Welcome, and thank you for your interest in The Dringhouses Primary School's Headteacher opportunity
Dear Applicant,
Welcome, and thank you for your interest in our exciting Headteacher opportunity at Dringhouses Primary School. As Chair of Governors, I am delighted to provide you with more insight into our warm and welcoming school and invite you to consider joining us in this pivotal leadership role. We hope that the information we have provided encourages you to make an application for this position.
Dringhouses Primary School was built in 1904 and is a co-educational school for children aged 4+ to 11 years with 315 pupils on roll across 11 classes. We are a warm and welcoming community, where our staff, families and children feel valued, looked after and where learning is inclusive. We want our children to become great people – to succeed academically, socially, and to find things that they love to do.
We are deeply committed to instilling our strong character values across our school and as part of the wider community: Curiosity, creativity, confidence, collaboration, and community-mindedness. We always look to ensure equity of opportunity for all of our children and see kindness as a fundamental value of our school. Our ‘Dring 50’ highlights 50 experiences we believe all children should have an opportunity to do while they are with us at Dringhouses Primary School. These trips, hands-on experiences, visitors to school, and in some cases very basic childhood experiences are a way of making sure that our children are provided with the experiences that every child deserves to have, regardless of their home background.
This is an exciting opportunity for a talented senior leader to join a school where our warm community fosters an inclusive and stimulating education environment for our pupils. As such, we welcome applicants interested in Co-Headship as part of a job-share.
For an informal, confidential conversation about the role please email Helen Poole, who has been engaged to support us with recruitment to this key role, or call on 01609 532254. We would encourage you to come and visit in advance of your application and see for yourself the enthusiasm that our pupils have for their education. Such a visit is not part of the selection process, and whether applicants have visited will not influence the outcome. We would also encourage applicants to have a look at the school website (opens in a new tab) and our school newsletters (opens in a new tab) to get a feel for our school.
I hope you find the information provided useful and informative and that it will encourage you to apply. On behalf of the governing body, thank you again for your interest in Dringhouses Primary School.
Yours faithfully,
Matt Boxall
Chair of Governors
Learn more about our Headteacher opportunity
Post: Headteacher
Number on Roll: 315
Commencing: 1st September 2025
Salary:L14-L20 £68,586 - £79,475
Contract Term: Permanent
Our Opportunity:
Dringhouses Primary School is a delightful, thriving school with happy pupils and a dynamic curriculum provision. This is an exciting opportunity for an established leader to take the school to the next level in its journey and build upon the excellent relationships and reputation that it has built up and develop these further in our continual pursuit of excellence.
About You:
We are seeking to appoint a principled and reflective Headteacher to further shape our thriving school in the next phase of its development. You will build on a collaborative and values-driven culture that will see our children develop, grow, and contribute an active part in today’s society, with confidence, creativity and courage.
We are looking for a proven senior leader with excellent teaching skills and the ability to develop our small, dedicated team whilst maximising achievement. An excellent communicator, you should have a thorough knowledge of curriculum and pedagogy and possess strong networking skills enabling you to maintain and develop future partnerships. You will be an outstanding teaching practitioner able to set and achieve ambitious goals for all pupils with a variety of needs; continually seek to raise standards by developing staff and ensuring high quality and depth of teaching and learning, and develop a clear vision to move the school towards excellence and continue its further improvement.
Our new leader will foster a supportive and inclusive atmosphere where pupils feel valued and encouraged to express themselves. You will maintain and build upon our strong sense of community and be an ambassador who leads by example and is not afraid to have difficult conversations. You will be an accomplished communicator with a passion for education and thrive on driving a positive school culture that promotes academic excellence but also social and emotional development.
We can offer you:
- A happy, caring and supportive school, with dedicated staff, supportive families, and support from the local authority.
- An excellent opportunity to provide strategic leadership and direction, working collaboratively and constructively with the governing body to achieve this.
- An opportunity to see the huge potential that exists and the time to make Dringhouses Primary School a beacon of excellence in primary education.
- A governing body that is committed to providing support on all matters to ensure our school thrives and all children reach their potential.
- A strong, committed community who work cohesively and collaboratively.
For an informal, confidential conversation about the role please call Helen on 01609 532254 or email. Helen has been engaged to support us with recruitment to this exciting opportunity.
