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Main Office Administrator

Main Office Administrator

The Sydney Russell School

Barking and Dagenham

  • Quick apply
  • Expired
Salary:
Scale 4 (point 7-10)
Job type:
Full Time, Fixed Term
Start date:
ASAP
Apply by:
17 March 2023

Job overview

JOB DESCRIPTION

MAIN OFFICE ADMINISTRATOR

POSITION: Main Office Administrator – Initially a one-year contract

SCALE: ATP&C 4 (7-10)

HOURS & PAY: 35 Hours per week, term time only, Actual salary £21,748

CLOSING DATE: Friday 17th March

PURPOSE OF ROLE:

To provide a full administration service for the main office under the direction of the School Business Leader and Office Manager.  This to include:

MAIN ACTIVITIES:

·        To work under the direction of the Office Manager and School Business Leader in all administration tasks that are required. 

·        Support the Work Experience Programme and provide administration support.

·        To support the Data and Exams team with administration support

·        Working with Heads of Department to input Gap Analysis data and provide student reports.

·        To provide administration support to the Year 7 Transitions team.

·        Maintain confidentiality working to GDPR.

·        To cover front reception when required.

·        Play a full part in the life of the school community, support the school’s priorities and ethos and encourage staff and students to follow this example.

·        Undertake personal professional development activities, as agreed

·        Ensure front line enquiries from staff, pupils, parents and visitors are dealt with promptly


Selection criteria

Criteria

Essential

Desirable

Qualifications & Experience

·        GCSE English and Maths - Grade 5 or equivalent

·        Outstanding record of attendance and punctuality

·        Previous experience of working with young people in an educational environment is preferred

 

Personal qualities, skills & characteristics

·        Excellent interpersonal skills

·        Effective use of ICT

·        Good communication skills (written and oral)

 

Knowledge / special aptitudes

·        Knowledge and understanding of diversity and equality requirements

·        An ability to work as part of a team

·        An ability to work in a fast-paced environment and to be flexible to meet the needs of the school

·        High levels of integrity, trust and work-ethic

·        Self-confidence and calm approach when dealing with challenging and difficult circumstances

·        An ability to be reflective and self-critical

·        An understanding of how important a pleasant and positive working environment is to our young people

·        An ability to understand and follow instructions from your Line Manager

·        The ability to prioritise and use own initiative when appropriate.

·        An attention to detail and ability to complete written reports when required

·        A willingness to undergo training and development on a regular basis

 

 

 

The school is committed to the ongoing professional development of our staff so will provide relevant training courses for the candidate.

REVIEW ARRANGEMENTS

The details contained in this job description reflect the content of the job at the date it was prepared. It should be remembered, however, that over time the nature of individual jobs will change, existing duties may no longer be required and other duties may be gained without changing the general nature of the duties or the level of the responsibility entailed. Consequently, the school will expect to revise the job description from time to time and will consult with the post holder at the appropriate time.

CONDITIONS OF EMPLOYMENT

The above responsibilities are subject to the general duties and responsibilities contained in the written statement of conditions of employment (The contract). The post holder is required to support and encourage the school’s ethos and its objectives, policies and procedures as agreed by the governing body:

·        To uphold the school’s policy in respect of child protection matters

  • Will be subject to the National Agreement on Pay and Conditions of Service, supplemented by local conditions as appropriate and all relevant statutory and institutional requirements
  • The post holder may be required to perform any other reasonable tasks after consultation
  • This Job Description allocates duties and responsibilities but does not direct the particular amount of time to be spent on carrying them out and no part of it may be so constructed
  • This Job Description is not necessarily a comprehensive definition of the post. It may be subject to modification at any time after consultation with the post holder
  • All staff will be expected to participate in the school’s performance management scheme.

 


Attached documents

About The Sydney Russell School

An ‘Outstanding’ School

Leaders’ focus on improving teaching is relentless. Staff are managed so that they are constantly supported, encouraged and challenged to be better teachers – Ofsted 2013

As part of Sydney Russell’s continued growth we are seeking new ambitious teachers to join our team both on our Primary & Secondary School sites.

Sydney Russell School has benefitted from substantial capital investment since the school’s formation. It has excellent accommodation: In the Secondary school teaching rooms are arranged as departmental suites. There is a very large, beautifully-appointed Library/Resource Centre; all of the rooms in our newest two blocks are air-conditioned; a superb Leisure Centre has been built for the school to use during the day and the community in the evenings and at weekends. The Primary School is currently expanding with renovation work underway. The school is a 3 form entry Primary and will continue to grow over the next few years.

Ethos

The ethos at Sydney Russell in one of traditional values. We take a very firm line on discipline, uniform and good manners. We have moved decisively away from any mixed-ability teaching groups: all classes are in three broad ability bands, with some departments, such as Science and Maths using additional finer setting. On discipline, we have a centrally-organised reward and relocation scheme and school detention to take the strain off individual members of staff as well as behaviour modification groups in to take any particularly challenging students out of mainstream classes. Generous additional funding, through Excellence in Cities and other specific grants, has enabled us to provide further extensive targeted support in the form of Learning Mentors, a Learning Support Unit and additional support assistants.

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Applications closed