THE KING EDWARD VI SCHOOL

TEACHER OF ENGLISH

RECRUITMENT INFORMATION PACK

CONTENTS

Letter from Simon Taylor, Executive Headteacher

The Three Rivers Learning Trust: Ethos

Information about our Schools

The Three Rivers Leadership Teams

OfSTED

The Department

Job Description

Person Specification

Pay Structure

Career Stage Expectations

Advert and Application Process

Application Form

Criminal Records Declaration Form

Criminal Records Guidelines and Policy Statement

Dear Applicant

TEACHER OF ENGLISH

Thank you for your interest in a position within our school. The King Edward VI School is a highly successful one and therefore we are interested in appointing teachers of a first class calibre to ensure that we continue to develop as a school. You should be a well educated, enthusiastic and energetic individual who really enjoys working with young people.

With regard to teaching staff, we regard the position of form tutor to be critical and expect all of our teachers to develop this role in providing ongoing support and encouragement to their tutees as they move through our school. We expect a lot of our staff, but in return you will have the opportunity to work with wonderful young people and colleagues in a very special school. Standards are high and our 2014 results at KS3, GCSE and A level were all excellent. Above all, our school is a friendly, hardworking place, always busy and full of life.

We make a commitment to your professional development so we prefer to appoint ambitious colleagues who wish to gain further experience and further develop their career.

If you do apply for this post then please follow carefully the guidelines outlined in the application process document.

If you are shortlisted, we would hope to contact you within ten days of the closing date. If you have not heard from us within this timescale you will not be called for interview. The interview process normally consists of a tour of the school, time in the department, mini interviews with staff and students and a formal interview. You will also be required to teach part of a lesson. Please ensure that there is a clear contact address, telephone number and email at which we can contact you as notification may be at short notice.

The King Edward VI School is committed to safeguarding the safety, wellbeing and security of its students. The successful candidate will be required to undertake an enhanced DBS check.

We look forward to hearing from you.

Yours sincerely

Simon Taylor

Executive Headteacher

The Three Rivers Learning Trust - Ethos

About us

The Three Rivers Learning Trust provides education in the Morpeth and Rothbury area. Consisting of Chantry and Newminster Middle Schools and The King Edward VI High School, we provide an inclusive, supportive and high achieving learning experience for over 2,500 young people aged 9 19.

All three schools have a rich and successful history and continue to be a central part of our local and regional community. As a recently converted multiacademy trust (December 2011), we aim to build upon our successes whilst valuing our heritage, to ensure that our students are well prepared to succeed in the twenty first century.

Our three schools have shared values and priorities. A single Board of Directors is responsible for the strategic direction and performance of The Three Rivers Learning Trust.

Our Purpose

Our fundamental belief is that everyone matters and can make a valuable contribution to the world in which they live. We provide experiences to inspire, motivate and meet the needs of all learners. We encourage a lifelong love of learning to enable all to develop the attitudes, skills and knowledge to become confident communicators and responsible citizens.

We want our young people to:

make a positive contribution now and in the future

aspire to be the best they can be, and to achieve success in their learning

develop the skills to be successful for life beyond school

make informed decisions for a healthy and safe lifestyle

understand, appreciate and respect the diverse world in which we live

We aim to provide:

the highest quality teaching, learning and assessment

a broad, balanced and creative curriculum

personalised support and guidance for all

enrichment activities for development, challenge and enjoyment

a flexible and enabling learning environment

The Three Rivers Learning Trust is an outward facing organisation open to learning from best practice. Considered research and evaluation, at local, national and global levels, will inform our priorities and development.

Information about our SchoolsThe King Edward VI School is a mixed 13-18 Comprehensive High School which converted to academy status on 1 December 2011. We serve the attractive market and commuting town of Morpeth, and the beautiful Coquet and Wansbeck Valleys to the north and west. Our students come predominantly from three Middle Schools, two in Morpeth and one in Rothbury; they in turn come from thirteen First Schools. Some of our students travel long distances for their schooling and we are heavily oversubscribed.

