSIE, and best practice. Represent the Headmaster at meetings with school Directors as required  Leadership To work with the SLT team to keep the school “ISI inspection ready”, with specific responsibility for the pastoral provision. To take the lead with the pastoral strands of the School Development Plan To chair the Pastoral Committee – Heads of Year (HoY), plus the Assistant Heads of Key Stage as required To lead the AHP & HoYs, with particular focus on pastoral concerns with AHP and AHKS monitoring through analysis of MyConcern and Class Charts data To engage with pastoral aspects of the Gardener Award, working with the relevant personnel within the Gardener Group To promote a culture of safeguarding challenge within a supportive whole-school environment To evolve and maintain parental engagement with key Pastoral and Safeguarding concerns as appropriate – educating parents to adolescent concerns  To work closely the AHP and third parties in the support of pupil needs; pastoral safeguarding and wellbeing.  Such parties may include statutory authorities such as social services and police, as well as professionals engaged by parents to support the needs of their child(ren). Wellbeing  Lead the school community in developing strategies to enhance pupil and staff wellbeing  Staffing To assist the Headmaster in the appointment of outstanding teaching professionals To facilitate staff CPD as appropriate to the safeguarding and wellbeing needs of the community. Pupil issues To coordinate PTs via the HoYs in all aspects of pastoral, safeguarding and wellbeing as needs arise To work with the Deputy Head Academic (DHA) to continue to develop and strengthen systems for effective monitoring of pupil progress with a particular emphasis on liaison with and leadership of the pastoral teams. Maintain the records of pupil searches and the bullying log. To monitor the Heads of Year as they scrutinise pupil absences. 

ASSISTANT HEAD KEY STAGE 3 (AHKS3)  Line managed by the HM This role is primarily focused on supporting the academic progress of the pupils within the Key Stage, as they approach the selection of GCSE subjects.  The AHKS3 coordinates the academic and pastoral team around the child; liaising with PTs, class teachers, HoYs and HoDs to ensure that pupil progress is maintained. Expectations to act as a role model for both staff and students to maintain an effective presence in and around the school to maintain a code of behaviour which promotes high quality teaching, effective learning, high standards of achievement and good behaviour liaison between parents and staff on academic, pastoral and behaviour issues; promoting and celebrating pupil achievement through assemblies / newsletters monitoring and setting of pupil targets based on prior attainment and MIDYIS data to work with subject leaders to ensure realistic targets for attainment are set correctly identification of, and support for underachieving pupils – meetings with staff / parents to assist in the selection and management of Extended Study Project students each year monitoring and enforcement of attendance and punctuality checking final reports/grades prior to release to parents assisting in the interviewing of prospective students joining KS3 attendance at, and contribution to key stage 3 parent events conduct assemblies; assist and coordinate KS3 Gardener Award Days checking final reports/grades; maintenance of pupil pastoral records; regular monitoring of standards within pupil planners and portfolios across the Key Stage; support with the organisation of whole school events including options and curriculum evenings any other task as may be reasonably required by the Headmaster. Admissions Tutor roll Taking a lead role in the Year 7 admissions process organising Year 7 transition, including induction and taster days Regularly reviewing the achievement and commitment of pupils to their studies, using performance and assessment data to identify and track individuals and groups of pupils who are underachieving Implement strategies for maximising the progress and achievement of all pupils in the year groups 7 and 8 Providing introductions to new parents to the school and maintaining effective contact with parents Taking overall responsibility for student behaviour, attendance and appearance within the Key Stage The above responsibilities are subject to the general duties and responsibilities for a teacher contained in the statement of conditions of employment. This job description is not necessarily a comprehensive definition of the post. It is subject to review and may be modified or amended following consultation with the post holder. 

JOB EXPECTATIONS Head of academic department Academic Departments are the key teams for improving our academic culture and HoDS the key leaders in the process. One of our primary goals is to ensure greater consistency of (best) practice across departments so there is systemic provision.  This document provides a unifying job description of the role of the academic Heads of Department (HoDs) at Kew House School.  The points below represent the “HoD Expectations” and whilst a unifying blueprint, there is acceptance that unique needs of departments may vary, and these variances will be included in specifically named HoD Job Descriptions.  DEPARTMENTAL HANDBOOK Integral to this is the Departmental Handbook – which provides a succinct but convincing guide to the good professional processes at work. The requirements of the Handbook sit alongside the HoD Job Description to form; HoDs Expectations1.  The Departmental Handbook is best viewed as a working document, subject to regular review, revision and development. Above all, it should be user-friendly (to an outsider as well as to the team) and genuinely reflect what happens in the department. It will also be collaborative and exemplify good teamwork.  The Handbook should be published online, accessible to Staff only – all teachers not just those of the department. There is no expectation that this document will ever be produced in hardcopy.  To ensure consistency and common standards across the departments, there are certain agreed mandatory elements to be included. They are as follows:  Programme of Study [PoS] – a term by term breakdown by Year group of the broad topic areas to be studied. Schemes of Work [SoW] – a detailed, chronological breakdown of each term by Year group indicating how the sequence of lessons will build up to completing the PoS. A good SoW would contain hyperlinked resources, page references for key textbooks, extension ideas/resources and a clear indication of common assessments. It may not be appropriate to have a lesson-by-lesson breakdown but certainly a week cycle should be indicated. Aside from the content above, HoDs may choose to highlight other facets of learning such as key skills, SMSC or FBVs. All department meetings should commence with a review of progress against the SoWs. If an ECT, new to the School can follow the SoW then it is fit for purpose. The SoW should be reviewed at least annually, and this may be best achieved by delegation (if possible). A version of the SoW must be made available online for pupils to access. This may be a copy of the (hidden) Staff SoW without assessment resources included. Minutes of regular meetings – these may be limited to key action points from the meetings but must be an accurate record of decisions taken. The following standing items included: Where are we? - tracking progress across each Form v. SoW The Good, the Bad & the Ugly - highlighting pupils for feedback to Tutor & HoS Work Scrutiny - one year group each meeting - discursive and supportive, with the following meeting’s focus agreed. Good practice – a show and tell Larger departments may want to ask for contributions to items (a) and (b) in advance to speed up discussion and minuting during the meeting. This could easily be facilitated with the creation of a Form.  