Assessment and Pastoral Administrator
Greenshaw High School
Sutton
- New
- Salary:
- NJC pay scale 3/4, points 5-10
- Job type:
- Full Time, Fixed Term
- Apply by:
- 11 July 2024
Job overview
The Assessment and Pastoral Administrator will play a key role in supporting both the administration of the school’s assessment system and supporting the Year Team with the administration of the school’s behaviour systems.
The Assessment and Pastoral Administrator will report to the Data Manager & Timetabler
The main duties and responsibilities will include:
Main Reception Responsibilities
- Supporting the school’s Assessment Co-ordinator and the member of the Senior Leadership Team responsible for assessment with the administration of the school’s assessment systems, including:
- Designing and collating fortnightly formative assessments across Year 7-9, liaising with departments on assessment design, setting up students’ mark sheets and managing the distribution of the assessments;
- Producing fortnightly overviews of results that enable Heads of Department and Key Stage Co-ordinators to assess student understanding quickly and effectively;
- Designing and collating summative assessments across Year 7-11, liaising with departments on assessment design, setting up students’ mark sheets and managing the distribution of the assessments where necessary;
- Producing results overviews of summative assessments that enable Heads of Department and Key Stage Co-ordinators to assess student understanding quickly and effectively;
- Managing the administration of any additional external standardised assessments, such as the Making Good Progress tests at Key Stage 3.
- Supporting Heads of Year (HOY) and Deputy Heads of Year (DHOY) with the
administration of the school’s behaviour systems, including:
- Checking behaviour marks on the school’s Schools Information Management System (Bromcom) at various points throughout the day;
- During the final period of the day, creating lists for the year teams of students that need to be detained for ‘corrective conversations’ with class teachers;
- Checking the Record of Concern (ROC) information alongside marks and locating teaching staff to find out more information, where needed;
- Ensuring that be 14:45pm, all non-teaching Heads of Year or Deputy Heads of Year know which students need to remain behind for ‘corrective conversations’ and why;
- Supporting each year team after school with logging student and teacher attendance at ‘corrective conversation’ detentions;
- Support year teams with the scheduling of ‘corrective conversations’ by going to find teachers who have not attended and arranging times that are suitable for them;
- Supporting Year Teams by making phone calls home;
- Providing weekly analyses of data from correction conversations for Year Teams and for departments;
- Arranging and supporting with parental meetings e.g. making notes, collating paperwork.
General Responsibilities
In addition to the above outlined responsibilities, the Assessment and Pastoral Administrator will also:
- Be responsible for keeping up to date with the requirements of the role, by attending appropriate INSET and meetings, and keeping abreast of changes in legislation;
- Be aware of and comply with policies and procedures relating to child protection, equal opportunities and race equality, health and safety, confidentiality and data protection, reporting all concerns to an appropriate person;
- Undertake any other duties commensurate with the post as may be required by the Headteacher.
Whilst every effort has been made to explain the main duties and responsibilities for the post, each individual task undertaken may not be identified.
This is a newly created role and inevitably duties will develop and change, therefore the post holder should expect periodic variations to the job description. The job description, in consultation with the post holder, may be changed by the Headteacher to reflect or anticipate changes in the job commensurate with the grade and job title.
Attached documents
About Greenshaw High School
Greenshaw High School is a highly over-subscribed 11 to 19 mixed comprehensive secondary school and sixth form situated in Sutton, South West London. Greenshaw High School is at the heart of a group of over twenty other schools in the Greenshaw Learning Trust. It was designated as a Research School in 2020, so we have access to some of the best research and evidence about how learning can happen most effectively.
With these supportive connections it is no surprise that Greenshaw has been popular with parents of children of all abilities and there continues to be a large demand for places.
Our Vision
We have an established reputation of nurturing high levels of attainment in our students alongside excellent pastoral support. We strive for high outcomes and also value high welfare, for both pupils and staff. Education should not be a choice between one or the other, and we hold both in equal esteem.
Our Learning
As a comprehensive school, our curriculum breadth is incredibly important for us. We want all of our students to experience a wide range of subjects including maths, English, sciences, humanities and languages, and proudly make a space for the performing and creative arts.
We also relish our social responsibility to educate our students about important areas that do not fall neatly into subject categories, but that are critical to young people so they can be empowered citizens and intellectually capable. This includes the books we read in tutor time each morning, and a homework scheme we call The Big Ideas that Shaped the World.
Examination Results
A level results
Reviewing exam outcomes over the last few years of educational disruption presents challenges, but in the previous nine years of public exams our post-16 results were always significantly above national average rates of progress. In the most recent year of public examinations (2019), more than one in five of every A Level grade at Greenshaw High School was at grade A or A* with 73% of students achieving a pass at A*-C.
Over the last two years our students continued to progress well onto their next stage. The majority of our Year 13 students progressed to undergraduate courses (including medicine and law) at prestigious Russell Group universities, including Cambridge and Oxford Universities. We are also proud that our strong work in the creative arts continues to enable large groups of students to move on to foundation art courses, and directly into world leading institutions such as Central St Martins University for the Creative Arts.
GCSE results
Similarly, in Year 11 the proportion of our students securing firm destinations for post-16 education has been ahead of national averages. They have gone on to access a range of BTEC, A Level and other courses both at our school and other colleges locally. In 2019, Greenshaw High School celebrated the GCSE results achieved by students of the school, with 72% of all qualifications graded at 4 or better (what used to be the old ‘grade C’), and a quarter of all qualifications at grade 7 or higher (the old ‘grade A’).
Our Commitment to Your Career
As a Research School Greenshaw High School is committed to providing excellent CPD opportunities and career progression for all staff. We prioritise staff training and development and believe that all members of staff should have a thorough induction and an ongoing programme of training and professional development.
On each Wednesday lessons end an hour earlier, allowing our training to be done within the school day, rather than in twilight sessions. We call this part of the week ‘Professional Growth’, and is divided between departmental sessions on subject pedagogy, and broader professional enquiry in areas such as assessment, educational disadvantage and language. All colleagues are part of the whole school coaching programme where we review effective lesson structures and pedagogy, enabling all of us to continually reflect on our current teaching and always seek to improve.
Our programme of professional development has been recognised as excellent. It was awarded ‘Gold’ status by the Teacher Development Trust, a level of award that is rarely granted.
By investing in staff development our staff body is up to date with the latest thinking and practice in education. This in turn enables them to provide the best learning opportunities for our students, something we are passionate about every day we come to work.
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