Head of Department - Personal Development

POSITION: HEAD OF DEPARTMENT - PERSONAL DEVELOPMENT (secondary) - including PSHEE, RE, Citizenship, RSHE and SMSC.

SALARY: INNER LONDON plus TLR 2c

CONTRACT: Permanent

START: April/September 2025

Closing Date: Friday 7th February 2025. Interviews will be held w/c 10th February 2025.

Purpose of the role:

Our Personal Development curriculum comprises the curriculum subjects of Citizenship, RE, PSHEE, RSHE and SMSC, as well as ensuring students develop their understanding of fundamental British values, equality, diversity, inclusion, careers, wellbeing and safety. The curriculum is delivered across all phases of the school, with this role specifically focusing on KS2-KS5. Curriculum delivery is through timetabled lessons, form time sessions, assemblies and targeted workshops/’drop down’ days.

We seek to appoint a Head of Department who, working under the direction of the AVP Personal Development, will offer vision and direction for the curriculum and the department, bringing their knowledge and expertise to further enhance the wider school PD provision. This is an exciting opportunity for the successful candidate to lead a department within the wider school PD provision which has been recognised by Challenge Partners as an Area of Excellence, and to contribute to the continued growth and innovation of a dynamic and rapidly evolving field in education.

The successfully appointed candidate will provide day-to-day leadership for each member of staff in the department, encouraging and supporting their professional development and promoting a positive working atmosphere which encourages cooperation and promotes the highest standards of education, contributing towards the best outcomes for student achievement and development.

Main activities and responsibilities:

Leadership

• To take a leading role in further developing the vision and direction for the department, leading its curriculum delivery and monitoring and evaluating its impact
• To be responsible for the curriculum; its sequenced and mapped overview, its implementation through high quality teaching and assessment practices and its robust self-evaluation to ensure the best outcomes for all learners
• To work with the designated line manager for the department to identify departmental priorities for the Departmental Improvement Plan within the context of the Whole School Improvement Plan; to lead, manage and evaluate its implementation.
• To lead a programme for continuously raising achievement; to lead the dissemination and analysis of examination outcomes to maximise student attainment and to ensure formative assessments are effectively used in raising student achievement.
• To embed high expectations of subject knowledge, pedagogy and practice throughout the department to maximise student achievement;
• To ensure that any issues of unsatisfactory teaching quality within the department is promptly and effectively addressed in line with the school’s policies
• To lead and line-manage (as required), on a day-to-day basis, the work of the department including assessing, recording, monitoring and reporting student progress and achievement, to improve student outcomes, ensuring assessment and reporting systems and structures are reliable and consistent.
• To play a key part in the strategic planning and improvement for the school, working with middle leaders and senior leaders across all phases to drive continual improvement

Curriculum/Teaching and Learning

• To be an exceptional practitioner whose subject knowledge engages and enthuses learners, enabling them to achieve their potential as well as providing a model for colleagues in the department and across the school
• To develop and share good teaching and learning practice within the department and across the school.
• To be a reflective practitioner who keeps abreast of developments in education, in particular content and requirements for Personal Development curriculum, as well as maintaining up-to-date understanding of Ofsted framework and using this to inform departmental practices.
• To be committed to the highest standards of personal organization as a role model to colleagues and students.
• To have sound classroom management skills, building positive ways of working with students to maximize their progress and attainment.
• To be committed to their own professional development and securing the highest standards of practice in the classroom as well as across the department

Agreed Whole School Procedures

As a class teacher and member of staff, you will be expected to:

• Ensure all children are treated equally, regardless of gender, social or cultural backgrounds.
• Safeguard and promote the welfare of children and young people and follow school policies and the staff code of conduct.
• Contribute to the development, implementation and evaluation of the school’s policies, practices and procedures, to support the school’s values and vision
• Make a positive contribution to the wider life and ethos of the school e.g. through being a form tutor, contributing to the enrichment curriculum
• Take part in the school’s appraisal procedures
• Work with others on curriculum and pupil development to secure coordinated outcomes
• Participate in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements.
• Attend all directed-time activities including the agreed Parents’ Evening sessions.
• Keep parents informed of their child’s progress during the year, through positive links with parents and reporting to them.
• Ensure that student welfare duties are carried out, including break-time duty, and forward any student concerns to the relevant person.
• Look to improve performance through evaluating your own teaching critically and use this to improve your effectiveness and engage with continued professional development including feedback to/from other members of staff.
• Uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school
• Have proper and professional regard for the ethos, policies and practices of the school, and maintain high standards of attendance and punctuality

You should be familiar with the Code of Practice regarding the identification and assessment of Special Educational Needs and you are expected to implement and keep records on Individual Education Plans (IEPs). You should also seek the advice of the school’s Special Educational Needs Coordinator (SENCO) if you have concerns about a student’s progress.

Please note that this is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive definition of the post. The post-holder may be required to do other duties appropriate to the level of the role, as directed by the Principal or line manager. The role will be reviewed on a regular basis and may be subject to modification or amendment at any time.