Departmental Policies – for example, type of homework tasks, and any specific marking or feedback  Roles & Responsibilities - a clear explanation of roles and delegation, including MAT and LS liaison.  PEPR, SEF & DDP – the Post Exam Performance Review (PEPR) of Public Examinations is the most important evidence-based basis for a review of departmental outcomes.  The PEPR has strict timeline and includes a stipulation that Heads of Academic Departments must work to specific deadlines and be available on the two results days of August. The SEF builds from the PEPR and may be limited in terms of identifying next steps for departmental development but should not diverge from the School Development Plan.  Departmental or Subject Performance Reviews – providing a clear focus for next steps for Department Development and ongoing reflections from the 3 strands of ISI Evidence – H, I and J below.  Records of Lesson Observation – each member of the department should have a recorded Lesson Observation [LO] at least twice per year. The LO does not have to be completed by the HoD but the follow up, with reflections and/or any follow-up to be raised in AMTL meetings and recorded in those minutes  Records of Work Scrutiny - and follow-up, to be discussed in SLT line manager meetings and recorded in those minutes  Monitor Class Charts data to ensure "fair usage" across the department's teachers  Pupil Feedback – responses to departmental level comments only to be recorded e.g. the nature of the options chosen, atmosphere and fabric of the accommodation. The HoD, class teacher or Senior Leader may capture Pupil Feedback, with the responses collated by the HoD and shared with the class teacher. All teachers will be asked to comment on “How they have responded to Pupil Feedback” in their Appraisal”  Departmental INSET Plans & Priorities - plus any feedback or requests  SEN & EAL provision – any specific and additional departmental support for the differentiated learner in their subject. Extension and Enrichment opportunities in the subject – for example using support timefor subject seminars, pupil lectures, trips off site, external competitions, etc.  Risk Assessments plus a list of equipment and resources – where appropriate – a mandatory part of the H&S culture of the School, generated with the H&S Officer, a copy of which should be accessible online. Cover – the HoD should be aware of any cover requests made by the department – in case they can facilitate intra-departmental cover. If the HoD is on site during a cover period in their department, they should try to attend the beginning of the cover lesson to ensure the pupils can get on with the cover work set. Budget – the HoD is responsible for making realistic budget requests and maintaining their departmental spending within the apportioned annual budget.  

Job Divisions within the structure – detailed JDs to be drafted within the broad framework outlines below:  Exams Officer & SEN Administrator; All aspects of the administration and organisation of external examinations including Exam Board liaison, timetabling, invigilator scheduling, exam room set up, results and remark administration and communication etc. Aspects of internal examinations (e.g. timetabling and resourcing of January mocks) as required to support the SMT. SEN administration; supporting the SENDCo with the administration of pupils with SpLD and examination Access Arrangements. First Aider - assist with first aid as directed   

 Job Description: Designated Safeguarding Lead Job Title: Designated Safeguarding Lead (DSL) Line Management:  Deputy Head Pastoral Salary Dependent on experience  General:   The Safeguarding Lead will be the first point of contact for staff members for all Safeguarding concerns. They will be leading and ensuring child protection practice at Kew House School. They will report and coordinate safeguarding incidents with social care services and relevant reporting authorities.  They will be responsible for developing and delivering training programs to school staff and updating relevant policies, procedures, and guidance as necessary   Promoting Safeguarding Practices: Ensure positive safeguarding procedures and practices within the Senior and Junior   Schools. Act as an approachable figure for staff and students to discuss safeguarding concerns. Collaborate closely with the Senior Management Team (SMT), pastoral team, well-being team, medical staff, and boarding staff to address concerns promptly and support staff. Legislative and Policy Adherence: Stay informed about changes in legislation, guidance, and best practices to update    school policies and procedures accordingly. Ensure compliance with national and local safeguarding legislation and guidance. Ensure the child protection policy is updated yearly and includes statutorily required updates.  Case Management and Referrals: Attend or coordinate attendance at Child Protection (CP) and Child in Need (CIN) meetings. Manage and assess safeguarding information and take appropriate action. Make referrals to local authorities, the Local Authority Designated Officer (LADO), the Channel programme, the Disclosure and Barring Service, and the police as necessary. Maintain secure records of safeguarding concerns and actions taken.  Training and Development: Assess and coordinate the safeguarding training needs of all staff and volunteers. Deliver and oversee safeguarding training, ensuring staff are kept informed of good practices and new legislation. Ensure all staff have access to and understand the school’s Child Protection Policy.  Communication and Collaboration: Act as a source of support, advice, and expertise for all staff on child welfare and child protection matters. Liaise with the headteacher, SMT, and the school’s nominated Governor for Safeguarding. Maintain strong communication links with external agencies, local authorities, and the police.  Online Safety and Well-being: Oversee the management of the school’s online reporting systems for pastoral and low-level concerns. Address specific needs related to online safety, including risks for students with Special Educational Needs and Disabilities (SEND).  Documentation and Reporting:  Keep detailed, accurate, and secure written records of concerns and referrals.  Ensure timely and secure transfer of child protection files when students leave the school.  Availability:  Be available during working hours to discuss any safeguarding concerns, with provision for exceptional circumstances via phone or online.  Arrange cover for out-of-hours activities as needed. 

