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for Christians working in education

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Items relating to the work of schools and colleges, including resources and training opportunities.

Schools in England have lost more than £2.8m after not enrolling thousands of sixth formers in English and maths classes.

Schools in England have lost more than £2.8 million in funding this year after failing to enrol thousands of sixth formers in additional English and maths classes.

Analysis of funding allocation data by Schools Week’s sister paper FE Week shows the government reduced funding for 139 academies, 42 school sixth forms and 24 university technical colleges and studio schools this year because of a controversial condition of funding relating to retakes.

Since September 2014 it has been compulsory for pupils who did not achieve at least a grade C or 4 in English and maths to continue to study the subjects during their post-16 education.

Read more.


Prisons have to have a library - schools don't.

Did you see the report on school libraries that came out last week? The headline facts are worrying, don’t you think?

Schools with a higher proportion of children on free school meals are more than twice as likely not to have access to a designated library space. One in eight schools has no library at all.

And employment terms for librarians and library staff fall below national standards, with low pay and little investment in professional development and training.

The first of these points is a familiar one. It’s as if there’s some law or commandment which stipulates that children who come from homes with the least money should go to the schools with the least money, too. The employment standards problems are also worrying: they suggest that there is no commitment from government that the specialised knowledge and practice of librarians is a priority.

Read more.


"Forgotten 16 year olds."

The Association of Colleges has today (14 Oct) released a new report on the first day of Colleges Week, part of the #LoveOurColleges campaign. 

Colleges are the natural home for young people who have had alternative learning experiences pre-16, to re-integrate these young people into mainstream education or work they must be funded appropriately, says AoC. 

AoC conducted its own research to demonstrate the role general further education colleges play in re-engaging those students with disrupted Key Stage 4 learning. The majority of pre-16 students no longer in school for a host of reasons may be educated in alternative settings such as Pupil Referral Units and alterative provision free schools or at home. However, there is currently no post-16 Alternative Provision. The main bulk of these students progress into general further education colleges if they are not already placed there straight from school. 

Read more.


Exercise during lessons.

School pupils who take part in physical exercise like star jumping or running on the spot during lessons do better than their sedentary peers, research has found.

An analysis led by University College London of 42 studies from around the world found that including exercise in classes had a "significant effect on educational outcomes" during the lesson, as measured by tests or observing pupils’ attention to a given task.

Typical physical activities during the lessons included movement to signify whether a fact is true or false, or jumping on the spot a certain number of times to answer a maths question.

Researchers looked at data from 12,663 pupils aged between three and 14.

Running on the spot


Around one in eight schools has no library.

Around one in eight schools do not have a library, with poorer children less likely to have access to one than their richer peers, according to a study.

Primaries are less likely to have a dedicated library space than secondary schools, and in many cases, libraries are being used as classrooms or meeting rooms rather than for their original purpose.

Campaigners are warning there is an “inequality of access and opportunity” that needs to be dealt with so all children can benefit from what a school library has to offer.

The study, based on a survey of 1,750 schools across England, Wales and Northern Ireland, found that 87% have access to a designated library space, meaning around one in eight (13%) do not.

Read more.


Home education.

Home education for many families is not a preferred choice but a last resort amid a breakdown in relationships with schools, Ofsted inspectors have warned.

Research by Ofsted found special needs, problems with a child's behaviour or wellbeing were the most common reasons.

England's schools watchdog says parents need better advice about the cost and responsibilities of home educating and should be made aware of alternatives.

The research was based on seven local authorities in the East Midlands.

'It's so scary'

As part of the research, the watchdog spoke to 16 local authority (LA) representatives for home education, 36 senior leaders in secondary schools, 23 parents and seven children.

"It's scary. It's so scary... knowing that you've got to do it. When you've got no choice because your kids are mentally suffering and you're going down a road you don't want to," one parent said.

"There's no help, not even paper," said another.

"There must be some kind of help because the minute you go down home education, you're on your own and that is hard," a third said.

Read more.


School mobile phone ban.

A ban on mobile phones in school caused "friction" and detracted from pupils' education, a head teacher has said.

Ysgol Uwchradd Caergybi in Holyhead, Anglesey, has now relaxed the ban and uses phones as a "powerful" educational tool.

Head teacher Adam Williams said he had not seen any deterioration in pupil behaviour or wellbeing.

