Perspective from Gary Lobbett – outgoing Principal and Chief Executive Alec Reed Academy (ARA) was established in the first phase of academisation nationally. The provision of new state of the art facilities was sponsored by Sir Alec Reed in order to address problems of entrenched failure and poor academic achievement in a community with significant social challenges and low aspirations. Whilst the organisation experienced a challenging period in its history 2012–2013. Deterioration in professional relationships led to strike action and subsequent poor levels of achievement and pupil outcomes. The Academy was placed on a DfE Notice to Improve in 2013 and subsequently received frequent monitoring visits however it is now firmly back on track. I joined the Academy in 2014. A new leadership structure was implemented and many new staff appointments were made. Since that time, exam results and outcomes have continually improved. The primary phase has expanded to three forms of entry, applications for places in Year 7 have increased and Post-16 numbers have risen from approximately 100 students in 2013 to 250 full time students. In 2014 the Academy was awarded the Partners in Excellence (PiXL) Award for Outstanding Progress. The following year we were pleased to be recognised by Ofsted as a ‘Good’ School. The most recent Ofsted inspection took place just a few weeks ago on 12th June 2018. The achievements of the past three years were fully recognised and a highly positive report is now available on the ARA website. It has been a great pleasure and privilege to have been the CEO of this Academy. There is a strong, committed and hardworking team of staff and Governors who are highly ambitious for the Academy. Our students are eager to learn and there are high levels of motivation to succeed. Parents are supportive of the Academy and all that it strives to achieve. However, in this transient area of the city, the participation levels of parents can be variable at public events and this is an area that requires further and continuous improvement. ARA is in a strong position to move further forward in future years. It is proud of the improvements that have been made whilst also being acutely aware that there is work to be done. Whilst it will of course be essential that all improvement trends are maintained, including overall student numbers; this is a good time for an ambitious and creative new Principal and CEO to take the reins, to lead the Academy to the next level and to realise its full potential. There are high levels of pupil mobility and casual admissions across all Key Stages with a distinctive, perhaps unique, ethos characterised by the ‘all-through’ context and inclusion of children of all abilities and backgrounds (at the last count over 56 different international languages were represented). The mantra ‘Proud to Learn’ was established when the Academy was first formed. In recent years, the human values of Respect, Honesty and Kindness have been embedded in the daily life of the Academy and aligned with systems for praise and reward. Success has been underpinned by the strength of staff relationships - equitable and respectful – that in turn have powered change.

There is collaboration in literacy and numeracy across primary and secondary phases. The Accelerated Reader programme has been implemented across Years 5-9 with additional Learning Village resources provided for children with EAL. In 2017, the Primary Phase was the first school to be awarded the Ealing Gold Mark for Reading. There is a broad and balanced curriculum that in Years 7-11 includes the Arts (Art, Music, Dance and Drama), Traditional Skills (DT and Construction) and Digital Literacy (ICT BTEC courses and Computer Sciences). In 2013 all Post 16 courses led to Applied General qualifications. Over the past 4-5 years 13 A level courses have been introduced. The Academy gained the ALPS Award for Value Added attainment in 2015. In 2016-2017 the % A*C grades increased from 39% to 62% and, in February of the same year, the Academy was awarded the Learning Plus UK Post-16 value Added Award for Academic Value Added. The Academy works in partnership with the Learning Institute and University of Worcester to provide degree level courses. We currently have adult learners representing over 30 different primary, secondary and special schools studying on the Foundation Degree in Teaching and Learning and the Bachelor of Arts in Professional Practice. Progression routes to enable learners to undertake Teacher Training on completion of the BA course are currently being introduced. Community and partnerships dimensions are strong. The Degree courses have strengthened our links with other primary and secondary schools and extend opportunities for lifelong learning to the wider community. There is a growing culture of research and enquiry. There is strong support from the Local Authority and links with schools across the Ealing Learning Partnership. The Academy operates a subsidiary company dedicated to the provision of Community Sports that enables a wide range of sporting activity to operate on site each evening and at weekends. Our partnership with London United led to the ARA being crowned national basketball champions earlier this year. A Post 16 Football Academy will also be available to students in partnership with a professional club later this year. In 2015 we consulted with parents to provide a new uniform for pupils in Year 7-11. Implementation was phased, and the new uniform has been worn by all pupils since September 2017. As I write we are in the process of concluding a consultation with parents to restructure the school day in the secondary phase. The school day currently ends at 3pm on Monday and Friday and at the later time of 3.50pm on Tuesday to Thursday. In the proposals, the timetable would end at 3pm on each day of the week from September 2018 in order to enable structured catch-up and enrichment provision to be provided at the end of the school day. The Alec Reed Academy is a stimulating and multidimensional organisation. Staff and students work hard and have created a strong foundation for further and continuous success. There is of course much more to be done to embed the ethos of aspiration and attainment for all whilst raising standards further and inspiring social change for children, parents and the wider community. We have pleasure in enclosing the accompanying pack in which you should find the following:-

• Job Advert • Job Description • Person Specification • Factsheet

• Leadership Team Organisation Chart • Application Form

The closing date for application is Monday 10th September 2018 at 4pm. Interviews will be held on Tuesday 18th and Wednesday 19th September 2018. We look forward to receiving your completed application. Should you wish to discuss any aspect of this role in confidence please do not hesitate to make contact.

