Burton Leonard is an attractive North Yorkshire village centred around a picturesque village green. Conveniently located approximately 6 miles north of Harrogate and 4 miles south of Ripon.

Local facilities include a village store and post office, a public house, a village hall, church and children’s play area. Burton Leonard enjoys a vibrant community with numerous sporting teams and community activities including cricket, football, yoga and pilates, as well as a drama group, WI, Brownies and toddler group to name but a few.

The surrounding areas of Burton Leonard are full of beautiful locations, including the historic houses and gardens of Ripley Castle and Newby Hall and the nearby National Trust property of Fountains Abbey.

There are currently two housing developments in the village offering more than 60 new homes.

Key strengths of our school:

• Our leaders have a strong vision and are extremely ambitious for the school. They are reflective and constantly search for ways to improve.
• We have a strong Governing Body with diverse experience who work collectively and collaboratively with the school.
• The curriculum is well developed and our pupils have opportunities to study a wide range of subjects.
• Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are well supported.
• We have a strong focus on the well-being and mental health of both pupils and staff.
• There is a strong culture of safeguarding across the school.
• Our pupils’ behaviour is impeccable, with excellent attitudes to learning.
• Pupils make excellent progress from their starting points.
• We have very strong links with the local community.
• Parents and carers praise our school for the work to support all pupils and to provide them with a well-rounded education.

EXPERIENCE

• Appropriate experience at the primary school level
• Existing Headteacher or Deputy Headteacher and/or able to demonstrate relevant significant leadership experience, including effective management experience of individuals and teams
• Evidence of gaining or working towards NPQH
• Able to promote a clear vision and direction for whole school community
• Proven track record of delivering high standards in learning and teaching
• Able to demonstrate a commitment to safeguarding and the welfare of children.
• Enthusiasm and expertise in developing and implementing a curriculum that is exciting and inspiring for children and staff alike
• Familiarity and teaching experience across all stages of primary school curriculum, including knowledge of Early Years Foundation Stage
• Experience of establishing and maintaining effective partnerships with parents/carers, the local community, local authority and the diocese.

PROFESSIONAL SKILLS

• A strong understanding of outstanding teaching and learning and the ability to lead and develop excellent practice
• Ability to set and achieve ambitious, challenging goals and targets
• Ability to think and plan strategically, translating the vision into operational practice, responding flexibly to change and planning ahead proactively
• A strong focus on continuous self and staff improvement and development, including effective feedback, delegation of appropriate tasks and empowerment of individuals and teams
• Ability to develop strong relationships with parents, governors and the wider school community
• Recognition that all children are different; the bar is set high for all pupils, but it is a different bar for each.

STAFF MANAGEMENT AND DEVELOPMENT

• An effective communicator who is able to articulate what the school’s vision means for all staff
• Ability to coach and mentor staff to improve performance and develop them to perform their roles in the most effective way possible.
• Experience of building teams with a focus on collaboration, teamwork and a shared vision, as well as a positive learning culture
• Ability to support and develop staff so they can reach their full potential.
• Ability to lead, manage and motivate the whole school community.

VALUES

• Demonstrate enthusiasm, passion and commitment to the continued success of the school, improving the outcomes for all children
• Promote excellence and high expectations for all those involved with the school
• Commitment to equal opportunities, diversity and inclusion throughout the school community
• A commitment to develop Burton Leonard as an outward facing school

LEADERSHIP OF A SCHOOL WITH RELIGIOUS CHARACTER

• Has knowledge of the distinctive nature of a Christian school
• Is able to lead by example, actively modelling and embedding into all areas of school life, the Christian vision and core Christian values of the school.
• Is able to ensure the Christian vision of the school is inclusive, invitational and inspiring for all
• Will be inclusive of all faiths and beliefs

We are looking for a Headteacher who is confident and leads by example. They must possess an ability to approach problems with an open-mind and be creative and innovative in finding solutions. Above all, they must be approachable with excellent communication skills, a good sense of humour and be prepared to ‘muck-in’ to ensure success.

Burton Leonard is a smaller than average village school in a rural setting between Harrogate and Ripon in the Central area of North Yorkshire. Our school building dates back to the 19^th century. In the main building we have a hall, two classrooms, a well-stocked library, staffroom and offices. A nearby, temporary classroom houses a further classroom. The school is a voluntary church school within the Diocese of Leeds and presents as a family with distinctive ethos, actively rooted in the Christian faith with strong community and church links. Families of all faiths and families with no faith are all welcome. The school has an excellent reputation as being a welcoming and inclusive school within its local and regional community with 86 on roll currently. The school draws pupils from Burton Leonard and from other surrounding villages, Ripon, Knaresborough, Harrogate and Bedale.

