Data & Assessment Administrator

Dear Applicant, Data & Assessment Administrator Thank you for requesting details of the above post and your interest in our school. This is a completely new role in school and as such we are looking for someone to bring their experience and innovation to aid in its development. Polesworth is a true Comprehensive with an intake covering the full ability range. Examination results are consistently good with students achieving at or above the national average in the majority of subjects and this is reflected in our outstanding value added scores, which consistently place us amongst the top schools in the country. Standards are equally high in other areas so essential to a balanced education, such as sport, music and drama. On the 1st November 2012 we established the Community Academies Trust - a recognised Academy Sponsor, recently commended by the DFE for the ‘strong performance’ across our academies. We are very pleased to be able to announce that our ‘Outstanding’ status was again recognised by Ofsted in March 2015. The school is over-subscribed with a roll of approximately 1500, including a thriving sixth form. We work closely with our primary partner schools. Parents are very supportive, and the school has an active parent-teacher association. Polesworth occupies a very attractive site, set amongst trees and gardens in ten acres of grounds. We are well-resourced and have a good range of facilities, including a Sports Centre whose use is shared with the community, a Drama studio and a separate sixth form block with its own teaching, study and social areas and three new buildings built within the last 10 years - the most recent opening in January 2013. Key Stage 3 students study all National Curriculum subjects together with Personal Development. We teach French and German and all year 7 students are taught in mixed ability and broad ability groups. In year 8 broad ability is sustained. Students follow a common core of English, English Literature, RS, PE, and Personal Development at KS4. In addition, they take option subjects according to the Pathway they have been allocated. Tomlinson Hall Sixth Form Centre offers a very wide range of ‘A’ levels and some vocational courses. There is a happy and committed staff team of over 200. The Strategic Leadership Team comprises the Headteacher, three Deputy Headteachers, the Director of Sixth Form, three Assistant Headteachers, the School Business Manager and the HR Manager. Heads of Department and Heads of Year are line managed by members of SLT. All staff at the school work hard to ensure that all students develop and achieve their aspirations. This work is based on high expectations, care and individual understanding of all our young people.

The pastoral structure of our school is horizontal and all students belong to one of four Houses – Arden, Kenilworth, Stratford and Warwick. The four houses fulfil an important role in establishing the ethos of our school. - an ethos based around ensuring excellent social and academic achievement. There is a healthy rivalry between the Houses in a range of activities including sport.

We have a great deal of experience in promoting the development of all staff, whether teaching, administrative or support. We also work in association with a number of local university education departments of ITT and lead a School Direct alliance. Indeed, this has been recognised by the National College for Teaching & Leadership with our designation as a National Teaching School. We have a well-established induction programme for all staff who join us. Our school is a wonderful place to work. Through visiting us, you will be struck by a thoroughly uplifting and purposeful working environment that has an excellent mix of social and academic success. We look forward to receiving your application if you feel that The Polesworth School is the school for you. Please enclose a supporting letter with your application form describing the following:

1. How you feel your experience to date has prepared you for this role. 2. Your views on this role and what you feel you can bring to its development. Of course, feel free to address any other issues that you feel are relevant, besides those above. The closing date for applications is 9.00 am on Friday 26th June 2020 Good luck with your application. Yours sincerely

Maura Favell

Headteacher

Our Values & Vision

These are our values. They can be thought of as our ‘non-negotiables’ - beliefs, expectations and standards that underpin how we work with the young people in our care, and the community we serve. We believe that if we work in the context of these values, students will achieve more than they ever thought possible. They are also values that have evolved following a sustained period of success for

the school.

Our Young People

We value three main types of achievement for our young people, and the vision for our school is that we ensure our students are empowered to achieve to a consistently outstanding level.

Achievement - Academic: We believe all young people have the potential to achieve great

things. Intelligence can be developed regardless of emotional and social background, given appropriate teaching and bespoke, individualised support. Young people should be encouraged to

develop autonomy and meta-cognitive control (‘knowing what to do when they don’t know what to do’) in their learning and to gain inspiration from learning. They should be equipped with a crucial sense of possibility based on a well-developed self-awareness and ambition - ambition not only for

themselves but for the communities in which they live and work.

Achievement - ‘letting your light shine’: All young people achieve things they can be

proud of every day in addition to academic success and outside our school’s planned curriculum. We have a vital role in ensuring individuals develop their own talents and interests and have a

responsibility to instill in them a sense of pride in who they are and what the achieve. We must recognise and celebrate these achievements.

Achievement - relationships: Excellent relationships for learning are a prerequisite for all

other achievements. Relationships that result in mutual respect between young people and all other members of our school community will ensure learning can be fun in a disciplined and caring

environment where the highest expectations are the norm.

Our Staff

Our Values extend to how we challenge, support and work with each other. All staff (support and teaching) play a crucial role in the education of young people. We all understand how our work has a direct influence on the life chances of the young people in our care. In the same way that we all have duty of care to them, we have a duty of care to each other and have regard for each other’s professional and personal well-being. All members of the staff community see themselves as learners. They are empowered to make decisions, be creative and to lead. Mutual respect pervades all relationships, working together to enhance professional learning and practice and collaboration; collegiality and a sense of team identifies how all staff work together. All staff have clarity and certainty about the direction our school is taking and will be working on only a few initiatives at any one time with a sense of how their work is contributing to that vision. Staff co-operate with each other and are not in competition with each other - they are part of a team that ensures our schools are among the

best in the country.