The Welsh Government said mobile phone use was a matter for individual schools.

It comes amid concerns mobile phone use is affecting wellbeing and concentration.

Tom Crick, chairman of the group advising the Welsh Government on science and technology in the new curriculum, said an outright ban "could send the wrong message" in efforts to develop digital skills.

"It's a really contentious issue… the evidence base is not immediately clear," the professor of digital education at Swansea University said.

Read more.


Vacancies at TLG.

TLG Vacancies
 
By working at TLG, you'll be part of an organisation that has been recognised nationally as an exceptional place to work. In 2019, we were named the best charity to work for by the prestigious Sunday Times Best Not-for-Profit Organisations to Work For!
 
We have some exciting vacancies in our Education Centres. If you are a qualified teacher or have experience working in education, with a heart for supporting struggling kids and families, then TLG would love to hear from you! To find out more, please visit our website to download an application pack or contact us at recruitment@tlg.org.uk / 01274 900380 for more information.
 
TLG North Birmingham Teaching Assistant
 
Salary: £16,885 - £19,668 (FTE)
Hours: 30 per week (term-time only)
Contract: Fixed term contract until July 2020
Closing Date: 5pm, Monday 4th November
Telephone interviews: 7th November
Interviews:1 12th November
 
Working as part of the TLG centre team in TLG North Birmingham, the Teaching Assistant post provides a unique opportunity to support young people experiencing educational crisis.
 
TLG North Birmingham is an Independent School delivering alternative education provision that delivers tailored social and educational interventions for young people. As the Teaching Assistant, you will play an integral role in enabling young people to get their lives back on track, through delivering innovative programmes and working with the Centre Manager to ensure that the education centre achieves success.
 
You will be part of a dedicated team committed to helping young people progress. The role involves providing one-to-one and group support to students in lessons, assisting with the planning and delivery of lessons as a crucial member of the team, leading sessions as timetabled, and bringing excellence to the young people’s learning experience. The individual will also act as a link between TLG’s students, their families and the church community.
 
We are looking to recruit an individual with a strong and compassionate Christian faith. TLG is committed to safeguarding and promoting the welfare of children and young people and expects all staff including volunteers to share this commitment. The successful applicant will be required to undertake an enhanced DBS check.
 
TLG South Birmingham Centre Manager
 
Salary: £28,671 - £35,855 
Hours: 37.5 per week
Closing Date: 5pm, Sunday 3rd November
Telephone interviews: Wednesday 13th November
Interviews: Thursday 21st November

TLG is looking for a qualified teacher with a passion to turn around the lives of disaffected young people aged 11-16. Leading our TLG South Birmingham Education Centre (alternative provision), the Centre Manager will be responsible for delivering exceptional educational programmes with imaginative curricula for disaffected young people, with proven skills and strategies to re-engage those on the verge of exclusion. 

Working in partnership with Ecclesia International Church in TLG South Birmingham and a number of other key stakeholders, the successful applicant will need to develop and maintain excellent links in TLG South Birmingham with schools, parents, referrers, and other agencies.
 
The successful candidate will have excellent team and communication skills and a successful track record in leadership and management, as well as a strong and vibrant Christian faith. TLG is committed to safeguarding our children and young people and expects all staff and volunteers to share in this commitment. The successful applicants will be required to undertake an enhanced disclosure via the DBS.

Principal - King Solomon International Business School.

Principal - King Solomon International Business School.

 

Principal Job Description

Salary: ISR  27-33 dependent on experience

Core Purpose

The Principal is to take strategic responsibility for developing an outstanding all- through school with a distinctive Christian ethos, provide effective, dynamic and inspirational leadership to the school to ensure that every student achieves at their highest level,  effectively lead and manage the School, ensure a love of learning and the achievement of excellent educational standards, provide strategic direction and resource management, and promote and safeguard the welfare of all pupils and staff.

Ethos and Vision

Vision

  • Promote a Christian ethos throughout the school.
  • Promote  a culture of encouragement, support and challenge in which each student  can achieve the highest possible educational standards and realise their full potential.
  • Work with the Directors and the staff to implement the vision for the school.
  • Ensure this vision is clearly and effectively articulated, shared and understood by staff, students, parents and the wider community.
  • Translate this vision into agreed objectives and operational plans which will promote and sustain the continued improvement of the school.
  • Promote creativity, innovation and the use of appropriate new technologies to achieve excellence.

