Head of Education 1
As a 52-week residential special school, staff from education, E
• nsure that the quality of lesson planning and the use
care and therapy departments work together. This collaborative of assessment are key elements in securing high quality
approach has led to the introduction of a new role for senior teaching and learning.
staff across the three departments. The Student Development
• ontribute to, implement and report on Sunfield’s planning
Lead (SDL) is an operational and strategic role. Each child has
regime, that develops innovative education, social care
an SDL who co-ordinates the rest of the team around the
and therapeutic strategies which contributes to Sunfield’s
student to ensure there is a consistent individual learning and
development plan and that each student achieves well and
makes good progress. The Head of Education will take the T
• ake a lead role in working with teachers and other
lead for education ensuring the SDL function is embedded in professionals to develop the curriculum, including the
practice as well as taking responsibility for all other aspects of personalised and 24-hour curriculum and ensure
the work of the education department. appropriate balance and relevance.
• ake decisions in relation to pupil grouping and staffing.
Managing and leading the school
• e the named person (Headteacher) responsible for
B • Support the daily management of resources as required.
Sunfield’s School Information and Evaluation Form. S
• hare responsibility for the implementation and
• evelop a school ethos which enables everyone to work
D management of the performance management process.
collaboratively, share knowledge and understanding, E
• nsure a clear agreed teaching and learning policy that
celebrate success and accept responsibility for outcomes. reflects Sunfield’s aims, taking account of the need for a
• ake the lead in managing an effective staffing budget
T collaborative planning cycle which reflects high quality long,
including the staffing of classes on a daily basis and the medium and short term planning involving all staff.
management of absence. B
• e a member of the Senior Leadership Team taking full
• hare responsibility for being ‘on-call’ Education Manager
S across-site responsibilities, including ‘on-call’ duties.
within the school day. T
• ake a leading role in Sunfield’s open days when families of
• articipate in and take responsibility with the Education
P our pupils are invited to join us for a family day.
Management Team for professional development and P
• romote and maintain a safe, caring, welcoming, happy and
training within the Education Department. stimulating learning environment.
• nsure that the quality of teaching and learning is effective
and consistent leading to improved standards of learning
and outcomes for all students.
Job title Head of Education Core purpose
(designated Headteacher) The Head of Education as a member of the Senior Leadership
Team will work collaboratively with other members of the team
Department Education who together oversee:
Reports to Principal
• tudent Support Services including Psychology, Therapies
and Sunfield’s Assessment and Outreach Service (SAOS)
• he Professional Development Centre and Research Institute.
The Head of Education will ensure that education contributes
to bringing together, in a coherent way, the following
• he 24 hour curriculum
• he student development leader
• n integrated children’s service approach to care and
These will be set within the Every Child’s Matters agenda
of ‘enjoy and achieve’, ‘stay safe’, ‘be healthy’, ‘positive
contribution’, ‘economic wellbeing’.
Leading learning, teaching and assessment P
• lan a comprehensive programme of lesson observation
to ensure quality and consistency with a process which
• aintain strategic oversight of learning and progress.
shares best practice.
• nsure the effective orchestration of Sunfield’s provision to
• nsure all lessons take into account the learning needs of
maximise the achievement and development of all students.
specific students, and an appropriate challenge is evident to
• aintain a secure, caring and realistically challenging ensure all students make good progress taking into account
learning environment. the range of ability within each group.
• iaise with senior and middle leaders to ensure that the E
• nsure assessment strategies are used to gain ongoing
individual needs and aspirations of all students are identified feedback of learners’ progress.
accurately and provided for coherently and consistently to
• nsure that attainment data is collected effectively to
maximise progress and achievement.
inform school improvement.
• nsure that the complementary nature of the 24-hour
curriculum maximises the achievement of all students School self evaluation
with respect to the outcomes of Every Child Matters. E
• nsure that the accountability of individual staff and teams
• ontribute to monitoring and reviewing admissions and
C are clearly defined, understood and agreed, and are subject
exclusions, including co-ordinating visits to the young to rigorous review and evaluation.
people’s current placements and families, and ensure D
• evelop and present a coherent, understandable and
appropriate arrangements for assessment through the accurate account of Sunfield’s performance to a range
Sunfield Outreach and Assessment Service (SOAS). of audiences including Trustees, families, partners and
• upport transition strategies for leavers from Sunfield
S external bodies.
ensuring appropriate transition plans are in place which E
• nsure that all policies approved by the Trustees and
best serve those young people. Advisory Council are implemented effectively.
• nsure there is a common understanding and agreement of • ubmit, in conjunction with senior leaders, regular reports,
the essential characteristics of a good lesson amongst all staff policy, protocol and statutory requirement papers, briefings,
and that these characteristics are regularly and consistently advice and financial statements to the Trustees on matters
applied in all lesson planning and teaching. relevant to Sunfield.
• nsure all staff regularly employ an appropriate range B
• e accountable to the Trustees by attending their meetings
of teaching strategies to maintain pace and actively and presenting the required reports.
engage all students.
• e knowledgeable of statutory requirements and
• ork in liaison with the Head of Care and Head of
inspection frameworks, ensuring that Sunfield meets Psychology and Therapies Department in developing
those requirements and is prepared well for inspection. the Student Development Lead team process.
• ystematically monitor the provision made for students,
• e a representative on the various groups as they
and evaluate its effectiveness in the light of students’ arise including Operations Groups, Health and Safety
needs, Sunfield’s development priorities and national Group, Professional Development Group, Research
and regional priorities. and Ethics Group.
