Welcome, and thank you for your interest in our Headteacher opportunity
Dear Applicant,
Welcome, and thank you for your interest in our exciting Headteacher opportunity. As Co-Chair of Governors, we are delighted to provide you with more insight into our 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.
At Bedale High School, we pride ourselves on being one of the most inclusive schools in North Yorkshire. We are outward-looking and foster a culture of self-improvement. Over the last seven years we have successfully re-established our school as the automatic choice for most local families and have invested a great deal of time into securing positive relationships with local primary schools, businesses and other partners. We have a thriving alumni programme and provision for personal development is very well established. Students, staff and parents work closely to forge strong links and it is a very loyal community. Our core values of Courage, Commitment and Compassion ensure that our students operate in a nurturing school environment and go on to achieve great success at the end of year 11.
We 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 Bedale High School.
Yours faithfully,
Jan Reed & Steve Ingram
Co-Chair of Governors
Learn more about our Headteacher opportunity
Number on Roll: 500
Commencing: September 2025
Salary: L24 – 30 (£87,651 - £101,533)
Contract Term: Permanent
Our Opportunity:
Bedale High School is a delightful, thriving school with a strong sense of purpose and community, coupled with a dynamic curriculum provision and eager, enthusiastic pupils with a thirst for learning. This is an exciting opportunity for an established leader to take the school to the next level in its journey and strengthen our reputation whilst addressing the issues we have faced head-on.
About You:
We are seeking to appoint an ambitious and principled Headteacher to further shape our thriving school in the next phase of its development. You will build on a values-driven culture and ambition that will see our children develop, grow, and contribute an active part in today’s society, with courage, commitment, and, most importantly of all, compassion.
To succeed, you must be a proven senior leader with excellent teaching skills and the ability to develop our dedicated team whilst maximising achievement and addressing inadequacies. 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 with local primary schools and the wider community. You will possess a student-centred approach, keeping the best interests of the students as the central guiding principal in any decisions made and actions undertaken. You will have demonstrable school improvement experience, with a high level of sensitivity coupled with the ability to establish systems and processes that enables accountability.
An excellent communicator with good time management skills, you will be a strategic thinker, with strong financial acumen and good people skills. An ambassador who leads by example and is not afraid to have difficult conversations. An accomplished communicator with a passion for education and ‘making a difference’, you will have a strong track record in employee relations and ideally, previous experience in developing middle leaders and teachers to become the very best versions of themselves. Successful candidate will require knowledge/experience/understanding of a rural school and the challenges faced.
We can offer you:
- A happy and friendly school, with delightful students who respect each other and have a thirst for learning.
- A culture which allows all staff to thrive and develop.
- An opportunity to see the huge potential that exists and the time to make Bedale High School a beacon of excellence in secondary education.
- Significant levels of support from the Local Authority, Governing Board and a staff team who are experienced, committed and passionate about our school.
- A Governing Body committed to providing support on all matters including more sensitive or difficult issues and including the wellbeing of all staff members.
- The school is part of a local alliance where the Headteachers meet regularly. This provides a support network for sharing ideas and best practice.
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.
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: Friday 28th February
Shortlisting: W/C Monday 3rd March
Interviews: Tuesday 11th and Wednesday 12th March
Information About Our School
Bedale High School is situated in the beautiful and rural bustling market town of Bedale. A market town since 1251, it has the only listed Leech House in the country and a harbour 70 miles from the sea! We have 12 main primary feeder schools, though most of these are very small with the 2 biggest being Bedale Primary and RAF Leeming. Central to the community, the school is connected to the Leisure Centre, adjacent to Bedale Primary School, and has a private nursery on site. Most children from the town attend the school.
With 565 on roll and 5 form entry, a rise in primary cohorts over recent years combined with a strategic community engagement plan from school, have resulted in two bigger year groups in Year 8 and Year 9. We have a wide catchment area with a high semi-rural and rural catchment and a high level of service families from the neighbouring RAF Leeming. There is a mix of socio-economic groups and low diversity. There is an effective school bus system servicing the surrounding rural villages and towns. A significant number of students come to Bedale High School (BHS) from Northallerton on paid public transport. Many families run small local businesses and farms.
Bedale High School is a school on an exciting journey towards becoming one of the highest performing schools in the country. Together with the Governing Board, we have set out a bold and ambitious Plan for the future that will see us secure Ofsted Outstanding (or equivalent) at our next inspection, deliver a sustained position in the top 5% of all schools nationally, and undertake the full refurbishment of our school site. This is a plan that we are all deeply committed to delivering for our community.
