I:\Web updates\Vacancies\APLOL Maths - jan 2016\APLOL(LEADEROFCOACHING)January2016.doc

ASSISTANT PRINCIPAL LEADER OF LEARNING

(LEADER OF COACHING) (MATHS) Permanent, Full time Required for September Salary Range: Leadership Spine L5-L9 (£42,597 pa to £47,625 pa) We are searching for an experienced and inspiring practitioner in Maths, with the ability to lead and coach others. You will support a portfolio of teachers at varying stages in their careers to develop outstanding teaching and learning. This is a unique opportunity to directly and indirectly influence real positive outcomes for the young people in our school. Your role will include non-contact time to enable you to develop your own strategy to:

coach for outstanding teaching and learning

prepare resources

be involved in mathematical curriculum development

participate in quality assurance

work directly with other schools in the Trust/through partnership arrangements

lead on an aspect of whole school improvement. Your ability to build relationships with a range of colleagues, and apply your trusted yet innovative techniques to support and challenge staff to bring about the best possible outcomes for students, will be key. You will be a pivotal change agent for our staff, providing them with the tools to excel in their career path, yet our students will always be at the heart of your endeavours whereby each young person’s journey is personalised through a deep understanding of their needs. This can be particularly focussed on our high attaining students if this is an area of interest. Ambitious staff can flourish at Caludon where talent management threads through our ethos, vision and development plan. You will be a creative Maths teacher, with a proven track record of results, ideally adept at teaching across all key stages. You will have ample opportunity to develop, refine and reflect on your leadership and teaching to hone your strategy with access to enriched professional development through our internal leadership programmes and through our Teaching School Alliance. We will play to your strengths and you will be able to enjoy the support and involvement of a dynamic learning community evident from our Gold Investors in People award, following accreditation in September 2014. As a caring school that achieves very high standards, judged as outstanding in all areas by Ofsted in 2011, Caludon Castle has a great deal to be proud of. We are an oversubscribed, high performing school and our ICT-rich, state of the art premises, our specialism in Leadership and our Teaching School status and Castle Phoenix Trust profile, mean that we have exceptional facilities, motivated students and staff, and a host of exciting opportunities. We offer a range of benefits which includes cycle to work and childcare voucher schemes, discounted gym membership, free parking, an employee discount scheme and provision of an iPad/laptop. If you are looking for a rewarding and challenging post, please contact either Ann Dudgeon, Associate Headteacher or Emma Over, HR Business Manager, for information, an informal discussion about the post or to arrange a visit. Visits are recommended and warmly welcomed. Application packs are available from the HR Business Manager, Emma Over or visit our website www.caludoncastle.co.uk to download further details. Application forms to be returned to stovere@caludoncastle.co.uk

Closing date: 4.00 pm on Monday 25 January 2016. This post is exempted under the Rehabilitation of Offenders Act 1974 and as such appointment to these posts will be conditional upon the receipt of a satisfactory response to a check of police records via the Disclosure and Barring Service. This school is committed to safeguarding and promoting the welfare of children and young people/vulnerable adults and expect all staff and volunteers to share this commitment.

Caludon Castle, Axholme Road, Wyken, Coventry, CV2 5BD Tel: 024 7644 4822 Email: stovere@caludoncastle.co.uk NOR 1532 including 312 in Sixth Form.

January 2016 Dear Candidate Thank you for your interest in the position of Assistant Principal Leader of Learning/Leader of Coaching (Maths) at Caludon Castle School. We are determined to appoint a leader who is an experienced and inspiring practitioner in Maths, with vision, energy and a real commitment to high standards and expectations. The role will include supporting a portfolio of teachers at varying stages in their careers to develop outstanding teaching and learning. It is a unique opportunity to directly and indirectly influence real positive outcomes for young people. This is an exciting time to join our school. We achieved outstanding in all areas in our Ofsted in November 2011. Quotes from the inspection report include:

“Caludon Castle School provides an outstanding education for its students”

“The school’s very rigorous self-evaluation strategies are now driving improvement even faster”

“The outstanding curriculum and care, guidance and support ensure that the needs of every student are met exceptionally well”

“Students demonstrate outstanding behaviour around the school and in lessons where their contribution to learning is excellent. They are strong members of the school community and they demonstrate very high levels of social skill”

“The school has outstanding capacity not only to sustain levels of high performance but also to progress further”

“Teachers are enthusiastic about their subjects and have outstanding professional relationships with students”.

