Teacher of Economics

Overview • Our culture (founded in our Vision and Values) pervades every aspect of school life • We are an inclusive school and this is made possible by our relational approach to behaviour management. N.B. we are the lead school for Trafford's attachment and trauma informed practice strategy (now the 'Belong' programme). • 1516 pupils and 182 staff • Academic Outcomes: • Prior to pandemic the School has received national recognition from SSAT in each of the • of the previous 10 years - top 20% of non-selective schools for Attainment (A8) and Progress (P8) • In 2024 we achieved our best ever GCSE results with a remarkable P8 score of 0.56 • Significantly above national average for attainment and progress in EBacc subjects. • ALPs grade 1 at A-Level putting us in the top 5% of 6th form providers for student progress • in 2019 and grade 2 in the last 4 years (top 10%) • Awarded Investors in People, Artsmark Gold Award, One Education Gold Reading Award, EAL • Quality Mark Gold Award, Member of Enterprise Advisor Network for Greater Manchester (Careers) • A very well resourced and 'excellent' school ('good' in Ofsted terms) • Extensive building and continual refurbishment programme - over £3 million in recent years. • 9 computer suites and several 'banks' of laptops • Highly regarded for our SEND provision - students with an EHCP in Year 11 2024 achieved an • average P8 score of 0.8. N.B. Part of an Autism in Schools project - strategies that ultimately benefit all students • High levels of partnership/outreach work for reciprocal gain e.g., lead school for School • Partnership Programme, SENDCo seconded to Trafford and SLE's on staff body • High standards - discipline in school, appearance, attendance, punctuality and academic • progress - achieved through our relational approach • Study sessions in the Learning Resource Centre Monday - Friday and homework clubs for each • year • Extensive monitoring of pupils: • Classcharts system including parent app for rewards, sanctions and homework • Heads of Department monitor progress in their department • Directors of Key Stage monitor the academic progress of a year group with the relevant • AHT • Highly effective Inclusion Team that monitor behaviour, attendance and welfare, • comprising Senior Leaders, PMs, Attendance Manager, Hub Managers, Behaviour Support, Mental Health Lead, Specialist SEND teacher, Sixth Form Study Manager and Admin Support • Interim reports issued once a year and an end of year report • Parents evening (online) annually. Additional parent/tutor meeting in the first term. • Outstanding Pastoral Care and Safeguarding Practice (see previous notes on Inclusion Team): • 5 Pastoral Managers one each in Year 7 - 11 • Counsellors in school 4 days a week - counselling room • Outstanding separate alternative provision in form of Hub units to support young people • with additional needs (particularly around SEMH) • Inclusion team liaises closely with outside agencies • Rewards - Classcharts scheme leading to bronze, silver, gold and ambassadors' badges and • significant rewards budget • Huge range of extra-curricular activities and trips (including numerous opportunities for • overseas travel) • Zero tolerance of bullying and discrimination - large team of trained pupil anti-bullying • ambassadors and ant-racism ambassadors. N.B. the School applies a process of 'logical response' to issues of behaviour (Relational policy). • School Council/Year Councils (Student Voice generally) integral to School life and School's • evolution. 6th form management team. Gender Equality Council, Race Equality Council, Eco Committee and LGBT group all active and thriving. • Parents involved in all aspects of their child's education, i.e., letters home, regular monitoring, • reports, parents' evenings, information evenings, parent forums and Classcharts app. N.B. ongoing initiative to review parental engagement. • All our students receive PSHE at all levels from 11-18 with the addition of our C4L programme • at KS3, KS4 & KS5 which develops all students SMSC needs and life skills in addition to our academic curriculum. • Small but high achieving Sixth Form offering a full range of 22 'A' Levels. • Sixth Form follow a full timetable - 3 A levels only with additional curriculum time for each, • EPQ, Enrichment programme on Wednesday afternoon (sport, additional qualifications, community service etc.). Sixth Form have a formal dress code and act as role models in all respects., To support the Head of Department ensuring all aspects of the Department's policies andprocedures are implemented. Principal Responsibilities • Plan and prepare courses and lessons. • Set and mark work in line with the Department and School Policies / Procedures. • Set work and teach to a student's educational needs and abilities. • Assess, record and report on the development, progress and attainment of students. • Promote the general progress and well-being of individual students / classes or • groups assigned to the teacher. • Provide guidance and advice to students on educational matters to further their • education and future careers. • Provide or contribute to oral and written assessments, reports and references • relating to individual pupils and groups of pupils • Communicate and consult with parents of students. • Communicate and consult with persons and bodies outside the school as • appropriate. • Participate in Department meetings • Participate in the Appraisal process • Review methods of teaching and programmes of work. • Participate in arrangements for further training and professional development. • NQTs to participate in the School's Induction Programme. • Participate in the development of courses of study, teaching materials, teaching • programmes, methods of teaching and assessment. • Maintain good order and discipline amongst the students, safeguarding their health • and safety both when they are authorised to be on the School premises and when they are engaged in authorised School activities elsewhere. • Participate in meetings at school that relate to the curriculum for the school or the • administration / organisation