Head of Year

Whitcliffe Mount School; Hightown; On-site; GBP 40,000 - 50,000; Full time

Job summary

Whitcliffe Mount School in England is seeking a Head of Year to provide effective pastoral leadership for a designated year group, fostering a safe, positive and inclusive environment where students can thrive.

The role focuses on developing strategies to support behaviour, attendance, wellbeing and personal development, working with families, staff and the pastoral team to drive school improvement and whole-school initiatives.

Qualifications

• Pastoral leadership experience in a school setting.
• Safeguarding requirements with DBS disclosure.

Responsibilities

• Promote and contribute to a positive and inclusive culture for all students.
• Lead strategies to improve behaviour, attendance, wellbeing and personal development.
• Coordinate timely referrals and interventions with the pastoral team.

Job description

Under the leadership of a new and ambitious Headteacher, we are seeking a Head of Year with the passion, enthusiasm and commitment to empower our students to embody our core values: Work Hard, Model Kindness, Aim High. Overall purpose of role To provide effective pastoral leadership for a designated year group, promoting a safe, positive and inclusive environment in which all students are supported to be happy, successful and achieve their full potential. The Head of Year will lead strategies to support students' behaviour, attendance, wellbeing, personal development and achievement, working collaboratively with students, families, staff and the wider pastoral team. The postholder will work closely with the Senior Leadership Team and pastoral colleagues to contribute to continuous school improvement and support the development and implementation of relevant whole-school initiatives. Safeguarding Requirements This post requires the post holder to work in settings with children and young adults. Any employment offer is therefore subject to the results of an Enhanced Disclosure from the Disclosure and Barring Service (DBS).

• Promote and contribute to a positive and inclusive culture in which every student is valued, supported and encouraged to achieve their personal best.
• Support the development and implementation of effective pastoral strategies to promote high standards of student progress, behaviour, attendance, wellbeing and personal development.
• Provide clear guidance and support to staff regarding behaviour expectations and strategies for supporting identified students.
• Identify barriers affecting individual students' attendance, behaviour, wellbeing and achievement, exercising judgement in determining and coordinating appropriate interventions and escalating concerns where necessary.
• Monitor and analyse behaviour, attendance, punctuality and wellbeing information for the year group, identifying trends, individual students and cohorts requiring intervention and providing regular reports and recommendations to relevant leaders.
• Support and work collaboratively with form tutors to promote consistently high standards of behaviour, attendance, wellbeing and outcomes for students within the year group.
• Help ensure the learning, pastoral and SEMH needs of students are appropriately supported, with particular consideration given to vulnerable groups, disadvantaged students, those who are underachieving and students with low attendance.
• Coordinate timely referrals and interventions, including Inspire, wellbeing and appropriate SEMH support, and monitor their effectiveness for students within the year group.
• Monitor the consistent implementation of the school's Behaviour Policy, including the quality and use of behaviour records within Arbor, and use available data to identify trends, priorities and students requiring additional support.
• Promote high standards of attendance and punctuality, working with colleagues, students and families to implement appropriate strategies and interventions.
• Work with the Deputy Headteacher (Pastoral) to monitor the effectiveness and suitability of alternative provision and external support arrangements for students within the year group, escalating concerns where appropriate.
• Use relevant data and information to identify individual students and cohorts requiring intervention or additional support, contributing appropriate evidence to discussions with middle and senior leaders.
• Coordinate and contribute to appropriate student placement, transition and support arrangements, including managed moves, school partnerships, directed off-site provision, FAPs, appeals and ICAF processes, maintaining appropriate records and liaising with relevant professionals, students and families.
• Manage sensitive and, where appropriate, challenging discussions with parents/carers regarding behaviour, attendance, wellbeing, safeguarding and other pastoral matters, seeking appropriate senior or specialist support where necessary.
• Work in accordance with the school's safeguarding and child protection procedures, liaising closely with the Designated Safeguarding Lead and taking appropriate action in response to concerns relating to students within the year group.
• Coordinate and support Parents' Evenings for the year group, ensuring effective communication with parents/carers and staff and promoting high levels of engagement.
• Develop effective relationships with external agencies and other professionals, coordinating support for students with identified needs as appropriate.
• Act as staff lead for My Support Plans where required, ensuring plans for students within the year group are appropriately implemented, monitored and regularly reviewed.
• Promote and celebrate student achievement and success, including through assemblies and effective communication with parents/carers.
• Support effective transition arrangements between year groups and key educational stages, including Year 6 to Year 7 when responsible for Year 7 and Year 11 to post-16 provision when responsible for Year 11.
• Work collaboratively with other Heads of Year to ensure consistently high standards in the operation of the school's detention arrangements.
• Take responsibility for professional development and continuous improvement, reflecting on practice and developing the knowledge and skills required to perform the role effectively.
• Undertake other reasonable duties commensurate with the nature and level of responsibility of the post, as directed by the Headteacher or Senior Leadership Team.