The staff and governors are committed and enthusiastic and there is a real determination from us all to raise standards even further. We are delighted with the successful results of our Year 13 students in 2015. The overall pass rate was 99.5%; 51% of all entries received A*-B grades and 79% got A*-C grades. For our KS4 results, the percentage of A*/A grades increased this year including English, Maths, and Science. 20% of our students gained A*/A grades in Maths, 22% gained A*/A grades in English and 19% gained A*/A grades in Science. 62% of students achieved grade C or above in English and Maths which is above the national average. The mathematics results A*-C were 65%, the English results A*- C were 82% and the Science results were 67%. We have been a National Support School (NSS) for eight years; I am a National Leader in Education (NLE). We have built capacity into, and provided rigorous development opportunities for, our leadership team, whereby all our leaders expect to participate in and value school to school support. With the experience of our staff including 5 members of our leadership team as Senior Leaders of Education (SLEs), we have supported underperforming schools in Coventry and Warwickshire, whilst ensuring standards at Caludon have remained strong. At Caludon we make continued improvement by focusing clearly on personalising learning for our students; supporting all staff to deliver high quality learning and teaching and developing strong leadership at all levels. We deliver excellent Middle and Senior Leader development opportunities, as part of our in-house programme and as a local and regional hub for Coventry LA and the NCSL. Leadership is also developed within the framework of line management support by the Leadership Team. This focuses primarily on Self-Evaluation, Quality Assurance and building capacity, but it is also personalised to meet individual need. We have held our second specialism in leadership since 2009. Caludon Castle was the first secondary school in Coventry to be eligible to apply to become a teaching school and it became operational, as Castle Phoenix Teaching School Alliance, from 1 September 2013. We are now recognised nationally for the excellent teaching we provide, the high quality support we offer and the centre of excellence for leadership development and teacher training. In addition, we are proud of our leading edge training programmes which we offer in support of initial teacher training. We are the lead school in the Coventry East Alliance for School Direct places. Although we continue to work in partnership with a large number of universities offering the PGCE route into teaching, we are very proud of our School Direct trainees, all of whom achieved grade 1 ‘outstanding’ in their training last year. We are expecting similarly from our twenty School Direct trainees placed across our Alliance schools this year.

Caludon Castle School is committed to safeguarding and promoting the welfare of all young people and expects all staff to share this commitment. The appointment of the successful candidate will be conditional upon the receipt of a satisfactory response to a check of police records via the Disclosure and Barring Service.

As a leadership specialist school we have led and facilitated a broad range of peer to peer training, including primary and secondary senior leadership development programmes, and a wealth of support as a lead contributor to the city-wide Partnership Plus Learning and Teaching Group. In January 2013, the school was delighted to receive the CPD Mark Award in recognition of excellence in continuous professional development. Our new school was built under the Private Finance Initiative Scheme and opened fully in 2006. This provides ‘state of the art’ facilities for all areas of the curriculum, underpinned by innovative use of ICT. Each faculty has a spacious ICT room for use with students, and staff resource rooms fully equipped with new computers. We have interactive whiteboards and video streaming in every classroom. Staff are provided with their own laptop and we offer high quality training for ICT throughout the year. Recent developments include access to wireless technology and we are embarking upon offering opportunities for parents, students and staff to access the school network from home. We are also able to offer video conference experiences. We encourage faculties to use ICT to enhance student learning and provide superb resources to make this happen. We were delighted to be accredited the Investors in People for Gold Award following assessment in September 2014. Some comments from the awarding report include:

‘Caludon Castle School (Caludon) has a very warm, friendly and welcoming atmosphere. From the moment of arrival, one senses an orderly and purposeful organisation.’

