Head of Additional Support for Learning in Glasgow

With the departure of our longstanding Head of Department, this is an outstanding opportunity for an inspirational practitioner to lead our Additional Support for Learning (ASfL) Department.

The Glasgow Academy is an ambitious, warm, welcoming, thriving and forward‑thinking fully co‑educational HMC independent day school of around pupils aged 3‑18. It is highly popular, growing in a planned way over the last 14 years. It consists of the Senior School, of around pupils of 11‑18 years of age, and a Preparatory School (which has three sites all of which has a Nursery/Kindergarten). Recruitment at the school is very strong at every age group. We have a long tradition of fostering academic excellence and we are proud of our pupils’ achievements. Results in external examinations are consistently among the best in the country. We have an open and inclusive entry policy and present pupils for a significantly greater number of Higher examinations than many other schools.

Beyond academic achievement we want all of our pupils to thrive and contribute to a rapidly developing modern world and to do that we must ensure they leave The Academy with a socially conscious, innovative and global outlook. Our aim is that we provide our pupils with rich learning experiences that best prepare them for life after The Academy and also places value on the importance of sustainable education for future generations. Through further development of our local, national and global partnerships our aim is that we have a greater impact on lives within and out with The Academy community.

The Department Additional Support for Learning at The Glasgow Academy At The Glasgow Academy, excellent teaching is grounded in five shared principles:

• Empowering Learners – enabling every learner to be a successful, passionate lifelong learner.
• Purpose – ensuring learners understand their goals and how to achieve them.
• Challenge – encouraging all learners to grow and reach their full potential.
• Environment – creating a safe, supportive and motivating learning atmosphere.
• Experience - providing rich, meaningful learning experiences.

ASfL at The Glasgow Academy is split between Prep and Senior schools. The Head of ASfL (Senior School) will report to the Deputy Head (Teaching and Learning) and the Head of Senior School has overarching responsibility for 3‑18 ASfL. Our ASfL teams work to ensure pupils are fully included in the classroom. They equip pupils with strategies and tools that promote independence and enable them to take greater ownership of their own learning.

This is an important role at The Glasgow Academy with the objective of delivering sector‑leading provision for all pupils. The Head of Additional Support for Learning (Senior School) leads the Senior School ASfL team (2 teachers and 3 assistants) who oversee the transition of pupils with additional support needs into and through the Senior School with the appropriate level of academic support to allow them to thrive.

Responsibilities

• Develop the strategic direction, priorities and ethos of the department.
• Work closely with the Head of ASfL (Prep School) to ensure an age‑appropriate continuum of learning support provision from 3‑18.
• Provide strategic leadership and delivery of an 11‑18 ASfL programme including transition from the Prep School and other feeder schools.
• Manage the team’s approach to pedagogy, target setting and monitoring of progress.
• Take responsibility for all aspects of additional support needs provision for pupils as outlined in the Education (Additional Support for Learning) Act (Scotland).
• Maintain up to date records of accessible data for staff describing pupil needs and support strategies.
• Ensure that the ASfL base is used effectively for targeted academic support and that pupil pathways are communicated clearly to staff and parents.
• Provide information, advice and support to staff in the identification of the most effective teaching approaches for pupils with additional learning needs.
• Lead whole‑school training on ASfL strategies.
• Be responsible for management of ASfL resources.
• Be responsible for IEPs through leading the ASfL Team.
• Monitor and evaluate the impact of interventions and pathways put in place for pupils.
• Be responsible for advising subject departments about Alternative assessment Arrangements.
• Report to a member of SLT and will be expected to present, when required, to the SLT and the Governing Board’s Education Committee.
• An annual update for Senior Leadership on pupil progress, using robust tracking data, will be an expectation of this role.

Job Specification for Heads of Department

In addition to responsibilities of unpromoted members of staff, which may include looking after a tutor group and contributing to the wider co‑curricular life of the school, the Head of Department has the following responsibilities, some of which may be delegated to clearly‑designated members of the Department.

1 CURRICULUM, PLANNING, MONITORING AND EVALUATION

• Determine, monitor and review, the aims, objectives and targets for the Department to ensure compatibility with those of The Academy.
• Produce and update suitable comprehensive schemes of work, ensuring the use of appropriate methodologies.
• Quality assure the work of the Department, monitoring and evaluating all aspects of its work, focusing especially on learning and teaching and using data to evaluate attainment, as well as lesson observations, work sampling and evaluations from pupils and staff to improve the work of the department.
• Monitor the work and assessment of pupils, including ensuring that homework is appropriately set, is challenging but reasonable in level and time taken, and is marked and returned promptly or checked in the most appropriate way.
• Contribute to overall curriculum planning, policy making and the ethos of The Academy.
• Implement whole‑school policies.
• Give pupils advice as to their suitability for courses at school and beyond.
• Keep up to date in the educational developments in ASfL and ensure that all teachers in the Department are up to date in these areas as well.
• Disseminate curricular changes, syllabi, rule changes and other information to colleagues, ensuring any appropriate changes in practice take place.
• Produce an annual Standards and Quality report, reviewing the results, targets, progress with the Team Development Plan and the work of the department, for discussion with the Rector at the start of the autumn term. This report will be available to HMIe.
• Prepare, in consultation with colleagues, an annual Team Improvement Plan linked to the School Improvement Plan, for discussion with the SLT line manager in the first half of the autumn term.
• Chair weekly minuted Departmental meetings sharing best practice, evaluating progress with targets and ensuring the smooth running of the Department.
• Work closely with the relevant Head of ASfL (Prep) to develop progression and attainment, making the most of being one school and sharing best practice, subject expertise and support as appropriate.
• Work with other Departments to develop inter‑disciplinary approaches to learning.