Leadership and Management

 

  • Develop, motivate and lead all staff to achieve the highest professional standards.
  • Build a collaborative learning culture within the School and actively engage with other schools (locally, nationally and internationally) to promote excellence, equality and high expectations of all pupils.
  • Maintain and develop our links with the local and wider community.
  • Foster appropriate links with key providers and organisations including Birmingham LA, the Diocesan Board of Education, all relevant statutory organisations,)  and the National College of School Leadership.
  • Manage change effectively.
  • Manage the School`s finances effectively working closely with the Business/ Finance Manager and Directors  and  proactively seek further funding opportunities as required.
  • Ensure job descriptions and performance management for all staff are based on clear roles and responsibilities, reviewed at least annually.
  • Ensure all policies are kept up to date, working closely with staff and Directors.
  • Work closely with the Site Manager and relevant Directors to ensure that sound procedures for the security, supervision and maintenance of the School environment ensuring that all health and safety regulations are met.
  • Manage  your own personal professional development whilst ensuring the well-being of and a good work/life balance for all personnel.
  • Advice and report to the Board of Directors as required, forming a pro-active and effective working partnership with them.
  • Ensure that all responsibilities delegated by Board of Directors are carried out.
  • Ensure the School premises are fit for purpose for current and future needs including site development.
  • Undertake other such duties as may be reasonably expected.

 

 

Effective and Efficient use of Resources 

 

  •   Advise   the governing body on the formulation of the annual budget to enable  the school to secure its objectives.
  •   Plan,   manage and monitor the curriculum within the agreed budget, setting   appropriate priorities for expenditure, allocating funds and ensuring   effective administration control.
  •   Ensure   the regular monitoring of the budget.
  •   Ensure   that financial regulations are adhered to.
  •   Manage   and organise accommodation efficiently and effectively to ensure that it   meets the needs of the curriculum and health and safety requirements.
  •   Ensure   that the allocation and use of accommodation provides a positive learning   environment that promotes the highest achievements for all.
  •   Monitor   and evaluate value for money.
  •   Seek   to secure adequate resources for the school.

 

 

Teaching, Learning, Curriculum and Standards

  •   Take   an active-role  in the design and   implementation of a curriculum, which inspires and engages all pupils.
  •   Ensure   a consistent and continuous school-wide focus on pupil assessment and   achievement, using appropriate data and benchmarks to set, monitor, track and   evaluate individual pupil progress.
  •   Challenge   and remedy under-performance throughout the school.
  •   Provide   nurturing and attentive pastoral care for all pupils.
  •   Ensure   exemplary standards of behaviour and attendance.
  •   Monitor,   evaluate and review classroom practice and promote improvement strategies
  •   Aim   for outstanding standards of learning and teaching at all times.
  •   Aim   for outstanding ratings as judged by Ofsted and other relevant quality   standards.

 

 

Communication and Consultation

  •   Build   and sustain effective relationships with all stakeholders through excellent   communication and interpersonal skills, taking and providing appropriate   advice.
  •   Consistently   use and develop information and data systems to ensure exemplary   communication links with all stakeholders.
  •   Ensure   that the School has a robust system for the collection and analysis of   performance data to promote school improvement.
  •   Co-ordinate   the School’s work with feeder schools to ensure smooth transitions and   continuity of learning. 
  •   Regularly   and effectively communicate the progress of every child’s learning to the   relevant stakeholders.
  •   Work   with the Governing body  to provide   information on all relevant aspects of the School, its progress and intended   development.

 

                       

Principal Person Specification

Essential

Desirable

Qualifications

  •   Qualified   Teacher Status,
  •   An  honors degree
  •   The   right to work in the UK, and qualified to teach in the UK.