Please note the Governing Body are open to consider applicants interested in a Co-Headship job share. Should you wish for your application to be considered as part of a Co-Headship, please outline this and your FTE preferences in your supporting statement.
Key dates
Visits
We strongly recommend that you visit us so we can share with you why we are so proud of our school, and you will have the opportunity to see what we have to offer. If you would like the opportunity to visit, please email Helen.
Application closing date: 11:59pm Sunday 9th March 2025
Shortlisting: Wednesday 12th March
Interviews: Wednesday 19th and Thursday 20th March
Information About Our School
Situated in the suburb of Dringhouses, deriving from “Drengeshirses” which means “the houses of the drengs, a “dreng” being a man who held land by a particular kind of free tenure. Historically part of the West Riding of Yorkshire, Dringhouses is bounded by the Knavesmire, an open area of land on which York racecourse is located to the east, Askham Bog and the A64 are to the south. We are about three miles from York city centre, attracting a large catchment area, with families from both the city and more rural areas. It is a mixture of housing estates and large open spaces with the East Coast mainline (opens in a new tab) running through the middle. Our pupil demographics are predominantly white, drawing from a reasonably affluent catchment area; however there are some areas of greater deprivation, particularly in neighbouring wards which feed into the school community. We are proud to be an inclusive school and welcome children refugees.
Our Pupils
We develop for pupils a positive and respectful culture throughout the school through ensuring their needs are heard, met, and considered in all aspects of our practice. As such, our wonderful pupils are generally very well-behaved and respectful, being confident to approach adults and talk to each other. They show good levels of self-esteem and respect for each other. They co-operate, share resources, and take turns, according to their age. Overall, there is strong behaviour for learning and pupils’ attitudes are positive, reflecting the school character values. There is a focus on consistency of behaviour expectations across the school this year, and support developing for pupils with specific behavioural needs.
We set high expectations and make sure these ambitions are shared clearly with the children. At the beginning of each half term, these expectations are given dedicated teaching time to model, practise and reassert these high behaviour expectations. We encourage children to be proactive citizens in their community. Each term, a local leader presents an assembly. Pupils are given progressive leadership opportunities throughout their time in school to develop their leadership skills and contribute to the school community. Roles and responsibilities are displayed in each classroom. Children are given opportunities to be play leaders, librarians, healthy eating champions, assembly monitors.
Our Ofsted 2022 report states that:
‘Pupils listen attentively and respond to instructions swiftly. Pupils respectfully discuss, with a partner, questions posed by the teacher. Relationships between pupils and staff are positive. Pupils who need a ‘brain break’ access a safe space for short periods of rest between learning tasks. Pupils understand the school’s positive behaviour expectations. They know what constitutes a ‘time out’.
Pupils know about different types of bullying, such as cyber bullying. They know to tell an adult if it happens and know that the adult will help them. Pupils know how to stay safe online. They are aware that information online might be fake. They know to look for the padlock icon to check that the website is secure before accessing it. Pupils encounter the ‘Dringhouses 50’. These are 50 experiences pupils will have before they leave the school, such as visiting the food festival in York and learning a new language. These experiences further support pupils’ character development’.
Clubs & Extra-Curricular Activities
Pupils have many opportunities to participate in clubs and activities, both at lunchtime and after school. Some are paid for by parents and some are run by school staff or parental volunteers and are free but have a waiting list. Whether it’s choir, orchestra, rock band, computing or netball, there is something for every pupil. Read more about our extra-curricular provision (opens in a new tab)
Out of School Club
Dringhouses Out of School Club is an independently run charity, who provides a breakfast club, an after-school club and a holiday club in a welcoming and homely environment for up to 75 children aged 4 to 12-years. As well as offering a wide range of both indoor and outdoor activities, children are encouraged to get involved in the planning of their meals to encourage an awareness of a healthier lifestyle. The team also use these ideas to develop a programme of exciting activities to help children feel happy and settle quickly. Read more about our Out of School club (opens in a new tab)
Play at Dringhouses Primary School
We have joined forces with OPAL (Outdoor Play and Learning), who are supporting us through the introduction of an initiative to build and develop our play provision across the school. The school’s PTA (FODs – Friends of Dringhouses) have generously funded the project, and from here we’re going to be calling on everyone in our community to support us, with donations of resources and time.
OPAL’s vision (opens in a new tab) is that every child in every school has an amazing hour of high quality play every day – with no exceptions.