HEADS of YEAR Line managed by the Deputy Head Pastoral (DHP). Line manager to a designated subset of PTs, monitoring and reviewing PT performance, as part of the PT programme and quality assurance of pastoral care of the school, reporting to the DHP. Job Description – The duties outlined in this job description are in addition to the professional duties of teachers. The purpose of this job description is to set out the specific duties and responsibilities of a Head of Year additional to the responsibilities commensurate with a teacher’s role. Expectations To monitor and track academic performance by analysing assessment data published in the module reports and providing summative reports for SMT. To monitor the quality of learning experienced by the year group, liaising with heads of departments and offering support and guidance where necessary. To coordinate intervention with the SENCo. To monitor attendance figures, providing support and return strategies to school refusers. To initiate meetings with parents in a timely manner. To take a leading role in the management of pupil disciplinary issues to a satisfactory conclusion. This will include timely briefing / referrals to members of the SLT.  To monitor, record and communicate incidents of poor behaviour / bullying. Analyse behavioural trends and provide support, using Class Charts and behavioural logs and report to SLT. To instigate the appropriate level of sanction. (In consultation with deputy heads). To support the examination officer in the preparation and implementation of public examinations To contribute to the management of whole school events To attend school events involving members of the specific year group e.g. school productions, music festivals, carol service, etc To be an accessible presence to pupils at the start of each working day (08:00am to 08:30am) as per the duty schedule To be available to parents (meeting or call) until 5pm. To support (when necessary and appropriate) the DSL (and other external agencies) in the sensitive management of safeguarding disclosures. To lead year group assemblies.  Specific responsibilities Organise and lead pastoral parents’ meetings ensuring minutes are kept and circulated. Monitor, assess data and develop student progress. Support the CPD of personal tutors. To be involved in decision making and pastoral policy development across the school. Assist in the implementation of school policies and procedures e.g. Equal Opportunities, Health & Safety, Race Equality etc. Ensure the effective operation of the school’s pastoral, academic and behaviour policies and ensure adherence to these within the assigned year group. Contribute actively to the school’s programme of self-evaluation particularly in relation to the review and development of the pastoral curriculum and its impact. This will involve attending scheduled meetings with the full pastoral team. Participate in progress meetings with core department heads, SENCo and others to closely monitor student progress in the year group, putting in place effective and timely interventions. Monitor the progress of students using data, working with the SEN team, liaising with the PT and senior leaders. Use data to identify the achievement and underachievement of individual students and specific groups e.g. boys/girls - ethnic groups within the assigned year group. Establish appropriate intervention strategies to support students in their learning to help ensure achievement and to extend achievement. Co-ordinate, view and comment where appropriate upon students’ reports within the assigned year group. Organise and take part in progress meetings as appropriate. Actively support the Deputy Head Academic and the Assistant Head Teaching & Learning in promoting learning across your assigned year group. Organise events that raise the profile of the year group e.g. presentation assemblies, year group achievement notice board. Lead and present year assemblies. Student behaviour Assist in the implementation of the school’s behaviour management policy and procedures so that effective learning can take place. Monitor attendance and punctuality interviewing where necessary in liaison with PTs, Heads of Key Stage and Deputy Heads. Maintain up to date behaviour reports and conduct logs with clear strategies for improvement in place. Liaise with DSL assisting with external agencies re counselling, CAMHS and safeguarding issues. Promote actively the development of effective pastoral links with external agencies to support students. Eg Mental Health services Make contact with parents / guardians to discuss student behaviour. Student guidance and Support Get to know all students in the year group as well as possible. Maintain contact with parents of students in the year group. Take positive steps to prevent and tackle all types of bullying and support victims of bullying. Support systems of rewards and sanctions across the year group. Be responsible for the welfare, appearance, discipline and pastoral care of the year group.  Head of Year 7 and school transition - additional responsibilities The Head of Year 7 and transition has additional responsibilities with respect to the transition of Year 6 pupils from feeder schools and their transition to KHS Year 7.  These responsibilities form a part of the admissions process to the school, placing the HoY7 within the fuller “Admissions Team”, comprising; Registrar, Admissions Tutor and Deputy Heads To be an active part of the Admissions Team Liaising with all aspects of the Year 6 transition group; e.g. SENCO, Admissions Tutor, Registrar Liaising with the GSG prep school, providing insight into future pupils Building relationships with other feeder schools as appropriate, working with the Admissions Tutor to enhance the connectivity of KHS to the feeder schools Organise and attend the Year 7 residential experience Promoting the successes of Year 7 pupils to feeder schools Organise the Year 6 taster days in June Organise the Year 6 pupils into four class groups that are based on primary school, ability, gender and siblings  

JOB DESCRIPTION  HEAD OF SIXTH FORM This is a Senior Leadership Team (SLT) role within the management structure of the school.  The SLT comprises; the Headmaster, Senior Deputy Head, Deputy Head Pastoral, Deputy Head Academic and the Head of Sixth Form. Purpose-Shaping the Future Establishing values and vision Promote the ethos of the school and provide a secure learning environment for all students and staff. To play a key role in elaborating the school development plan.  To play a part in developing the school. To contribute in the completion and review of all school plans including the SEF.  To meet regularly with the Headteacher and SMT members to discuss all aspects of planning and evaluation for 6th form. To contribute to the school behaviour policy and procedures. To promote Community links through a range of enrichment programmes. To observe and monitor Teaching and Learning in the Sixth Form and managed departments.  To support the school community and work for its general well-being. To participate in any new initiatives organised as directed by the Headteacher. To be directly involved in overseeing the monitoring and evaluation process in school.  To have an active presence around the school, at break, lunch time and before and after school To support the departments for which responsible in implementing school behaviour policy,  To oversee and monitor any general discipline issues as they arise in the wider school context. To deal with problem behaviour in Year 12 and 13 and support the Deputy Heads assigned by the Headteacher and any other emergency discipline issues in the school. To motivate students by providing additional learning opportunities.  