The King Edward VI School has a distinguished history. It was founded sometime in the 14th Century, in the Chantry Chapel that still stands in the centre of the town. In 1552 the school was granted a Royal Charter, by King Edward VI. Originally a private and then Grammar School, it was established in its present form in 1974, as a mixed comprehensive school on a large wooded site half a mile from the centre of Morpeth.

Collaboration

In September 2009 the school formed a Hard Federation with Chantry and Newminster Middle Schools (The Three Rivers Federation) with one strategic governing body overseeing closer working links across the three schools, giving greater flexibility for staffing arrangements. On 1 December 2011 The King Edward VI School successfully converted to academy status becoming part of The Three Rivers Learning Trust along with Chantry and Newminster. The trust is one organisation in terms of strategy, managing the finance and business of the three schools, although remaining three separate schools retaining our original names and identity.

As part of the Morpeth Partnership, we work very closely with all of our family of schools, which total 17. Curriculum projects across the schools provide opportunities for staff and our students to work with younger children in different settings. Student Voice and extracurricular activities are very active at King Edwards and we lead a wide number of initiatives with other schools and community groups.

School Organisation

The school admits 320 students to Year 9 (aged 13+) and subsequently in Years 10 and 11, and it is heavily over-subscribed. About 80% of our students stay on for sixth form education: the school roll is approximately1450 with about 470 Sixth Form students. KS4 and KS5 results are well above national averages. We are at the top of various benchmarking groups and our aim each year is to maintain and improve this position.

The school is organised for curriculum purposes into subject areas. Subject Leaders are key post holders. Many teachers are members of working groups and we expect new members of staff to contribute to the development of the school by joining such groups. All teaching rooms have networked PC projectors. Staff have access to and share high quality resources through our VLE.

For student support the school is organised by Year Groups, Year Teams and Year Leaders. Year Leaders are also key post holders. All of our teachers are Form Tutors. We also have a designated Student Support Area and a well resourced base for Learning Support.

Staff Development

Staff Development is given the highest priority. We aim to appoint only the very best staff. In- school training for NQTs, Year 2 and 3 teachers and new staff, ensures that new teachers are properly inducted into the school and once established, that professional development is available to them. All teachers have an annual Staff Voice interview with a member of the Leadership Team and in-house Career Development Programmes are organised on a termly basis, focussing on our Teaching, Learning and Assessment priorities. We part fund teachers to take higher degrees and wish to appoint staff who have a clear sense of positively managing their career development. We also allocate staff additional non contact time to undertake particular research or coaching projects in school.

Associate Staff

As a result of workforce reforms, the number of associate staff in schools continues to increase and we currently employ 150+ Associate Staff across the three schools, including our own teams of cleaning and catering staff. Associate staff are an increasingly diverse group who have many different skills and expertise and comprise:

Teaching & Learning

Classroom Assistants

Learning Resource Staff

Learning Supervisors

Foreign Language Assistants

Behaviour/Guidance/Parental Links

Home School Link Worker

Student Counsellor

Sixth Form Mentors

Administration & Organisation

Directors of Business & Finance

Facilities Improvement Manager

Personnel / HR Manager

Site Management / Grounds Staff

Finance and Admin Staff

Exams Officer and Exam Invigilators

Resources Assistant

Lunchtime Supervisors

Cleaning Staff

Catering Unit Manager and Catering Staff

Technical

Science / ICT / Media / Technology Technicians

Web and Data Manager

Others

Volunteers

Apprentices

Consultants

Outside Agencies

In order to support the individual in their ever changing roles within the school, training and development opportunities are encouraged. Appraisal interviews take place annually.

Facilities

The Advanced Study Centre is newly refurbished with enhanced facilities for independent study, including computer use. The Music department has received similar investment in facilities and resources including IT. There are assembly halls, drama studios, a Learning Resource Centre (open 8.30am 5 pm). Sports facilities include gyms, a multi-gym, playing fields, tennis courts, an all-weather pitch and an athletics track. Specialist accommodation is arranged where possible in faculty areas; there is an excellent computer network, specialist ICT rooms, generous PC provision in individual teaching rooms and hubs of PCs across the school. A Modern Languages building was opened in 1995 and a new Arts Space was built in 2007. We have a refurbishment programme to systematically update our facilities and develop the best possible learning spaces. Our site is set within a beautiful wooded grounds in which it is a pleasure to work. We also have an Adult Learning Centre and Youth Centre on site.