Read more about our play provision (opens in a new tab)
Our Staffing Team
We have a dedicated, collaborative staff cohort who all go above and beyond to provide the very best experience for all pupils. Our staff have excellent relationships, with a team spirit and willing support to ensure best provision for the pupils. We are ambitious for our children, and we strive to develop a positive mind set where all children believe that anything is possible. Staff work creatively to deliver a meaningful curriculum, nurture all of our children and inspire a love of learning through their dedication and kindness.
The previous full time Headteacher left Dringhouses in December 2023, with the deputy Head acting as Interim Headteacher before going on maternity leave. As a temporary arrangement, there is currently a 0.5 Executive Headteacher supporting Dringhouses from another local maintained school. The Assistant Headteacher has undertaken the interim Deputy role and is currently Head of school, working alongside the temporary Executive Headteacher. The temporary Assistant Headteacher has one day non-contact time. The SENCO is full time with 0.6 teaching responsibility. The School Business Manager is in school four days.
Meet the senior leadership team (opens in a new tab) The long-term structure of the SLT is one of the tasks for the new Headteacher to establish upon appointment.
Within the wider staffing team, there are eleven classes: two reception classes; three mixed 1/2 classes; three mixed Y3/4 classes and three mixed 5/6 classes. There are currently four classes with job shares and a total of 15 teachers. Staff work in phase teams, having PPA together. There is a leader for each phase. All teaching staff (with the exception of one ECT) have a subject responsibility. TAs are deployed to support pupils with additional needs with some general TA support directed towards needs. There are a total of eleven TAs across school, including HLTAs who also provide cover for PPA/SLT time.
Alongside the School Business Manager, there are two other members of the admin team: one full time and one working mornings only.
Our Governing Body
Our governing body is supportive and cohesive and helps the Senior Leadership Team to provide continuous improvement and educational enrichment to our school, enhancing educational standards and nurturing community relationships. Our Governors are not afraid to challenge leaders where needed and operate with a high level of transparency and visibility. Read more about our Governing body (opens in a new tab)
We want all our pupils to be Team Dring Characters (opens in a new tab), where they are:
Confident
Creative
Curious
Community-Minded
Collaborative
Our central Aims:
- To provide an exciting, inspiring, and connected curriculum that equips our learners for their future.
- To develop confident, capable, and resilient learners who recognise and celebrate their successes, and who recognise the value and potential in their setbacks.
- To support learners in developing kindness, gratitude and a sense of responsibility: to themselves, to others, and to their communities.
- To understand, value, and accept diversity, equality and inclusion. We want our learners and our community to feel empowered through understanding and through action.
- To build and maintain our sense of community – as individuals, as a school, and within the wider community.
- Our character values are very important across the whole of our school and wider community: curiosity, creativity, confidence, collaboration, and community-mindedness. We always look to ensure equity of opportunity for all of our children and see kindness as a fundamental value of our school.
We are very proud of the Dringhouses Discovery Curriculum (opens in a new tab), which is underpinned by the school’s curriculum values of leadership, inspiration and challenge, and is ambitious for all pupils with well-sequenced steps. This is embedded across the curriculum and the impact is clear in core subjects with evidence building for foundation subjects. Diversity is a strength of the curriculum.
The curriculum organisation and delivery, supports pupils with SEND to learn and develop independence. There is a dedicated library space with a diverse selection of books. The book choices in class support and challenge pupils' thinking. The phonics scheme is effectively supporting reading fluency and catch-up groups now support pupils who need to close the gap. Pupils’ mental health is supported effectively, both proactively through the PSHCE curriculum and also to support individuals as need arises. Leaders use mindfulness to support pupils’ mental health and well-being. Our Ofsted report from 2022 recognises that:
‘Leaders have redesigned the Dringhouses Discovery Curriculum. This is underpinned by the school’s curriculum values of leadership, inspiration and challenge. Some subjects are more developed than others. For example, the mathematics curriculum is ambitious for all pupils. Curriculum goals are broken down into well-sequenced smaller steps. This means teachers are clear about what to teach and in what order to teach it. Teachers check pupils’ prior knowledge before introducing new learning. Children in Reception sustain concentration and engagement in mathematical activities for extended periods of time’.