Strategic planning for Sixth Form  To provide leadership and develop strategies to achieve the aims and objectives of the Sixth Form.  To review and update procedures and polices and introduce strategies in order to improve pastoral care, ethos and achievement in the Sixth Form. To chair Sixth Form student meetings. To ensure that the Sixth Form Improvement Plan is prepared and updated annually in light of evaluation of the previous year. To prepare, review and regularly update the Sixth Form SEF.  To ensure appropriate consultation on all matters to do with planning. To represent the Sixth Form at external meetings and report back to the Headteacher and SLT. To keep up to date with post 16 curriculum developments and ensure that these are reflected in our Sixth Form provision.  To contribute to marketing and publicity relating to the Sixth Form and to seek to promote the vision of the school to ensure recruitment and retention of students.   Leading learning and teaching Curriculum planning and organisation To keep up with curriculum development in the 16-19 agenda. To attend any curriculum update meetings and suggest implementation strategies. To manage, monitor and maintain standards in the Sixth Form.  To monitor and support the Heads of Department with 6th form curriculum issues as assigned by the Headteacher. To have oversight of the school's work-related learning and careers policies.  To interview all new applicants and ensure suitable study programmes for each learner.  To implement curriculum initiatives which have been approved by the Headteacher.  Assessment and target-setting To oversee all Sixth Form reports and establish and update of the learning aims. To monitor performance of learners.  To analyse data to monitor progress of each learner by reviewing each half term and set targets. To monitor tutorial progress of each learner and oversee and support Personal Tutors, Subject Tutors and Sixth Form teaching team.  To be directly involved, as a Head of Sixth Form, in overseeing the monitoring and evaluation process in the Sixth Form. To ensure, through the performance management system and the line management meetings, that challenging, achievable targets are set and that support is provided, where necessary, to ensure that they are met.  To carry out lesson observations regularly as part of the school's monitoring and evaluation system. To oversee the use and development of systems of target setting, tracking and reporting. To use data to inform target setting and departmental/subject self-evaluation. To meet with and feedback to HODs/SMT post data points to discuss student progress as part of our fortnightly meeting cycle. To ensure that reports are used to enable students to meet and exceed their targets. Oversee the use of data to monitor, record and support student progress. Encourage clear and prompt communication between Personal Tutors and subject teachers over individual students in terms of academic progress, attendance, punctuality, etc. Liaise with the Data Manager, the Deputy Head Organisation and the Deputy Head Academic regarding all aspects of Sixth Form examinations. Managing the Sixth Form Marketing, Recruitment and Retention  To lead recruitment and admissions procedures for Sixth Form To contribute to the design and production of marketing material (e.g. prospectus, poster, posters, flyers) Develop and refine Sixth Form handbooks, planners and presentations (e.g. Parents' Handbook, Students' Planner). To contribute to and coordinate all Sixth Form events (e.g. Open Events, Induction Day, Taster Sessions) To seek out feeder schools and develop contacts to maintain/increase numbers in the Sixth Form. Liaise with Head of Years 10 and 11 to agree programme of presentations Admissions Oversee and assist in the interview process for applicants. Ensure that appropriate advice and sufficient time is given to allow each student to enrol on the most suitable course. Care and Guidance To support and promote the well-being of students through effective pastoral care. To ensure attendance records are used efficiently to secure prompt identification of students experiencing difficulties coupled with swift intervention. To carry out appropriate Safeguarding procedures for Sixth Form students in conjunction with senior designated staff. To ensure equal opportunity for all students in line with policy and procedures. To promote personalised learning for students across the full ability range and work with designated staff: Special Educational Needs and Disabilities (SENCO) Gifted and Talented Student Voice Organise the election and training of the Head Girl and Boy (Sixth Form Council) and work to develop and support their role as leaders in the school. Ensure that meetings of the Sixth Form representative on the School Council are recorded and that 'student voice' is heard. Ensure that regular student questionnaires are undertaken, analysed and appropriate measures put in place to address the issues raised. To establish the use of annual questionnaires in all subjects to improve teaching and learning and attainment. Recognition of Achievement To lead and coordinate celebratory events (eg. Celebration of Achievement, Leavers' Assembly and Ball) at the end of the sixth form UCAS To maintain and develop strong, personal links with university admissions tutors and academic departments. Publicise university open days and opportunities such as Summer Schools. To oversee all aspects of the UCAS process. To set up the online Apply system each year working with the Pathways coordinator  Lead the Sixth Form tutor team in delivering advice and guidance to students and in the preparation of personal statements. Be available mid/end August when results are issued to offer support and advice relating to UCAS. Contact with Parents To oversee the organisation of a Sixth Form Parents' Evenings. Ensure that accurate and constructive reports are provided for parents. Help to strengthen the partnership between students, school and parents by ensuring that concerns are addressed promptly through discussion with relevant staff. Ensure that all contact with parents is recorded. General  To lead Sixth Form assemblies and promote the school ethos of inclusion and high expectations. To promote a positive image of the Sixth Form through the physical environment as well as academic and pastoral care. To ensure high standards of behaviour, attitude, appearance and attendance in the Sixth Form   Developing Self and Working with Others Developing others To take on the role of mentoring where necessary. To oversee the CPD for HODS and others regarding UCAS and admissions issues. Securing Accountability Staff accountabilities To observe ILC on a regular basis and give feedback to enable staff to improve performance through assignments set for students. Accountability to Board and Headteacher To report to the Headteacher and Board with regard to performance of Sixth Form and line-managed departments. To oversee report writing and the completion of teacher evaluation of students and follow up with HODS when these are missing   Strengthening Community Working with community (Including DofE) To establish and oversee links with businesses and various establishments in different subject areas. To oversee employer engagement for work-experience, community service or to satisfy the demands of DofE Working with other agencies and with parents.  To meet parents when necessary and provide information and support to parents and students. To deal with wide variety of external agencies in order to improve the quality of teaching by inviting them or visiting them. To oversee and support any new initiatives started in Sixth Form.  