Enrichment

Enrichment and extra - curricular activities are an important part of our life. Charitable work by students is encouraged and we are heavily involved in community based programmes. Since 2007 we have staged hugely successful musical productions of West Side Story, Fame, Grease and Les Miserables, as well productions of Twelfth Night, The Tempest, Abigails Party and The Importance of Being Earnest. The Music department lead an active school choir, community orchestra, ceilidh, steel pan and jazz bands and have an outstanding reputation. We maintain highly competitive fixtures in all the main team games. Students have won recent county and national honours in rugby, football, hockey, badminton and athletics. Sixth Form students work with major North East companies on engineering and business projects, and we have had finalists in the Young Engineer of Britain competition.

In 2008 we received the International Schools Award and again in 2011 which signifies the emphasis we place on the global dimension, whether it is in lessons or extra - curricular activities. There are many opportunities for overseas visits. Since September 2008 we have taken geographers to Iceland; historians to Eastern Europe; skiers to Switzerland; dancers to Spain; linguists to France, Spain and Germany, artists to the USA and rugby players to South Africa. In partnership with World Challenge, we took 25 students to explore Ecuador and the Galapagos Islands and last year 20 students travelled through Thailand.

We think that all of these activities are fundamental to the success that the school has achieved: we expect to appoint teachers who are willing to contribute to whole school life and keen to go the extra mile to support and develop our young people.

Leadership Teams across the Learning Trust as at January 2015

Learning Trust:

Executive HeadteacherSimon Taylor

Business DirectorMark Tait

Chair of Board of DirectorsPaul Carvin

Chantry Middle School:

Head of SchoolSteven Johnson

Assistant HeadteachersJulie Edwards

Elaine Skinner

Newminster Middle School:

Head of SchoolElizabeth Kinninment

Assistant HeadteachersJoan Calvert

Sumeena Razzaqi

The King Edward VI School:

Acting Head of SchoolMark Simpson

Acting Deputy HeadteachersClare Savage

Chris Tedder

Assistant Headteachers:Fiona Golding

Bryan Stewart

Leanne Johnston

RebeccaTaylor OfSTED

The school was last inspected in April 2014 and was described as Outstanding. Other comments by OfSTED

Ambitious and excellent leadership and governance, and extremely skilled and dedicated staff, have ensured that the schools high performance has been sustained since the previous inspection

Teachers are highly skilled and enthusiastic; they are relentless in their drive to help students to achieve their very best

Students behave extremely well in and out of classrooms. They show high levels of respect and self-discipline at all times. Excellent pastoral care ensures that they feel safe and are safe in school

The Sixth Form is outstanding. Outstanding leadership of this highly inclusive Sixth Form underpins a broad curriculum and the exceptional performance of students. Results at A Level are significantly above national averages, so that the vast majority of students move on to their first choice universities, which include Oxbridge and universities in the prestigious Russell group

The curriculum is continually developing in response to students needs so that it helps them meet their aspirations successfully. The rich extra-curricular programme has a very positive impact on students spiritual, moral, social and cultural development

A copy of our full OfSTED report from 2014 is available on the school website.

THE ENGLISH DEPARTMENT

Aims and Objectives

English Language and English Literature are extremely successful subjects throughout the school with a tradition of outstanding results. The responsibility of each teacher of English is to ensure that the quality of learning for each individual student they teach is of the highest order, regardless of ability.

Students must be encouraged to believe that English is a subject which they can both enjoy and succeed in. We teach in mixed-ability classes and aim to ensure that an individual students progress, regardless of starting point, is as high as it can be.

The English Department is a vibrant subject area in which to work, enjoying both curricular and extra-curricular success. Dialogue between staff and students within the classroom is vital, with staff employing excellent questioning techniques to fully engage the students in their learning. Lessons make use of the schools virtual learning environment and resources are developed to enhance independent learning. The department is at the forefront of individualised assessment for learning and this, along with developing differentiation strategies within the classroom, has been our focus in the last couple of years. We have also developed strong links with parents in a bid to work together to improve student performance.