Gary Lobbett Principal & CEO July 2018

The Governing Body is seeking to appoint a high quality leader for our all through Academy due to the

relocation of our current Principal & CEO after 5 successful years. Many of our children come from dis-advantaged backgrounds and our goal is to equip them with the skills they need to succeed in an ever-

changing, highly technological world. Our student numbers are currently 1500, including Post 16 of 230.

Governors are looking for an outstanding leader with a proven track record of senior leadership and

excellence in a comparable educational setting.

The Alec Reed Academy is an Ofsted ‘Good’’ school and an exciting place to lead. In July it received praise from Ofsted who described it as ‘at the heart of its community, an inclusive school with leader-ship providing excellent role models and maintaining the good quality of education since the last in-spection in 2015’. Early Years and Primary Phase were highlighted as a particular strength.

The Academy values its staff as its greatest resource and continuous professional development is a

priority. The combination of passionate and talented teaching and support staff and excellent facilities,

create an enviable learning environment and underpin our pursuit of excellence.

Come and visit us for a personal tour, or visit the ‘Quicklinks - Vacancies’ section of our website for more information and an application form: www.alecreedacademy.co.uk. If you would like to speak to

our current Principal & CEO, please contact our Reception on 0208 8414511.

Closing date for completed applications: Monday 10th September 2018 at 4p.m.

ARA is committed to the protection and safety of our learners. The successful applicant will be required to undertake an enhanced criminal record check via the Disclosure and Barring Service prior to commencing the role.

PRINCIPAL & CEO All-Through Academy

Competitive salary (Inner London) Northolt, West London

Principal & CEO - Job Description The main accountability of the job The primary purpose of the Principal & CEO is to provide strategic leadership for the Academy; secure high quality education and high standards of attainment for all students; and an education which encourages and enables all within the school community to develop their potential, morally, socially, physically and intellectually. The Principal and CEO is the Accounting Officer for the Academy. Working with the support of the Governing Body, the Governors and the Sponsor, the Principal will work in partnership to ensure that the Academy:

• Effectively addresses the educational needs of all students and enables them to achieve excellence

• Attains the highest possible standards of achievement and prepares students to meet the opportunities, experiences and responsibilities of adult life

• Is well governed and makes the best use of its resources to achieve the agreed goals and targets

• Promotes positive relationships across the local community and feeder schools to make ARA the school of choice for students, parents & carers.

Main Duties and Responsibilities Strategic

• To lead the Academy by inspiration and example, setting high professional standards and providing a vision that can be embraced by staff, students, governors, parents/carers and the wider community

• To ensure a common vision, strategic direction for ARA as an all-through school

• To create and maintain a quality environment which in every way promotes good teaching, effective learning, good behaviour and self-discipline

• To secure a broad, balanced and relevant curriculum which suits the needs of all students

• To promote and safeguard the welfare of students and staff within the Academy

• To have strategic oversight of financial management, ensuring that robust systems are in place so that that funds available are used properly, efficiently and effectively

• To ensure that the behaviour management within the Academy and the health, safety, welfare and social development of students are properly maintained

• To secure the commitment of students and parents/carers and the wider community to the ethos and vision of the Academy and to maximise the contribution they can make to the community

• To raise the expectations and aspirations of students, parents/carers and staff and the local community

• To ensure that parents/carers and students are well informed about the curriculum, attainment and progress and about the contribution that they can make to the success of the Academy

• To ensure the Academy reflects a vibrant and inclusive ethos which actively values and promotes diversity and community cohesion.