Caludon ‘fosters an environment that people thoroughly enjoy working in’ and is a school in which ‘initiative and innovation are welcomed by senior leaders, who nurture and mentor staff to achieve the very best they can for students’.

‘The school has a well-developed business strategy which provides the focus for future improvement.’

‘It was a notable feature of the assessment that staff had a clear understanding of the drive for student achievement and results.’

‘The inclusive and supportive culture of the school is well established and is driven by the inspirational and emotionally-intelligent leadership of the senior leadership team.’

We are seeking to appoint a colleague of the very highest calibre. If you relish a challenge, share our belief that Caludon Castle can make a very real difference to its students and the wider educational community, and are prepared to work in pursuit of this goal, we would love to hear from you. If you would like any other information, or an informal discussion about this job role, please do not hesitate to contact us. Completed application forms, and a separate letter/personal statement outlining your relevant experience in relation to the details and person specification, should be returned to us by 4.00 pm on Monday 25 January 2016. Once the closing date has passed, we will endeavour to shortlist this post as soon as possible. However, if you do not hear from us within two weeks of the closing date, please assume that your application has been unsuccessful on this occasion. Yours sincerely Michele Marr Headteacher

POST: Assistant Principal Leader of Learning/Leader of Coaching (Maths) REPORTS TO: Principal Leader of Learning For Faculty SCALE: Leadership Spine: L5-L9 KEY PURPOSE To ensure there is high quality learning and teaching in the Maths team and

across the whole school to secure achievement and engagement of all students. To be part of the strategic learning and teaching team ensuring the achievement and engagement of all students across the school.

To develop and deliver excellent curriculum, teaching and training resources for schools within the Trust and for our most able students.

KEY RESPONSIBILITES This description is in addition to the Teacher of Maths job description and should be read alongside the range of duties and expectations in line with the Teachers’ Standards. Strategic Support the middle and senior leaders in developing and implementing the school’s vision for learning

and teaching Contribute to self-evaluation processes and strategic planning Support leaders in setting targets for teaching and learning Coaching for outstanding teaching and learning Lead an aspect of initial teacher training To support mathematical development across the Trust Quality of Teaching Model best practice as a teacher Promote a wide range of teaching styles and learning activities, well matched to students’ learning needs Ensure all teachers have developed the skills necessary to manage learning and behaviour in the

classroom Drive the effective use of ICT to support and enhance teaching and learning

Curriculum Development

To support curriculum development within the whole faculty with a particular focus on a key stage.

Ensure, through collaboration with other teachers, that lesson planning, schemes of work and associated resources support outstanding teaching

Lead CPD activities and disseminate good practice based on educational research Assessment Lead on the implementation of outstanding classroom practice , making effective use of formative

assessment strategies so that all students know how well they are learning and what they need to do to improve

Support teachers to enable them to provide accurate and timely assessment of students’ progress which informs teachers’ planning and further accelerates student progress

Develop effective assessment resources across the subject which will provide accurate and reliable data about levels and grades for students

Coordinate the analysis of assessment information to support action-planning Lead on the use of test and examination data in a key stage to identify targeted interventions for

individuals and groups of students

Coaching and Training Ensure that the quality assurance framework is implemented effectively in Maths. Help to coordinate and mentor the induction of teachers/trainees new to the profession. Design a structured coaching and mentoring programme to provide clear feedback, good support and

sound advice to other teachers to improve their performance in order to ensure staff get the support they need to personalise their pathway and maximise the impact they have on students

Strengthen the ability of teachers to evaluate the impact of their teaching and understand how improvements can be made to raise student achievement in the subject

Build trusting relationships with a diverse group of individuals, manage a varied workload in a creative way and ensure the productive use of assigned meeting time to focus on learning, teaching, inclusion and student progress.

