lutterworth college information for applicants: director of

LUTTERWORTH COLLEGE
INFORMATION FOR APPLICANTS:
DIRECTOR OF DEVELOPMENT
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WELCOME FROM THE EXECUTIVE PRINCIPAL, ANDREW COOPER
We recruit people for attitude and train for skills
We aim to recruit outstanding people. We would rather make no appointment than appoint
someone who is not suited to our ethos. For this reason we try to articulate clearly our vision,
values and expectations when putting together information for applicants and we always give a
lot of attention to appointing the right person.
We aim to recruit staff who:
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are excited by their role and by the prospect of working with young people, even those
who are less well motivated;
love the processes of learning and teaching and are keen to continually develop their own
skills;
recognise that teaching can be a demanding job but get on with it rather than
complaining;
will subscribe to the ethos of the College and ‘go the extra mile’ in terms of time and
commitment to get the very best from our students;
see break duty as an opportunity to talk to students;
are quick to praise and slow to criticise;
are not afraid to admit to seeing themselves as potential leaders of the future.
I am conscious that this may be your first contact with Lutterworth College and first impressions
are very important. I hope what you read, coupled with anything else you discover about us,
inspires you to apply for this post.
From a personal perspective, this is my third Headship: I joined Lutterworth in September 2011
after having taken one school to outstanding and another out of special measures. I have
thoroughly enjoyed my time at Lutterworth: it’s a lovely place to work – relentless in its
demands but hugely rewarding.
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VISION AND VALUES
‘Here is Edward Bear coming downstairs now, bump, bump, bump on the back of his head
behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs but
somewhere he feels there is another way. If only he could stop for a moment and think of it.’
A A Milne
The AA Milne quote from Winnie the Pooh is a light-hearted reminder of the importance of
taking the necessary time out to reflect on new and potentially better ways of working; to be
open minded about working together to see where improvements can be made.
We want Lutterworth College to be strikingly successful, or ‘outstanding’ in Ofsted terms.
Therefore, every student should reach their full potential; no student should be left behind.
A number of factors can get in the way of students reaching their full potential such as a belief
that “this student cannot succeed” or a lack of a structure that allows learning to take place.
Regardless of what happens outside College, it is important we provide a safe, structured place
for young people to learn.
The following beliefs apply equally to students, staff and governors:
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A belief that learning is a lifelong process towards which schools contribute;
A belief that effort can lead to success;
A belief that everyone has the capacity to learn and improve, therefore it is important to
be reflective and to learn from experience;
A belief that challenging situations, problems and tasks are preferable to easy ones
because overcoming challenges builds confidence;
A belief in teamwork and working collaboratively and wanting to share good practice in
order to improve;
A belief that understanding of the whole person is crucial to facilitating their ability to
learn;
A belief that schools are the hub of an extended local community and that involving
parents and community members in our school is central to our existence and success.
What this means for all of us if we are to put these beliefs into practice:
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‘If you want to predict the future you must invent the future.’ (Alan Kay)
We will work hard to be aware of what is happening beyond our school so that we can
predict future trends at an early stage and remain in control of our destiny (rather than
being at the mercy of external initiatives).
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We will be willing to take risks, to try new things, to experiment so that as an
organisation we are flexible and innovative. This can occur only in a climate where
mistakes are not automatically seen as negative but rather as an experience from which
to learn.
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We will continually search for best practice at a local, national and international level
and we will share our ideas and best practice with others. This will enable us to become
better at what we do and it will enhance the reputation of the school within the wider
community.
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We will be a learning organisation, not just for our students but also for our staff. This
will involve engaging in action enquiry projects and continually reflecting on our own
practice as teachers, recognising that we can all develop our professional skills, at any
stage of our career. In doing so, we recognise that the most effective professional
development occurs when teachers learn from and with each other.