Spiritual, Moral, Social and Cultural Development (SMSC)
We promote SMSC through our whole-school aims and Character values (opens in a new tab), effective relationships throughout the school, assemblies, and other curriculum activities. National Curriculum subjects provide opportunities to promote SMSC, too. Explicit opportunities are provided in Religious Education and in PSHCE).
An example of how one subject – Science – can promote SMSC:
- Spiritual: developing a sense of awe and wonder at the complexity and pattern in natural phenomena
- Moral: looking at good and bad uses of drugs; moral issues in the human food chain
- Social: looking at ways in which the environment needs protection
- Cultural: scientific development in relation to others – water supplies, new varieties of flowers and food crops
The main strength of our school is our community - staff, children, families. We work hard to keep everyone in our community safe and well, and we do this effectively. We have an open dialogue with all stakeholders in our community, and engage them all in the matters that matter to them. Making sure that our community has a voice is very important to us.
Relationships with parents, carers and the local community
We have excellent relationships with parents, carers and the local community. There are good links with the local church who support some of our cultural ceremonies. Some sports facilities (and teacher parking) are provided by the nearby sports and social club. Parents/carers are welcomed into school on a regular basis, either to view work or to attend the many performances in music and drama that children participate in. Our PTA Friends of Dringhouses Primary School (opens in a new tab) (FODS) are an active group of parents, teachers and community members. FODS organises a variety of educational and social functions during the year, as well as fundraising for extra items for the school.
Relationship with LA
We have a strong working relationship with the City of York as our local authority. We benefit from regular contact with our advisor who works in partnership with us.
Wider networks
We benefit from being part of a strong York maintained schools group, which includes access to joint training, support, peer reviews and head teacher meetings.
Ofsted
Our Latest Ofsted report (opens in a new tab) in 2022, saw us rated ‘good.’ We are particularly proud of the extract below which shows the strength of our SEND provision:
‘The curriculum organisation and delivery supports pupils with special educational needs and/or disabilities (SEND) to learn and develop independence. Teachers provide pupils with SEND with individual provision, where appropriate. Pupils with Inspection report: Dringhouses Primary School 15 and 16 November 2022 3 SEND have the time they need to master the basics before moving on to more complex tasks’.
Our strengths:
- We work hard to keep everyone in our community safe and well, and we do this effectively.
- We have an open dialogue with all stakeholders in our community and engage them all in the matters that matter to them.
- Quality of teaching: Outcomes for pupils are high, consistently above national averages. End of Key Stage 2 results were in the top 10% of the country and the top 7% for the higher standard.
- We develop for pupils a positive and respectful culture with adults throughout the school through ensuring their needs are heard, met, and considered in all aspects of our practice.
- We set high expectations and make sure these ambitions are shared clearly with the children.
- Planning proformas include reference to character values. During learning walks, leaders capture evidence of these values observed in the classroom.
- Pupils are given progressive leadership opportunities throughout their time in school to develop their leadership skills and contribute to the school community.
Areas for development:
In pursuit of our commitment to nurturing young minds, our Early Years School Development Plan sets forth the paramount objective to "Enhance provision to match learners' needs." This includes the focus on:
- Systems for the monitoring of core subjects are embedded and positively impact on learning. Systems for foundation subjects (and science) are at the developmental stage which require further development to ensure there is measurable impact on learning and engagement.
- Ensuring that pupils know how to be ready, respectful and safe throughout the school day. Overall, there is strong behaviour for learning and pupils’ attitudes are positive, reflecting the school character values. However, stronger routines, clarity on expectations and modelling of behaviour will improve consistency throughout the day. Alongside this, support for individuals with challenging SEMH needs is also a priority. Currently, we are in the process of developing ‘The Nest’ – a hub for pupils who are struggling to access learning in their classroom.
- Further development of the Discovery Curriculum to ensure high quality talk supports and challenges pupils’ learning is a key priority this year. It is important that spoken language activities are matched to learners’ current stage of development, so that it extends their learning and connects with the curriculum. Training can support adults to ensure they model and develop pupils’ oral language skills and vocabulary development.
- Currently, the percentage of pupils achieving GLD at the end of EYFS falls by the end of Key Stage 1. Therefore, raising pupil outcomes by the end of Key Stage 1 is an area in need of improvement.
Pupil achievement, attainment and progress
Current levels of pupil achievement, attainment, and progress:
Budget position
The budget is currently stable, and projections show a balanced three year budget, but as with other schools it is becoming increasingly challenging to maintain. The new Headteacher will therefore need to be proactive and adept at ensuring this remains balanced.