The English Department from September 2014 comprises:

Jessica McKay (Subject Leader)

James MacIntyre (Assistant Subject Leader KS4)

Lynne Thornton-Clark (Assistant Subject Leader KS5)

Jenny Larby (Assistant Subject Leader KS5)

Gillian Harlick (Lead Learner Literacy)

Kristen Rooney

Tracy Povey

Alex Cousins

Victoria Wilson

Rachel Camsell

Rachel Roberts

Examination Results

Excellent results have been sustained over a number of years. We have performed above the national average for a number of years and students from all abilities make outstanding progress with us. Our main priority now is to ensure a smooth transition to the new specifications in light of GCSE reforms. Results at GCSE level can be seen below.

A*-A %

A*-C %

2011-2012

28.3

84.4

2012-13

30.0

79

2013-14

17.0

82.2

English Literature, English Language and Media Studies are extremely popular at AS and A level. Staff are required to teach across the three subjects and this is an excellent opportunity to gain specialist experience. We run an extensive enrichment program at KS5 including trips to the British Library in London, theatre screenings of set texts and study days. We have had success with Oxbridge applications in recent years. The huge amount of A-level teaching is a great attraction to staff and we are fortunate to have a very well qualified and experienced team of teachers. Results at AS and A Level are shown below.

AS Level

A-B %

A-E%

Lit 2013-2014

48

98

Lang 2013-2014

29

97

Media 2013-2014

4

100

A2 Level

A*-B %

A-E %

Lit 201-14

65.2

100

Lang 2013-2014

34.6

100

Media 2013-2014

4

100

The Department is very supportive and hardworking and relationships are excellent.. It is a very supportive environment to work in. Extra curricular activities are regarded as very important to the Departments success; we have a very successful debate team, a creative writing club, close links with the Lit and Phil Society in Newcastle, a magazine club, a film club and run theatre trips and cinema visits as well as having theatre companies come to visit us at the school.

THE THREE RIVERS LEARNING TRUST

THE KING EDWARD VI SCHOOL

TEACHER OF ENGLISH (MPS)

JOB DESCRIPTION

The primary responsibility of each teacher is to ensure that the quality of learning of each individual student they teach is of the highest order. To achieve this they should:

1. Promote the schools aims and values.

2. Plan lessons in line with agreed schemes of work.

3. Assess student performance and maintain records.

4. Maintain an attractive well ordered classroom environment.

5. Deploy a range of teaching and learning styles which meet students needs.

6. Contribute to the formulation and implementation of the Department Development Plan and other department initiatives.

7. Provide data on students as required by schools monitoring and reporting systems.

8. Write student reports and attend Parents Evenings.

9. Participate in schools meetings structure.

10. Display student work.

11. Manage his/her classroom in accordance with schools Behaviour Policy.

12. Manage resources.

13. Work within and help to develop school policies.

14. Act as a form tutor within the schools system for pastoral care.

15. Perform any duties consistent with the nature, level and grade of the post.

TEACHER OF ENGLISH PERSON SPECIFICATION

Essential

Desirable

Evidence

KNOWLEDGE/QUALIFICATIONS

Graduate with qualified teacher status for English

A

A good degree in English

A

An awareness of current issues in teaching

I, A

An excellent classroom practitioner with a record of examination success

R

EXPERIENCE

Teaching (or teaching practice) experience of KS3 and KS4 and KS5

KS5

A

Working as a form tutor

A

TEACHING STANDARDS

Set high expectations for students

A, I, R

Promote good progress in lessons

A, I, R

Demonstrate good subject knowledge

A, I, R

Plan and teach well structured lessons

A, I, R

Accurately and productively use assessment

A, I, R

Manage behaviour effectively to ensure a good and safe learning environment

A, I, R

Respond to needs and strengths of students

A, I, R

SKILLS

Excellent organisational and personal management skills

R, I

An ability to work as part of a team

R, I

An ability to develop good working relationships with students, parents and staff

R, I

Effective time management and ability to make deadlines

R

Good ICT skills

R

Excellent standard of written communication

A

BEHAVIOUR AND OTHER RELATED CHARACTERISTICS

Commitment to self and team development

R, I, A

Work in ways that promote equality of opportunity, participation, diversity and responsibility

R, I

A professional responsibility to promote and safeguard the welfare of children and young people

R

Be a role model in setting professional standards

R, I, A

The postholder will require an enhanced CRB

C

Perform any duties consistent with the nature and level and grade of the post

Evidence: A application Interview - I R Reference C CRB Check

Salary on Appointment for Teachers

It is the policy of the Learning Trust to appoint Teaching staff on the following basis:

The Board of Directors will establish posts paid in accordance with the minimum and maximum points for such posts as determined by the School Teachers Pay and Conditions Document.

