Another milestone

Last week was an exciting time as we were interviewing for our first teachers to join the school! I have been very determined that the process would be thorough and rigorous, but also enjoyable (or as enjoyable as possible for the candidates...!). If Sandymoor is going to be outstanding, then we need to make sure that every aspect is outstanding and this includes, for me, the process of selecting staff.

Last week, we interviewed five exceptional teachers for two posts. This followed a detailed selection process, where we had to shortlist from 25 applications for just these posts. As an aside, there are two things that I've realised through this process; first that there is a lot of amazing talent out there in the education profession - every application we received was a strong one, and secondly, how much of a passion there is to have the opportunity to be involved in real education from the beginning. I have really had my faith in my profession re-affirmed.

After shortlisting, we then had to ensure that we would be able to find the best candidates through the interview process. This, for me, had to include seeing them in front of students as it's that rapport with young people you can't test any other way. I am extremely grateful to Daresbury Primary School for lending us one of their classes for this process! Over two mornings, each candidate had to deliver a brief micro-lesson on a topic around skills for learning & each candidate rose to the challenge! In fact the class teacher (who observed each lesson with me) said how impressed she was with quality & variety of the lessons, saying that I had a difficult choice to make, because they were so good.

Then we visited Sandymoor, so that they could see where the school will be. This was important and I remember visiting the sites when I was interviewed & the impact it had; the location, in the heart of the community, is just right. And we were blessed with good weather, which helped...

After lunch, the serious business then began, with a formal interview and various tasks to test different aspects of the jobs. This included a presentation to a group of parents (on a topic they were only given 1/2 hour earlier) - the inclusion of every element of the school's community is important and thank you to the parents who took part.

Through all this, we also gave the candidates time to talk and ask questions; I believe it's so important to give candidates time to feel the ethos and see if they want to be part of it - Sandymoor School is so much more than a job & I wanted to give time for them to understand that.

And then decision time. It was a hard choice, but because all the candidates were so good. However, there were two candidates who stood out and we are very pleased that they both said yes. I would like to thank the other candidates, who put a huge effort into the process and showed themselves to be outstanding professionals. I would consider it a privilege to work with any of them. It was hard to break bad news to them.

But now we are three! Joining me, delivering the science at first, is Emma Simpson, Assistant Head and Maths, and Sarah O'Hanlon, SENCO / learning support and English. We will put more details about them on the website soon, but here's a brief biography of each:

Emma Simpson comes to Sandymoor with 14 years of teaching experience behind her, a degree in Maths from UMIST, Manchester and further qualifications in coaching & mentoring. She will take on responsibility for ensuring the quality of our curriculum is outstanding and work with me to develop all our staff procedures.

Sarah O'Hanlon joins us with 6 years of teaching experience and a degree in English Studies from Manchester Metropolitan University. She has travelled widely, teaching in both Japan and Abu Dhabi, where she joined a school that, like Sandymoor, was starting from scratch. Sarah will take responsibility for student monitoring and the personalisation of the curriculum.

I know that both Emma & Sarah are keen to be introduced to the community and I will be working with them to arrange a number of events for them to meet everyone.

Looking ahead, we are interviewing for the remaining teaching posts this week; Humanities, Spanish, Art & Technology.  Again, we had over 50 applicants for these posts and have shortlisted an outstanding set of candidates. They will go through a similar process and I wish them all the very best of luck - I am excited to meet them all. We are also finalising the interview processes for all remaining posts, and will have the full team by the end of June.

We are also going to be on national radio: if you can, listen into Women's Hour this Tuesday, where they are doing an article on Free Schools and Sandymoor is the example they are discussing!

Preparing Students for the Future

I’ve been incensed by the headlines in the news recently about school leavers not having the skills necessary to go into the workplace. For example, Companies ‘pick up the pieces’ of school failure, or Children being failed by GCSE exam system. But not for the reasons most teachers might say for being outraged.

I am outraged because these children are being let down.

Every child only goes through school once and that is why I am determined that Sandymoor will be outstanding from day 1.

Now, I don’t believe that the only point of education is to provide fodder for industry; that was thought to be the point of education in the 19^th century, but we are in the 21^st century and our education has to adapt to that. The Sandymoor curriculum is designed to empower the students that go through it, giving them the skills to be reflective learners, able to adapt to new situations and take on new skills throughout their entire life. To be change agents in the world. And this is embedded throughout the school structures.