Qualifications

  •   Relevant Further Degree/   qualifications, NPQH, Further   relevant professional studies

Experience

  •   Headteacher,   or  at least 3 years experience of   being a member of the Senior Leadership Team
  •   Experience of working in a   multi-cultural inner city school.
  •   Successful   senior leadership resulting in measurable long term improvements.
  •   A record   of implementing complex change programmes to raise standards in teaching and   learning, quality provision and efficiency and improved outcomes for children   and young people.
  •   Experience or understanding of   leadership in an all- through school.
  •   A proven   track record of bringing about further transformation from a school which is   operating from a position of considerable strength.
  •   Experience   of successful project management.
  •   Experience   of leading a significant team in a school and achieving outstanding outcomes.
  •   Use of   innovative approaches to development of teaching and learning.
  •   Sound   experience of recruiting and developing a skilled and effective team and   motivating the team to achieve it`s full potential at all times.
  •   Leadership   in curriculum development and innovation in school
  •   Self   evaluating, including monitoring and evaluation strategies.
  •   Leadership   in staff and pastoral development.
  •   Successful   partnership working with other schools, agencies and stakeholders.
  •   Record   of continuing professional development including training in leadership and   management
  •   Successful   experience of managing large complex budgets and ensuring value for money.

Experience

  •   Headteacher   in a  secondary school
  •   Evidence of working in more than   one school, college or learning environment.
  •   Working with a school in   challenging circumstances.
  •   Business/international business

Knowledge/Skills/Abilities

  •   Commitment   to working closely with the Trustees and Governors to realise their vision   for the School.
  •   Thorough   knowledge and understanding of current curriculum developments and how pupils   learn in schools.
  •   Ability   to recognise existing school effectiveness and bring about further   transformation from a position of considerable strength.
  •   Understanding   of principles and demonstrable application of school improvement and school   effectiveness in schools operating in challenging circumstances.
  •   Demonstrable   ability to plan strategically and to lead, motivate, develop and inspire   staff and to manage change.
  •   Effective   communication skills, providing clear and accurate information, giving well   informed advice to a wide range of internal and external audiences.
  •   Knowledge   and understanding of principles and practices of performance management   scheme for  staff within a school   setting.
  •   Ability   to analyse and interpret pupil performance data and set challenging but   realistic targets and plan effective intervention and monitor impact in order   to ensure students make good progress.
  •   Ability   to ensure a positive ethos and structure for managing behaviour which enables   all pupils to achieve and a commitment to inclusive education.
  •   Commitment   to working in partnership with other providers of education and training.
  •   Ability   to work effectively as part of the school team and with governors, pupils,   parents and other stakeholders.
  •   Ability   to create and maintain a stimulating and attractive learning environment for   students.
  •   Ability   to work effectively with members of the local community in developing the   school as a community resource.
  •   Knowledge   of the statutory requirements and relevant legislation relating to school   leadership and management including health and safety, child protection and   safeguarding.

Knowledge/Skills/Abilities

  • Experience of the    International Baccalaureate programmes
  • Business and enterprise

Equality Issues

  •   Demonstrable   knowledge and understanding of equality issues and legislation.
  •   Demonstrable   commitment to equality of opportunity and inclusive education.
  •   Able to   integrate equality policies into service delivery and employment practices.

Equality Issues

Additional   Requirements

  •   A strong   commitment to fostering the Christian ethos throughout the school.
  •   Ability   to work under pressure.
  •   Ability   to prioritise work.
  •   Understanding   of multicultural issues in the context of primary and secondary schools.
  •   Good   health and attendance record.
  •   Excellent   and unequivocal references.
  •   Suitable   for work with children and Young People. This post is exempt from the   provisions of the Rehabilitation of Offenders Act 1974. An enhanced criminal   record disclosure will be required prior to appointment

Additional   Requirements

 

  •   A   practicing Christian
  •   A strong   interest in the global economy and international affairs.
  •   A   trained Additional Ofsted  Inspector,   or willing to undergo training. 

 

 

 

Bursaries for some teachers.

Aspiring teachers in maths, chemistry, physics and modern foreign languages are set to get up to £35,000 during training and their early careers, on top of their salaries.

Trainee teachers in these subjects are set to receive £26,000 during training, with an additional £6,000 to be paid across the first four years of their career, from 2020/21. For those working in high need areas, these additional payments will rise to £9,000.

Teachers in three subjects – chemistry, physics and modern foreign languages – will receive these early career payments for the first time, while trainees in maths have benefitted from phased bursaries for the last two years.

The government has committed more than £250 million in financial incentives to encourage talented graduates to enter the classroom, and remain in the profession, building on a pledge in the Department’s Recruitment & Retention Strategy to ensure the bursary system focuses more heavily on the retention of teachers.

Read more.


 

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