LUTTERWORTH COLLEGEINFORMATION FOR APPLICANTS: HLTA PE

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WELCOME FROM THE EXECUTIVE PRINCIPAL, ANDREW COOPER

We recruit people for attitude and train for skillsWe aim to recruit outstanding people. We would rather make no appointment than appoint someone who is not suited to our ethos. For this reason we try to articulate clearly our vision, values and expectations when putting together information for applicants and we always give a lot of attention to appointing the right person.

We aim to recruit staff who:

are excited by their role and by the prospect of working with young people, even those who are less well motivated;

love the processes of learning and teaching and are keen to continually develop their own skills;

recognise that teaching can be a demanding job but get on with it rather than complaining;

will subscribe to the ethos of the College and ‘go the extra mile’ in terms of time and commitment to get the very best from our students;

see break duty as an opportunity to talk to students; are quick to praise and slow to criticise; are not afraid to admit to seeing themselves as potential leaders of the future.

I am conscious that this may be your first contact with Lutterworth College and first impressions are very important. I hope what you read, coupled with anything else you discover about the school, inspires you to apply for this post.

From a personal perspective, this is my third Headship: I joined Lutterworth in September 2011 after having taken one school to outstanding and another out of special measures. I have thoroughly enjoyed my time at Lutterworth: it’s a lovely place to work – relentless in its demands but hugely rewarding.

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VISION AND VALUES‘Here is Edward Bear coming downstairs now, bump, bump, bump on the back of his head behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs but somewhere he feels there is another way. If only he could stop for a moment and think of it.’ A A Milne

The AA Milne quote from Winnie the Pooh is a light-hearted reminder of the importance of taking the necessary time out to reflect on new and potentially better ways of working; to be open minded about working together to see where improvements can be made.

We want Lutterworth College to be strikingly successful, or ‘outstanding’ in Ofsted terms. Therefore, every student should reach their full potential; no student should be left behind.

A number of factors can get in the way of students reaching their full potential such as a belief that “this student cannot succeed” or a lack of a structure that allows learning to take place. Regardless of what happens outside College, it is important we provide a safe, structured place for young people to learn.

The following beliefs apply equally to students, staff and governors:

A belief that learning is a lifelong process towards which schools contribute; A belief that effort can lead to success; A belief that everyone has the capacity to learn and improve, therefore it is

important to be reflective and to learn from experience; A belief that challenging situations, problems and tasks are preferable to easy

ones because overcoming challenges builds confidence; A belief in teamwork and working collaboratively and wanting to share good

practice in order to improve; A belief that understanding of the whole person is crucial to facilitating their

ability to learn; A belief that schools are the hub of an extended local community and that

involving parents and community members in our school is central to our existence and success.

What this means for all of us if we are to put these beliefs into practice:

‘If you want to predict the future you must invent the future.’ (Alan Kay) We will work hard to be aware of what is happening beyond our school so that we can predict future trends at an early stage and remain in control of our destiny (rather than being at the mercy of external initiatives).

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We will be willing to take risks, to try new things, to experiment so that as an organisation we are flexible and innovative. This can occur only in a climate where mistakes are not automatically seen as negative but rather as an experience from which to learn.

We will continually search for best practice at a local, national and international level and we will share our ideas and best practice with others. This will enable us to become better at what we do and it will enhance the reputation of the school within the wider community.

We will be a learning organisation, not just for our students but also for our staff. This will involve engaging in action enquiry projects and continually reflecting on our own practice as teachers, recognising that we can all develop our professional skills, at any stage of our career. In doing so, we recognise that the most effective professional development occurs when teachers learn from and with each other.

What we will need in terms of skills and abilities: Be able to develop effective and purposeful relationships; Be able to communicate effectively; Be able to use ICT effectively; Be able to manage our time effectively so that we can achieve a good work-life

balance; Be able to plan ahead and organise effectively; Be able to recognise and manage stress in ourselves by being emotionally

intelligent; Be committed to the personal and professional development of ourselves.