ASSISTANT HEAD ORGANISATION (SMT) OVERVIEW Responsible for the organisation and running of the school Responsible for the creation and maintenance of the school and its day-to-day activities.  This is the SMT role that ensures that from long term trip planning to daily responses to cover needs, the school can run effectively. Responsible for ISI liaison during inspections Line managed by the Deputy Head PastoralLine manager; Head of co-curricular activities School Manager Facilitating the day-to-day running of the school, working with the SM;    The Assistant Head Organisation is a member of the Senior Leadership Team (SMT) responsible for the efficient and strategic organisation of the school. This includes overseeing daily operations, ensuring academic and pastoral systems run smoothly, managing staff resources, and maintaining high standards of communication across the school community. The role supports the Head in driving the school’s vision and plays a key part in strategic planning and decision-making.   KEY RESPONSIBILITIES Strategic Leadership Work collaboratively with the SMT to contribute to the strategic development of the school, focusing on operational excellence. Support the Head in implementing the school’s vision, ethos, and long-term goals. Deputise for the Deputy Heads as required, representing the school to external stakeholders, including parents and external partners.  Whole-School Organisation  Lead on the planning and coordination of the school’s daily operations, ensuring that all departments function effectively and in alignment with the school's objectives. Oversee and manage key logistical aspects of the school, including: Staffing Rotas: manage the scheduling of duties, cover arrangements, and staffing needs School Calendar: leading the School Manager in creating and maintaining the school calendar, ensuring that all events are appropriately planned and communicated. Chairing the termly Calendar Meeting, working to resolve all issues pertaining to potential clashes or overburdening of pupils. Academic Administration Line Manager the Exams Officer to oversee examination logistics (internal and external), including scheduling, invigilation, and room preparation.  Preparing and facilitating all Public Exams; meeting the requirements of JCQ in the running of such assessments Support the effective use of data systems within the school External Relations and Communication Support the Senior Deputy Head in managing relationships with ISI, ensuring compliance with relevant policies and regulations. Oversee school-wide communication systems to ensure consistency and clarity in messaging.  Staff Management and Development Lead and manage a team of staff responsible for administrative, logistical, and operational functions of the school. In conjunction with the Assistant Head Academic (AHA); play a key role in the professional development and well-being of staff, ensuring that they have access to training and resources needed to fulfil their roles. participate in staff recruitment, induction, and appraisal processes, ensuring that the school retains high-calibre professionals. Support the SDH in preparing, planning and executing INSET Liaising with the DHA and AHA to manage the whole school CPD budget Policy and Compliance SMT role in maintaining “ISI inspection ready” Ensure that the school’s operational policies are up to date, compliant with ISI and statutory  educational regulations and best practices, and effectively implemented. Oversee risk management protocols, particularly in relation to health and safety, safeguarding, and operational procedures. Conduct regular reviews of school policies related to operational management, making recommendations for improvements to the SLT and Directors. Chair the Health and Safety Committee – reporting to the Headmaster Chair of the Co-curricular Committee Financial Oversight Work closely with the Finance Officer to ensure that resources are allocated efficiently and effectively, with particular focus on operational budgets. Event Management Oversee the organisation and logistics of key school events, including open days, examinations, sports days, and other special events. Fulfilling the role of Educational Trips Coordinator (EVC) Ensure that all events are well-coordinated, with clear roles and responsibilities assigned to staff. Crisis Management and Problem Solving – as delegated by the SDH Lead on operational contingency planning and crisis management, ensuring that the school is prepared for unforeseen circumstances (e.g., extreme weather, staff shortages). Act as the point of escalation for complex operational issues and provide timely solutions.      

ob Divisions within the structure – detailed JDs to be drafted within the broad framework outlines below:  School Manager – support SMT in their rolesReception & School Office functions HR oversight of appointments function ISAMS, Unifrog, SchoolCloud and My School Portal (MSP) – curate and manage the school’s administrative platforms Event management – assist the Deputy Head Organisation with calendared events including online parents' meetings.  LINE MANAGER TO:Receptionist - supporting the School Manager, specifically; Reception function & area – ensure that the office and reception areas are tidy and welcoming, answering calls, capturing and forwarding messages, allowing access to the site, monitor the points of entry, etc Mail – distributing incoming mail and parcels, managing outgoing post etc Reprographics – responsibility for ensuring the ongoing available of photocopying and printing across the school First Aider - assist with first aid as directed Lost property – manage and reunite Stationary ordering  School Administrator – supporting the School Manager, specifically; KHS staff appointments - Human Resources administration to support the School Manager Registration & Clubs administration – including the creation of Clubs brochure and MSP admin Examinations – to support the Exams Officer in the fulfillment of their school functions Senior Leadership support – supporting the Senior Leadership group (SLT & SMT) in their administrative needs.  