In addition to our immediate areas for development highlighted above, our long term ambitions for the next 3-5 years include:
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North Yorkshire is England's largest county and one of the most rural. The area comprises the Yorkshire Dales (opens in a new tab) and North York Moors (opens in a new tab), three Areas of Outstanding Natural Beauty and a stunning coastline around Scarborough and Whitby. There are ruined castles and abbeys, serene gardens, unique breweries, thrilling rides and industrial heritage. The area hosted the phenomenal Tour de France ‘Grand Depart’ in 2014 and has since created the Tour de Yorkshire, an annual event with global recognition. Our success in supporting these events led to Harrogate hosting the UCI Cycling World Championships in 2019.
North Yorkshire has plenty to offer the outdoor enthusiast. From the hard gritstone of Almscliff and Brimham rocks to the limestone of Malham, Gordale and Kilnsey climbing venues are in abundance. The Yorkshire Dales is the premier area for caving and for mountain biking; there are the bridleways of the Dales and North York Moors as well as the renowned trail centre at Dalby Forest. There are a small number of sailing clubs on reservoirs around the county and fantastic surfsport venues and sea kayaking on the east coast.
While the county is rightly known for its wide open spaces, it also incorporates attractive market towns including Pickering and Helmsley, traditional seaside towns, the Spa town of Harrogate and the ancient city of York - the most visited city outside of London. There are a wide range of shopping, leisure and cultural facilities as well as excellent schools, universities, road and rail links, there really is everything to offer you and your family as a place to work, live and enjoy!
Travelling further afield we have convenient connectivity, with close proximity to metropolitan cities of Leeds and Newcastle, with little over two hours commute on the main train line to London. We border the Lake District, Lancashire, County Durham, and Yorkshire & Humber regions with all they have to offer.
Living in York (Copmanthorpe is 5 miles south west of York)
The ancient city of York is a beautiful, thriving city with low unemployment and highly performing tourism, cultural and entertainments industries. York was voted the 'Best Place to Live' by the Sunday Times, in 2018. It’s rich in culture and heritage, a vibrant modern city still making history. It’s a city renowned for beautiful period buildings, historical city walls and the iconic Minster; but also for its cool cafes, destination restaurants, innovative businesses and the fastest internet in Britain. It’s a destination visited by 7 million people every year and is recognised on a regional, national and international stage.
York is a wonderfully compact city with all the amenities one could need whilst also having on its doorstep National Parks, areas of outstanding natural beauty, quaint villages and market towns, and the Yorkshire coast.
Information About Application and Guidance
When applying please consider the following supporting documents:
Download Job Description - Headteacher (.docx) [147 KB] (opens in a new tab)
Download Person Specification - Headteacher (.docx) [170 KB] (opens in a new tab)
Application guidance, including policy statement on the recruitment of ex-offenders
The supporting information section of your application should clearly evidence your ability to meet the requirements we have outlined in the person specification. This will be used to shortlist applicants for this role and therefore it is imperative that you provide evidence as requested.
References
When completing your application, please provide two employment referees.
Your application plays an important part in your selection. As part of the application process, you may have been asked to demonstrate within this application form how you meet some or all of the criteria or key competencies outlined in the person specification. The supporting information section of your application should clearly evidence your ability to meet these requirements. This will be used to shortlist applicants for this role and therefore it is imperative that you provide evidence as requested. Rather than simply repeating your career history, look at the skills and experience required by the job and provide evidence that you possess them by giving specific and detailed examples which include a focus on outcomes and on your own contribution to the scenario. Try to use different and varied examples wherever possible.
When completing these sections, do not forget the skills and experience you have gained outside full-time work. Outlining your previous work experience or other responsibilities may help you to uncover skills which you have taken for granted and which are clear signs of your ability to do the job.
Should you require the application form in a different format, please contact Resourcing Solutions.
Canvassing
Should your application be for a local authority school, you must not try to influence an elected Council Member, any council employee or a member of the school governing body, to act in your favour, as this will disqualify you. If you are related to a Councillor, a Council employee or a governor you must indicate this in the relevant section of the application form.
Data Protection
North Yorkshire Council (NYC) advertise vacancies and process applications on behalf of schools and external organisations (third parties) in North Yorkshire. NYC are not responsible for the recruitment/employment practices of third parties and accept no liability in relation to the vacancy and any subsequent recruitment/employment processes. Further information on how we process your data can be found by reading our privacy notice.