On entry to the school, each student will take a set of diagnostic tests to identify how they learn, their strengths and weaknesses and any specific learning issues they may have. They well then have an interview with their personal tutor or a senior member of the school, where the results will be discussed and explained to the student. Also in this interview, each student’s individual likes and dislikes will be explored, along with their aspirations, hopes and dreams. This all forms the beginning of the student’s Individual Development Plan, which will grow with the student as they go through the school.

Following this, each individual will then be paired up with an outside adult, someone in the local or regional community who is in business, or works in an enterprising environment. And will be in some way linked to the student’s hopes or dreams. This person will be the Business & Enterprise Mentor and will be in school regularly (roughly every couple of weeks) for mentoring sessions with their mentees. This is where the student has the opportunity to develop the ‘soft’ skills required in the real world and explore how they will become successful in whatever they want to do. These sessions will be recorded in the IDP as well.

In school, the student’s academic tutor will be monitoring their progress against subject targets, whilst their personal tutor will be working with them to develop the interpersonal skills as well as the reflective, creative skills so necessary in today’s world.

Thorough out the first two years (years 7 & 8), the students will follow a curriculum that covers all of the national curriculum requirements, but does so in an integrated way. They will have specialist teachers delivering their subjects (as aspiration and passion is essential in the classroom from the teacher), but there will be over-arching topics that thread the whole school together. These topics will also form the basis of the community engagement lessons, where the focus is on demonstrating the relevance of the subjects and topics to the real world by engaging with the real world.

I am challenging companies to get into schools in this way, rather than ‘pick up the pieces’ when the students have left. I am aware that most secondary schools can’t accommodate this, but here at Sandymoor we can & will be doing this.

Looking ahead, I do agree that GCSEs can let students down. If the school teaches just to pass the test. By nature, GCSE exams examine what it is possible to test on, which tends to be very strictly defined knowledge regurgitation and so schools have evolved into producing this sort of student.

From the age of 14, through to 18, at Sandymoor, each student will follow a ‘pathway’ tailored to provide the qualifications that student needs to go into the profession they are wanting to, but also ensuring the focus is as firmly on the skills as on the knowledge. A Sandymoor student will already, through the first two years, have these skills, but they will continue to be valued and nurtured as they progress through the school.

And the development of the Business and Enterprise Mentor scheme will be crucial here, with the students then having the opportunity to engage with their mentor in their workspace. Not a traditional work experience model, where a teenager visits a place of work and makes tea for most of the time, because that relationship will already be there.

Sandymoor’s pathway approach to post-14 education will stop the focus on the damage GCSE cramming can do & help the student see themselves as on a journey, with the pathway to 18 as the start of their life-long journey. In this way, Sandymoor school has a number of the elements the government and industries are saying are a strength of the new University Technical Colleges (UTCs).

Sandymoor Students will be highly employable, highly creative and fully in possession of all the skills needed not just for today’s workplace, but the workplaces of tomorrow as well.

Everything Happening At Once

It’s been almost two weeks since I last had time to write and so much has happened (which is why I’ve not had time to write!), so this will be a highlight post, touching on some of the exciting things that have happened recently.

Last week, with the closing date looming for the teaching posts, started out hectic as I received loads of calls and emails asking for more information about the school. As I am determined that Sandymoor School will be known as a friendly, approachable school, I offered to meet up with anyone who asked for further information, so I spent a bit of time sitting in coffee shops around doing what is now my favourite activity; talking about how amazing Sandymoor School is!

In the end, we had well in excess of 100 applications for the teaching posts advertised and have selected a very strong field for the interviews; I am convinced that I will have a fantastic team of inspirational educators with me to provide the Sandymoor Experience. I look forward to introducing them to everyone, through this blog, the website and face to face meetings as soon as we’ve finished appointing.

The recruitment process has been designed to be thorough and allow us to explore what each individual can bring to the team. I would like to publicly thank the primary schools who have volunteered to help out by providing classrooms and children for us; as part of the process, I was determined that I wanted to watch each candidate interact with students and this is going to be an important part of their selection. They will also have to undergo interviews and give presentations, so it will be a tiring day for them.