What we will need in terms of skills and abilities:
 Be able to develop effective and purposeful relationships;
 Be able to communicate effectively;
 Be able to use ICT effectively;
 Be able to manage our time effectively so that we can achieve a good work-life balance;
 Be able to plan ahead and organise effectively;
 Be able to recognise and manage stress in ourselves by being emotionally intelligent;
 Be committed to the personal and professional development of ourselves.
What this means in terms of attitudes and approaches:
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We
We
We
We
We
We
We
will
will
will
will
will
will
will
be reflective with a desire for continuous improvement;
want to develop own learning and do things differently and better;
be committed to high standards and high expectations for all;
be genuinely interested in the learning process;
possess energy and enthusiasm;
be willing to learn from and with others;
have a good sense of humour – we won’t take ourselves too seriously;
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We will be willing to try out new ideas;
We will be flexible – we will not be daunted by change;
We will listen to and respect the views of others;
We will care for others by thinking of other people’s needs and working for the common
good;
We will recognise the contribution of all;
We will have a sense of responsibility by taking ownership of issues;
We will take a pride in what we do.
And finally:
‘The main thing is to keep the main thing the main thing.’ Stephen R Covey
We need to make a conscious commitment to place teaching and learning at the heart of
everything we do. What better way of avoiding external influences and distractions and
remaining in control of our own destiny.
Keeping teaching and learning as the ‘main thing’ requires us to bear two key principles in mind:
1. Everything in the organisation must be based explicitly upon teaching and learning.
Outstanding schools display high degrees of internal consistency. One way of achieving
this is to make sure there is a shared understanding of, and commitment to high quality
teaching and learning, in particular, helping students to become better learners.
2. Staff must also be learners. In other words, learning must not be confined to something
we do with students. The deeper we understand teaching and learning, the better able
we are to facilitate it in others.
Our Christian ethos
We are an inclusive school and we welcome young people of all faiths and none.
Our Christian ethos should be evident in a variety of ways:
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In the content of our curriculum. The study of all religions is to be taken seriously and we
will encourage open and honest debate about the nature of faith and the way faith is
practised inside and outside the school.
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In the way in which we encourage our young people to become open to serve others and
emphasise the importance of service above self.
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In the way we acknowledge that we are connected to each other, dependent upon each
other, members of one body and in the membership there can be no isolated suffering or
joy.
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In the way we celebrate and worship. Students and adults should be made aware of the
rhythms of the Christian year and the features of the festivals of other faiths.
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In the opportunities students have for silence and reflection. This may occur in
assemblies or it may occur in worship within a faith room in the school.
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In the way in which that faith room is used and the presence of a Chaplaincy team.
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In the ways the school practices trust and demonstrates forgiveness. The hallmarks of our
ethos will be seen in the way we cope when mistakes have been made and the priority
we give to providing a safe, structured environment for our students.
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In the way encourage and lead young people into asking the deeper and harder questions
about self and our place within the wider world.
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In the way we regard education as formation rather than function.
“The experience of learning isn’t always just a matter of learning to function within a
society successfully enough to survive; it opens doors for the individual and for the
whole group. Education is the forming of a constructively critical mind-set.”
(Archbishop Rowan Williams)
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THE COLLEGE
Lutterworth College is a large (Group 8) 14-19 academy (we converted on 1 June 2012),
situated in the market town of Lutterworth in South Leicestershire. We are a Specialist
Technology and Applied Learning College and a Church of England Voluntary Controlled school.
There has been a school on the site since 1880. Lutterworth Grammar School grew from a small
boys‟ grammar into a large mixed comprehensive school in 1967. In 2006, Governors agreed
to change the school’s name to Lutterworth College. As the school has grown in size (from
around 750 in 1967 to approximately 1800+ today) the site has grown; nevertheless, it is still
very pleasant.
We have two main feeder 11-14 High Schools and also take a substantial number of students
from a third school. Our intake is above national average attainment, though we do admit
the full range of ability into the College. Most students come to school by bus from rural
Leicestershire.
Our large size enables us to offer good choice for students both pre and post-16. We have
developed various routes within the curriculum for students across our age range and we
continually review our curriculum provision to ensure it remains outstanding.