The Learning Trusts pay structure is as follows:-

3 Pay Bands

Band 1

Point 1 22,023 Entry Stage Teacher

Point 2 23,764

Point 3 25,675

Band 2

Point 4 27,650 Accomplished Teacher

Point 5 29,829

Point 6 32,187

Band 3

Point 7 34,869 Expert Teacher (UPS)

Point 8 36,161

Point 9 37,496

Please find below a copy of the Learning Trusts Career Stage Expectations. The CSE are based upon the Teacher Standards and set out clearly the skills and expectations required for appointment to, as well as movement within and between, bands.

Professional Area

Relevant Standards

Band 1 Teacher

Band 2 Accomplished Teacher

Band 3 Expert Teacher

M1-M3

M4-M6

U1-U3

Professional Practice

1.1(1);1.2(2,3,5)

1.3(1,3) 1.4 (1,2,3) 1.5

all

1.6(1) 1.7(1,2,3)

1.8(3) 2.1 (2,4)

Preamble

Many, but not all, aspects of teaching over time are good. Any teaching that requires improvement improves with support.

All aspects of teaching over time are good, with increasing aspects of teaching judged as outstanding.

All aspects of teaching over time are good with significant outstanding judgements achieved.

Professional Outcomes

1.1(2)1.2(1,2,3)

1.591) 1.6(3,4)

Preamble

With appropriate additional support, most students progress in line with school expectations.

Most students progress in line with school expectations without additional support.

Significant numbers of students exceed school expectations.

Professional Relationships

1.1(1) 1.6(4)

1.7(4) 1.8(2,3,5)

2.1 (1,3,4)

Preamble

Positive working relationships established with students, colleagues and parents.

These working relationships result in good progress by all groups of students and productive sharing of professional practice with others.

Working relationships with colleagues are characterised by an enthusiastic commitment to helping them overcome professional challenges.

Professional Development

1.2(4.5)

1.3(1,2,4,5) 1.4(5)

1.5(2,3,4)

1.6(1) 1.8(4)

2.192) 2.3

Preamble

Develops professional practice in line with advice from more experienced colleagues.

Takes a proactive role in identifying areas for professional development, accessing advice and adapting advice.

Proactively leads the professional development of others in a way which leads to improved outcomes for students.

Professional conduct

1.1(3) 1.7(1)

1.8(1) 2.1 (all)

2.2 2.3

Preamble

Meet the standards for professional conduct set out in the Teachers Standards.

Meet the standards for professional conduct set out in the Teachers Standards.

Meet the standards for professional conduct set out in the Teachers Standards.

THE KING EDWARD VI SCHOOL, MORPETH NE61 1DN

Part of The Three Rivers Learning Trust Ltd

(13-19 High School, Executive Headteacher: Mr Simon Taylor)

Teachers are highly skilled and enthusiastic; they are relentless in their drive to help students to achieve their very best (OfSTED Report 2014)

TEACHER OF ENGLISH An enthusiastic and well qualified graduate is required from September 2015. The successful applicant will be able to teach English across the full age and ability range. We are an outstanding school (OfSTED 2014), a recently converted Academy and at an exciting stage in our development. Our school is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. An enhanced DBS disclosure will be required for the successful candidate.

Please visit the schools website for further details about this post and to download a recruitment pack (www.kevi.info)

Closing date: 12 noon on Friday 13 March 2015

THE APPLICATION PROCESS

We would be grateful if all candidates could please follow the guidelines below when submitting their application:

Please complete the application form included in this pack ensuring there are clear contact addresses, telephone numbers and email addresses for yourself and your referees

Provide a letter in support of your application (maximum of 2 sides of A4, font size 11) which describes how you can make a difference to our school

After reading the Criminal Records Policy Statement and Guidelines, complete and sign the Criminal Records Declaration Form, ensuring that Box C, which refers to the DBS Update Service, is completed.