A highlight of last week, though, was a visit down to London; I had been invited to talk at a national conference called “Building Future Education”. We were VIP guests, which was exciting – we had access to a quiet area with free coffee …. And had the opportunity to talk with a number of major building contractors who are very keen to engage with us over the new build.

Out of this came a contact with the potential to be on Radio 4’s Women’s Hour, as part of a feature about free schools; two of the project group were interviewed for the best part of an evening by one of their reporters and it’s scheduled to go out on air on the 29^th May – listen out for it, if you can!

From there, while down, we popped into the Houses of Parliament, to meet up with the local MP, Graham Evans, to catch up and give some feedback as to the progress; it’s really good to have his support.

We’ve also been having further enquiries about places for students in September, which is fantastic, and I’ve also been spending time visiting parents and young people in their homes, talking about the Sandymoor curriculum. It’s been so good to meet with people and talk through their concerns, showing them that Sandymoor will provide outstanding education from the very start. One thing we’ve been discussing hard has come about as a result of these requests, and resulted in me driving over to DfE regional offices in Sheffield to discuss and agree. . . 

We are, as a result of parental requests, opening up a year 8 group from this September as well… If you have a child currently in year 7 who isn’t that happy with where they are (or know someone who has), I’m happy to talk about how it will work.

All in all, a hectic time, but so enjoyable!

Progress Continues

The plans for the temporary school are completely firmed up (and you can view them on the school's website) and the planning process is well underway. If you look at the plans, you will see that we have everything planned for our students to experience a full curriculum right from day 1. There's 'ordinary' classrooms, as well as a science lab and technology room; we also have a dinning and assembly space (which will also double up as an indoor area for PE). But there's also space for 'break-out' sessions. These are where small groups of students and individuals will meet to work through the more personalised aspects of their curriculum. . . not every lesson will be spent in a classroom with a whole class because doing things that way, although easier for the school to organise, does not help the individuals make the learning their own.

I've written already about the pastoral and mentoring support that will make Sandymoor unique, but the academic curriculum will also be unique as we will never treat students like products in a factory, where the 'date of manufacture' is the most important thing about them.

In the background, I'm working on the school's education brief; a weighty document that sets out how the school will cover all the legal requirements of the department for education. This document is ready to go off to them, but in doing it, I realised that it doesn't ask for what I consider the most important part of the whole thing, the 'how' of the delivery. I've prepared the outline of the school day, detailed how many lessons per subject and gone into detail about policies on ICT and the like, but couldn't help but include details about the how as well.

With every student known as an individual, it will be crucial that there is time for each student to engage with their learning as an individual. Here we have one of my big bug-bears and that's that most schools focus more on the teaching than on the learning. The teacher, seen as the sage, controlling the flow of knowledge into the students in front of them. This takes power away from the student and puts it firmly into the teacher and this leads to the student wondering why they go to school. The ethos of Sandymoor School will be the exact opposite, with the teacher acting as guide and support to the students. This means that the student is more in control and so enjoys the process. It also means that the education is more organic and evolves with the student.

Time in the classroom should be active, should involve the student asking questions and forming their opinions about the topics being discussed. Learning should be collaborative, with students working in groups to solve problems. This is what happens in the 'real world', so why not in school? It certainly will be what happens at Sandymoor.

Over the next few weeks, I will be short listing and interviewing staff to join me in September. This is going to be a huge task, not least due to the number of applications we are receiving, but also because of the importance to it - I will only want the best teachers joining me, teachers who share my passion for working with young people not seeing them as products to 'do' education to. I am working with a retired head who is helping me shortlist and will interview with me. I'm also very grateful for three of the local primary schools who have offered their classrooms and students so that we can observe the candidates in front of students. And I hope to be able to share with you the Sandymoor teachers by the end of May, so watch this space for that exciting news!

Also, like I've said, I will be posting out to parents/guardians who have registered their child(ren) a letter explaining how the transition will work, with me visiting each student in their primary school, talking to them and their class teacher. I will also be asking to meet each parent/guardian, so I can explain how Sandymoor will work and answer any questions. I know that everyone has busy lives, but I am hoping that people will be willing to meet me; I am more than happy to visit in an evening, in the family home. I believe the link with parents is so important in making the process work, everyone working in partnership to make the best experience possible for the young people. This is something I think we've let slip in the west - when I was in Tanzania, working with the Maassi, the way everyone in the community works to support the children is a lesson we could all learn and is why I am so dedicated in my pursuit of getting everyone involved in the mentoring and support of Sandymoor School's students.