Rehabilitation of Offenders
The post you are applying for requires you to have an enhanced Disclosure and Barring Service criminal records check for work with children, with a barred list check if you work in regulated activity. This check for disclosure of criminal history will include spent convictions, pending prosecutions / current court proceeding and police enquiries.
Should you be shortlisted, you will be asked to disclose full details of your criminal history prior to your interview. This includes any information deemed relevant as part of Keeping Children Safe in Education which may arise in an online search undertaken on shortlisted candidates. This information may be discussed with you at your interview in order to assess job related risks, but we emphasise that your application will be considered on merit and ability and you will not be discriminated against unfairly. Failure to disclose this information will result in any offer of employment being withdrawn.
Please also see the policy statement on the Recruitment of Ex-offenders below.
Policy Statement on the Recruitment of Ex-offenders (Source www.gov.uk)
- As an organisation assessing applicants’ suitability for positions which are included in the Rehabilitation of Offenders Act 1974 (Exceptions) Order using criminal record checks processed through the Disclosure and Barring Service (DBS), this school complies fully with the DBS code of practice and undertakes to treat all applicants for positions fairly.
- This school undertakes not to discriminate unfairly against any subject of a criminal record check on the basis of a conviction or other information revealed.
- This school can only ask an individual to provide details of convictions and cautions that it is legally entitled to know about. Where a DBS certificate can legally be requested (where the position is one that is included in the Rehabilitation of Offenders Act 1974 (Exceptions) order 1975 as amended, and where appropriate Policy Act Regulations as amended) this school can only ask an individual about convictions and cautions that are not protected.
- This school is committed to the fair treatment of its staff and potential staff, regardless of race, gender, religion, sexual orientation, responsibilities for dependents, age, physical/mental disability or offending background.
- This school has this written policy on the recruitment of ex-offenders, which is made available to all DBS applicants at the start of the recruitment process.
- This school actively promotes equality of opportunity for all with the right mix of talent, skills and potential and welcome applications from a wide range of candidates, including those with criminal records. Candidates are selected for interview based on their skills, qualifications and experience and criminal record information is only requested from short-listed candidates.
- A disclosure is only requested from the DBS after a thorough risk assessment has indicated that one is both proportionate and relevant to the position concerned. For those positions where a criminal record check is identified as necessary, all application forms, job adverts and recruitment briefs will contain a statement that a DBS certificate will be requested in the event of the individual being offered the position.
- This school ensures that all those who are involved in the recruitment process have been suitably trained to identify and assess the relevance and circumstances of offences.
- This school also ensures that they have received appropriate guidance and training in the relevant legislation relating to the employment of ex-offenders, e.g. the Rehabilitation of Offenders Act 1974.
- At interview, or in a separate discussion, this school ensures that an open and measured discussion takes place on the subject of any offences or other matter that might be relevant to the position. Failure to reveal information that is directly relevant to the position sought could lead to withdrawal of an offer of employment.
- This school makes every subject of a criminal record check submitted to DBS aware of the existence of the code of practice and makes a copy available on request.
- This school undertakes to discuss any matter revealed on a DBS certificate with the individual seeking the position before withdrawing a conditional offer of employment.
References
When completing your application, please provide two employment referees. One of these must be from your most recent employer.
We are committed to meeting the needs of our diverse community and aim to have a workforce reflecting this diversity. We are also committed to safeguarding and promoting the welfare of children, young people and adults. We have a robust child protection and safeguarding policy. and all staff will receive training relevant to their role at induction and throughout employment at the school. We expect all staff and volunteers to share this commitment.
Please note this post is in regulated activity and exempt from the rehabilitation of Offenders Act 1974 and subject to satisfactory references and an enhanced DBS criminal records and barred list check for work with children. An online search may be undertaken as part of the recruitment process on information available in the public domain. Candidates should disclose anything that may be relevant in line with Keeping Children Safe in Education.
North Yorkshire Council (NYC) advertise vacancies and process applications on behalf of schools and external organisations (third parties) in North Yorkshire. NYC are not responsible for the recruitment/employment practices of third parties and accept no liability in relation to the vacancy and any subsequent recruitment/employment processes. Further information on how we process your data can be found here.