Our last full Ofsted Inspection was in November 2008, though we have just been inspected on
the 17th and 18th April 2013 (report on our website) and we were judged to be good in all
categories. Given that this is a tough inspection framework, we are very pleased with the
report.
The College has a faculty structure which encompasses both teaching and support staff
teams; each has a Faculty Leader and a linked Strategic Leadership Team (SLT) member to lead
and support staff in the team. Faculty membership includes teaching staff and faculty support
staff, working together to provide the best learning experiences possible. Faculties include:
Teaching
English
Mathematics
Science
Creative & Performing Arts
Design Technology
Humanities
Modern Foreign Language
Social Sciences
PE
ICT
Business
Learning Support
Support
Estates & Community
Catering
Finance
Human Resources
Examinations and Data
Network Services/VLE Support Team
Student Support Services (KS4 and KS5)
Leadership Support
Teaching & Learning Support Staff
Another important part of our structure is how we support students. All teaching staff and a
significant number of support staff are mentors for students within vertical tutor groups. For
students who require further support (who may be vulnerable or at risk of underachievement)
we have a team of staff who work with them to support their learning, and link closely with
their teachers and mentors. They have some specialist resources available to them, including
our Student Support Centres, as well as integrated working with our multi-agency team.
Our student services and support teams also include specialist counsellors, behaviour
support workers and Keyworkers (for SEN students). They have an expertise in behaviour for
learning and their work is a major factor in our low exclusion rates and good behaviour in the
College.
Staff training and development at Lutterworth aspires to be both flexible and personal,
providing all staff with opportunities to develop their practice and skills and develop as
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individuals whilst contributing towards the overall goals of the College. We want to avoid a “one
size fits all” approach and allow staff the freedom to tailor their professional development to
their own needs, whilst at the same time meeting any statutory requirements and ensuring that
the aims of the College can be met.
To this end, training and development opportunities are a mix of mandatory and optional
training sessions alongside a range of activities that individuals can choose to engage with as
part of their own development.
Finally, it is essential that when staff join the College (or if they change their post within the
College) that they are fully inducted into our systems and processes. All staff in new posts will be
linked with a Mentor, who will, alongside the HR team, ensure that colleagues are confident in
their role and supported in becoming part of Lutterworth College.
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THE POST
I thought it might be helpful to provide some notes on this new role, as you make up your mind
about whether to apply.
Firstly, this is a very important post which requires someone with drive and ambition. The post
holder will lead on both fundraising (across the multi-academy trust – see below) and alumni
relations (with specific reference to Lutterworth College) to generate additional income to fund
the Trust’s ambitions as well as help to create educational opportunities, for example, through
links with business.
There are a great deal of changes taking place in the world of education with many schools
converting to academy status, a reduction in support available through Local Authorities and
growing partnership work between schools including the development of multi-academy trusts
and federations. We have operated as a single school academy trust since 1 June 2012.
However, on 10 April 2013 we were delighted to hear that our plans to open the Sir Frank
Whittle Studio School, which will be sponsored by Lutterworth College, were given the go ahead
by the Department of Education. As a consequence of this, we are in the process of becoming a
multi-academy trust (The Lutterworth Academies Trust) and this role will operate across the
trust. In addition, we are about to embark on a consultation re: changes to the age ranges of
Lutterworth High School (from 11-14 to 11-16) and ourselves (from 14-19 to 11-19). There is a lot
going on!
During a recent review of existing staffing structures, it was identified that there are significant
areas of opportunity for income generation via grants and bid writing, establishment of business
and community fundraising, but no capacity, or in some cases specialist skills, to develop them.
Linked to the opportunities identified above, is the development of a College Alumni. The
College was fortunate to be able to register for a Government backed scheme intended to
support state schools establish their own alumni, but we have so far been unable to allocate
development time to the scheme. The scheme is with an organisation called Future First,
(www.futurefirst.org). Clearly there are marketing opportunities and benefits in all of the above
as well.