Everything is coming together so fast

As the weeks go on, everything just gets more and more hectic, but in a good way!

Last Friday, I continued to make contact with the local primary school heads. Carolyn Roberts, the head at Daresbury Primary School & I had a lovely meeting, where she kindly took time to talk through how we could work together once the school was up and running and then gave me a tour of her amazing school.

Then there was another ‘Meet the Head’, this time at Moore Primary school. The head, Jan, has been so welcoming and it was lovely to see a large turnout of parents to hear about where we are at. I will be looking to hold more of these in the next few weeks as they are the best way to discuss the amazing opportunity Sandymoor School will offer the young people.

I have also met Joy, the head at Windmill Hill primary school, with a tour of her establishment. All the primary schools I have visited have been so amazing places, with the clear focus on the young pupils in their care; it has been a privilege to meet them and share the vision. At Windmill Hill, I was particularly excited by the outdoor classroom they have and make such use of.

I have also been meeting with businesses in the local area, both on the Daresbury Park and outside, talking to them about the Business and Enterprise Mentoring Scheme and have firm offers of support from so many. A particular highlight was the tour of the Thermo Fisher Scientific factory; with a Medical Physics background, it was fascinating to see how they work with both chemists and assembly floor technicians to create the tools so essential in today’s medical industry.

The Business and Enterprise mentors will work alongside the school and interact with the academic & pastoral tutors every student will have. They will be in school, on average, every couple of weeks to help the young people develop the ‘soft’ skills so essential to help them in the outside world.

Alongside this, there’s been a couple of major milestones as far as the project goes; we had confirmation that all the funding we require to get the school ready to open (called our lead in funding) was agreed and then shortly after that, we received confirmation that our budget plans for the next seven years have been approved as realistic and workable by the DfE and the organisation that will be funding the school (The EFE – Education Funding Agency; this organisation funds all free schools and academies across the country). Also, something I thought I would, as a teacher, never say, but I was delighted to receive notification from OfSted that they are ready to conduct their pre-opening inspection!

Every Free School has to pass this, where OfSted will inspect our policies and procedures, meet with myself and discuss the buildings to ensure that everything is in place to provide the education they expect. The date for this is the week of 11^th June, but all our paperwork for this is already ready and has been sent off to the DfE to enable us to receive our school reference number. Following this initial inspection, we will continue to have monitoring inspections by OfSted, and will remain part of the school cycle of inspections by OfSted as every other state school is.

For me, though, the real highlight was the setting up and publication of our teaching job adverts in the Times Educational Supplement (TES). All the jobs are on the website and I was able to secure a half page advert on the front page of one of the ‘jobs’ sections. These positions are the real top location, as everyone sees these adverts as they are opening up the packaging when the TES arrives. I felt a real thrill when I opened up my copy of the TES & saw the Sandymoor School advert sitting there!

And then the fun began; all day Friday I was dealing with a string of emails and telephone calls from people interested in hearing more about these opportunities. The phone starting ringing shortly after 9:00am. One email in particular that made an impact came in from someone who currently would not apply for any of our positions because they are in a different subject area, but still felt they had to make contact, but still rang up to see if they could help; to quote from their email:

It was a pleasure to talk to you this morning about your inspiring school and I have had a chance to take a look at your excellent school website.” …

“Please let me know if at any time there would be anything available and I would be delighted to be given the chance to talk to you about any opportunities.”

In terms of the non-teaching posts, we’re also getting a lot of interest for all of these; I have sent out a good number of packs of information for the posts of our Business and Finance Manager, Catering Manager and my Personal Assistant, even though adverts for these posts have still not been placed; The Business and Finance Manager post will be handled by a firm of head hunters we are about to employ and the PA and Catering Manager adverts will be going into the local papers in the next couple of weeks. The IT Network Manager post is already in appropriate media, with adverts on the IT forum ‘Edugeek’ & in the industry standard magazine, Computer Weekly.

The most important thing for me to do now, which I will be planning over this weekend, is to meet every student currently signed up for Sandymoor. My plan here is to arrange to meet the child in his/her primary school, taking time to see them in action with their friends and in class, and take time to talk to their class teacher. However, I also want to meet the parents / guardians as well and will be writing to every family to ask if I could make a home visit, so that I can see the whole picture. In education, it is often said that there’s a triangle of connections, between the school, student and parents/guardians, but the link between the school and parents/guardians is often the weakest link and I am determined that Sandymoor School builds these relationships from the beginning.

