Headteacher - Boyle & Petyt Primary School
Dear Headteacher Applicant
Thank you very much for taking an interest in the position of Headteacher at Boyle & Petyt Primary School. I hope that you find the information provided a useful introduction to our school and that you will take the opportunity to apply for the post.
Our Governors are seeking to appoint a leader who will build on the school’s many strengths. The pupils, staff, parents, governors and our community are proud of our school where children are happy, well-behaved and enjoy learning.
A successful, friendly, village school located in a rural setting and serving a number of small villages in the north of North Yorkshire, we are located about 6 miles east of the market town of Skipton.
We wish to appoint a Headteacher who will be a committed member of the team and central to the task of continuing to take our school forward. In the changing educational environment, there will be many exciting challenges ahead. The school has the benefit of a highly committed, experienced and loyal team of staff coupled with a committed, supportive Governing Body and parents/carers.
We would encourage you to come and visit in advance of your application. Such a visit is not part of the selection process, and irrespective of whether applicants have visited, will not influence the outcome.
If you would like to arrange a visit our school or would like an informal, confidential conversation about the role, please contact Steve Cooper at NYCC Resourcing Solutions, on 07976 653898.
On behalf of the Governing Body, thank you again for your interest in Boyle & Petyt Primary School.
Chair of Governors
The school is set in a picturesque rural location within the renowned Bolton Abbey Estate in the Yorkshire Dales. Its history stems from bequests made by Robert Boyle and Sylvester Petyt either side of the turn of the 18th Century with formal unification occurring in 1870.
The school benefits immensely from its surroundings and is increasingly using its environment as an educational aid.
The school site has direct access to the A59 Skipton to Harrogate road.
Major development in the surrounding area is restricted due to planning restrictions, land ownership and infrastructure availability.
Our catchment area comprises the local villages of Beamsley, Bolton Abbey, Draughton, Halton East, Hazlewood, Storiths and Deerstones. Most pupils are white British. Historically, children have attended from the wider area of Skipton, Addingham, Ilkley and Silsden areas and, currently, 53 of the 76 children on roll are from out of area. This high percentage (69%) represents the changing demographics of the school’s rural setting. NYCC manage transport to school for eligible children.
Historically, there has been a high degree of mobility between local schools. However, the Nursery facility has reduced this effect, and the school is full.
Our pupils are FAB: friendly, ambitious and brave! (School motto)
We aim to have happy, well-balanced children who have enquiring minds, are independent learners who reach their highest achievable standards and, are ready to take their place in the larger world. They are well behaved, polite, tolerant, friendly and mutually supportive. The school rarely has behavioural issues.
A very active school council operates with democratic elections for pupil members. The council makes decisions on fundraising and school activities.
One benefit of being a small school is the integration and interaction of pupils across all year groups.
We are located on the edge of the Yorkshire Dales surrounded by farmland and beautiful countryside with a diverse range of wildlife and livestock on the doorstep.
We enjoy a unique relationship with the local Bolton Abbey Estate on whose land the school stands and the local church at Bolton Priory. The Duchess of Devonshire and the Estate Manager both sit on the Board of Trustees (who are responsible for managing the Foundation trust and school buildings) and the Rector of the Priory sits on the school Governing Body.
The Estate has recently gifted access and the use of adjoining woodland for educational purposes. Staff are undergoing Forest School training and this will further increase the use of these natural resources.
The school boasts an EYFS unit with a fully qualified early years’ teacher supported by experienced staff. The EYFS unit was built in 2014 to a bespoke design and is resourced to provide an early years’ curriculum from age 3 (Nursery 1) to 5 (Reception). Consequently, pupil transition from Nursery into full time education is smooth.
We also have a large school field and playground enabling PE lessons and our annual Sports day – well supported by parents and carers - to take place on site. Cluster school sports activities are arranged and encouraged and include activities such as cross-country running, athletics, rugby (supported by Wharfedale RUFC), football and cricket.
Music and the Arts are very well supported. All our year groups enjoy both music and singing lessons on a weekly basis and the children take part in performances and concerts throughout the year (COVID permitting).