(Find out more about the new Update Service on www.gov.uk/dbs and follow the Join the Update Service link. Individuals can now join the DBS Update Service putting them in greater control of their information and allowing them to reuse their DBS certificates when applying for similar jobs. If an individual subscribes to the Update Service at a cost of 14 per year, employers can go online, with their consent, and carry out a free, instant check to find out if the information released on the DBS certificate is current and up to date. It is therefore important that you complete Box C on the Declaration Form.)

Email your completed application, together with the completed Criminal Records Declaration Form and supporting letter of application, to Paula Reeves, HR at (paula.reeves@the3rivers.net) before the closing date

CLOSING DATE

12 noon on Friday 13 March 2015

INTERVIEW DATE

To be confirmed

E applications will be acknowledged by email

Postal applications will only be acknowledged if a self addressed, stamped envelope is provided

Please note that it is not our policy to give debriefs to applicants who are not invited for interview. However, full debriefs will be offered to all interviewees

We expect to contact all those invited for interview by phone or email within 10 days of the closing date

The interview process normally consists of a tour of the school, time in the department, mini interviews with staff and students, possibly a task and a formal interview. Applicants for teaching posts will be required to teach part of a lesson

The Three Rivers Learning Trust is committed to safeguarding the safety, wellbeing and security of its students. The successful candidate will be required to undertake an enhanced DBS check.

APPLICATION FORM FOR ALL THREE RIVERS STAFF APPOINTMENTS

Name of School : THE KING EDWARD VI SCHOOL MORPETH

Position applied for: Teacher of English

PERSONAL DETAILS:

Surname:

First Name:

Known Name (if different)

Date of Birth:

National Insurance No:

Current address:

For Teaching Posts Only:

Teacher Number:

Do you have QTS YES NO

Are you registered with the National College for Teaching and leadership YES NO

Home Tel:

Work Tel:

Mobile Tel:

Email:

CURRENT EMPLOYMENT (or if not in employment, your last employer)

Employers Name:

Position held:

Employers address:

Date started:

Date finished:

Reason for leaving:

Current Salary: ________________ per annum Grade / Level: __________________

Responsibility allowances: ____________________________________________________________

OR __________________ per week OR _____________________ per hour

MEMBERSHIP OF PROFESSIONAL BODIES (relevant to the position applied for)

Name of Professional Body

Reference/Membership Number

FULL EMPLOYMENT HISTORY since leaving secondary school, in chronological order, including part-time and voluntary work as well as full time employment.

From

To

Name and address of employer

Position held

Reason left

Please give explanation for any gaps in employment:

EDUCATION: Please record any academic and/or vocational qualifications obtained, together with details of the awarding body and date of award.

Dates

From / To

Establishment

Examinations, qualifications, grades, and achievements

Date and Name of Awarding Body

POST SECONDARY EDUCATION / TRAINING ATTENDED (continue on separate sheet if necessary)

Nature of Training

Provider / Organised by

Date

REFERENCES

Please provide details of two referees, one of whom should be your current or most recent Headteacher / Employer if you are currently working, or your college tutor if you are applying for a first appointment or, if currently out of work, your last employer. Please note that requests not to contact the referee prior to interview may be over-ruled where safeguarding rules apply. References from friends or purely social acquaintances are unacceptable.

1st referee

Name

2nd referee

Name

Position held

Position held

Establishment address

Establishment address

Home Tel

Home Tel

Work Tel

Work Tel

Mobile Tel

Mobile Tel

Email address

Email address

Permission to contact prior to interview YES / NO

Permission to contact prior to interview YES / NO

NOTES TO CANDIDATES

SAFEGUARDING CHILDREN AND VULNERABLE ADULTS

We are committed to safeguarding children, young people and vulnerable adults and expect all staff and volunteers to share this commitment.

