€¦ · web viewthe academies enterprise trust recognises the value of, and seeks to achieve, a...
TRANSCRIPT
CANDIDATE INFORMATION BROCHURE
To inspire young people to make their best better
January 2013
Dear Candidate
Thank you for your interest in working for Severn View Primary Academy, part of The Academies Enterprise Trust.
The Academies Enterprise Trust firmly believes that all young people deserve to become world class learners – to learn, enjoy, succeed and thrive in a world class educational environment, which has the best facilities, the best teaching and the most up to date resources available to them.
Our vision is to help students achieve world class learning outcomes by developing world class teachers in a world class community.
The Academies Enterprise Trust was formed in 2008 and is developing into one of the largest nationwide, multi academy sponsors in the country. Innovative and creative, the Academies Enterprise Trust has experienced consistent growth during the last 5 years and this growth is expected to continue into the future.
The AET has an exciting future and this appointment represents a great opportunity to secure positive outcomes for our learners.
If you share our vision and values then we would be very excited to hear from you.
Yours sincerely
The Recruitment Team
Severn View Primary Academy
Severn View Primary Academy is an academy with a spacious site, stunning views and amazing facilities which together helps to create a wealth of learning opportunities for our children.
A word from the current Headteacher:
“ Our new motto is ‘growing brilliant learners for a bright future’ and it is my vision for this school to become the beacon on the hill overlooking Stroud. We have a wonderful team who are hugely passionate and determined to do the best for the children”
Severn View Primary Academy has:
Small classes in a stunning setting First rate facilities to create a wealth of learning experiences The vision to grow brilliant learners Ofsted registered after school care Breakfast club Extensive grounds Inspirational teaching Minibus service Wide range of extra curricular activities Forest school and outdoor learning spaces The Hub which is dedicated for use by families and the community
Severn View Primary Academy Results:
Year One Phonic Screening Check above the national average by 5% KS1 end of Year Two Reading and Writing above the national average KS2 end of Year Six English at the national average of 86%. This is a 30%
improvement on 2011 and 38% improvement on 2010. KS2 end of Year Six Maths increased from 47% to 79%
Our Academies
The AET has a number of Academies located across England.
Primary
Secondary
SpecialPrimary- North
Academy Location Opened Age Profile
Cottingley Primary Academy Leeds December 2012
3-11
Hall Road Academy Hull September 2012
3-11
Feversham Primary Bradford November 2012
3-11
Newington Academy Hull September 2012
3-11
North Ormesby Primary Academy
Middlesbrough October 2012 3-11
Shafton Primary Academy Shafton, Barnsley December 2012
4-11
St Helen’s Primary Academy Barnsley December 2012
3-11
The Green Way Academy Hull September 2012
4-11
Primary- East
Academy Location Opened Age Profile
Ashingdon Primary Academy Ashingdon, Essex September 2011
5-11
Beacon Academy Loughborough, Leicestershire
December 2012
4-11
Hamford Primary Walton on the Naze, Essex
April 2012 5-11
Langer Primary Academy Felixstowe May 2012 3-11Plumberow Primary Academy Hockley, Essex September
20115-11
Westerings Primary Academy Hockley, Essex September 2011
4-11
Primary- South
Academy Location Opened Age Profile
Charles Warren Academy Milton Keynes, Buckinghamshire
September 2012
4-11
Molehill Copse Primary Academy
Maidstone, Kent June 2012 3-11
Noel Park Primary School Wood Green, London September 2012
3-11
Oaks Academy Maidstone, Kent April 2012 4-11St James the Great Primary East Malling April 2012 3-11Tree Tops Academy Maidstone, Kent April 2012 3-11Trinity Primary Academy London September
20123-11
Weston Academy Isle of Wight April 2012 4-11
Primary- West
Academy Location Opened Age Profile
Anglesey Primary Academy Burton on Trent, Staffordshire
December 2012
4-11
Barton Hill Academy Torquay, Devon September 2012
3-11
Brockworth Primary Academy Gloucester, Gloucestershire
September 2012
4-11
Four Dwellings Primary Birmingham January 2013 3-11Lea Forest Primary Academy Birmingham December
20123-11
Montgomery Primary School Birmingham October 2012 3-11Offa’s Mead Academy Chepstow,
GloucestershireSeptember 2012
4-11
Percy Shurmer Academy Birmingham September 2012
3-11
Severn View Primary Academy Stroud, Gloucestershire September 2012
4-11
Secondary- North
Academy Location Opened Age Profile
Childwall Sports & Science Academy
Liverpool, Merseyside September 2012