A breakfast club is offered and after school clubs, including sports, choir, dance, film club, gardening, knitting and Lego run throughout the year.
The annual Harvest Show takes place in Autumn. As well as raising funds, the day is always a huge success and enjoyed by participants of all ages from both the school and local community.
Whole school excursions are arranged to maximise the benefit of cultural resources in Bradford and regular visits are made to Morecambe and Chatsworth House. The Y6 residential is a tradition during the summer term.
The annual school picnic is held next to the historic Bolton Priory, which also hosts the Nativity Play, Carol Service and ad-hoc participative musical events.
We are part of the Upper Wharfedale Schools cluster (formed by Upper Wharfedale Federation, Threshfield Primary and Boyle & Petyt). We are also part of the Craven Area Schools Teaching Alliance (CASTLE Alliance). This alliance is developing but has been interrupted by COVID.
The Governors are clear the Headteacher is responsible for the operation of the school. Governors recognise the intrinsic need to have all parties aligned to the vision and strategic direction of the school whilst being financially astute and desirous of attaining the highest possible standards. They are motivated, supportive, open and helpful.
Minutes of Governing Body meetings show that the Governors are well informed and challenge when needed. They visit the school regularly, are well known to parents and are aware of where improvements need to be made.
The Governors re-assessed the school operating model prior to making the decision to appoint a new Headteacher. The assessment concluded that there was no perceived benefit from academisation.
- Sustainability of school - ensure NOR is maintained and school continues to be promoted within the community.
- Satisfactory budget.
- Improvement in OFSTED /New EIF / maintaining “good” assessment. Inspection is due in the next twelve months.
- New partnerships/informal federation possible in the future.
- Leading an established team and promoting new ideas/changes.
- CPD for all staff.
- Pandemic and impact on mental health and pupil attainment.
- Delivery of Catch-Up.
- Future management of pandemic and associated costs.
The Boyle & Petyt School will provide a happy, secure and stimulating environment where all children are motivated to learn, are valued as individuals and attain high levels of achievement.
- We want all children to be happy, enjoy school and develop a love of learning that will stay with them throughout their lives.
- To help all pupils, through hard work, commitment and self-discipline, to achieve the highest standards of which they are capable.
- To develop logical thought and appropriate information skills in a world of rapidly changing technologies.
- Through a broad, balanced curriculum we want all children to become independent learners with lively, enquiring and creative minds.
- We want all children to have high expectations of their learning.
- To encourage teamwork and collaboration.
- To develop a concern for the quality of their immediate environment and to understand the world in which they live and interdependence of individuals, groups and nations.
- For children to be proud of what they do in school and all aspects of school life.
- We want to provide, secure and nurturing environment within which staff can work in partnership with parents to achieve these aims.
The Vision Statement and aims provide a foundation for the school’s development and improvement. It is the fundamental statement that underpins all the school’s policies.
The Headteacher position is a part-time teaching role. The teaching commitment is 50%.
Our teaching staff of five equates to 3.4 FTE.
The existing Headteacher & one other are the only full-time members of the teaching staff. All other teachers are part-time. This position is available on the basis that it is a full-time position.
2x HLTAs (not full time).
2x TAs (SEN).
circa 0.5 GTA.
All staff members are flexible so work in different roles on different days. Staff are willing and able to work across the school, so all children are well known by all staff.
Peripatetics teach Music and French.
1x TA is undergoing Forest School training.
A strength of the current team is that the staff are very experienced in their field and are well established. This has contributed, in part, to consistency in the school’s achievement.
Number on roll: 67 with a further 9 in the nursery
Mixed year groups: Y1&2, Y3&4 and Y5&6
Budget pressures continue to affect every school. However, we are fortunate in that we do not have a deficit. The school Bursar’s outlook for the next five-year period is positive.
Focus is required to ensure an adequate budget for SEND, Pupil Premium support and interventions as required, Staff CPD and resources for areas of improvement.
A Short inspection carried in October 2016 stated that the school continues to be judged as “good”. Comments included the following:-
- Good quality of education maintained since last inspection in 2011.