What this means in terms of attitudes and approaches:

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We will be reflective with a desire for continuous improvement; We will want to develop own learning and do things differently and better; We will be committed to high standards and high expectations for all; We will be genuinely interested in the learning process; We will possess energy and enthusiasm; We will be willing to learn from and with others; We will have a good sense of humour – we won’t take ourselves too seriously; We will be willing to try out new ideas; We will be flexible – we will not be daunted by change; We will listen to and respect the views of others; We will care for others by thinking of other people’s needs and working for the

common good; We will recognise the contribution of all; We will have a sense of responsibility by taking ownership of issues; We will take a pride in what we do.

And finally:‘The main thing is to keep the main thing the main thing.’ Stephen R Covey

We need to make a conscious commitment to place teaching and learning at the heart of everything we do. What better way of avoiding external influences and distractions and remaining in control of our own destiny.

Keeping teaching and learning as the ‘main thing’ requires us to bear two key principles in mind:

1. Everything in the organisation must be based explicitly upon teaching and learning. Outstanding schools display high degrees of internal consistency. One way of achieving this is to make sure there is a shared understanding of, and commitment to high quality teaching and learning, in particular, helping students to become better learners.

2. Staff must also be learners. In other words, learning must not be confined to something we do with students. The deeper we understand teaching and learning, the better able we are to facilitate it in others.

Our Christian ethos

We are an inclusive school and we welcome young people of all faiths and none.5

Our Christian ethos should be evident in a variety of ways:

In the content of our curriculum. The study of all religions is to be taken seriously and we will encourage open and honest debate about the nature of faith and the way faith is practised inside and outside the school.

In the way in which we encourage our young people to become open to serve others and emphasise the importance of service above self.

In the way we acknowledge that we are connected to each other, dependent upon each other, members of one body and in the membership there can be no isolated suffering or joy.

In the way we celebrate and worship. Students and adults should be made aware of the rhythms of the Christian year and the features of the festivals of other faiths.

In the opportunities students have for silence and reflection. This may occur in assemblies or it may occur in worship within a faith room in the school.

In the way in which that faith room is used and the presence of a Chaplaincy team.

In the ways the school practices trust and demonstrates forgiveness. The hallmarks of our ethos will be seen in the way we cope when mistakes have been made and the priority we give to providing a safe, structured environment for our students.

In the way encourage and lead young people into asking the deeper and harder questions about self and our place within the wider world.

In the way we regard education as formation rather than function.“The experience of learning isn’t always just a matter of learning to function within a society successfully enough to survive; it opens doors for the individual and for the whole group. Education is the forming of a constructively critical mind-set.” (Archbishop Rowan Williams)

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THE COLLEGELutterworth College is a large (Group 8) 14-19 academy (we converted on 1 June 2012), situated in the market town of Lutterworth in South Leicestershire. We are a Specialist Technology and Applied Learning College and a Church of England Voluntary Controlled school.

There has been a school on the site since 1880. Lutterworth Grammar School grew from a small boys‟ grammar into a large mixed comprehensive school in 1967. In 2006, Governors agreed to change the school’s name to Lutterworth College. As the school has grown in size (from around 750 in 1967 to approximately 1800+ today) the site has grown; nevertheless, it is still very pleasant.

We have two main feeder 11-14 High Schools and also take a substantial number of students from a third school. Our intake is above national average attainment, though we do admit the full range of ability into the College. Most students come to school by bus from rural Leicestershire.

Our large size enables us to offer good choice for students both pre and post-16. We have developed various routes within the curriculum for students across our age range and we continually review our curriculum provision to ensure it remains outstanding.

Our last full Ofsted Inspection was in November 2008, though we have just been inspected on the 17th and 18th April 2013 (report on our website) and we were judged to be good in all categories. Given that this is a tough inspection framework, we are very pleased with the report.

The College has a faculty structure which encompasses both teaching and support staff teams; each has a Faculty Leader and a linked Strategic Leadership Team (SLT) member to lead and support staff in the team. Faculty membership includes teaching staff and faculty support staff, working together to provide the best learning experiences possible. Faculties include:

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T e a c h i ng Support English Estates & CommunityMathematics CateringScience FinanceCreative & Performing Arts Human ResourcesDesign Technology Examinations and DataHumanities Network Services/VLE Support TeamModern Foreign Languages Student Support Services (KS4 and KS5)Social Sciences Leadership SupportPE Teaching & Learning Support StaffICTBusinessLearning Support

Another important part of our structure is how we support students. All teaching staff and a significant number of support staff are mentors for students within vertical tutor groups. For students who require further support (who may be vulnerable or at risk of underachievement) we have a team of staff who work with them to support their learning, and link closely with their teachers and mentors. They have some specialist resources available to them, including our Student Support Centres, as well as integrated working with our multi-agency team.