Equality of Opportunity To ensure, along with key leaders, that everyone within the learning environment is valued as an

individual.

Safeguarding To be accountable for promoting and safeguarding the welfare of students responsible for, and in

contact with.

General Carry out any other reasonable tasks as directed by the Headteacher Playing a key role in the school’s performance management/appraisal process of designated staff. Assist in identifying training needs and to promote the continuous professional development of faculty

staff. Key Performance Indicators Student attainment against agreed targets Student progress against agreed targets Percentage of lessons in curriculum area/school observed as good or better Quality of schemes of work and resources Quality of assessment tasks and strategies

POST: TEACHER OF MATHS RESPONSIBLE TO: LEADER OF LEARNING FOR MATHS JOB PURPOSE To provide high quality teaching and learning, to enable the effective use of resources and high standards of achievement for students, within an environment in which students feel safe, rewarded and challenged. DUTIES AND RESPONSIBILITIES The duties and particular expectations of this post are detailed below and are in addition to those specified in the latest School Teachers’ Pay and Conditions Document. All reflect the National Teachers’ Standards introduced on 1 September 2012. Responsibilities Working with the Leader of Learning:

To set high expectations and provide leadership in the classroom

To ensure that high quality teaching and learning takes place in all classes as allocated by senior staff/the leadership team

To support and participate in curriculum and faculty development

To maintain high standards of work and behaviour

To efficiently and effectively deploy quality resources for learning

To assist with the assessment, recording and reporting of progress

To provide equality of opportunity. Key Tasks Work with the Leader of Learning : 1. Ethos/Vision To support the vision and ethos of the school

To promote high expectations of students throughout the faculty

Promote a positive climate for learning and maintain effective arrangements for managing student behaviour within the faculty.

To lead by example to help motivate, inspire and enthuse students in their studies

To encourage students to recognise their role within school and within the wider community

To set a good example in terms of dress, punctuality, attendance and expectations outlined in the National Teachers’ Standards.

To uphold the school’s policies, procedures and practices.

2. Planning To prioritise, plan and organise the development of the subject through objective/target setting.

To maintain up-to-date policies on learning and teaching within the faculty, to complement school and faculty policies.

To maintain a consistent approach to lesson planning across the faculty in line with faculty, and to monitor lesson plans.

3. Curriculum To monitor arrangements for grouping students within the subject, and to ensure that grouping criteria help to

raise attainment.

To ensure that teaching pays due regard to promoting equality of opportunity.

To share in the development of, and follow, course outlines, syllabuses and schemes for learning as agreed by the Leader of Learning/Leadership Team.

4. Learning and Teaching To ensure that students’ special educational needs are recognised and met.

To promote and develop different learning styles for students.

To ensure effective deployment of Teaching assistants/support staff/technicians within the faculty.

To maintain an environment within the faculty which promotes high quality learning.

To promote consistent improvement in examination results.

To ensure good record keeping with respect to teaching and learning within the faculty.

To ensure home learning is set in line with the school policy.

5. Assessment/Recording and Reporting To make effective use of comparative data together with prior attainment data, to provide relevant information

to the Leader of Learning to establish benchmarks and set targets for students and the faculty.

To ensure the effective use of performance data to promote achievement and ensure at least expected progress

To ensure the school’s marking and assessment policy is adhered to.

To ensure that the school’s recording and reporting procedures are implemented effectively.

6. Staff Development To participate in and support the Performance Management Policy/Staff Development policy

To participate in INSET activities

Be a group tutor/mentor

To attend relevant scheduled meetings and briefings as appropriate

7. Management of Resources To effectively and efficiently utilise all resources available

To support the faculty to effect change and to maximise potential.

To participate in the smooth running of the faculty/faculty and to assist in maintaining an effective team.

To be involved in extra-curricular activities

To undertake other duties as reasonably required by the Headteacher

8. Equality of Opportunity To ensure that everyone within the team and within each classroom is valued as an individual.

9. Safeguarding To be accountable for promoting and safeguarding the welfare of students responsible for, or in contact with.

