Head of Faculty Sciences

Bosworth Independent School is a relatively small school of approximately 300 students. This enables us to offer a supportive family atmosphere, where students and staff can enjoy their work and thrive as valued people and professionals. Our ethos is one that believes in the importance of the individual and celebrates success regardless of the level. Students come from a wide variety of countries and are motivated and aspirational, mostly aiming for Russell Group and Oxbridge.

Bosworth Independent School is a vibrant day and boarding school in the heart of Northampton. Our students come from the UK and across the world, bringing an international character to a close and supportive community. Every student is known as an individual and encouraged to Flourish, Aspire and Belong.

• Provide strategic and operational leadership for the Sciences Faculty, aligning its priorities with the school development plan and the values of Flourish, Aspire and Belong.
• Raise achievement and progress across every science course through an ambitious curriculum, effective teaching, reliable assessment and timely support.
• Build a collaborative and reflective faculty in which colleagues share expertise, receive constructive support and take responsibility for students’ learning.

• Develop, implement and review a concise faculty improvement plan with measurable priorities, clear ownership and regular evaluation.
• Take responsibility for the quality of provision and academic outcomes in Biology, Chemistry, Physics and KS3 Science across A Level, GCSE, Pre A Level and UFP.
• Analyse examination papers, question level performance, grade boundaries, assessment data and student work to identify precise gaps in knowledge, scientific reasoning, practical skills and examination technique. Translate findings into teaching priorities and review their impact.
• Oversee the accurate collection, interpretation and reporting of attainment, progress and predicted grade data. Ensure that teachers use this information to plan challenge, support and intervention, while keeping records accurate and proportionate.
• Identify students at risk of underachievement, including those close to key grade boundaries, and coordinate targeted intervention with teachers, tutors and relevant leaders. Evaluate whether interventions improve learning.
• Maintain high expectations for all students, including those with additional learning needs and those learning English as an additional language, while providing suitable stretch for the most able.

• Lead the design and regular review of coherent schemes of work for each course, with clear sequencing of concepts, practical work, assessment points and progression between stages.
• Ensure that subject specifications, course requirements and practical endorsements are understood and delivered fully; review course choices with senior leaders where appropriate.
• Model strong science teaching and support colleagues in effective explanation, retrieval, questioning, practical instruction, feedback and adaptive teaching.
• Establish consistent, purposeful assessment and moderation across the faculty, including common assessments where appropriate, so that judgements are dependable and students know how to improve.
• Ensure that shared teaching resources, workbooks and revision materials are accurate, accessible, well organised and regularly updated, including suitable work for Supervised Study.
• Promote scientific literacy, numeracy, curiosity and independent enquiry, and prepare students for further study and relevant university applications.

• Line manage and support faculty colleagues as allocated, setting clear expectations and conducting regular professional conversations, coaching and appraisal in line with school procedures.
• Chair purposeful faculty meetings; delegate responsibilities fairly, follow up agreed actions and foster effective collaboration across the three sciences and with technical staff.
• Support recruitment, induction and mentoring of new staff, trainee teachers and early career teachers as appropriate; identify development needs and encourage relevant subject training and examiner experience.
• Monitor the quality of teaching, curriculum delivery and student work through proportionate review, supportive observation and discussion, and act promptly where…