Headteacher

Essential criteria Qualifications and professional standing - Qualified Teacher Status. - A degree or equivalent qualification. - Evidence of substantial and successful leadership experience in a primary school, previous headship or substantive acting/assistant headship. - A strong understanding of statutory responsibilities relating to school leadership, safeguarding and inclusion. Leadership and school improvement A clear record of improving outcomes for pupils through strategic and evidence-informed leadership. - The ability to build on existing strengths while identifying and addressing priorities for improvement with precision and care. - Experience of leading, motivating and developing staff. - The ability to establish high expectations for all pupils and staff and to sustain a calm, ambitious and inclusive culture. - The confidence to make clear decisions while working collaboratively and consultatively with others. Curriculum, teaching and assessment A secure understanding of curriculum leadership in a primary school, including early years. - The ability to lead an ambitious, knowledge-rich curriculum rooted in strong foundations and adapted to the age, stage and needs of pupils. - Experience of improving the quality of teaching, learning and assessment across a school. - The ability to use data intelligently to inform action without creating unnecessary workload. Inclusion, SEND and vulnerable pupils - A strong commitment to inclusive practice and high expectations for all, including pupils with SEND, disadvantaged pupils, and other vulnerable groups. - Experience of improving provision for pupils with additional needs through early identification, effective support and strong partnership with families and professionals. - A secure understanding of how staffing, training and systems can best support inclusion across the whole school. Safeguarding, behaviour and attendance - A proven commitment to creating and sustaining an open and positive safeguarding culture. - A secure understanding of child protection, safer recruitment, timely referrals, multi-agency working and the need for rigorous safeguarding systems. - The ability to lead strong behaviour and attendance practice through clear expectations, consistency, support and early help for families. Communication and relationships - Excellent communication and interpersonal skills. - The ability to build trust and strong relationships with pupils, staff, governors, parents and the wider community. - The ability to communicate priorities, expectations and developments clearly, regularly and sensitively. Governance, operational leadership and accountability - Experience of accountability for standards, staffing, safeguarding, behaviour, attendance and operational effectiveness. - The ability to work in transparent partnership with governors, valuing both support and robust challenge. - The ability to manage resources and budgets responsibly and strategically. - A commitment to developing strong leaders and delegating effectively. Staff development and wellbeing - A clear commitment to staff development at all levels. - The ability to sustain a culture in which staff feel valued, supported and able to manage workload effectively. - Experience of collaborative performance management and professional development. Desirable criteria - National Professional Qualification for Headship or equivalent professional development qualification. - Experience of leading significant improvement in attendance, inclusion or curriculum implementation. - Experience of working with aspiration in areas of social/economic deprivation, overcoming challenge and supporting vulnerable learners. - Experience of working successfully with governors, local authority and external partners. Personal qualities and leadership behaviours - Ability to build supportive relationships with families and use local knowledge to drive a values led ethos which ensures the best education for every child - Ability to build positive working relationships which recognise the strengths and experience of staff. - Ability to remain calm under pressure, sustain resilience, motivate and work collaboratively with others. - Strategically strong and capable of secure management of systems, budget, and premises which maximises opportunity. - Aspirational for children, creative in seeking enrichment opportunities and confident in sharing the school’s strengths and successes.