All offers of employment will be conditional upon successful clearance through the Disclosure & Barring Service

False or misleading information may lead to a candidates disqualification

Canvassing members of the selection panel will disqualify candidates

Interview expenses are payable on submission of claim form available from the school

If you are not invited for interview within two weeks of the closing date for application you should assume that your application has been unsuccessful

The Three Rivers Learning Trust Ltd aims to ensure that no applicant or employee receives less favourable treatment than any other on grounds of sex, race, colour, ethnic origin, religion, marital status, sexuality, disability, age (within the context of normal retirement age) or any other factor unrelated to the requirements of the job and which are not restricted by legislation.

If you are applying for a post open to job share, please indicate how you wish to work by ticking one of the following:

whole post only

job share only

either

Applicants are asked to make a declaration of any family or close relationship to existing employees or employers, including members of the Board of Directors.

Criminal Records Declaration Form

You must fill in the information below and return this form with your application form. Please refer to the attached guidance notes and policy statement first.

Applicants must complete EITHER Box A OR B. All applicants should complete Box C

Vacancy Number

Full Name

School/Academy

Position applied for

Box A: Complete this box if you have never had a conviction, caution, reprimand or warning OR any conviction, caution, reprimand or warning you have will not appear on your Disclosure and Barring Service certificate of criminal record, as defined in the Guidance Notes below. Note some offences will always appear on a DBS certificate.

I HAVE NO CONVICTIONS, CAUTIONS, REPRIMANDS OR WARNINGS.

I confirm that the details shown above are an accurate record of the information that will appear on my Disclosure and Barring Service Certificate and understand this will be discussed with the Appointing Officer/Panel if I am invited to an interview.

Signature (Applicant) Date .././.

Box B: Complete this box to record details of any conviction, caution, reprimand or warning you have that will appear on your Disclosure and Barring Service certificate of criminal record, as defined in the Guidance Notes below. Note some offences will always appear on a DBS certificate.

I HAVE THE FOLLOWING CONVICTIONS, CAUTIONS, REPRIMANDS AND/OR WARNINGS:

..

..

I confirm that the details shown above are an accurate record of the information that will appear on my Disclosure and Barring Service Certificate and understand this will be discussed with the Appointing Officer/Panel if I am invited to an interview.

Signature (Applicant) Date .//

Box C: All applicants should complete this box.

1. Do you already have an Enhanced Disclosure and Barring Service Certificate for working with children or children and adults?

YES/NO

2. Was this certificate issued to you on or after 17 June 2013?

YES/NO

3. Are you currently registered with the DBS Update Service?

YES/NO

Answer this question only if the answer to ALL THREE questions above is YES: Do you give your permission for the Appointing Officer to carry out a status check with the DBS to confirm that your DBS certificate is up-to-date?

YES/NO

Signature (Applicant) Date .//

For completion by the Appointing Officer:

OVERSEAS ADDRESS CHECK if applicable

APPLICANT NOTIFIED AND OBTAINING RELEVANT CHECK YES / NO

COUNTRY / COUNTRIES RELEVANT CHECK REQUIRED FROM:

As Appointing Officer I have discussed with the applicant any details, as recorded above that might appear on their DBS Certificate, in accordance with the Criminal Records Code of Practice.

Printed Name of Appointing Officer

Position

Signature

Date

Guidance Notes

How do I know whether any conviction, caution, reprimand or warning I have received must be declared in Box B?

As part of the safer recruitment process applicants are required to disclose relevant criminal offences prior to interview. The law no longer requires all convictions and cautions to be disclosed as some old and minor convictions are filtered out and no longer appear on an applicants DBS certificate of criminal record. If the conviction or caution will no longer appear on the DBS certificate then you are not required to disclose it in Box B above and we are not entitled to ask you about it.

The following will no longer appear on a DBS certificate:

For those 18 or over at the time of the offence:

An adult conviction will be removed from a DBS criminal record certificate if:

11 years have elapsed since the date of conviction; and

it is the persons only offence, and

it did not result in a custodial sentence

Even then, it will only be removed if it does not appear on the list of offences relevant to safeguarding. If a person has more than one offence, then details of all their convictions will always be included.

An adult caution will be removed after 6 years have elapsed since the date of the caution and if it does not appear on the list of offences relevant to safeguarding.