We also recognised the significant opportunities for promoting the Trust at a time when we need
to ‘stand out from the crowd’ and show why we should be the school of choice:
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‘Selling’ our expertise
Alumni - establishes our proven track record of achievement
Business, community and Alumni relationships - provides opportunities for our students
Targeted income generation for premises and resources - improved / better quality
facilities
Successful fundraising provides not only income, but good press & PR opportunities.
Whilst we recognise there may well be staff from a school/education background seeking career
development we will equally welcome applicants from other backgrounds with skills and
experiences relevant to the role. Clearly, someone with a background in marketing and
fundraising would be preferable. We place great importance on the development of our staff and
would commit to providing you with effective support and guidance for both your induction and
on-going professional development.
Please feel free to give me a call if you have any questions; likewise, you are very welcome to
come and visit the college before you decide to apply. See schedule on page 10.
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LUTTERWORTH COLLEGE
Bitteswell Road, Leicestershire LE17 4EW
DIRECTOR OF DEVELOPMENT
£25 - £32k dependent on
qualifications and experience
“This is a good school…almost all students are
polite and courteous” (Ofsted, April 2013)
An outstanding opportunity to lead on both fundraising and
development across a Multi-Academy Trust and develop the College’s
alumni.
We would like from you:
To lead with energy and enthusiasm, to possess drive and ambition.
To develop the College’s Alumni relations.
To research and implement an ambitious fundraising and development
strategy.
We can offer you:
Excellent professional development.
The opportunity to develop and shape this new position.
The chance to join an organisation that is going places.
Immediate Start
14-19 mixed
comprehensive with
1900 students (600+
in sixth form)
A specialist
Technology and
Applied Learning
College
For further information and details of how to apply please access our website
www.lc.leics.sch.uk and return completed applications to Becky Towe
E-Mail: [email protected] Tel: 01455 205195
Closing date:
9am Friday 27 September
Interview date: w/c 30 September
Lutterworth College is committed to safeguarding. This post is subject to an enhanced CRB check.
Executive Principal: Andrew Cooper
At the hub of Britain’s motorway network and close to rail links and airports,
Lutterworth is a town within easy access to most of the UK
RECRUITMENT TIMETABLE
If you wish to take up the opportunity for a telephone discussion or a visit with our current
Finance Manager or if you have any other specific enquiries please contact Becky Towe,
Recruitment Administrator: [email protected] in the first instance. Please note that this
visit/discussion will not form part of the selection process.
Date: Tuesday 3 September
Date: w/c 16 September
Advertisement appears on the IDPE
website, local and regional papers
School visits and telephone opportunity to
discuss any aspect of the role with Claire
Hersey, Finance and Operations Director
(if required but not part of the selection
process).
Date: Friday 27 September
Closing date for applications (by 9am).
Dates: Friday 27 September
Shortlisting takes place.
Date: w/c 30 September
Interviews.
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JOB DESCRIPTION
Post Title:
Director of Development
Purpose of
Post:
To lead on both fundraising and alumni relations to generate additional income to
fund the Trust’s ambitions.
Reporting To:
Finance and Operations Director
Hours:
Full time 37 hours per week
It is anticipated that there will be a higher demand for work during college term
time with an on-going need for work in college holidays. There will be a
requirement to attend events such as training and meetings that may take place
outside normal working hours. A flexible approach will be needed
to accommodate the demands of the post.
Main (Core) Duties
Research and implement an ambitious fundraising and development strategy which
will;
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Establish an annual fundraising campaign
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Grow our fundraising capacity by effectively engaging with
current/potential donors and sponsors
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Write bids and business cases for grants from national local and grant
making bodies in support of education activity
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Identify opportunities to enter sponsorship agreements with appropriate
national companies, financial institutions and educational establishments
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Develop our alumni relations and associated activities
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Develop our public relations’ activities in respect prospective, current and
past parents, students, friends of the School
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Develop the School’s close community relationships with key individuals
and organisations in the local area
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Promote the School amongst the media and other target audiences
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Key Criteria for Success
(In the first 12 months the successful candidate will have)
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Developed a strong working relationship with all members of the Trusts community to secure
a continuous body of support for fundraising efforts
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Reviewed all existing funding streams
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Identified potential key donors and formulated a donor relationship development plan
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Established a robust, systematic and successful approach to major giving to the Trust
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Developed and launch the College’s alumni
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Installed an alumni relations programme designed to promote visit, reunions and activities
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Raised awareness of the alumni amongst students, ensuring their transition.