Special or unique features

• Good-sized playing field, as well as a hard playground area and a separate EYFS outdoor space.
• On-site kitchen providing school meals each day.
• Library facility with an excellent range of books for all children.
• Well-established Breakfast and After-School Clubs lead by staff in school.
• Exceptional range of clubs on offer after school and at lunchtime
• Music lessons offering pupils the opportunity to play instruments including piano, brass, woodwind and guitar.
• School Council – each year group has a representative school councillor. School council is actively involved in initiatives to improve and enhance aspects of the school.
• Weekly Forest School for all year groups.
• Strong support from families and the village community.
• Children’s interests and well-being are at the heart of the school, and the school aims to give all children the opportunity to try a variety of activities in school (climbing wall, bikeability, fencing, archery) which they might not otherwise have had the opportunity to explore.

“As a parent, I look for a school that not only supports and challenges pupils academically, but that is concerned also with developing the child as a whole - academically, spiritually, creatively and morally.  Burton Leonard puts the pupils at the centre of decision making processes and aims to bring out the very best in every child.”

“Parents are encouraged to work closely with the school, and there are lots of rewarding opportunities to get involved - such as being a governor, working as part of Friends of Burton Leonard, helping readers in class, the list goes on!  The staff are incredibly dedicated and are key in making the school the happy, caring environment that it is.”

Our Pupils

 “Pupils have excellent attitudes to learning. They work hard and are very keen to know how they can improve. Pupils are proud to play their part in their school community and enthusiastically take on additional responsibilities. Pupils’ behaviour is impeccable. They are adamant that there is no bullying in their school. Children get off to a flying start in the early years. They make excellent progress from their starting points.” Ofsted Report June 2019

Child wellbeing:

The emotional wellbeing of the children at the school has always been a high priority and children are encouraged to talk in class and to their peers about their mental health. Mental health has continued to be of key importance coming out of the Covid pandemic and activities, such as mindfulness, have been shared with the children. Internet safety is also a key factor and regular information is shared with children and parents on how to stay safe on the internet.

Make-up, needs and expectations of pupils:

• 86 pupils currently on school roll
• 10% of pupils are registered as FSM. This is lower than the national average of 20.3% and higher than similar schools of 9.5%.
• 2.4% of pupils currently have an EHCP, lower than national average of 3.7%.
• EHCARs are being prepared for 3 pupils.
• Nearly all pupils are of white British heritage.
• The deprivation indicator of 0.1 is below the national deprivation indicator of 0.2
• The socio-economic background of pupils varies widely but, overall, is average.
• The school is well established with in-year mobility.
• Attendance: 95.4% (2021-22), compared with national average of 91.5% (Pre-Covid: c.98%)

Our staff are our greatest resource and are incredibly committed, loyal, positive and hardworking. They always have the best interests of the pupils at heart and are determined to find something at which every child can shine. Staff get to know the children in the school very well and use this information to personalise opportunities for learning.

Staff Structure:

 The Headteacher currently teaches two days per week and is SENDCo, DSL and LAC Lead, as well as Governor and FOBLS lead. The Headteacher is also the current subject leader for Design Technology, Mathematics, Computing and PSHE.

The Senior Leadership Team comprises two teachers on UPS3 and one on UPS1.

We will have four full time teachers in September 2022, teaching four classes.

 Support staff are utilised exceptionally well; teaching groups and feeding back to pupils. There is no distinction between our teaching and support staff.

Our support staff comprise:

• 1 x full-time GTA/HLTA
• 2 x full-time GTAs
• 1 x GTA SEN
• 2 x TAs in Class 1 (1FTE)
• 1 x TA 3 days and 1 x TA 1.5 days in Class 2

Staff relationships

Although this is a relatively small school, we have a high number of staff as we strive to meet the needs of all children. We have a mix of male and female teachers, TAs and support staff, all of whom work together to make school life enjoyable and rewarding for themselves and their pupils. Staff look out and mentor one another. They value feedback and share best practices. The wellbeing of staff is a top priority for the Headteacher and governors.

The Governing Body’s role and support

We have an active and engaged Governing Body who take their responsibilities seriously. The Governing Body work collaboratively and constructively with our Headteacher and are united in the commitment to the school and the shared responsibility for the school’s long-term success.

The full Governing Body meet regularly to ensure our children receive the best school experience possible, in a safe supported environment.

Read more about our Governors

Many parents and new hires to our school have said they know immediately upon entering the school that it is a special place, welcoming and friendly, where every child and every person matters to everyone. There is a low turnover of staff and trainee teachers look to come back as full-time hires. Parents stay on as governors long after their children leave the school and high attendance levels are not a surprise given the smiling faces on pupils each morning and evening. Grandparents come in to listen to children read, our Library Grannies are much loved by everyone, our vicar Reverend Robb is a regular visitor and greeted enthusiastically and there is huge support from parents and the wider community for any school event.

We are a proudly Christian school where we strive embody the vision and values pupils, staff and governors have collectively created.