For those under 18 at the time of the offence:

The same rules apply as for adult convictions, except that the elapsed time period is 5.5 years.

The same rules apply as for adult cautions, except that the elapsed time period is 2 years.

The following will always appear on a DBS certificate: Any convictions, cautions, reprimands or warnings in relation to serious offences including sexual offending, violent offending and/or safeguarding must be disclosed in Box B. An indicative list of those offences is available from: https://www.gov.uk/government/publications/dbs-list-of-offences-that-will-never-be-filtered-from-a-criminal-record-check. This is not the complete list as the legislation also extends to cover similar offences committed under the law of Scotland and Northern Ireland or under laws relevant to the armed services.

OVERSEAS CHECKSIf you receive a DBS disclosure from an applicant who has lived abroad within their 5 year address history, the applicant must be able to produce a criminal background check for the period concerned. Addresses for Foreign Embassies within the UK can be found by using the following link: www.fco.gov.uk

Policy Statement - Criminal Records Declaration Form

Statement of commitment to safeguarding children and young people

We are committed to safeguarding and promoting the welfare of children and young people, and expect all staff and volunteers to share this commitment.

Why we need you to declare your criminal convictions and other related information

The post you are applying for is exempt from the Rehabilitation of Offenders Act 1974 and therefore all convictions, cautions, warnings and bind-overs, unless they are regarded as spent, as described in the Guidance Notes above, must be declared. Some offences are regarded as never being spent for jobs working with children.

We therefore ask you to complete the Criminal Records Declaration Form as fully as possible and return it with your application form. The only people who will see the information will be those directly involved in the recruitment process. All information will be handled in accordance with our Criminal Records Code of Practice. At interview, or in a separate discussion, we will ensure that an open and measured discussion takes place about any offences or other matter that might be relevant to the position.

If you are successful at interview, we will require you to obtain an Enhanced Certificate of Disclosure from the Disclosure and Barring Service (DBS); unless you have an existing certificate on the right level and type for the post you have applied for and are registered with the DBS Update Service.

Having a criminal record will not necessarily bar you from working with us. This will depend on the nature of the post you have applied for and the relevance and circumstances of your offences, as set out in our Criminal Records Code of Practice. We also comply with the Disclosure and Barring Services Code of Practice, which is available on their website at https://www.gov.uk/government/publications/dbs-code-of-practice

We ensure that anyone making appointment decisions has the necessary information and support to assess the relevance and circumstances of any offences.

What will happen before interview if you are short-listed

Other than in exceptional circumstances, we will take up detailed references from your current and previous employers before you are invited for interview. If you have worked with children, on either a paid or voluntary basis, your current or previous employer will be asked about disciplinary offences relating to children. We will also ask if you have been the subject of any child protection allegations or concerns and if so, the outcome of any investigation and how the matter was resolved, however your employer should not disclose cases in which an allegation of abuse was proven to be false, unsubstantiated, unfounded or malicious.

What will happen at the interview stage

If you are invited for interview, we shall assess issues relating to safeguarding and promoting the welfare of children and young people including:

your motivation to work with children and young people

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

your emotional resilience in working with challenging behaviours; and

your attitude to the use of authority and maintaining discipline

We will also ask you to confirm that you have correctly completed the Criminal Records Declaration Form and discuss with you any information that you have declared.

What will happen if you are offered the post

If you are offered the post, we will ask for evidence of your identity, your right to work in the UK and your qualifications. We will ask you to complete an application form to obtain a certificate of enhanced disclosure from the Disclosure and Barring Service, unless we have agreed to accept a previous certificate issued and carried out a status check using the DBS Update Service which has confirmed there is no additional information available since the certificate was issued.

We will also check:

whether you are barred from working with children in a regulated activity, where relevant. It is a criminal offence for someone who appears on the Childrens Barred List to engage, or seek or offer to engage, in the regulated activity from which they are barred;

your Qualified Teacher Learning and Skills (QTLS) status with the Institute for Learning, if relevant; and

that you are medically fit to undertake the role

False InformationPlease note that providing false information could result in your application being rejected or your dismissal from employment if you are appointed. The matter may also be referred to the police if we consider that you may have committed a criminal offence.