ASSISTANT HEAD KEY STAGE 4 Line managed by the HM This role is primarily focused on supporting the academic progress of the pupils within the Key Stage, to their GCSE exams.  The AHKS4 coordinates the team around the child; liaising with PTs, class teachers, HoYs and HoDs to ensure that pupil progress is maintained. Regularly reviewing the achievement and commitment of pupils to their studies, using performance and assessment data to identify and track individuals and groups of pupils who are underachieving Analysing Key Stage 4 performance data – contributing to the DHA overview of whole school academic progress Implement strategies for maximising the progress and achievement of all pupils in the year groups of the Key Stage Maintaining effective contact with parents Taking overall responsibility for student behaviour, attendance and appearance within the Key Stage Organising internal assessments to provide progress data for the DHA  Expectations managing Heads of Year 9-11, regularly meeting to resolve issues and advise on strategies for each year group throughout their GCSE journey. to act as a role model for both staff and students – e.g. regularly monitoring quality of PT time provision. to maintain an effective presence in and around the school – actively promoting the ethos of Kew House School. to maintain a code of behaviour which promotes high quality teaching, effective learning, high standards of achievement and good behaviour liaison between parents and staff on academic, pastoral and behaviour issues promoting and celebrating pupil achievement through assemblies / newsletters monitoring and setting of pupil targets based on prior attainment and YELLIS data to work with subject leaders to ensure realistic targets for attainment are set correctly identification of, and support for underachieving pupils – meetings with staff / parents to assist in the selection and management of GCSE subjects, including running GCSE options evening for Year 8, with the AHT&L, having advisory meetings with parents with queries/clashes in option choices; careful management of ‘droptions’/swaps once on KS4 courses and setting up appropriate SEN intervention if needed. to assist in the selection and management of post-16 subjects  conducting careers advice interviews with Y11 students and advising HOVI on suitability of students to pursue their chosen 6th form courses at KHS, liaising with parents when options are unsuitable managing and writing references and collation of predicted grades for students who are applying elsewhere for VIth form monitoring and enforcement of attendance and punctuality checking final reports/grades prior to release to parents assisting in interviewing prospective pupils joining KS3, KS4 & KS5.  organising taster days for new students joining school in Y9-10 (liaising with teachers and parents to ensure a suitable timetable for the day, organising student pairings). attendance at, and contribution to key stage 4 parent events – e.g. setting up a Year 11 Parents’ GCSE information Evening to prepare them for the year ahead. conduct assemblies assist and coordinate KS4 Gardener Award Days checking final reports/grades maintenance of pupil academic records; regular monitoring of standards within work books and portfolios across the Key Stage; support with the organisation of whole school events including GAward days, options and curriculum evenings. open morning tours, Year 6 interviews, advising on pupil academic/pastoral history to equip Headmaster to hold productive meetings with parents. working with the Exams Officer in the co-ordination of mock and public examinations; in particular the appointment, training and organisation of invigilation and access arrangement logistics. Any other task as may be reasonably required by the Headmaster. The above responsibilities are subject to the general duties and responsibilities for a teacher contained in the statement of conditions of employment. This job description is not necessarily a comprehensive definition of the post. It is subject to review and may be modified or amended following consultation with the post holder.  

JOB DESCRIPTION: HEAD OF CAREERS  Line Manager: Deputy Head Academic Key working relationships:   Key Responsibilities: Strategic Leadership Develop and implement a robust careers strategy in line with the Gatsby Benchmarks. Work collaboratively with the SLT to embed a whole-school approach to careers education. Monitor and evaluate the effectiveness of the careers program, using data to drive continuous improvement. Programme Management Design and deliver a progressive careers curriculum that is age-appropriate and relevant. Organize a variety of careers events, including careers fairs, employer talks, and workshops. Ensure all students have access to high-quality and impartial careers advice and guidance. Stakeholder Engagement Build and maintain strong relationships with local businesses, higher education institutions, and other stakeholders to enhance careers provision. Engage with parents and carers to ensure they are informed and involved in their child’s career development. Coordinate with faculty members to integrate careers education into the wider curriculum. Student Support Provide one-on-one careers guidance to students, helping them to identify their strengths and aspirations. Support students with applications for further education, apprenticeships, and employment. Track student destinations and use this information to inform and improve careers provision. Compliance and Reporting Ensure compliance with statutory requirements and keep up-to-date with changes in careers education policy. Maintain accurate records and produce regular reports for the SLT and governors. Lead on the school’s careers audit and action plan to meet the Gatsby Benchmarks.  Specific details: Year 8 To assist in planning provision within sessions to ensure students can use the research tools advertised and are properly advised about career choices. To meet with students / parents to discuss GCSE options and how choice may limit or depend on ultimate career choices Work with KS4 teams to identify concerns and put support in place to inform and resolve. Plan and facilitate a Year 8 day linked to both careers and the Gardener Award. Liaise with the GA coordinator to integrate careers advice into the GA programme to enable students to engage with different career opportunities and reflect on their own interests and capabilities. Key Stage 4 Years 9 & 10 To assist the GA coordinator in planning and delivery of talks To improve provision to include a larger sample of parent body and external industry links to ensure students become more familiar with a range of career paths. To work with HoDs and subject leaders to ensure WRL and information about possible career paths is referenced in lessons. To broaden exposure to professionals across a range of careers To contribute to curriculum planning by organising trips / visits for students interested in particular fields of work. To assist in provision of enrichment events and extension opportunities with a career’s element  Liaise with HODs to find out about the how they are providing opportunities outside of lessons for students to engage in. To provide information / access to records students have kept with PTs / on Unifrog to log research into careers, development of careers ideas and intentions/ experiences Using Unifrog to consider career options. The importance of presenting yourself well.  Interview skills To manage the Y10 work experience placement during term time.  