Our student services and support teams also include specialist counsellors, behaviour support workers and Keyworkers (for SEN students). They have an expertise in behaviour for learning and their work is a major factor in our low exclusion rates and good behaviour in the College.

Staff training and development at Lutterworth aspires to be both flexible and personal, providing all staff with opportunities to develop their practice and skills and develop as individuals whilst contributing towards the overall goals of the College. We want to avoid a “one size fits all” approach and allow staff the freedom to tailor their professional development to their own needs, whilst at the same time meeting any statutory requirements and ensuring that the aims of the College can be met.

To this end, training and development opportunities are a mix of mandatory and optional training sessions alongside a range of activities that individuals can choose to engage with as part of their own development.

Finally, it is essential that when staff join the College (or if they change their post within the College) that they are fully inducted into our systems and processes. All staff in new posts will be linked with a Mentor, who will, alongside the HR team, ensure that colleagues are confident in their role and supported in becoming part of Lutterworth College.

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THE POSTWe are seeking to appoint an enthusiastic individual to join a school in which the staff will certainly help to make you feel part of the team.

The appointed person will join our HLTA Team supporting girls’ PE and Examination PE. An interest and enthusiasm for sport along with a good working knowledge of PE is essential as are IT skills. An Amateur Swimming Association qualification is desirable. The role will involve some clerical duties and ensuring that PE equipment is kept clean and in adequate supply. Applicants will also be expected to contribute to extra-curricular activities

If you have already gained your HLTA status and have strong skills in PE or that you will be willing to achieve HLTA status then we look forward to receiving your application.

THE PE DEPARTMENTThe PE Department is a welcoming, good humoured and vibrant place in which to work, and is held in high regard by students and other staff within the school. The team is lively and hard working with 7 full time members of staff and two part time members of staff.A greatly valued Administrative Assistant and a Teaching and Learning Assistant also support us.

PE Leadership Team (for next academic year)

Steve Tabbernor Head of PE10

LUTTERWORTH COLLEGEBitteswell Road, Lutterworth, Leicestershire  LE17 4EW

HIGHER LEVEL TEACHING ASSISTANT(or aspiring HLTA) for PE

Hours: 1352 per annum 8.15am-3.15pm Monday to Friday(with the balance of hours to be worked throughout the

school year supporting extra-curricular activities)Grade 8 : £15,709 p.a.

“This is a good school…almost all students are polite and courteous” (Ofsted, April 2013)

Term time only - required for September 2013

14-19 mixed comprehensive with 1900 students (600+ in sixth form)

A specialist Technology and Applied Learning College

Working within the PE department as a Higher Level Teaching Assistant supporting the department and the students in achieving their desired outcomes.We would like from you:Good interpersonal skillsTo be a team player with loads of energy & enthusiasmGCSE Mathematics and English (C or above) or equivalentExperience of working with students of a similar age group is advantageousWe can offer you:Excellent professional development.Fantastic students who are a pleasure to work with.The chance to join a school that is going places.

For further information and details of how to apply please access our website www.lc.leics.sch.uk and return completed applications to Becky Towe.  E-Mail: r.towe@lc.leics.sch.uk  Tel: 01455 205195

Closing date:    9am Friday 5th July        Interviews:  Wednesday 10th JulyLutterworth College is committed to safeguarding. This post is subject to an enhanced CRB check.

Principal:  Andrew CooperAt the hub of Britain’s motorway network, Lutterworth is a  town within

easy access to London and the Midlands

Kathryn Wadsworth

Assistant Subject Leader

Kerry Wilson Assistant Subject LeaderMike Hodges Assistant Subject Leader

All students in Years 10 and 11 follow a carefully structured Core PE programme. It is a very popular subject and taught in single-sex and mixed sex groups with approximately 25 students in a group.