Each Student an Individual

As I said, like London buses! First a long wait, then two in quick succession...

As an educationist, I am passionate about helping every student achieve their potential, not just the most able or the least. In far too many schools these days, time (and  money) are spent on helping the ‘Able and Talented’ and the ‘Special Needs’ pupils, but those in the middle are largely ignored. I have to confess that this passion of mine stems from being one of the ignored middle myself in school. And so I have always done my best, wherever I have found myself, to ensure that every student has the opportunity to experience success and find their path in life. At Sandymoor, it is my goal to start the school with that at the very heart of the academic and pastoral systems.

Personalised learning is far more than paying lip service by having teachers prepare differentiated lessons. In fact, differentiated lessons are more to do with the craft of teaching, proper pedagogy. No. Personalised learning is more an ethos about a school and embedded in how each individual is known and understood by every other member of the community. In order to make this a reality at Sandymoor, there are a number of key elements that will be in place from day one (and grow as the school grows).

To start with, every student at Sandymoor will take a set of tests on entry to the school, not designed to find out what they know, but to help understand the individual strengths and areas for development of each student. These are more diagnostic tools and will form the initial stages of personalisation. These diagnostic assessments will provide insights into cognitive potential (the brain’s ability to process information and apply knowledge) as well as suggesting any potential learning support issues (such as dyslexia). The tests give an understanding about how the brain interprets the external world around it from a visual (or pictorial) view, a linguistic (language) view and a spatial (physical) perspective. They also look for issues in memory language processing skills. These tests combine to give a detailed insight into how the individual will interact with the world around.

This is just the beginning, however. These tests will form part of the student’s individual education plan (or Individual Development Plan, IDP) that will grow with the student. These scores will be interpreted and discussed with the student and parents early on in the first term. Every student will have two teachers involved in their development; an academic tutor and a personal tutor.

The academic tutor will be along the lines of a traditional ‘form tutor’, with a group of students all of the same year group. This tutor will be responsible for monitoring and guiding year-group specific issues, daily attendance, but also subject-based issues. This will involve progress monitoring, report collation and guidance regarding subject specific issues as the student progresses through the school. As the school grows, each year group will have assigned to it, with staff from the same (or group of) department(s). Also, each year group will have a member of SLT assigned to it and every year group will have a year secretary, who will be the first port of call for following up absences, letters and reply slips, etc.

The personal tutor will be from a different subject area to the academic tutor. The personal tutor will be responsible for liaising with the student over more ‘skills for learning’ aspects. The personal tutor will have a group of students similar in number to the academic tutor, but this group will (as the school grows) a mixed age group, with students from different year groups.

These two systems will not work independently, but will work together to support the student. The personal tutor will liaise with the academic tutor and year group secretary to ensure that information about every individual is shared with everyone who should know.

Every time either of these tutors meet with a student, the details will be recorded on the IDP, a document that will be accessible by all staff, the student and parents/guardians. This document will also form the starting point for parent – teacher – student consultation evenings. These will also not be recognisable from the more standard parents’ evenings from most schools, because they will be dialogues between the school, the parents and the student. They will also be flexible times, unlike the fixed booking schedules in most schools. (I did say that these were more akin to speed dating events than professional meetings about the development of a young person, but I have no knowledge of how speed dating works except through what I have seen & read in the media…). I did, however, hear someone say that, if Post-it’s can be bought in 37 different designs, shapes and colours, schools really should be able to come up with better ways of interacting with parents….

And central to all this is the individual student. Every student will have contributed to their development plan and helped to be reflective learners.

But there will also be one other adult associated with this system too, something even more unique to Sandymoor. This is the student’s Business and Enterprise Mentor. We are seeking members of the local community to work with us to provide adults from the business and/or enterprise communities to work alongside us to help the students develop those soft skills necessary to make global, employable citizens. (I already have the support of Barclays Bank and some of the businesses in Daresbury Science and Innovation Centre). This scheme is a blog post in its own right, and I will post about it sooner rather than later.