Facilitate partnerships with parents and local businesses to easily facilitate work experience placements for students that may find this more difficult. Year 11 To ensure that provision of careers lessons in IS at beginning of yr 11 assist in helping students to set context for A level options and P16 choices. Assist in preparing staff teaching these lessons to be familiar with resources Assist head of sixth form in planning and delivering taster lessons in new subjects Ensure continuity of approach between IS lessons and careers sessions (6hrs) to prepare students for P16 options. Use Unifrog as careers platform for research across school, record keeping and UCAS administration. Assist in communicating issues with A level options between PTs / parents and 6th form team to inform curriculum development within 6th form Assist 6th form / Yr 11 teams to liaise with parents and students where required to advise re A level options and process. Assist with interviews re 6th form transition and A level options internal and external 1:1 careers interviews with all of year 11 with dedicated careers team To assist 6th form team in GCSE results day and admissions for 6th form.  Contact for parents and students to discuss careers issues with A level options To assist P18 coordinator in delivery and planning of international applications open event, coordinating with external providers where appropriate and university research Source a provider for this and make links with them for future support Year 12 as line manager to the Post 18 pathways coordinator To assist the GA coordinator in planning and delivering lesson sequence to introduce yr 12 P16 careers provision. Unifrog accounts, liaison with PTs and highlighting deadlines / progress re careers across the school To meet with students as part of the careers team organised in PT time initial discussions are held and outcomes logged which will inform careers provision and goals for students within 6th form To coordinate and support the careers team in the implementation of careers interviews To liaise with PTs to share information and communicate targets / progression of aims with parents and facilitate further discussion with students on unifrog To develop opportunities to support students looking to apply for more competitive post 18 courses including Oxbridge, medicine, dentistry and veterinary sciences. To liaise with G+T lead and other staff to facilitate and coordinate enrichment activities to extend the experience and skills of EE applicants. Lectures, seminars, workshops To work with outside providers (medic portal / vet portal etc) to improve standard of personal statements etc for competitive courses To work with Ho6th and P18 coordinator and subject leaders to ensure effective provision for admission tests for competitive courses including UCAT tests for medicine Mock interview programme. To provide further opportunities for work experience / WRL within timetables where opportunity exists (eg. students starting with 2 A levels or dropping subjects later in 6th form) To work with subjects offering vocational courses to provide industry links to enrich the course where appropriate. To have an overview of the y12 work experience programme working with the GA coordinator. To ensure that lessons on WEX within the IS SoW enable provide the development of skills required for students to research, contact and apply for relevant placements to ensure that links the planning. To assist in the planning and delivery of networking events for students to contact relevant providers for WEX placements. WEX breakfast / events, possibly complementing KS4 careers experience talks. To plan and coordinate the programme of WEX visits,  collating feedback from providers. To assist the P18 and IS coordinator in planning and delivering lesson sequences to facilitate the UCAS application and sign up process. Assisting in staff development and training to enable PTs to become more involved with process of UCAS applications, course research and To contribute to the planning, preparation and delivery of IS lessons intended to prepare for students for their WE placements To assist in process of writing UCAS references for students applying to university via UCAS. To develop use of Unifrog across the school as the platform by which applications are coordinated, personal statements are written, and references generated by staff. To assist in staff training to improve the quality of UCAS  applications and increase the contribution of the PT to developing personal statements and writing references To assist Head of sixth form and head of year 13 in reviewing predicted grades for students, identifying issues and advising on alternative courses where appropriate. Time to finish personal statements in IS lessons Assist in the planning and in some instances delivery of lessons - Information about applying for student finance To work with the PTs to maintain an overview of the UCAS application process working with the P18 coordinator To be available to assist students in year 13 to complete applications to a high standard and to internal KHS deadlines To meet with students regularly to offer feedback and advice on standard of UCAS personal statements To utilise and develop links with external providers and industry to advertise apprenticeship opportunities to 6th form students for whom they may be of interest / beneficial To raise the profile of apprenticeships with the 6th form students through lessons and information from  Providers To assist Head of 6th form in A level results day services including advice for students where required regarding clearing, adjustment and other UCAS services To organise and facilitate an annual careers fair for KS and KS5 students to attend. Arrange speakers to come in and speak to students about their career and the steps they took to get to where they are today. Provide support via IS lessons and PT time for students to access work experience and/or internships due to take place outside of term time. It is important that students know where to find information on placements in their field of interest and the process they need to go through in order to apply for those careers days. 

ASSISTANT HEAD ACADEMIC – Teaching and Learning (AHA)  OVERVIEW To be responsible for the contributory factors to academic pupil progress.  To take a lead on the development of consistently effective teaching and learning. Line managed by the DHA.  Line manager to the Data Manager.   Responsibilities To work with the DHA to fulfill the strategic aims of the school, with direct delegation from the DHA as agreed, specifically; Strategic Oversee and develop the school’s academic strategy, vision and objectives Leadership To assist the DHA with the academic strands of the School Development Plan To attend the Academic Planning Committee (APC), chairing the committee as agreed with the DHA To work with HoDs, in their target setting and monitoring of teaching and learning; including LS and G&T To promote an ethos of academic rigour, challenge and excellence within a supportive whole-school environment To support the DHA in preparing the termly data meetings to the Board, the Post Examination Performance Review (PEPR) and Departmental SEFs – including to agree targets and action plans To assist the DHA with the provision and monitoring of pupil progress through the Gardener Award Curriculum As a member of the APC, to develop curriculum planning & innovation To research and recommend innovations in teaching that may be of benefit to the school, including the use of EdTech in the classroom Staffing To assist the Deputy Head Academic in the appointment of outstanding teaching professionals To manage ECTs, new teacher induction and to oversee the relevant probation protocols To work with the AHKS and HODs to identify issues regarding teaching competency, liaising with the DHA on “next steps” To work with the DHA in managing and monitoring teaching staff appraisals To lead on capturing pupil and parent feedback on teaching and learning aspects of the school, utilising this feedback as appropriate Timetabling: managing the timetabler; lead the design and implementation of the academic timetable in coordination and Heads of Departments, ensuring appropriate staffing and room allocation. Pupil performance & data Maintain a detailed view of data available regarding pupil progress Ensure baseline data is captured at the three significant year group stages Review and evolve the monitoring of pupil progress, including assessments Monitor, review and evolve school reporting protocols to ensure that pupil reflection is at the heart of pupil progress Review pupil tracking data to identify areas of need, looking for cohort and individual areas of concern. Work with HoDs to ensure that “pupil challenge” is a core feature of Kew House learning   