Operational

• To ensure that the Academy’s management, organisation and strategic development reflect the school’s aims and objectives, and are designed to secure continuing improvements in the quality of education provided,

• To provide regular, good quality information, support and advice to the Governing Body to enable it to carry out its responsibilities effectively and to challenge leadership,

• To comply with all statutory policies and procedures on safeguarding and child protection

• As the Accounting Officer for the Academy, to take personal responsibility for integrity, propriety and regularity in the management of public funds and to ensure the Academy complies with the Academies Financial Handbook

• To keep abreast of developments in education generally and to ensure that the Academy’s policies and procedures take account of national and local regulations and requirements

• To create, maintain and enhance effective working relationships with and between staff

• To secure effective, strategic financial management, with integrated curriculum and financial management to secure value for money and high standards and to identify opportunities for additional revenue, investment and sponsorship,

• To manage the implementation, monitoring, evaluation and review of the Academy’s policies, procedures, plans, targets and objectives

• To monitor, cost and evaluate the effectiveness of the curriculum and its assessment, and the quality of teaching and learning for all students

• To ensure that students and their parents/carers are well-informed about their curriculum, standards of attainment and personal progress in order to accelerate each pupil’s progress

• To develop and implement effective induction, support, training, appraisal and performance management for all Academy staff,

• To market the Academy effectively, • To maximise use of the Academy’s facilities, including community use.

Working in Partnership

• To present an incisive, informative and accurate account of the Academy’s performance in forms appropriate to a range of audiences, including governors, parents/carers, staff, students, local authority and the wider community

• To develop and maintain effective partnerships with all stakeholders including the John Chilton School, parents/carers, the local community, further and higher education, business and industry

• To develop and maintain close partnerships with feeder Primary and local Secondary Schools

• To ensure the Academy develops an effective working relationship with the media, and makes good use of social media to promote itself within a local

and national landscape, in order to ensure that the Academy is presented in a positive light.

General

• To undertake any other duties commensurate with the remuneration of the post as reasonably required by the Governing Body or its Chair

• To maintain good order and discipline among the students and safeguarding the health and safety of students and others authorised to be on the school premises and when they are engaged in authorised school activities elsewhere in line with the Academy Health and Safety Policy.

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Qualifications

• Proven evidence of success and relevant professional development across career

• Appropriate educational and professional qualifications

Experience

• A track record of success and senior leadership in a comparable comprehensive educa-

tional setting, achieving high levels of outcomes

• Track record of achievement in raising standards and outcomes of a diverse student

group

• Experience of developing high quality leadership capacity and accountability

• Evidence of successful promotion and implementation of innovation in teaching and learn-

ing

• Experience of using evidence-based information about effective learning and assessment

• Evidence of the ability to develop excellent relationships with children, young people and

adults

• Experience of working successfully with a diverse local community with significant needs

as well as external agencies/stakeholders

• Successful experience of using target setting, data analysis and curriculum innovation to

improve performance

• Experience of leading effective and efficient financial and people resources, to achieve

accountability and a strong performance culture

• Experience of building successful working relationships with a Governing Body and of

sustaining and developing effective partnerships with other organisations. Knowledge and Understanding

• An up-to-date knowledge of school development planning and evaluation

• A detailed understanding of current educational issues, including national policies, priori-

ties and legislation

• An in-depth knowledge of a range of effective strategies for maintaining and developing

high standards of attainment, behaviour and attendance

• A detailed knowledge of quality assurance systems

• A commitment to developing choice and flexibility to meet the learning needs of every

student. Personal Qualities

• Strong team leadership philosophy, sets priorities, agrees and achieves ambitious goals

and targets

• Committed to comprehensive education

• Thinks creatively to anticipate and solve problems

• Acknowledges excellence and challenges poor performance

• Inspires, motivates and empowers staff and students

• Enjoys working with and has empathy for children and young people from diverse back-

grounds

• Works collaboratively with others, delegating appropriately

• Seeks and acts on feedback from others, including colleagues and governors

• Able to be adaptable and creative in changing circumstances

• Shows resilience and decisiveness under pressure

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In 2003, Sir Alec Reed sponsored a single all-through Academy for pupils aged 3-19. The new West London Academy opened in 2005 with modern and exceptionally spa-cious facilities designed by the acclaimed Foster Partner architects. Following the com-pletion of two extensions (one to the Secondary, the other to the Primary Phase) the Academy was renamed the Alec Reed Academy (ARA) in September 2012. Our all-through, co-educational multicultural Academy delivers high quality education within a 104 place Nursery with 30 hour provision, 3FE Primary Phase, 6FE Secondary Phase, Post 16, Adult Learning Centre and Community Sports Centre. We are also priv-ileged to share our facilities with the John Chilton School which provides education for approximately 95 children aged 4-16 years with moderate to severe physical and medi-cal needs. The Academy was recently inspected by OfSTED in June 2018 and again judged ‘Good’, with an exceptionally positive report, published on our website. The Academy has a distinctive and inclusive ethos which guides our work and the edu-cation of our students. The Academy’s aim as a comprehensive Academy is to prepare children for adult life and this underpins our mission to:

• provide high quality education and a thirst for life-long learning;

• enable everyone to enjoy success and achievement;

• promote confidence and a strong sense of personal worth;

• have high expectations which will be reflected in the targets set for staff and

students alike;

• harness the energies of children, students, staff, parents and local community

to establish a genuine partnership with the Academy for the benefit of all;

• establish a business-like ethos by beliefs in values and attitudes such as hard

work, honesty, respect and concern for others;

• provide quality opportunities for the spiritual, moral, social and cultural devel-

opment of our children and young people. School roll

In recent years our school roll has increased, but the profile has altered with demo-graphic change. Pupil numbers remain a priority for us to ensure consistent growth across the Academy and for Alec Reed to be school of choice for the local community and beyond.