PERSON SPECIFICATION (Assistant Principal Leader of Learning (Maths)/Leader of Coaching – 3 pages in total)

We would like to appoint a person with/who:

Criteria Essential Desirable Measurement

Educational Good honours degree

Is a qualified teacher able to teach at KS3, KS4 and Post 16.

Achieved, or engaged in pursuit of, further relevant qualifications

A

Knowledge Excellent subject knowledge

Excellent knowledge of classroom skills, Teacher Standards, secondary curriculum and developments, and contemporary pedagogy

Understands how to ensure effective student learning through challenging, high quality and exciting teaching

Understands the potential of student voice and parental engagement

Is a competent user of ICT and understands its role in enhancing learning and teaching.

Understands the positive role of Performance Management within their own professional development.

Knowledge about contemporary developments in education e.g. Ofsted

Experience of leading change

Clear understanding of Literacy initiatives and ability to work with the Literacy Coordinator to raise standards across the school

A, I, R A, I, R A, I , R A, I A, I A, I

Experience Is an outstanding classroom

practitioner

Has a proven track record of raising and maintaining high educational standards

Has proven successful experience of curriculum development and delivery

Works effectively with Teaching Assistant/support staff/technicians within the faculty/department

Participated in a range of CPD

Proven track record of involvement in quality assurance process, monitoring and evaluating ‘typicality’ in the classroom

Proven record of achievement in different posts/schools

Experience of leadership and management of staff

Leadership of whole school development priorities and initiatives

Experience of provisioning support, advice, coaching and guidance to colleagues to improve the teaching practice of others

A, I, R A, I, R A, I, R A, I, R A, I, R A, I

Criteria Essential Measurement

Skills and Abilities

Excellent level of interpersonal skills and developed communication skills (written and speaking)

Well organised and able to prioritise and delegate as necessary

Well developed problem solving skills

Able to demonstrate, share and celebrate best practice classroom learning and teaching to a range of audiences

Able to lead training sessions in order to develop colleagues’ skills effectively

Ability to present a coherent argument whilst appreciating the contributions of others

Able to ensure Literacy, Numeracy and Communication are integral to students’ learning

An ability and willingness to engage in difficult conversations with colleagues about teaching and learning performance

A, I, R A, I, R I, R A, I, A, I A, I A, I

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Criteria Essential Measurement

Skills & Abilities

An ability to establish good working relationships with staff and other stakeholders and to form and maintain appropriate relationships and personal boundaries with students

Ability to be a representative of the school

Values the contribution that students can make to their own learning.

Likes and seeks to understand young people.

Shares our belief that Every Child Does Matter.

Demonstrates that mutual respect, challenge and praise are key to managing teacher /student relationships in the classroom.

Is able to (wants to) get the best from all students, regardless of ability.

Contributes positively in their role as a group tutor to the pastoral care of students.

Is able to assess students’ work effectively and within whole school and department guidelines.

Is able to set and assess purposeful home learning which extends/reinforces students’ learning.

Able to act as a role model for staff and students and able to set professional (goals) targets, which are challenging and meet their own needs as well as those of the students and the school.

Is able to lead, in a variety of contexts, by example.

Is committed to team work at all levels.

Can contribute creatively and knowledgeably to develop/evaluate schemes for learning.

Understands the importance of meeting deadlines and supporting others (colleagues) to do so.

Carries out all professional duties within whole school and department guidelines.

Feels able to contribute positively and appropriately if they see the need for change in any aspect of school life at Caludon

A, I A, I, R A, I, R A, I A, I, R A, I, R A, I, R A, I, R A, I A, I A, I A, I, R A, I, R A, I, R A, I, R A, I, R A, I

Qualities Is flexible, committed and enthusiastic in their approach to the

dynamics at the heart of an innovative school environment/culture.