JOB DESCRIPTION

Data & Assessment Administrator Scale F Points 6 to 11

37 hours/week, term time plus 1 week (40 weeks)

Actual Salary £16,985 to £18,753

POST: Data & Assessment Administrator RESPONSIBLE TO: Exams & Data Manager/Deputy Head (Curriculum & Student Progress) LINE MANAGED BY: Exams & Data Manager LOCATION: The Polesworth School DISCLOSURE LEVEL: Enhanced KEY RELATIONSHIPS: SLT, Staff, Students, Parents, Members of the Local Community RESPONSIBLE FOR: The post has no (or limited) direct responsibility for staff

MAIN PURPOSE:

Create, oversee and develop the school’s use of data for the Senior Leadership Team and all the teaching staff. Produce clear, concise and accurate information to support all teams in raising standards of performance in school. Maintain student specific data to a high standard. Create and review strategic and operational data systems within school. Previous training or relevant experience with Excel is essential. The postholder will report to the Data & Examinations Manager.

SPECIFIC RESPONSBILITIES

To be the architect of data systems used for raising standards and performance across whole school.

Maintain, update and monitor SISRA, a web based system used for data analysis

Create and refine strategic and operational data systems to support in depth analysis of student, class, groups, subject and curriculum performance; as part of the whole school self-evaluation process.

Construct and develop systems to enable the effective monitoring of all students including targeted groups

Assist with Target Setting for all years

Create systems to manage and develop academic and behavioural reporting systems and procedures for the whole school.

Innovate, develop and produce student reports that are available electronically.

Maintain, update and monitor the student progress tracker ensuring that deadlines are met and termly internal and external reports can be produced.

Create data in a clear, concise, easily understandable way for ‘non data specialists’ so they can translate data results into classroom practice to impact on student achievement and progress.

Keep up-to-date with data management developments.

Support training on data management systems as required.

Assist the Exams Officer with the administering of internal and external exams as necessary including attendance in school for the examination results days in August.

Any other duties commensurate with the grade as and when required by SLT.

To be responsible for data security at the school, in line with the Data Protection Act.

Safeguarding Children The Trust and School are committed to safeguarding and promoting the welfare of children and young people and we expect all staff to share this commitment and to undergo appropriate checks, including enhanced DBS checks. We expect all members of staff to work positively and inclusively with colleagues and stakeholders so that the School provides a workplace and delivers a service that does not discriminate against people on the ground of their age, sexuality, religion or belief, race, gender or disability. The above responsibilities are subject to the general duties and responsibilities contained in the Statement of Conditions of Employment. The duties of this post may vary from time to time without changing the general character of the post or level of responsibility entailed. The person undertaking this role is expected to work within the policies, ethos and aims of the Trust and to carry out such other duties as may reasonably be assigned by the Line Manager. The post holder will be expected to have an agreed flexible working pattern to ensure that all relevant functions are fulfilled through direct dialogue with other colleagues, parents and relevant stakeholders.

English Duty – This role is covered under part 7 of the Immigration Act 2016 and therefore the ability to speak fluent spoken English is an essential requirement for this role.

Person Specification

Our Values and Vision These are our values. They can be thought of as our ‘non-negotiables’ – beliefs, expectations and standards that underpin how we work with the young people in our care, and the community we serve. We believe that if we work in the context of these values, students will achieve more than they ever thought possible. They are also values that have evolved following a sustained period of success for our school. Our Young People We value three main types of achievement for our young people, and the vision for our school is that we ensure our students are empowered to achieve to a consistently outstanding level. Achievement – Academic: We believe all young people have the potential to achieve great things. Intelligence can be developed regardless of emotional and social background, given appropriate teaching and bespoke, individualised support. Young people should be encouraged to develop autonomy and meta-cognitive control (‘knowing what to do when they don’t know what to do’) in their learning and to gain inspiration from learning. They should be equipped with a crucial sense of possibility based on a well-developed self-awareness and ambition – ambition not only for themselves but for the communities in which they live and work. Achievement – ‘letting your light shine’: All young people achieve things they can be proud of every day in addition to academic success and outside our school’s planned curriculum. We have a vital role in ensuring individuals develop their own talents and interests and have a responsibility to instil in them a sense of pride in who they are and what they achieve. We must recognise and celebrate these achievements. Achievement – relationships (Starfish Principle): Excellent relationships for learning are a prerequisite for all other achievements. Relationships that result in mutual respect between young people and all other members of our school community will ensure learning can be fun in a disciplined and caring environment where the highest expectations are the norm.

Our Staff Our Values extend to how we challenge, support and work with each other. All staff (support and teaching) play a crucial role in the education of young people. We all understand how our work has a direct influence on the life chances of the young people in our care. In the same way that we all have a duty of care to them, we have a duty of care to each other and have regard for each other’s professional and personal wellbeing.

The Trust Board sees all members of the Trust’s staff community as learners. They are empowered to make decisions, be creative and to lead. Mutual respect pervades all relationships working together to enhance professional learning and practice and collaboration; collegiality and a sense of team identifies how all staff work together. Staff co-operate with each other and are not in competition with each other – they are part of a team that ensures the academies throughout the Trust strengthen their positions among the best academies in the country.

Essential Desirable

Qualifications Educated to at least GCE, with

pass grades in Maths and English.

A relevant qualification at Level 3 or above

Experience, Skills and knowledge

Exceptionally competent in use of ICT and office equipment/packages, particularly Excel

Exceptionally competent in use of the internet (e.g. consulting websites, access information, download material etc.)

Previous experience of working in a school environment

Experience in working with data & spreadsheets

Personal Qualities

Excellent communication skills, written and verbal and be able to relate well with staff, students etc.

Able to work in an organised and methodical way

Able to prioritise and manage workload

Able to work accurately and to deadlines with a high level of precision

Able to maintain confidentiality

Other

Commitment to safeguarding and promoting the welfare of children and young people

Willingness to undergo appropriate checks, including enhanced DBS Checks

Motivation to work with children and young people

Ability to form and maintain appropriate relationships and personal boundaries with children and young people