11-18
Eston Park Eston, Middlesbrough January 2012 11-18
Gillbrook Academy Middlesbrough September 2012
11-18
Unity City Academy Middlesbrough 11-16
Secondary- East
Academy Location Opened Age Profile
Clacton Coastal Academy Clacton on Sea, Essex September 2009
11-19
Cordeaux Academy Lincolnshire January 2013 11-18East Point Academy Lowestoft, Suffolk September
201111-18
Felixstowe Academy Felixstowe, Suffolk September 2011
12-19
Greensward Academy Hockley, Essex September 2008
11-18
Maltings Academy Witham, Essex September 2008
11-18
New Rickstones Academy Witham, Essex September 2008
11-18
Tendring Enterprise Studio School
Clacton on Sea, Essex September 2012
14-19
Tendring Technology College Frinton on Sea, EssexThorpe le Soken, Essex
September 2011
11-19
The Duston School Northampton June 2012 11-18
Secondary- South
Academy Location Opened Age Profile
Aylward Academy London September 2011
11-19
Bexleyheath Academy Bexleyheath, Kent September 2011
11-18
Everest Community Academy Basingstoke, Hampshire September 2011
11-16
New Forest Academy Southampton, Hampshire
September 2012
11-18
Nightingale Academy London September 2010
11-19
Richmond Park Academy London September 2010
11-16
Ryde Academy Isle of Wight September 2011
13-18
Sandown Bay Academy Isle of Wight September 2011
11-18
Sir Herbert Leon Academy Milton Keynes, Buckinghamshire
September 2012
11-19
Winton Community Academy Andover, Hampshire November 2012
11-16
Secondary- West
Academy Location Opened Age Profile
Broadlands Academy Keynsham, Bristol December 2012
11-16
Greenwood Academy Birmingham January 2013 11-16Millbrook Academy Gloucester January 2012 11-16The Rawlett School Tamworth, Staffordshire September
201211-16
Tamworth Enterpise College Tamworth, Staffordshire September 2012
11-16
Special- East
Academy Location Opened Age Profile
Columbus School Chelmsford, Essex May 2012 3-19Pioneer School Basildon, Essex June 2012 3-19
Special- South
Academy Location Opened Age Profile
Wishmore Cross Academy Woking, Surrey September 2012
11-16
Special- West
Academy Location Opened Age Profile
The Peak Academy Dursley, Gloucestershire
September 2012
10-16
The Ridge Academy Cheltenham, Gloucestershire
September 2012
5-11
Mission StatementTo inspire young people to make their best better.
Vision Statement
To help students achieve world class learning outcomes by developing world class teachers in a world class community.
Ethos Statement
Every young person deserves the opportunity to have a life that can be described as ‘good quality’, free from fear and danger, where they can give and receive respect to and from others with a sense of well-being, belonging, worth and achievement.
AET Academies will become High Performing Organisations and, therefore, must be the:
Education provider of choice for students. Employer of choice for staff. Investment of choice for parents.
Values and Beliefs
Through our actions and behaviours we will strive to develop young people who:
Respect themselves and the community (people, property and theenvironment), and seek to have a positive impact on society;
Are polite, calm, caring, honest, trustworthy and helpful; Are responsible, independent and supportive of each other; Are tolerant, open minded and not prejudiced; Are determined and have a strong work ethic; Will be thoughtful and compassionate with the ability to listen and challenge in
a considerate fashion; Have good communication skills; Offer themselves as good role models for future generations of learners and
citizens; Can demonstrate strong self-belief and confidence and have high aspirations; Are team players who can work and support others, and where necessary are
able to take on leadership roles;
For further information about the Academies Enterprise Trust please visit our website www.academiesenterprisetrust.org or contact [email protected] to answer any questions you may have.
A commitment to training and personal development
As we head further into the 21st century and all schools and academies come to terms with the ever changing face of the workforce, leadership and management of
professional development is at the very top of the AET’s agenda. We firmly believe that personal and professional growths are key factors in staff’s perception of their worth to an organisation and consequently in how much additional effort they are prepared to put into that organisation.
The aim, therefore, of the team leading CPD across the AET is to facilitate the design, co-ordination and monitoring of coherent and effective development activities and training programmes that address the challenges and barriers facing each academy and embed training and development as the central component of workforce development and school improvement.