of the School. • Participate in the School's 'rarely cover' arrangements for absent colleagues. • Participate in the School's arrangements for preparing students for public • examinations and in assessing students for the purposes of such examinations, recording and reporting such assessments and participating in arrangements for supervision during such examinations where appropriate • Contribute to the professional development of other teaching and non-teaching • staff. • Participate in assemblies and the School's arrangements for registering the • attendance of students and supervision of students, whether these duties are to be performed before, during or after school sessions. • Participate in the administration, co-ordination and organisation of tasks relating to • the management or support of teaching and support staff in school. • Order and allocate equipment and materials as required. General Duties • To be part of a duty team, under the direction of the team leader, carrying out • supervisory duties in accordance with published rosters. • To participate in appropriate meetings with colleagues and parents relative to the • duties described above. Required from September 2026 (with the possibility of an earlier start in Summer 2026), a well-qualified Teacher of Economics. This is an exciting opportunity to launch Economics as a new subject within the School. Part-time could be considered for the right candidate. We are seeking to appoint a well-qualified, highly motivated and enthusiastic Teacher of Economics to join our thriving and successful Business Studies department. The subject will initially be introduced at A Level, with the potential to expand to GCSE in the future. The ability to teach Business as well is desirable. You will join a friendly and supportive staff who work together to ensure the highest achievement for all students. We welcome applications from both experienced and newly qualified teachers and there are excellent development opportunities for all staff. The successful candidate will be able to demonstrate a high degree of commitment to effective teaching and have the ability to support students of all ages in developing their understanding and enjoyment of the subject. You should have high expectations of the learning and achievement of all students and be able to inspire commitment and enthusiasm through creative and interesting lessons. This is an excellent opportunity to join a thriving school and work with students who are keen to learn. The person appointed will also demonstrate a willingness to participate fully in the wider life of the School; we love genuine team-players with a good sense of humour. 1. Excellent student body, well supported by parents and carers, e.g., £200,000 raised for charitable causes in the past five years. Over £80,000 raised in our 80th year. 2. The Times newspaper recognised Wellington School as the 3rd best Comprehensive School in the North West. 3. Main Scale teachers and Middle Leaders all have their own classroom. 4. Staffroom has recently been refurbished along with other areas as part of the ongoing enhancement of the school estate. Coffee, tea and biscuits are provided at break time. 5. The school employs teachers specifically for cover. Teachers with a full teaching load rarely do cover. For the past five years none have. 6. As well as external exams, Year 11, and 13 Mock Exams are invigilated by exam invigilators rather than teachers. 7. A wide range of CPD activities as part of INSET and directed time, including high quality appraisal for all staff. 98% of external course requests have been granted. 8. All teachers have the opportunity to observe peers with cover being provided if necessary. 9. ECT's have the opportunity to do a two-week induction in July prior to starting in September. In addition, all ECT's are assigned a 'Teaching and Learning Coach', usually a member of SLT, as well as a subject mentor. 10. Lesson observations are developmental and haven't been graded for over ten years. 11. As a large school there are many opportunities for staff, at whatever level, to take on additional responsibilities. A number of middle and senior leaders have been internally promoted. 12. School holds the 'Investors in People' Award - indicative of the importance placed on staff wellbeing. 13. Opportunities to take part in, and organise trips and visits. Over 80 trips and visits took place last year. In recent years there have been trips to South Africa, Iceland and the United States, as well as an annual ski trip. 14. Headteacher always endeavours to accommodate leave of absence requests. 15. Staff activities, e.g., football, yoga, couch to 5k, wreath making at Christmas, the Wellington Wanderers and other 'social' based activities. 16. Teachers are well supported by middle and senior leaders through a clear relational behaviour policy. In addition, five non-teaching pastoral managers support Year 7 to 11 students. 17. Class sizes are a maximum of 30, the vast majority are smaller (including small nurture groups at KS3). 18. The school invests to ensure a broad curriculum, for example a number of 6th form subjects run with single figure students. 19. Turnover of staff each year is below the national average. Around 10 teachers have left in the past 3 years (approximately 100 FTE). 20. Excellent working environment with the facilities maintained to a high standard. Visitors always comment on the cleanliness and upkeep of the building. Self-knowledge is essential for growth and change Accepting responsibility for who you are and what you do Community A sense of belonging and ownership Accepting our duty to and responsibility for others Collaborating to achieve Excellence Being the best we can be in all that we do Holding the highest of standards and expectations Setting an example to others Fairness Celebrating what we have in common and our differences equally Providing opportunities that are open to all Equality is not treating everybody the same Endeavour Hard work and character are essential to success We should seek to challenge ourselves and take risks To fail is to learn #J-18808-Ljbffr