2 LEARNING AND TEACHING

• Act as a role model in delivering inspirational learning and teaching which develops pupil agency and enables them to lead their learning as per the school’s vision to empower learners.
• Ensure that all learning and teaching enacts the The Academy’s Learning and Teaching policy.
• Support staff in ensuring that high standards of behaviour in class and out are upheld across the department, including enforcement of school rules around uniform, timekeeping and homework.

3 LEADERSHIP, GUIDANCE AND SUPERVISION OF STAFF

• Play a major part in the selection and appointment of staff to the Department.
• Induct new staff and ensure they are fully conversant with Academy procedures as they happen throughout the year.
• Contribute to the initial training of teachers, if appropriate.
• Encourage the professional development of staff, advising on in‑service training and professional development within the Department.
• Develop distributed leadership by giving staff the opportunity to take on appropriate responsibility.
• Provide disciplinary support to teachers and deal with professional problems where appropriate, helping staff gain satisfaction from their work.
• Support department in their annual Professional Reflection and Development, adopting a coaching approach to support their development.
• Observe every member of the Department teach at least once each session and observe new members of the Department in their first few weeks and more frequently in their first year.

4 ORGANISATION OF THE DEPARTMENT

• Create a coherently structured Departmental team.
• Allocate resources efficiently and effectively, deploying teachers and assistants in a way consistent with strengths and weaknesses and career development and the needs of The Academy.
• Determine the most appropriate support structures and pathways for pupils.
• Organise teaching resources effectively and efficiently.
• Interview prospective pupils as requested.

5 ASSESSMENT

• Formulate a Departmental assessment policy consistent with School procedures and policy to ascertain pupils’ support needs.
• Advise, when required, on presentation for external exams and complete all relevant forms as required.
• Ensure pupils are provided with ample opportunities to demonstrate a need for assessment arrangements within the guidelines laid down by the SQA, and that all paperwork is submitted before the deadline.

6 COMMUNICATION

• Be the central point of information for parents in relation to the Department, working in partnership with them, SLT and other professionals as appropriate.
• Monitor reporting by the Department, ensuring an appropriately uniform high standard.
• Monitor assessment, ensuring an appropriate range and appropriate consistency between teachers.
• Support the work of External Relationships in promoting the department and school.
• Foster links with industry/commerce and other outside relevant bodies.
• Attend Head of Department meetings.

7 FINANCE AND RESOURCE CONTROL

• Compile and manage the Departmental budget in line with The Academy’s objectives.
• Order and maintain books and learning materials, etc.
• Order and maintain equipment and teaching and learning aids.
• Ensure that information and resources are accessible to all.
• Endeavour to ensure that all rooms, facilities and areas within the Department are properly respected by pupils and kept in good condition.
• Promote and as far as possible safeguard the health, welfare and safety of pupils and staff, ensuring that The Academy’s Health and Safety policies are followed, conducting a Health and Safety check of all department rooms termly, using the proforma on the intranet.

Person specification

Qualifications

• Educated to degree level with postgraduate teaching qualification
• Ability to gain GTCS registration by start date.
• Level 5 qualification in teaching pupils with Additional Support Needs (or willingness to work towards)
• Level 7 qualification in carrying out Access Arrangement Assessments (or willingness to work towards)

Experience

• Significant experience of teaching learning support
• Experience of managing/leading a department (Desirable)

Skills

• Ability to lead, manage and develop a team of staff
• Understanding of Health & Safety & Child Protection legislation within Education
• Understanding of the pedagogical and wellbeing needs of pupils.
• Good observation skills to record, document and share key information.

You will have an enthusiastic "Can do, will do" attitude and will instil high standards, high expectations and the value of hard work in children, plus the belief that intelligence is not fixed and that abilities can be developed considerably through sensibly focused endeavour. You will care deeply about children's success and will be skilled at motivating children to work to their full potential. Strong commitment, good communication skills, creativity, dynamism, proactivity, teambuilding skills, and the very highest standards are key to this post. So are a calm and nurturing disposition, flexibility and being an improving presence. Above all, you will work very hard and effectively for the pupils in your care.

The Appointment

The appointment is for August and is a full time permanent position. The Academy has a highly competitive salary scheme. All teachers at The Academy must be registered with the General Teaching Council Scotland. The Glasgow Academy is committed to safeguarding and promoting the welfare of children, and all appointments are subject to membership of the Protecting Vulnerable Groups (PVG) Scheme. The Glasgow Academy is committed to providing equality of opportunity and ensuring that no job applicant receives less favourable treatment on the grounds of age, disability, gender and transgender status, race and ethnicity, religion and belief, marriage or civil partnership status or sexual orientation. The Glasgow Academy is a War Memorial School with a long history of employing ex‑serving personnel, reservists and spouses of serving personnel. We look favourably on applications from those mentioned above; we understand the extra burdens placed on these individuals and as an organisation are fully committed to supporting them and their families. It is a legal requirement that all employees must demonstrate that they are entitled to live and work in the UK. You will be required to produce documentary proof e.g. passport and work permit, where applicable, to demonstrate your eligibility to work if selected for interview.

How to apply

Applications should be made using the official application form and must be submitted by email to: by 4pm on Friday 6 February. Interviews will take place during week commencing 23 February. Candidates should include details of their particular interests and what contributions they feel they can make to the wider life of the school.