Our vision for our academies is to develop a learning-centred culture with the entire school workforce, including both teachers and educational support staff, giving the same attention to the design, delivery and monitoring of their professional development as is given to the teaching and learning of students. Indeed, for our academies to continue to improve, teachers and other adults need to feel that their learning and development is just as important as the students’.
Staff Benefits
Career Development
Apprenticeships Financial Support towards achieving further Qualifications Leadership Programmes Progression Opportunities Teacher Training Programmes
Family Friendly
Childcare vouchers– If you are using registered or approved childcare, you can choose to take part of your salary in Childcare vouchers to pay for it which are Tax and National Insurance free. This means you get extra value from your pay packet each month.
Financial
AET JTRS Apple Product Store – AET employees, students and families are eligible to purchase a range of Apple products at preferential terms.
EAG Essex Auto Group – AET employees are eligible to receive preferential terms on the purchase of new vehicles within the EAG range of vehicle bands they offer. EAG also offer vehicle servicing and repairs, and hold an agency with Motability for those who require a vehicle to their specific disability needs.
EPCIS (Employee Personal Computer Initiative Scheme) – this is a HMRC approved scheme which allows you to purchase a Training Package which includes a high specification computer from a selected range. Your payment is deducted from your gross salary before you are taxed.
Life Assurance Pension
Health and Wellbeing
Edenred Travel Club – this provides all AET employees with discounts and special offers on holidays all over the world.
Halfords Cycle to Work – this scheme allows eligible employees to purchase a cycle tax efficiently through their employer, with deductions being made from the employee’s salary before Income Tax and National Insurance are applied. The repayment of the cycle will be over a 12 month period.
Hi-Tec Sport – Hi-Tec offer staff, students, and parents of the AET a discount on all footwear purchased directly from Hi-Tec via its online store.
Westfield Health – AET Solutions has enjoyed a business partnership with Westfield Health since 2008, which offers an opportunity to obtain cash back for eligible employee’s routine health needs. The scheme provides an excellent range of benefits for you and your dependent children.
Academies Enterprise Trust Professional Services Team
AET Academies are supported by the Professional Services Team, who work closely with the Academies to deliver the AET vision to make our best better.
The AET’s fundamental philosophy is to ‘build the capacity and pace of leaders at all levels of the academy to take responsibility for their own academy’s (phase or aspect) continuous and sustainable improvement. It is not the role of AET Central Services officers to instruct academy-based staff, on the what or the how of doing their jobs. It is the responsibility of AET Professional Services Team staff to challenge, support and monitor the progress and development of the academy-based services:
Regional Managing Director engagement Leadership development CPD for the whole school workforce Ofsted guidance and support Maturity Matrices English and Literacy Mathematics and Numeracy Finance Facilities (including Security, Health and Safety) Resident Ofsted Inspector Finance Human Resources (including recruitment and retention) Learning Technologies Data and Information ICT Infra-structure Community Sports Development PSHE Education and CEIAG support Community Learning Marketing and Public Relations Governor Training Special Educational Needs and Disabilities Partnerships including apprenticeship programmes Teaching School Network
Academies Enterprise Trust, Safe Recruitment Procedure
Academies Enterprise Trust is committed to safeguarding and promoting the welfare of children and young people in its academies. In order to meet this responsibility, its academies follow a rigorous selection process to discourage and screen out unsuitable applicants. Disclosure and Barring ServiceA Disclosure and Barring Service Certificate will be required for all posts.
ShortlistingOnly those candidates meeting the right criteria will be shortlisted. Interview
1. Those shortlisted will take part in an in-depth interview process.2. Candidates will be asked to address any discrepancies, anomalies or gaps in their application form. Reference CheckingReferences from the previous and current employer will be taken up for shortlisted candidates, and where necessary employers may be contacted to gather further information.
ProbationAll new staff will be subject to a probation period of six months (which may, in certain circumstances, be extended by up to 3 months). The probation period is a trial period, to enable the assessment of an employee’s suitability for the job for which they have been employed. It provides the academy/trust with the opportunity to monitor and review the performance of new staff in relation to various areas, but also in terms of their commitment to safe guarding and relationships with pupils.
Equal Opportunities and Data Protection
Equal OpportunitiesThe Academies Enterprise Trust recognises the value of, and seeks to achieve, a diverse workforce which includes people from differing backgrounds with different skills and abilities. The AET takes positive steps to create an employment culture through its Board of Governors, managers and other employees, in which people can feel confident of being treated with fairness, dignity and tolerance irrespective of their individual differences. This commitment extends beyond the relationship between and conduct of employees and potential employees, to the whole community and others connected with it. The AET is committed to the elimination of unlawful discrimination and to the promotion of good relations between all.
