Head of Social Sciences

To ensure that the Psychology and Sociology departments:

• deliver engaging, differentiated and well-planned lessons guided by Blenheim's 10 Typical best practices;


• are supported and challenged as necessary thus ensuring that the student experience and progress is maximised;


• achieve high standards of student attainment and progress in public examinations;


• are effectively led and managed so protocols are consistently followed e.g. deadlines are met, feedback to students is prioritised, students have challenging starter activities, the main parts of lessons involve students applying their newly acquired skills or knowledge regularly and expediently etc;


• follow schemes of work with regular and consistent assessments providing students with high quality feedback which they are accountable for acting upon via the DIRT process;


• develop a culture of shared practice where resources are shared, practices are discussed and peer lesson observations take place on a regular basis; typically half termly;


• are visible, welcoming and a point of contact for students;



• keep abreast of national developments in specifications, examination requirements and teaching processes;


• promote the importance of Cultural Capital and its potential impact on students' life choices.



• regularly review the specifications taught, initiating and leading change as required, thereby ensuring that students within the Department follow the appropriate specification and schemes of work meeting legal requirements and providing challenge to enable students to fulfil their potential;


• ensure students of all ages are supported and challenged as necessary and achieve optimum levels of engagement with school life;


• maximise student attendance through the delivery of creative, innovative and rewarding lessons;


• role model excellent practices, going 'above and beyond', intervening with students outside the curriculum so they 'catch up' as quickly as possible;


• support and challenge Heads of Year so that underachieving students have barriers removed from their learning and regularly show good learning behaviours including being properly equipped for lessons;


• communicate with parents on a range of issues, particularly where students are underachieving;


• communicate appropriate information to teaching and support staff;


• contribute to a confidential record of issues affecting the educational progress of students;


• reinforce consistently the school's 10 school uniform non-negotiables.


Safeguarding


• To be familiar with school policies, in particular safeguarding procedures, and promote the welfare of children., Line manage the respective Head of Departments.


• Support and challenge members of these departments rigorously and consistently.


• Champion these departments advocating their place in the curriculum and the benefits they will provide students once they leave school.


• Ensure all students succeed through differentiation and stimulating lesson delivery.


• Be a highly visible point of contact for students and families when they require assistance or information relating to the department.


• Lead faculty meetings as necessary.


• Communicate effectively and purposefully with parents so they are well informed about the department's procedures, expectations and upcoming events.


• Analyse student data and intervene swiftly, as necessary, communicating with parents of underachieving students on a regular basis.


• Produce internal and external reports as necessary.


• Work within school systems to inform teaching and non-teaching staff about students' progress.


• Promote positive attitudes to learning and behaviour for learning with vulnerable students.


• Liaise with the SEND Department to ensure students with unique needs are effectively catered for.


• Uphold and promote the values and ethos of the school.


What the school offers its staff

Blenheim is a dynamic, exciting and supportive environment in which to work. The school opened in September 1997 with one year group and has grown to its current size of 1337 students on roll including over 200 in the Sixth Form. Blenheim is a mixed comprehensive and our reputation in the community is excellent. In 2019, Blenheim was characterised as a 'good' school following a Section 5 Ofsted inspection. Ofsted commented that the school had excellent capacity to continue improving. Blenheim converted to Academy Status in March 2012 and has developed many community and primary school links. Blenheim is a well-resourced school and is fortunate to have outstanding facilities. Together with a very supportive and well qualified governing body the school has invested significantly in several areas, not least in the appointment of high-quality practitioners and on-site infrastructure. Visitors often comment on the calm, purposeful learning environment that
pervades. Blenheim sets high standards in terms of uniform with several 'non-negotiables' and there are strict expectations regarding behaviour and conduct, both in and out of the classroom. Ofsted described Blenheim as 'calm, orderly and purposeful' and our students as 'respectful, kind and courteous', which is what those of us who work at Blenheim see every day. As Blenheim students prepare to take up their place in society they are actively encouraged to become independent learners. Part of this process involves the integration of iPads across the curriculum; all teachers and 98% of students own one. Technological evolution is inevitable and this approach is key to ensuring that students develop attributes that will allow them to adapt in a rapidly changing world. The iPad complements daily teaching and allows students to easily access a multitude of interactive and innovative resources both in and away fromschool.