Job Divisions within the structure – detailed JDs to be drafted within the broad framework outlines below:  Exams Officer & SEN Administrator; All aspects of the administration and organisation of external examinations including Exam Board liaison, timetabling, invigilator scheduling, exam room set up, results and remark administration and communication etc. Aspects of internal examinations (e.g. timetabling and resourcing of January mocks) as required to support the SMT. SEN administration; supporting the SENDCo with the administration of pupils with SpLD and examination Access Arrangements. First Aider - assist with first aid as directed   

JOB EXPECTATIONS Head of academic department Academic Departments are the key teams for improving our academic culture and HoDS the key leaders in the process. One of our primary goals is to ensure greater consistency of (best) practice across departments so there is systemic provision.  This document provides a unifying job description of the role of the academic Heads of Department (HoDs) at Kew House School.  The points below represent the “HoD Expectations” and whilst a unifying blueprint, there is acceptance that unique needs of departments may vary, and these variances will be included in specifically named HoD Job Descriptions.  DEPARTMENTAL HANDBOOK Integral to this is the Departmental Handbook – which provides a succinct but convincing guide to the good professional processes at work. The requirements of the Handbook sit alongside the HoD Job Description to form; HoDs Expectations1.  The Departmental Handbook is best viewed as a working document, subject to regular review, revision and development. Above all, it should be user-friendly (to an outsider as well as to the team) and genuinely reflect what happens in the department. It will also be collaborative and exemplify good teamwork.  The Handbook should be published online, accessible to Staff only – all teachers not just those of the department. There is no expectation that this document will ever be produced in hardcopy.  To ensure consistency and common standards across the departments, there are certain agreed mandatory elements to be included. They are as follows:  Programme of Study [PoS] – a term by term breakdown by Year group of the broad topic areas to be studied. Schemes of Work [SoW] – a detailed, chronological breakdown of each term by Year group indicating how the sequence of lessons will build up to completing the PoS. A good SoW would contain hyperlinked resources, page references for key textbooks, extension ideas/resources and a clear indication of common assessments. It may not be appropriate to have a lesson-by-lesson breakdown but certainly a week cycle should be indicated. Aside from the content above, HoDs may choose to highlight other facets of learning such as key skills, SMSC or FBVs. All department meetings should commence with a review of progress against the SoWs. If an ECT, new to the School can follow the SoW then it is fit for purpose. The SoW should be reviewed at least annually, and this may be best achieved by delegation (if possible). A version of the SoW must be made available online for pupils to access. This may be a copy of the (hidden) Staff SoW without assessment resources included. Minutes of regular meetings – these may be limited to key action points from the meetings but must be an accurate record of decisions taken. The following standing items included: Where are we? - tracking progress across each Form v. SoW The Good, the Bad & the Ugly - highlighting pupils for feedback to Tutor & HoS Work Scrutiny - one year group each meeting - discursive and supportive, with the following meeting’s focus agreed. Good practice – a show and tell Larger departments may want to ask for contributions to items (a) and (b) in advance to speed up discussion and minuting during the meeting. This could easily be facilitated with the creation of a Form.  Departmental Policies – for example, type of homework tasks, and any specific marking or feedback  Roles & Responsibilities - a clear explanation of roles and delegation, including MAT and LS liaison.  PEPR, SEF & DDP – the Post Exam Performance Review (PEPR) of Public Examinations is the most important evidence-based basis for a review of departmental outcomes.  The PEPR has strict timeline and includes a stipulation that Heads of Academic Departments must work to specific deadlines and be available on the two results days of August. The SEF builds from the PEPR and may be limited in terms of identifying next steps for departmental development but should not diverge from the School Development Plan.  Departmental or Subject Performance Reviews – providing a clear focus for next steps for Department Development and ongoing reflections from the 3 strands of ISI Evidence – H, I and J below.  Records of Lesson Observation – each member of the department should have a recorded Lesson Observation [LO] at least twice per year. The LO does not have to be completed by the HoD but the follow up, with reflections and/or any follow-up to be raised in AMTL meetings and recorded in those minutes  Records of Work Scrutiny - and follow-up, to be discussed in SLT line manager meetings and recorded in those minutes  Monitor Class Charts data to ensure "fair usage" across the department's teachers  Pupil Feedback – responses to departmental level comments only to be recorded e.g. the nature of the options chosen, atmosphere and fabric of the accommodation. The HoD, class teacher or Senior Leader may capture Pupil Feedback, with the responses collated by the HoD and shared with the class teacher. All teachers will be asked to comment on “How they have responded to Pupil Feedback” in their Appraisal”  Departmental INSET Plans & Priorities - plus any feedback or requests  SEN & EAL provision – any specific and additional departmental support for the differentiated learner in their subject. Extension and Enrichment opportunities in the subject – for example using support timefor subject seminars, pupil lectures, trips off site, external competitions, etc.  Risk Assessments plus a list of equipment and resources – where appropriate – a mandatory part of the H&S culture of the School, generated with the H&S Officer, a copy of which should be accessible online. Cover – the HoD should be aware of any cover requests made by the department – in case they can facilitate intra-departmental cover. If the HoD is on site during a cover period in their department, they should try to attend the beginning of the cover lesson to ensure the pupils can get on with the cover work set. Budget – the HoD is responsible for making realistic budget requests and maintaining their departmental spending within the apportioned annual budget.