So, every student will have three adults involved in tutoring and mentoring them throughout the school, and a strong pastoral support structure that will monitor their progress. This system will integrate fully with the academic subjects as well, but that is also the contents of a further post in its own right.

Every student an individual, treated as an individual and taught as an individual.

And the Staff

It’s been such a hectic time since the Easter break, I am aware that I’ve not posted for a while. . . so, like London buses, there’ll be a few in quick succession. I was so excited to be talking to parents again, this time at Moore Primary School; it was wonderful having the opportunity to talk to a group of parents about everything that’s shaping up for September.

I said in my last post that I’d go into more details about the unique elements of the Sandymoor Curriculum, but before I do, I feel it would be best to discuss the staff we are recruiting for September.

That has been one of the things that has excited me so much and taken so much time over the break, shaping up the staff we will have for September. For me, the first key thing all staff, both teaching and non-teaching staff, will need to show will be the creativity and excitement about being involved in such a unique project. Beyond that, each role I’ve chosen will have particular talents that work to make Sandymoor outstanding. The recruitment process will be thorough and rigorous to ensure that each person is the very best for our students.

The first post is the Assistant Head post, the most senior post in the first year. This person will have the responsibility of working with me to ensure the personalised learning is transformed into a reality and will be the school’s Learning Support teacher (SENCO).

 Every student at Sandymoor will have an individual education plan, which will start when they first join the school. We will use modern educational research to profile each individual, using cognitive tests to identify how they interact with the world as well as screening for specific learning needs and learning styles and emotional intelligence. These tests will be overseen by the Assistant Head and will form the starting point of each child’s individual education plan (or personal development profile).

The assistant head will then be responsible for ensuring that every teacher has the information necessary to provide the best classroom experience for each student and will work with all the other teachers to keep the individual at the heart of everything we do.

As well as this, the Assistant Head will also have the responsibility for ensuring that our numeracy and literacy provision is of the highest quality.

In terms of the core subjects, I will, initially, deliver the Science curriculum. I am a Physicist by training and have been a Head of Science before moving into senior leadership. I have taught all three sciences and have a track record of achieving strong results in all three sciences.

We are also recruiting full time teachers in English and Maths, and these posts will be strongly involved in the development of the curriculum, being full time.

We are also looking for a part-time teacher of Spanish (and, hopefully, Mandarin). With our vision for creating global citizens, we need to ensure they have the skills to engage with the majority of the world. This is why we are looking to deliver the global languages; with English, Spanish & Mandarin, Sandymoor students will possess the three most widely spoken global languages.

Our students need to be given the opportunities to see themselves as part of a wider community, and so we are looking to recruit a high calibre Humanities teacher, with the skills to weave the story, both the history and geography that influences our lives, and also the philosophical, religious nature of our lives.

As a school dedicated to 21^st century citizenship, we are also recruiting a technology teacher to deliver the practical skills necessary. And the arts are so important too, with an arts teacher being the last (but not least) member of the teaching staff.

Between us, we will also deliver the PE, and will make use of connections we already have to take the students to unique opportunities to work with professional sports people around the area. Physical Education, like all aspects of Sandymoor, will be rooted in the experiences of the ‘real’ world.

We will also deliver the Curriculum Enhancement lessons, but that is a post in its own right. Music education will be delivered by making use of local peripatetic music teachers, bringing in experiences into the school for everyone to benefit from.

And then there’s the non-teaching staff. These people are also crucial and will be important people in the lives of Sandymoor Students.

We are looking for an outstanding, organised person to be my Personal Assistant, someone who will, as the school grows, take on a responsibility for organising all the support staff in school. This individual will also get to know all the students and parents as well.

The Business and Finance Manager will be crucial in helping us keep track of the money, but also in helping us make the most of the whole resources the school has. Also, the school’s IT Network Manager will be responsible for keeping all the school’s IT working well, which will be such an important part of the school’s structures, as well as communication with parents.

And the final post is our Catering Manager. We are convinced that our young people need the best in all aspects and that includes the food that is on offer to them. Sandymoor students will be offered high quality, locally sourced food, from day one and we are looking for an outstanding individual to make our school food the exact opposite of the public perception of school meals.

And that is us. A total of eleven individuals (myself included) dedicated to making Sandymoor Students the centre of what matters in all aspects of the school. All the posts are on our website, the teaching posts will be in the TES for Friday 27^th April and the non-teaching posts will appear in appropriate media.