Strives constantly to better themselves as a professional

A clearly articulated educational philosophy

Commitment to the ethos and aims of the school, to equal opportunities and inclusion

Commitment to the education of the whole person promoting social and emotional well-being in addition to academic development

High expectations and a commitment to high standards

Willingness to take responsibility and to display initiative

Adaptability and openness to change

Reliability and integrity

Be approachable

To be motivated, hardworking, able to work confidently under pressure and emotionally resilient

Enthusiastic, positive and determined

Emotionally intelligent

A sense of humour

Desire to pursue own CPD

Professional appearance

I, R A, I, R A, I A, I A, I, R A, I, R A, I A, I, R A, I, R A, I, R A, I, R A, I, R A, I, R I A, I A, I, R I

Safeguarding

In addition to candidate’s ability to perform the duties of the post, the interview will also explore issues relating to safeguarding and promoting the welfare of children including:

Motivation to work with children and young people;

Ability to form and maintain appropriate relationships and personal boundaries with children and young people;

Emotional resilience in working with challenging behaviours; and attitudes to use of authority and maintaining discipline.

I, R

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Criteria Essential Measurement

Special Requirements

Good health and attendance records in line with school’s Promoting Health at Work Policy This post is exempt from the provisions of the Rehabilitation of Offenders Act 1974. An Enhanced Disclosure and Barring Service Check will be required prior to appointment

I, R

References The interview panel may take the opportunity to follow up any relevant issues arising from references during the interview. A = Application Form, I = Interviews, R = References.

Person Specification - LEADER

The ideal candidate will:

Have vision and be clear about what it can contribute to the life of the school and that of young people.

Be able to motivate staff to give of their best for young people and each other, within the spirit of team work.

Be pro-active in identifying areas for development amongst colleagues and offering solutions.

Be confident in, and clear about, what they can contribute to enhance the quality of Learning and Teaching.

Take a lead in the professional development of colleagues.

Ensure the highest quality of Performance Management, which is both rigorous and supportive of colleagues.

Support colleagues in matters of student behaviour and maximising student potential.

Ensure quality and consistency of learning, teaching and assessment through the scrutinising of student organisers and student work.

Model exemplary teaching for other colleagues.

Ensure that the faculty/year team environment is welcoming of, and stimulating for, all its visitors.

Ensure that whole school policies are implemented consistently.

Manage per capita and resources to meet the needs of students and maximise staff effectiveness in doing the same.

Contribute to the School Improvement Plan and use it to shape progress within the Faculty/Student Progress Improvement Plan.

Lead and support colleagues to work under pressure and meet deadlines.

Further Information For Candidates

Mathematics Faculty

English Staff Profile Victoria McManus Principal Leader of Learning/Assistant Headteacher Rachel Anderson Shore Assistant Leader for Maths Corey Bateman Assessment and Intervention Leader of Maths Diane Adams Teacher of Mathematics Claire Geddes Teacher of Mathematics (responsibility for Maths student

leaders) Marie Wears Teacher of Mathematics Antonia Peters Teacher of Mathematics (leader of post 16 Maths) Amy Ludgate Aspiring Leading Edge Practitioner of Maths Sunera Nawab Aspiring Leading Edge Practitioner of Maths Catherine Baynes-Clarke Teacher of Mathematics Sam Buckley NQT Liz Morris Mathematics HLTA Oliver Riding School Direct Trainee Paul Urwin Maths Intervention There is a fantastic group spirit within the faculty which means we have a vibrant and strong team that works closely together to further learning and teaching and support each other. This is a dynamic working environment, where we strive to build on current progress. The professional development of staff is a high priority, with the leadership and training status of Caludon allowing for frequent internal inset.

Mathematics Vision Statement

Within Mathematics we constantly prioritise learning and teaching and its continuing development. Our particular strengths include embedding collaborative learning into everyday practice and using it to create an effective learning experience while facilitating effective formative assessment. Our vision is to develop independent, curious learners who take responsibility for their own learning through successful, well-structured tasks that support and challenge students.