Our Pupils
Our pupils are generally very well behaved, polite, friendly, loyal to the school and happy to take advantage of a wealth of opportunities given to them in school. We have a small cohort of individuals with challenging behaviour who we continue to work with to improve engagement. Students seem happy and are keen to partake in extracurricular activities. In addition, Student Leadership is important for us and an area we would like our new Headteacher to develop further.
Students are generally aspirational and supportive of each other. Frequent opportunities are available for community engagement and student voice. A robust behaviour management programme has ensured the majority meet (and exceed) behavioural expectations. Introduction of Planner and Positive Behaviour (PB) have been central.
We are proud of our unique demographics which include:
- 99 service students (mainly settled rather than transient) – mostly based at RAF Leeming.
- 17 students with EHCP’s
- 153 students SEND (K)
- Increased whole school attendance from 89.2% to 92.2%
Any anti-social behaviour in the local area is dealt with swiftly and effectively due to good community relations - something we aim to maintain/develop. There is a critical need to ensure these initial improvements are maintained. The introduction of a positive behaviour system has brought a fundamental change in behaviour at school and thereby an increase in the confidence and engagement of all students. This positive change and introduction of higher expectations has resulted in a better school environment that promotes learning. Our Ofsted report from 2024 notes that.
Ofsted wrote:
‘Pupils are happy at this inclusive school. Pupils understand the school’s values of courage, commitment and compassion. They are learning to become more resilient and independent. Leaders are increasingly ambitious for pupils’ academic progress.
Pupils behave well at this school. They are respectful and supportive of each other most of the time. Pupils feel safe in school. They have trusted adults to speak to if they have any concerns. Pupils value the pastoral support from the school. Pupils have a thorough understanding of positive and negative relationships. They talk knowledgeably about the protected characteristics and understand which actions constitute discrimination. A significant number of pupils take part in the Duke of Edinburgh’s Award scheme in Years 9 and 10’.
Extra-Curricular Activities
Our comprehensive weekly extra-curricular programme caters for all ages and interests. Throughout the year, The Student Council play a vital role informing and shaping the extra-curricular activities on offer. As well as a wide range of sports, students can take part in a broad variety of other activities.
We offer clubs that allow students to learn a new skill or develop in a way that they would not normally be able to do. Therefore, it is our expectation that students attend at least one club a week – with a vast range of exciting rewards for those who take full advantage of the extra-curricular programme on offer! Read more about our extra-curricular provision.
Positive Behaviour (PB)
PB is the behaviour system used at Bedale High School.
PB is our version of a behaviour system that is used successfully across schools in all corners of the country. At its heart is praise. PB seeks to recognise and respond to effort, engagement, hard work, commitment, and kindness.
PB is not about purely recognising the ‘right answer’, it is about encouraging positive contributions from all young people both in their lessons, and around school. PB supports students in living up to the values of our school, Courage, Commitment, and Compassion.
Of course, as with all behaviour policies, PB also seeks to provide a consistent and fair approach to any instances where young people break school rules. PB encourages students to self-regulate their behaviour and make positive choices. Recent developments in Positive Behaviour management are ensuring classrooms are calm, and productive places of learning. Teachers feel well supported when addressing behaviour and enthused to teach. This has only been in place since Sept 24 and so needs consolidating by the successful appointee.
You can read more about our positive behaviour.
Our Staffing Team
Our fantastic staff are a supportive, inclusive and cohesive team who strive for excellence for all students, and who go above and beyond to support and nurture students in all facets of school life. We have many staff who have worked at our school for 20+ years. We value and invest in our staff because we know that to do so is to provide young people with stability and routine. Students know that their teachers and support professionals will be there for them throughout their journey through school.
The Interim Head has introduced a significant number of changes following a detailed analysis of the schools’ resources including staffing, ensuring benchmarking, effective balancing of roles and ensuring all roles are achievable following a period of overload in certain areas. Staff have welcomed the improvements with open arms and are very committed and enthused about the future for the school. School systems are now working much more effectively as a result.
There have been more changes in the support and non-teaching staff with a redeployment of TAs and a number of vacated posts removed from the structure. Staff have been reallocated to operating the new Personal Learning Centre, providing reintegration support for 15 students.
In the last year there has been an opportunity for a holistic review of support and site roles. These roles are split across existing and new posts:
Operations Manager – Site Operations Manager – Admin, HR, & Governance, Finance Officer, SLT Admin IT Provider. The role of DSL has now become a non-teaching SLT post. A separate SENDCO and Assistant SENDCO were appointed through internal recruitment. There have been additional changes to Faulty Leads with Science currently also covering Maths.
Meet the Senior Leadership Team.