• nsure that audit procedures are adhered to for all
• evelop and maintain positive relationships with families,
Sunfield resources and equipment. placing authorities, local community, Advisory Council and
• ork with all service heads to ensure the best outcomes
• o-operate and work with relevant agencies to protect for Sunfield students including referrals of young people
children and young people. to Sunfield.
• reate and maintain effective partnerships with families The postholder will be expected to undertake duties at
and carers to support and improve the achievement and the reasonable request of the Principal.
personal development of students.
This job description is subject to review through Sunfield’s
• nsure a range of community based learning experiences Performance Management process.
and other organisations to enhance and enrich and value
the wider community.
• nsure positive links with parents, carers, external agencies,
sponsors and the local community and that they are used to
increase their understanding of and their relationship with
young people with complex learning needs.
head of education applicants must have the following LeaDing LeaRning, Teaching SchooL SeLf evaLuaTion LiaiSon WiTh SchooL PaRTneRS
essential criteria: anD aSSeSSMenT in The SchooL
Knows about: Knows about:
• Be a qualified teacher; Knows about:
• tatutory educational frameworks, including governance C
• urrent issues and future trends that impact on the school
• ave an NPQH if not a serving Headteacher; S
• trategies for raising achievement and achieving excellence community
• ublic services policy and accountability frameworks,
• old a first degree or an equivalent professional T
• he development of a personalised learning culture within including self evaluation and multi-agency working T
• he rich and diverse resources within local communities –
qualification; the school both human and physical
• he contribution that education makes to developing,
• ave excellent interpersonal skills and substantial M
• odels of learning and teaching promoting and sustaining a fair and equitable society T
• he wider curriculum beyond school and the opportunities
experience, knowledge and understanding of it provides for pupils and the school community
management and leadership within a special educational T
• he use of new and emerging technologies to support T
• he use of a range of evidence, including performance
needs teaching and learning environment. learning and teaching data, to support, monitor, evaluate and improve aspects of M
• odels of school, home, community and business
school life, including challenging poor performance partnerships
• rinciples of effective teaching and assessment for learning
Managing anD LeaDing The SchooL T
• he principles and practice of quality assurance systems, T
• he work of other agencies and opportunities for
• odels of behaviour and attendance management
including school review, self evaluation and performance collaboration
• trategies for ensuring inclusion, diversity and access management
• trategies which encourage parents and carers to support
• odels of organisations and principles of organisational
• urriculum design and management S
• takeholder and community engagement in, and their children’s learning
accountability for, the success and celebration of the
• ools for data collection and analysis T
• he strengths, capabilities and objectives of other schools.
• rinciples and models of self-evaluation school’s performance.
• sing research evidence to inform teaching and learning
U is committed to:
• rinciples and practice of earned autonomy
P is committed to:
• onitoring and evaluating performance
• ffective team work within the school and with external
• rinciples and strategies of school improvement
• rinciples and practice of school self evaluation
• chool self evaluation
• roject management for planning and implementing
• he school working effectively and efficiently towards the
• ork with other agencies for the well-being of all pupils
change • trategies for developing effective teachers.
S academic, spiritual, moral, social, emotional and cultural
and their families
development of all its pupils
• olicy creation, through consultation and review
P is committed to:
• nvolvement of parents and the community in supporting
• ndividual, team and whole-school accountability for pupil
• nformed decision-making T
• he raising standards for all in the pursuit of excellence the learning of children and in defining and realising the
• trategic financial planning, budgetary management and
• he continuing learning of all members of the school is able to:
principles of best value community C
• ollaboration and networking with other schools to
• emonstrate political insight and anticipate trends improve outcomes.
• erformance management
• he entitlement of all pupils to effective teaching and
• ngage the school community in the systematic and is able to:
• ersonnel, governance, security and access issues relating to rigorous self-evaluation of the work of the school
the diverse use of school facilities • hoice and flexibility in learning to meet the personalised
• ecognise and take account of the richness and diversity of
learning needs of every child. C
• ollect and use a rich set of data to understand the the school’s communities
• egal issues relating to managing a school including Equal strengths and weaknesses of the school
Opportunities, Race Relations, Disability, Human Rights and is able to: E
• ngage in a dialogue which builds partnerships and
Employment legislation C
• ombine the outcomes of regular school self-review with community consensus on values, beliefs and shared
• emonstrate personal enthusiasm for and commitment to
external evaluations in order to develop the school. responsibilities
• he use of new and emerging technologies to enhance
T the learning process
organisational effectiveness. L
• isten to, reflect and act on community feedback
• emonstrate the principles and practice of effective
is committed to: teaching and learning B
• uild and maintain effective relationships with parents,
carers, partners and the community, that enhance the
• istributed leadership and management
• ccess, analyse and interpret information
education of all pupils.
• he equitable management of staff and resources
• nitiate and support research and debate about effective
learning and teaching and develop relevant strategies for
• he sustaining of personal motivation and that of all staff
• he developing and sustaining of a safe, secure and healthy
• cknowledge excellence and challenge poor performance
across the school.
• ollaborating with others in order to strengthen the
school’s organisational capacity and contribute to the
development of capacity in other schools.
is able to:
• stablish and sustain appropriate structures and systems
• anage the school efficiently and effectively on a
• elegate management tasks and monitor their
• rioritise, plan and organise themselves and others
• ake professional, managerial and organisational
decisions based on informed judgements
6 • hink creatively to anticipate and solve problems.
Clent, near Stourbridge
Tel 01562 882253