The academic results for 2016/17 showed continued improvements over previous

years and academic progress was made across all Key Stages. Outcomes in the Prima-

ry Phase exceeded the provisional national average in most areas. Pupil Progress

measures were strong and significantly above the national average. The Academy also

moved to a positive Progress 8 measure of +0.06 (2015/16 -0.1) which places ARA at

least in line with the national average for performance.

2012-13 2017-18 2018-19 (est)

Primary 499 585 571

Secondary 833 683 707

Post 16 100 211 220

Total Academy 1432 1479 1498

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Higher ability students performed strongly with 20% of their overall grades being

at level 7+ (old A grade) or above. At Post-16, value added for A Level examina-tions increased from -0.75 to -0.24; over 56% of pupils taking Applied General

qualifications achieved Distinction/Distinction* grades and 100% achieved Pass-Distinction.

The proportion of students who have special educational needs supported through

the SEN category of SEN Support is 18.8%, which is above the national average of

14.4%, as is the proportion supported with a statement of special educational

needs/Education Health Care Plan. Nearly 59% (2016/17: 57%) students across

the Academy have English as their second language and 11% require additional

English language support.

The proportion of students for whom the Academy receives the Pupil Premium is

34% (2016/17: 40.9%) which is above the national average. Pupil mobility levels are high; an above-average proportion of students join the Academy at times other

than the usual and have English as a second language.

The all-through structure of the Academy allows for central management of all support services and facilities including Finance, HR, Marketing, Helpdesk, Building,

Restaurant, Security and Hygiene Services. We also operate ARA Enterprise Ltd which provides Community Sports facilities. Information about this service is pub-

lished on our website.

The Academy is known to value is staff as its greatest resource and the continuous professional development of all staff is a priority across the Academy. The combi-

nation of engaged, committed, and talented teaching and support staff and excel-

lent facilities create an enviable learning environment, where traditional values, contemporary aspirations and creative curiosity underpin our pursuit of excellence.

As a consequence, we enjoy a low staff turnover and a higher than normal team of

support staff including dedicated Student & Family Education Workers assigned to each Year Group, Teaching Assistants assigned to curriculum areas and a high

investment in CPD.

Alec Reed Academy is in Northolt, in the London Borough of Ealing, and is ideally located close to the A40 and M25. It has ample parking on site but it is also a

twenty minute walk/short bus ride from Northolt Tube station on the Central Line and Greenford Tube station provides an immediate link to National Rail.

Whilst urban, Northolt is on the edge of London, benefiting from fast access to the

centre of the metropolis whilst being minutes away from the green belt and pictur-esque villages and towns including Marlow and Beaconsfield. Richmond and Twick-

enham are also close by.

Co-located in our building is the John Chilton School (all age Community Special

School (London Borough of Ealing) which is a mixed Community Special School

funded by Ealing Local Authority for pupils aged 3-17 years who may have moder-

ate to severe learning difficulties as a primary need or as a dual diagnosis to their

medical or physical need. Some of their pupils are educated in our mainstream

classes for a proportion of their timetable.

Principal & CEO

Associate PrincipalAssociate Principal

Academy Leadership Team

Director of Pupil

Progress (AP)

Director of Post

16 (AP)

Curriculum Leader & Foundation

Degree Lead Academic Tutor &

Development Manager for Primary

Curriculum Partnerships

Assistant Principal –

Mathematics &

Numeracy

Director of Finance

& ResourcesHead of Primary

Phase

Raising

Achievement

Leader (Yrs 7-8)

Raising

Achievement

Leader (Yrs 9-

11)

Assistant Head

of Primary

Phase - EYFS /

KS1

Assistant Head

of Primary Phase

(Teaching &

Learning)

Pupil Progress

Leader (Yrs 7

& 8)

Pupil Progress

Leader (Yrs 9

& 10)

Raising

Achievement

Leader - Post

16

Post 16

Enrichment &

Employability

Manager Pupil

Progress

Leader

Pupil

Progress

Leader

Pupil

Progress

Leader

Assistant Principal –

English & Literacy

Deputy Head of

Primary Phase

Assistant Head

of Primary

Phase (SEN &

Inclusion)

Careers Leader

Enrichment &

Wider

Curriculum

Manager