View the January 2025 Staffing structure [192kb]
Our Governing Body
Our governing body is supportive and cohesive and has responsibility for the following 3 functions:
- Ensuring the clarity of vision, ethos and strategic direction
- Holding the headteacher to account for the educational performance of the school and its pupils
- Overseeing the financial performance of the school and making sure its money is well-spent.
They are actively engaged and visit school frequently with nominated specialist areas. There is a clear vision for the long-term direction of travel and an expectation of accountability and support.
Our core values are what define us. We ask everyone in our school community to show Courage, Commitment, and above all, Compassion in their daily lives. Read more about our core values.
Our Motto: Exceptional without exception.
We are one of the most inclusive schools in North Yorkshire. We pride ourselves on being outward-looking and fostering a culture of self-improvement.
Over the last 7 years we have successfully re-established our school as the automatic choice for most local families. Our priority is that the BHS Values of Courage, Commitment and Compassion remain at the heart of BHS.
We aim to achieve high quality, individualised (as much as possible) education, and a desire to maintain a diverse GCSE offering. Bedale prides itself on being a true ‘community’ school – it is at the heart of the community, and we want to create well educated, well rounded young people who will thrive both if they stay in the locality or move further afield.
The school desperately wants to improve academic achievement whilst ensuring strong focus on core subjects. This is now in target but needs to be robustly maintained. We firmly believe that we can be the best that we can be, in our care for ourselves and each other AND in achieving our best academically. They go hand-in-hand.
Modern British Values (MBV) are at the heart of all that we do.
Whilst our school might be small, our curriculum is bold and ambitious, far exceeding what might be expected from a school of our size. Through our curriculum, our goal is for all students to develop the skills, knowledge and experiences to go on and achieve their dreams, whatever they might be. We seek to ensure that our curriculum delivers on the following:
- Is inspiring and engaging.
- Constantly learning and consolidating knowledge.
- Offers the full range of subjects.
- Routinely exposed to challenging and difficult subjects.
- Development of the skills of Independence and Autonomy.
- Literacy and Numeracy development.
- Preparation for the future.
As our Ofsted report from 2024 notes:
The school has recently reviewed all areas of the curriculum. Leaders have identified the important knowledge that they want pupils to learn. Teachers deliver this knowledge in a logical order that builds in complexity over time.
The curriculum is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). Published outcomes for the past two years have been below national averages and, in some subjects, significantly below. The school has responded to this by introducing a research-informed lesson structure to help pupils build resilience and become more independent learners. There is some evidence that this is having a positive impact. For example, in English and history workbooks, there is evidence of improvements in pupils’ extended writing.
The school promotes a love of reading well through a range of strategies. These include ‘snack-bite’ reading in the dining hall, form-time reading and reading and writing competitions. The school accurately identifies pupils who struggle with reading’.
Read more about our curriculum.
Mental Health and Wellbeing
BHS are delighted to work with the NHS Wellbeing in Mind team. This team of highly qualified practitioners support our young people with a variety of ways to ensure that as a school, we can provide the necessary early intervention and support that is needed by our young people. Read more about mental health and wellbeing.
Over recent years, work has focussed on relationships with parents and the wider community. This has been very successful through Primary School Enrichment and presence at a whole host of community events and activities including activities in local care homes, at town events, and fundraising.
A bump in relationships was expected with a change in Head and the introduction/firming up of systems such as behaviour, uniform, equipment. This did happen but settled quickly and most parents are now positive and supportive of the measures and pleased to see their children more settled in a calmer school and focussed on learning. This relationship is intrinsic to our role in the community and our catchment. Any Head must be sensitive and responsive to it. Work with the wider community continues to develop.
Relationship with LA
We continue to work with our LA School Improvement Adviser. Increased visits following Ofsted outcome providing very welcome additional support and advice. BHS is keen to work with LA and share our learning with other LA maintained schools. Currently ‘on notice’ to LA for financial deficit. Plan in place to step out of this at earliest opportunity.
Wider networks
We work closely with our catchment primaries and regularly attend their networks and local Alliance. We work closely with neighbouring secondary schools. Our rural locations make close cooperation difficult, but we liaise and support each other on all aspects of school improvement. We are part of the fair places programme and take part in managed moves as appropriate. Governors work with neighbouring boards including support on panels etc.
Ofsted
Our latest Ofsted report saw us rated ‘Requires Improvement’ and can be read here. Whilst this was very disappointing, we are working towards an ambitious plan to be rated ‘Outstanding’ (or equivalent) at our next inspection. We did receive some very positive feedback in the report, despite the final rating.
‘The school effectively identifies pupils with SEND. Teachers support most pupils with SEND well in lessons. As a result of this support, pupils with SEND progress well from their starting points. The school provides a range of opportunities to support pupils’ wider development.