Data ProtectionPersonal data provided on your application, and for equal opportunities monitoring, is required to enable Academies Enterprise Trust to operate and monitor its recruitment and employment procedures. Data is kept secure and accurate, and disclosure is restricted to those people within the organisation who have a need to access it. Personal data supplied by you is destroyed within prescribed time limits, unless you are appointed, in which case the data you have supplied will form the basis for your individual staff record.
JOB DESCRIPTION
Job Title: Principal
Accountable to: Regional Director of EducationAET BoardChair of Local Board of Governors
Allowance Attached to the Post: As set out in the contract of employment
Core Purpose of the Principal
The Principal is accountable overall to the Academies Enterprise Trust (AET) for ensuring the educational success of the academy within the overall framework of the AET Strategic Plan, the Academy Strategic Plan, relevant legislation, best practice and available resources.
1. Strategic direction and development
a. Develop and communicate a shared educational vision that expresses the core values of the academy and the AET. The PD must be responsive to the needs of the local community and motivate and inspire others.
b. Work closely with all key stakeholders to achieve the vision for the Academy and secure their commitment to its development. Work in partnership with other academies within the AET family.
c. Translate the vision into agreed objectives, operational and business plans, and develop appropriate mechanisms for regular monitoring and review.
2. Leading teaching and learning
a. Promote excellence in teaching and learning, ensuring a continuous and consistent academy-wide focus on pupils’ achievement and development (moral, spiritual, physical and social, as well as academic).
b. Ensure that a high quality educational experience is available for all children and young people that attend the academy.
c. Establish creative and collaborative responses to personalising learning and improving teaching within the academy.
d. Drive innovation in education ensuring the academy is able to respond to a changing external environment and that the skills, learning and aspirations of children and young people are developing and enhanced at all key stages.
e. Design a curriculum that is informed by current knowledge and best practice to develop the potential of all pupils and equip them for the demands of 21st Century.
f. Develop and implement strategies to ensure continuity of learning at all main points of transition, in particular from the primary to secondary phase.
g. Through a programme of innovation and excellence, ensure that the specialisms are at the heart of the curriculum, life and work of the academy.
h. Encourage creative, responsive and effective approaches to learning and teaching.
i. Monitor, evaluate and review classroom practice; celebrate and promote excellence; challenge under-performance at all levels and ensure appropriate action.
j. Ensure that individual student progress is regularly assessed, recorded, reported and used to inform future teaching.
k. Provide a range of extra-curricular activities which will maintain the reputation of the academy and the AET for providing a broad and well-rounded education.
l. Create a stimulating climate which will encourage all pupils to fulfil their potential, in the widest sense, and maintain a lifelong enthusiasm for learning and personal development.
3. Leadership of self and other
a. Provide dynamic, consistent and motivational leadership for the academy and its teaching staff, ensuring the successful delivery of the vision, ethos, aims and objectives of the academy.
b. Set high standards and expectations for personal, pupil, and staff behaviours and actions in support of the achievement of the academy’s intended outcomes.
c. Develop and maintain respect across all stakeholders, inspiring individuals to contribute positively to shared ideas and plans for the academy.
d. Develop and implement a performance management framework for teaching staff for the delivery of agreed outcomes and of high quality services through high quality people performance.
e. Regularly review own practice, set personal targets and take responsibility for own development.
f. Ensure that systems are in place to encourage all teaching staff to be similarly active in their personal and continuous professional development.
g. Develop the capacity, through coaching and other appropriate means, of the educational leadership and management, particularly the SLT.
h. Develop an ethos which ensures regular involvement of teaching staff in academy developments and encourages collaboration, innovation and individual and team creativity.
i. Keep abreast of educational developments and best management practice in order to introduce appropriate innovation, whilst building on the best practice locally, regionally and nationally in line with the AET’s ethos and vision.