Mathematics Accommodation

The Mathematics Faculty is situated on the second floor. Each of the 8 Mathematics classrooms has an interactive whiteboard and access to the internet. We have a well-equipped work room for the faculty. A dedicated computer suite of 24 networked computers is situated in one of the Mathematics classrooms. We have invested in a full range of curriculum software including Boardworks, Autograph, MyMaths, Virtual Image, Living Worksheets and EXP Maths. This is constantly reviewed and updated. The faculty is well resourced with text books, software, worksheets and resource books. Through discussions with Maths’ staff and student ambassadors the faculty has had the opportunity to transform three classrooms into creative learning environments. These rooms contain circular tables with whiteboard tops on them. One set of tables is high and two regular table height. Two of the rooms also contain a 5 metre whiteboard along the back wall in order to further facilitate creative and co-operative learning.

Curriculum

Students are grouped according to ability in years 7 to 11. There are 9 groups in Year 7, 8 and 9, split into 3 bands. In Year 10 and 11 there are 10 or 11 groups, split into 3 bands. Learning Assistants are timetabled to work with less able students and those requiring additional support. We currently teach 3 one hour lessons per week to years 7, 9 and 10 and 4 one hour lessons to years 8 and 11. In Year 9, students will start the Edexcel GCSE Linear course with all students certificating at the end of Year 11. Spreading the scheme over 3 years ensures depth of understanding.

The accelerated key stage 3 curriculum includes a variety of applied mathematics tasks integrated into a scheme of learning which uses Level Up textbooks amongst other resources. The reputation of the Mathematics department is also reflected in the significant uptake of AS and A2 Mathematics. In addition we also teach Further Mathematics. Our students consistently achieve impressive results at all levels.

Exam Results Key Stage 4 (from RAISEonline)

A*/A% A*-C% APS A*-G%

Year School National School National School National School National

2014 13.7 17.8 68.5 68.9 38.6 38 98.8 96.7

2015 19.5 19.1 65.4 70.5 39.1 38.3 98.8 96.7

Key Stage 5 Last year 69.2% of students achieved A* - C, with 33.3% achieving an A*-A. We also achieved similar levels of success with A-level Further Mathematics achieving 100% achieving A*-B.

Learning and Teaching There is a strong emphasis within the faculty of developing the mathematical thinking of all our students. A Learning and Teaching group, made up of staff from all areas of the school, meets regularly to exchange ideas and discuss different teaching strategies. It is a lively, exciting and innovative forum, and popular with all in the team who wish to develop their range of teaching styles. The significant strength of the Mathematics faculty as an innovator for learning and teaching has been recognised externally by the accreditation as a Lead Learning Faculty, with two Lead Learning Practitioners within the faculty.

Extra Curricular The Mathematics Faculty enriches students’ experiences in a variety of ways. They have the opportunity to enter Mathematics Challenge Competitions in Years 7, 8, 9, 10 and 11. We are also developing teams to enter the group Maths Challenge competitions at post-16.

Booster classes and post-school revision clubs are offered to all year groups. Members of the team also offer additional support to KS4 students who need help with revision for examinations. We have an extensive intervention programme for students sitting their GCSEs.

In addition representatives from the Mathematics faculty have lead roles in the running of the STEM club in conjunction with Science. The STEM club is targeted at high attainers in Years 8 and 9 and runs a variety of projects, most recently this has included a trip to Iceland and entry of into the National Lego League.

Opportunities

We are seeking to appoint a Second in Maths (Associate Leader of Maths) and Assistant Principal Leader of Learning (Leader of Coaching) to join our over-subscribed school in September 2016. In November 2011, in an outstanding OFSTED report, standards in the Mathematics department were described as 'particularly high’ and students’ achievement as ‘excellent’. The following comment was also made by inspectors following their observations of mathematics lessons: “Students work well in groups and teachers encourage them to think for themselves and only to use the teacher as a resource when all else fails. This was seen particularly in a mathematics lesson where students collaborated in pairs and small groups to solve mathematical problems and to assess their own and others’ work.”