Pupils access a range of extra-curricular clubs such as sports, drama and board games. They take on a range of leadership roles at the school, for example sports leaders, school councillors and school ambassadors. Feedback from the school council has resulted in the introduction of a summer uniform.
Pupils support the local community through work with a local care home. The school provides effective careers provision for pupils.
Pupils encounter the world of work through alumni visits and discussion questions in form time. All Year 11 pupils went on to further education, training or employment last year.
Governors have a strong oversight of the school and regularly hold school leaders to account. Leaders are mindful of staff workload and genuinely care about the well-being of the staff. However, leaders have not ensured that the curriculum for RE meets the expectations of the locally agreed syllabus. As a result, pupils do not have a thorough understanding of a range of different beliefs and cultures. Leaders have taken steps to address this with the appointment of a full time RE teacher and plans to timetable RE for all pupils from September 2024. Staff are proud to work at the school’.
Our strengths:
- Our greatest strength is our staff team who are consistently engaged, enthused and are a shining example to students. This is then having a direct and aspirational impact on our students.
- Consistent standards of teaching across most areas. This is supported by a good CPD programme based on evidenced approaches, and impactful Teaching and Learning Checks aligned to personal development of staff. Middle Leaders are becoming stronger in their use of evidence to help support teacher improvement.
- Expert curriculum planning has enabled a more impactful teaching team and has provided opportunities to release more SLT time.
- Extra-curricular activities (drama, sport, DofE) are very well taken up by pupils.
- An experienced, engaged and stable Governing Board.
- Positive Behaviour Management is having a wholly positive effect in school.
Areas for development:
- Attendance: levels have seen improvement this academic year with a programme of rewards but there remains a core of persistent absentees, plus we are not meeting the level of attendance we wish for amongst PP and vulnerable groups.
- Academic progress remains below the levels required: Outcomes within Maths and History remain below the national average.
- Middle Leadership has sometimes been lacking. Our Quality Assurance programme is vital in developing and holding middle leaders to account.
- Whole school reading needs more development.
- Persistent poor behaviour of a small number of children and the resources needed (especially senior leaders) to tackle this.
- The school estate requires considerable upgrade and an improved maintenance and repair programme.
The Governing Body recognise that academic outcomes, finances, behaviour, and attendance are all connected and requires a strategic leader who specifically has the capacity to think strategically, delegate and hold accountable at a high level and day-to-day level.
Pupil achievement, attainment and progress
| Summative Academic Headlines KS4 | YR 10 RP1 | YR 10 RP1 Forecast@ AP1 | YR 11 RP2 | YR 11 Forecast @RP2 | 2023 Final Results |
| EM Basics 4-9% | No Data Yet | No Data Yet | 62.7 | 74.5 | 59.4 |
| EM Basics 5-9% | No Data Yet | No Data Yet | 33.3 | 47.1 | 30.7 |
| Attainment 8 | No Data Yet | No Data Yet | 41.6 | 45.7 | 42 |
| Progress 8 | N/A | N/A | N/A | N/A | 0.3 |
Results for this academic year show an expected significant improvement. It is expected that this will continue into year 10, however, no data is yet available.
Budget position
The school remains in deficit despite recent and positive improvements in the in-year financial performance.
Financial Strategic Management is an ongoing and demanding need, to plan income and expenditure, and to address deficit. Systems and appropriate use of resources (particularly staff management) has been central to this. Massive improvements in the budget with a sustainable BHS model now within sight. The deficit is being tackled and the school is in a much more buoyant place financial.
Short and Mid-term Priorities
Strategic Priorities
- Behaviour (small number of students) – consolidating PB and work on attendance.
- Curriculum development – continued balancing of staff time, effective range of subjects, and need clear impact on results.
- Middle leadership development – ensuring all middle leaders are meeting the standards expected at BHS.
- Estate repair and development – now have site manager but need to develop a site development plan.
- Strengthening relationships with primary schools in the area Strong recruitment in underperforming areas.
- Supporting newer members of staff and building strong departmental teams.
Long term Ambitions
- Secure consistent Progress 8 scores year-on-year
- Secure regular school attendance for ALL students in line with or better than national and local context
- Secure Good Ofsted rating with realistic potential to achieve Outstanding in the future
Reputation and roll increased due to:
- Outcomes improved.
- Recovery plan sustained and free of deficit.
- School a safe and empowering place for ALL students
- Students are aspirational and equipped for 21st century life post 16
- Development of aspiration through alumni programme with younger alumni successes – connections to emerging opportunities in education/employment
- Behaviour of challenging minority improved
- Ability to attract good quality ambitious staff and growing our own
- Ensuring BHS remains a key part of the community
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.
Information About Application and Guidance
When applying please consider the following supporting documents:
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.