4. Academy ethos and community
a. Create effective means of communication to ensure that all sections of the academy community (including parents) are kept informed about, consulted on, and have an understanding of the aims of the academy, its policies, procedures and future direction.
b. Create strong links and collaborative ways of working with all stakeholders including the wider community, AET academies, neighbouring schools and colleges, ensuring the academy is at the heart of the community.
c. Work with other public and voluntary sector agencies, clubs and societies in the local community to develop extended services to enable the wider community (including entire family members) to access knowledge, skills and learning opportunities.
d. Work with the AET and the Local Authority to support the achievement of locally determined educational priorities and initiatives.
e. Build wider links to ensure that national, public service, social enterprise and international perspectives feature in the Academy’s approach.
f. Develop positive solutions to achieving diversity, dignity and equality in all aspects of service delivery and engagement with the broader community.
g. Create a culture where all members of the academy community respect others and their physical surroundings.
h. Provide appropriate systems of pastoral care to support the personal development of all pupils and create a caring climate in which self-confidence and social responsibility are encouraged.
i. Develop amongst teaching staff an outward perspective and desire to contribute to the wider life of the academy.
5. Management of the organisation
a. Deliver effective operational management for the delivery of education within the academy’s budget and in accordance with financial and organisational structures of the AET.
b. Work to, and report on, targets for achievement of the academy and personal targets as agreed by the AET, Board of Governors and the DfE.
c. Work within a defined organisation structure which enables effective and efficient ways of working and support the achievement of the academy’s objectives.
d. Work with the Regional Director of Education, AET Principals/Headteachers, the Chair of Board of Governors and the AET Board to manage all education resources within allocated budgets; actively seek opportunities for cost-improvements and ensure that ‘value for money’ is at the core of all financial activities.
e. Within the academy’s strategic plan, recruit, deploy, develop and motivate a committed, effective and diverse education workforce whose members have a clear understanding of the vision of the academy and of their personal role in enabling and promoting high quality learning.
f. Work with the Regional Director of Education, AET Principals/Headteachers, the Chair of Board of Governors, the AET Board and Divisional Leaders to ensure that there are robust, reliable mechanisms for appropriate risk management in all academy educational activities.
g. Ensure the Academy is compliant with and act in accordance with AET policies and legislation affecting the conduct of the academy, particularly that governing health and safety matters and employment rights.
h. Monitor and evaluate student and organisational progress to ensure that objectives are being achieved.
6. Supporting the work of the AET
a. Develop strong, positive relationships with AET colleagues; contribute to collaborative work across AET academies; and support other staff in participating in AET work.
b. Participate in AET and sector-wide activities in order to share best practice, contribute to the development of AET strategies and policies and promote the academy and the AET in a national context.
c. Undertake any other duties reasonably deemed appropriate to the role of the Principal.
7. Specific Responsibilities
a. To report to the Regional Director of Education, the Chair of Board of Governors and the AET Board as appropriate.
b. To report to the Local Board of Governors on academy performance and the implementation of AET policies, thereby ensuring full involvement of the Governors in strategic planning, business activities, monitoring and building relationships with the wider community.
c. Further aspects to be agreed with the Regional Director of Education, the Chair of Board of Governors and the AET Board, based on the AET SLT Matrix (below is an example):
(L = Lead)
Capitation LDisciplinary Procedures (teaching staff)) LFire Drill LGrievance Procedures (teaching staff) LHealth & Safety LJCC LJoint Use Agreement LMajor Events LPLASC & SLASC LQuality Assurance LQuality Plan LSEF LSLT Meetings L
NOTES
All academy leaders are subject to the requirements of the NCSL National Standards together with the Operational framework. These criteria will form part of the individual’s professional development, performance management and review to be carried out by the Regional Director of Education and the Chair of the Board of Governors.
All academy leaders are subject to the requirements of the OfSTED measures of effectiveness, which will be monitored by the Regional Managing Director, the AET Board, and the Board of Governors.
The above responsibilities are subject to the general duties and responsibilities contained in the statement of Conditions of Employment.
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 construed.
This job description is not necessarily a comprehensive definition of the post. It will be reviewed at least once a year and it may be subject to modification or amendment at any time after consultation with the holder of the post.
The duties may be varied to meet the changing demands of the academy at the reasonable discretion of the Regional Managing Director, the CEO, the AET Board and the Chair of Board of Governors.
This job description does not form part of the contract of employment. It describes the way the post holder is expected and required to perform and complete the particular duties as set out in the foregoing.
Academies Enterprise TrustSept 2012
PERSON SPECIFICATION AET Principal
Experience and Knowledge
Education to
degree level.
Qualified teacher
status.
Additional education management qualification is desirable.
Knowledge of and passion for quality in educational provision.
A proven track record of successful leadership and delivery of learning.
Significant understanding of relevant legislation, innovation and new developments underpinning educational effectiveness.
Strong business acumen and experience of developing successful business relationships.
Skills
Sufficient numeracy skills to interpret statistical data, and manage budgets.
