Headteacher

Essential criteria Qualifications and professional standing

• Qualified Teacher Status.
• A degree or equivalent qualification.
• Evidence of substantial and successful leadership experience in a primary school, previous headship or substantive acting/assistant headship.
• A strong understanding of statutory responsibilities relating to school leadership, safeguarding and inclusion.

A clear record of improving outcomes for pupils through strategic and evidence-informed leadership.

• The ability to build on existing strengths while identifying and addressing priorities for improvement with precision and care.
• Experience of leading, motivating and developing staff.
• The ability to establish high expectations for all pupils and staff and to sustain a calm, ambitious and inclusive culture.
• The confidence to make clear decisions while working collaboratively and consultatively with others.

A secure understanding of curriculum leadership in a primary school, including early years.

• The ability to lead an ambitious, knowledge-rich curriculum rooted in strong foundations and adapted to the age, stage and needs of pupils.
• Experience of improving the quality of teaching, learning and assessment across a school.
• The ability to use data intelligently to inform action without creating unnecessary workload.

• A strong commitment to inclusive practice and high expectations for all, including pupils with SEND, disadvantaged pupils, and other vulnerable groups.
• Experience of improving provision for pupils with additional needs through early identification, effective support and strong partnership with families and professionals.
• A secure understanding of how staffing, training and systems can best support inclusion across the whole school.

• A proven commitment to creating and sustaining an open and positive safeguarding culture.
• A secure understanding of child protection, safer recruitment, timely referrals, multi-agency working and the need for rigorous safeguarding systems.
• The ability to lead strong behaviour and attendance practice through clear expectations, consistency, support and early help for families.

• Excellent communication and interpersonal skills.
• The ability to build trust and strong relationships with pupils, staff, governors, parents and the wider community.
• The ability to communicate priorities, expectations and developments clearly, regularly and sensitively.

• Experience of accountability for standards, staffing, safeguarding, behaviour, attendance and operational effectiveness.
• The ability to work in transparent partnership with governors, valuing both support and robust challenge.
• The ability to manage resources and budgets responsibly and strategically.
• A commitment to developing strong leaders and delegating effectively.

• A clear commitment to staff development at all levels.
• The ability to sustain a culture in which staff feel valued, supported and able to manage workload effectively.
• Experience of collaborative performance management and professional development.

• National Professional Qualification for Headship or equivalent professional development qualification.
• Experience of leading significant improvement in attendance, inclusion or curriculum implementation.
• Experience of working with aspiration in areas of social/economic deprivation, overcoming challenge and supporting vulnerable learners.
• Experience of working successfully with governors, local authority and external partners.

• Ability to build supportive relationships with families and use local knowledge to drive a values led ethos which ensures the best education for every child
• Ability to build positive working relationships which recognise the strengths and experience of staff.
• Ability to remain calm under pressure, sustain resilience, motivate and work collaboratively with others.
• Strategically strong and capable of secure management of systems, budget, and premises which maximises opportunity.
• Aspirational for children, creative in seeking enrichment opportunities and confident in sharing the school’s strengths and successes.