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Develop a detailed three year fundraising strategy and action plan, including key short and
medium term funding and development milestones and targets linked to the Trust’s business
plan.
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Attracted some initial income from new donors - £25 - £31k in year 1.
Additional duties to include:
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As part of a team of support staff, provide assistance with the invigilation of examinations if
required
As a member of staff working in a school setting to have a duty to help keep young people safe
and to protect them from sexual, physical and emotional harm and to take reasonable steps to
ensure the safety and well-being of students
To ensure awareness of and compliance with personal responsibilities and requirements
communicated to me in College policies and procedures including Health & Safety
As a member of staff in a College that works in partnership with other organisations, to
contribute to the development and sharing of good practice into partnerships with other schools
and relevant bodies. This may include undertaking duties and work in other schools and at other
locations
To hold a First Aid at Work certificate
May be required to accompany and supervise students on educational visits
As a member of staff in a school setting you will have the opportunity to participate in
programmes for mentoring students and to participate in extracurricular activities
To carry out such other duties which may be required from time to time within the grading of
the post
Any Special Conditions of Service: No smoking policy
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PERSON SPECIFICATION
Candidates will be assessed on the following:
QUALIFCATIONS
 Educated to degree level and/or relevant professional qualification
EXPERIENCE, KNOWLEDGE AND UNDERSTANDING
 Experience of fundraising and marketing in business/charity/industry/education
 Thorough knowledge of a range of fundraising techniques
 Experience in developing promotional literature
 Experience of working with staff and volunteers at all levels
 Track record of designing and creating new initiatives
 Proven experience of high quality school self-evaluation
 Policy formulation, evaluation and review
 Competent user of ICT
 Understanding of school context
 Experience of working in an education environment would be advantageous but certainly
not essential
SKILLS AND ABILITIES
 Be able to work sympathetically with the ethos of the school, developing effective and
purposeful relationships
 Be able to communicate effectively and persuasively
 Be able to manage time effectively by prioritising ruthlessly
 Be able to manage and develop people and teams
 Be able to allocate, organise and monitor resources
 Be able to plan and organise effectively
 Be able to motivate and inspire others
 Be able to recognise and manage stress in themselves and others
 Be able to understand and interpret a range of data
 Be committed to the professional development of themselves and others
ATTITUDES AND APPROACHES
 A reflective practitioner with a desire for continuous improvement
 Want to develop own learning and do things differently and better
 Committed to high standards and high expectations for all
 A commitment to working in a Leadership Team within a multi-academy trust to develop
a collaborative vision which embraces excellence, high standards and inclusion
 Possess energy and enthusiasm
 Enjoy relating to and can build rapport with staff
 Willing to learn from and with others in the development of good practice
 Have a good sense of humour
 Have humility
 Willing to try out new ideas
 Flexible, so that when you are asked at short notice to change responsibilities, you
recognise that this is the way leadership is
 Willingness to take a full role in the life of the College
 Ambitious – can see an opportunity to make an impact and develop own leadership skills
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HOW TO APPLY
Please read the information in this pack. If you decide to apply you should include a letter with
your application form on no more than two sides of A4, giving your reasons for applying for the
post, addressing information you have read in the pack and particularly the person specification,
and outline any relevant experience and personal qualities you would bring to Lutterworth
College. Please do not send a general letter; we really are looking for someone who is prepared
to respond to us as an individual school. You can be sure we will take time and care in reading
your letter; we appreciate how much energy goes into it. Please ensure that you address your
application to Mrs Becky Towe, Human Resources Department ([email protected])
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