Inspire, Believe, Respect, Achieve – Together We Shine

A place where everyone matters and we happily flourish in our Christian community

Our vision is alive and shining in all of our staff and pupils and links to the intent of our curriculum:

 Inspire: To inspire enthusiasm for learning for life; to provide an inspirational range of experiences to develop the whole child both inside and outside the classroom; To inspire and develop robust and resilient problem solvers who understand the importance of collaboration and teamwork in the pursuit of success.

 Believe: To create rounded children for the future; responsible, well-adjusted, polite, independent learners who are self –motivated and life-long learners; to promote belief in ourselves, belief in others, confidence in the truth and confidence in ourselves to overcome challenges.

 Respect: To actively teach consideration and respect so that it permeates our lives and the lives of others; to help and serve others

 Achieve: To set our goals, to put in effort, skill and courage into our accomplishments and persevere to attain the best possible outcomes; to provide a progressive sequential curriculum across all subject areas and to cater for each and every child who enters our school all terms of knowledge, skills and abilities – the bar is set high and differently for everyone.

These values underpin everything that happens in our school on a day-to-day basis and each week we reward and celebrate the pupils who have best demonstrated these values, with special awards at the end of each half-term.

Ofsted Inspection – Graded Outstanding June 2019

Highlights

• Leaders have an exceptionally strong vision and are extremely ambitious for the school. They are very reflective of their practice and are constantly searching for ways to improve
• Governance is extremely strong. Governors know the school exceptionally well and are skilled in proving the right balance of support and challenge.
• The curriculum is very well developed. Pupils have opportunities to study a wide range of subjects in depth and to make meaningful links between different areas of learning.
• Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are exceptionally well supported. Their needs are quickly identified and quality, bespoke support is provided.
• Spiritual, moral, social and cultural development is a strength of the school. Recent developments of the curriculum are ensuring that pupils are developing a deeper knowledge of cultural influences on heritage.
• Teachers and teaching assistants have strong subject knowledge, have high expectations and provide very effective support and challenge to all learners.
• Work to support well-being and mental health is exceptionally effective.
• There is a strong culture of safeguarding across the school.
• Children get off to a flying start in the early years. They make excellent progress from their starting points
• Parents and carers praise the school for its work to support all pupils and to provide them with a well-rounded education.

SIAMS

March 2016 – result: Good

Highlights/strengths

• The Headteacher and staff team that ensure pupils make good and above national progress over time, including those with special educational needs.
• The commitment by everyone to develop the school’s core values of peace, friendship, thankfulness, responsibility, trust and love that enable pupils to grow in confidence.
• The school’s creative approach to prayer.
• Strong leadership of RE that ensures it makes a positive contribution to the school’s distinctive Christian character.
• The relationships between all stakeholders that enable everyone to feel supported and nurtured.
• The active involvement of the school in the community and the contribution the community makes to the development of the school’s Christian character.

Current levels of pupil achievement, attainment and progress:

Pupils enjoy coming to our school, with some joining us from other schools. They make good progress from their starting points and leave as confident well-rounded individuals.

Our data can vary because we are a small school with cohorts who all have a story to tell. In the vast majority of cases, we are in line with and above national average in EYFS, Year 1 phonics, KS1 and KS2.

We are proud of all our children; those who make progress in small steps, as well as those who make giant leaps.

To read more on our whole school data from 2019 please click here

What are the main priorities of your School improvement Plan?

Priorities are identified as part of our ongoing self-evaluation, in consultation with our Governing Body and local authority advisors:

Priority 1 – Ensure that all foundation subject leaders have more opportunities to influence practice across the school

Priority 2 - Improving progress and attainment in English

Priority 3 – Improving progress and attainment in Maths

Priority 4 – Further develop our school as a healthy community

Priority 5 – Further developing Burton Leonard as a church school

Budgetary Position

The school is in a good financial position and actively manages its finances to maximise value for money.

Church school

As a church school, we have a strong relationship with St Leonard’s Church, and routinely involve the Vicar and other church members in school life through their leadership of collective worship. Our pupils participate with confidence and respect and understand that we worship together, both as a school and as part of a wider Christian community. Once a month, pupils are responsible for running our ‘Children-led service’ along with Reverend Robb. This includes the writing of prayers, picking hymns ane leading on other parts of the service. This initiative has led to an increase in the number of families attending church events and is enjoyed by all.

Community Events

 The school hosts the annual Burton Leonard 10k and 3k runs, which attracts runners from across Yorkshire and is a major fundraiser for the school and other charities.

In addition, pupils participate in Maypole dancing at village events and many perform in local concerts. Coffee mornings and bookstall fundraisers are run from our church hall on a regular basis by parents and pupils.

The village Feast, Scarecrow festival, “Lighting up the Lanes”, the annual flower show, History Society events and the village Christmas fair are just some of the other community events where you will see our pupils actively involved.

Our ‘books-n-buns’ club is always over-subscribed and has led to some fabulous events with a local bookshop, including allowing pupils to run the Ripon-based store for a day.

School performances

Every year the entire school are involved in Christmas productions, which are showcased to families and friends of the school.