Approximately 120-160 students choose to follow GCSE PE as one of their two option subjects. We study the Edexcel examination syllabus, and students receive 5 lessons over two weeks (two practical, two theory and one course work). Our results have been exceptionally strong over a number of years and, as usual, in 2012 results were well above the national average, at 88% A*-C.

At A/S and A2 level we follow the OCR specifications with over 50 students studying at A/S level and approximately 30 at A2. BTEC First Certificate in Sport is also a vocational avenue offered to our students and we have classes in Key Stage 4 and 5.

The school has an excellent reputation for extra-curricular activities and all staff in the department are fully committed to giving up a great deal of time to provide the students with a varied range of competitive and recreational activities after school. Staff are encouraged to organise sports trips and tours both in this country and abroad.

In terms of facilities, we have:

A sports hall Multi-purpose hall Fully equipped fitness room Artificial turf pitch Swimming pool Six tennis courts 4 netball courts Full range of grass pitches for soccer, rugby, cricket and athletics A new Leisure Centre and swimming pool have been built on our school

site to which the school has full access during the school day.

As a department we are passionate about our subject and fully committed to helping students of all abilities enjoy PE and achieve their full potential.

PERSON SPECIFICATIONCandidates will be assessed on the following:

QUALIFICATIONS GCSE English and Maths (C and above) or equivalent Higher Level Teaching Assistant status or willing to work towards Proven experience of working with children of a relevant age An Amateur Swimming Association qualification is desirable

EXPERIENCE, KNOWLEDGE AND UNDERSTANDING Knowledge of Child Protection and Health & Safety regulations Sufficient understanding of their specialist area to support student learning, and

the ability to acquire further knowledge to contribute effectively and with confidence to the classes in which they are involved.

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Be familiar with the school curriculum, the age-related expectations of students, the main teaching methods and the testing/examination frameworks in the subjects and age ranges in which they are involved.

Understand the aims, content and intended outcomes for the lessons in which they are involved, and understand the place of these in the related teaching programme.

Knowledge of how to use ICT to advance student learning, and be able use ICT tools for their own and students’ benefit.

A high level of achievement. Awareness of the statutory frameworks relevant to their role. Know the legal definition of Special Educational Needs (SEN), and be familiar

with the guidance about meeting SEN given in the SEN Code of Practice. Knowledge of a range of strategies to promote good behaviour. Personal and/or professional development training. Awareness of confidentiality issues linked to home/pupil/teacher/school work

and to keep confidences as appropriate. Leadership skills – assist with management and development of other Teaching

Assistants

SKILLS AND ABILITIES Be able to work sympathetically with the ethos of the school, developing

effective and purposeful relationships Be able to communicate effectively and persuasively Be able to manage their time effectively Be able to plan and organise effectively Be able to motivate and inspire students Be able to recognise and manage stress in themselves and others Be able to understand and interpret a range of data relating to student

performance Be committed to the professional development of themselves and others (e.g.

trainee teachers)

ATTITUDES AND APPROACHES A reflective practitioner with a desire for continuous improvement Want to develop own learning and do things differently and better Committed to high standards and high expectations for all Genuinely interested in the learning process e.g. an advocate of assessment for

learning Possess energy and enthusiasm Enjoy relating to, and can build rapport with, students Willing to learn from and with others in the development of good practice Have a good sense of humour Willing to try out new ideas Flexible – you are not daunted by change Ambitious – can see an opportunity to make an impact and develop own skills

STUDENT SUPPORT AND PERSONAL DEVELOPMENT Able to provide effective mentoring for students A willingness to get involved in extra-curricular activities

HOW TO APPLYPlease read the information in this pack. If you decide to apply you should include a supporting letter with your application form on no more than two sides of A4, giving your reasons for applying for the post, addressing the pack and particularly the person specification and outlining any relevant experience and personal qualities you would bring to Lutterworth College. Please do not send a general letter; we really are looking for someone who is prepared to respond to us as an individual school. You can be sure

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we will take time and care in reading your letter; we appreciate how much energy goes into it. Please ensure that you address your application to Mrs Becky Towe, Human Resources Department (r.towe@lc.leics.sch.uk)

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