A clear understanding of and a competent use of ICT to aid and promote the quality of teaching, learning and administration.
Proven ability to be a strong visible presence within the academy, supporting staff and pupils in their core teaching and learning.
A proven high level of organisational skills.
Proven ability to inspire, challenge, motivate and empower teams and individuals to achieve.
Proven ability to be pro-active and positive about challenge and change.
Demonstrate personal enthusiasm and commitment to leadership aimed at making a positive difference to children and young people.
Demonstrate personal and professional integrity, including modelling values and
vision
Demonstrate a capacity for sustained hard work.Leadership:
Substantial Vice Principal/Principal, Deputy Head/Head teacher experience.
Evidence of exceptional, collaborative and inspirational leadership skills.
Proven ability to generate and deliver collective vision and shared purpose.
Proven ability to develop, communicate and successfully implement strategies.
Proven ability to forge partnerships and build positive working relationships, negotiate with, and influence partners and other stakeholders.
Proven ability to lead an organisation successfully through a period of change.Communication:
Well-developed interpersonal and communication skills (including written, oral and presentation.
Ability to communicate the aims, objectives and values of the academy to people within the community.
Enjoyment of and ability to communicate with young
people. Excellent public speaking skills.
Management of staff and resources:
Proven ability to motivate, enthuse and drive forward individuals and teams to achieve high performance.
Proven ability to create, build and retain effective staffing
structures. Evidence of the ability to delegate effectively.
Proven ability in the successful management of significant resources.
Understanding of inclusion and diversity in all aspects of employment and service delivery.
Attitude and Approach:
Ability to demonstrate emotional intelligence and adaptable to differing situations.
Pro activity, energy, drive, tenacity and the ability to maintain focus, objectivity and sound judgment under complex and sometimes demanding conditions.
A liking and sympathy for children and sensitivity to their moral and spiritual
needs.
Adaptability and resilience.
Commitment to personal development and lifelong learning.
Commitment to support the aims of the AET.
Academies Enterprise TrustSept 2012
Model Agreement for AET Primary Leaders1. Acceptance of AET Principal or Head of Academy’s Job Description including
line-management by Regional Director of Education.
2. Agreement to promote the AET, its values and methodologies at every possible opportunity
3. Agreement to adhere to the powers delegated in the ARCI accountability framework
4. Agreement to the AET expectation to take 33 days plus statutory holiday allocation
5. Agreement to the AET Principals' Performance Management programmea. Academy Improvement (KIPs), including moving their Academy to and
keeping it at a minimum Ofsted judgement of ‘Good’b. Children and pupils progress linked to whole school targets c. Professional development 360 degree appraisald. Contribution to AET development and sharing best practice
6. Agreement to implement the IMPACT model including completion of the initial needs analysis (INA)
7. Agreement to use and contribute to the updating of the AET Matrices e.g.a. Leadership development
b. Learning Technologiesc. ICT skills developmentd. Financee. Human Resourcesf. Facilitiesg. Curriculum
8 Agreement to target a minimum of two levels of progress between Key Stage 1 to 2 for 100%+ for all children and pupils
9 Agreement to all AET target setting measures10 Agreement to all AET Standard Operating Procedures (SOPs)
a. By engaging in the use of the AET comms portalb. Sharing information on visits to academies by AET Officersc. Adhering to the AET Planning Cycle
11 Agreement to attend, contribute to and participate in the National Leaders and Officers (NLOM) meetings and the AET Annual Conference and regional leaders and officers meetings (RLOM)
12 Agreement to provide all data including weekly data sets plus internal and external examination results as required and by the agreed deadlines
13 Agreement to work through the AET Officers including Human Resources, Finance, Data and centralised recruitment, by supplying them with all 'reasonable' requests for information and data e.g. distribution of weekly data sets
14 Agreement to implement the Snowdrop Human Resources system, ADM document management system and the HTG toolkit, EVOLVE and Handsam
15 Agreement to implement the AET Model and contribute to the development of the AET CPD programme
16 Agreement to implement develop and engender the AET Discipline with Dignity model for children and pupil behaviour
a. Agreement to internal, external and permanent exclusions targetsb. Agreement to permanently exclude any child or pupil who will not
comply with all 7 Key Principles of Discipline with Dignity17 Agreement to implement the AET Attendance Improvement Model18 Agreement to participate in the Impact Groups
19 Agreement to be a key driver in Talent Management and Succession Planning in the individual academy and across the AET