- Pupils are provided with amazing opportunities to grow and learn so they leave school as well rounded and confident young people.
- The teaching and provision of the curriculum is a strength and contributes significantly to pupil’s success in RWM.
- Areas of improvement identified in the last inspection in KS1 outcomes and writing were addressed and resolved.
- High quality EYFS unit developed where children get off to an exceptional start. The transformation in the provision and quality of teaching is a notable improvement which goes well beyond the recommendation at the last inspection.
- Strong culture of safeguarding.
- Supportive parents, community and governors.
Current levels of pupil achievement, attainment and progress:
Data collection twice a year is used to monitor and report progress to parents and identify pupils requiring further support or challenge.
- Over 3 years 71.88% of Y6 achieve expected in RWM (63.2% nationally).
- Over 3 years 12.5% achieve higher standard in RWM.
- 100% RWM at KS1 in 2019.
- In Phonics 85% reached the expected standard following catch-up focus on phonics and reading.
- Pupils with SEND and those in receipt of Pupil Premium make good progress from their starting points.
- 100% GLD in 2017, 83.3% in 2018, 76.9% in 2019.
Although this looks like a declining pattern, ATPS shows an improving picture that is above national attainment over a 3-year period.
Current school strengths:
- The leadership team has a culture of high expectation and ambition for the school. The small staff shares expertise and good practice and has a shared vision and responsibility for school improvement.
- Governors are well informed of school context and provide both challenge and support through monitoring activities and review meetings.
- Children in receipt of Pupil Premium perform well at this school.
- A broad, rich and creative curriculum fulfils requirements of national curriculum.
- Tracking progress in foundation subjects alongside that of core subjects shows the standard of work across the board is of a high standard.
- Enrichment activities ensure pupils are prepared for living in a more diverse environment.
- Opportunities to perform and present to parents and the wider community (e.g. Tea Dance, Skipton Music Festival) develops confidence.
- Exceptional outdoor area is used to engender high levels of engagement and well-being
- High level of engagement in extra-curricular activities including music and sport.
- Mixed age teaching promotes resilience, confidence and independence- all the pupils know and care for each other.
- The development of British Values and our school motto (we are FAB – friendly, ambitious, brave) is at the heart of all we do.
- Bespoke and dedicated EYFS unit and staff with excellent outdoor provision that prepares children well for their next stage of learning.
- All pupils show high levels of courtesy, engagement ad cooperation both in and out of lessons. They are happy, confident and enjoy good physical and mental health because of opportunities provided in school.
- Families and parents engage well with school.
Current areas identified for ongoing improvement:
- Monitoring of teaching and learning reflects the new OFSTED EIF (Education Inspection Framework) and leads to improvement in staff practice and outcomes for children.
- Ensure the curriculum is planned to be sequential for children to connect new and existing knowledge.
- Explore ways of developing children as greater depth writers through exposure to a wider range of more challenging texts.
- Review PHSE curriculum in view of COVID 19.
- Review outcomes in EYFS over past 3 years to ensure that this is the result of our small cohorts and not an issue of provision.
- Continue to build on existing remote learning opportunities to be prepared for any future requirement.
The priorities of the school development plan were decided upon to ensure the recommendations of the last Ofsted inspection are addressed and after analysis of the school’s performance in 2019/20 .
In addition there are additional targets to address the school’s needs post COVID.
- Sustain the recent improvements in standards of achievement at the end of KS1.
- Pupils reading books and home reading activities in KS1 allow pupils to focus more on using and applying their phonics knowledge.
- In Maths the most able pupils reduce the time they spend doing things they have already understood to move more quickly more challenging work and so they can reach the high standard they are capable of sooner.
- Current SDP plan to remain in place in the short term to address school needs post COVID.
- Review the curriculum statement to reflect the new EIF for the quality of education.
- Continue to nurture a positive learning culture which meets the needs of our pupils following lockdown.
- Ensure Catch-Up programme is delivered and ensure catch up premium is spent wisely.
- Language development amongst all children to be reviewed and managed due to time lost at school.
- Staff to implement learning from CPD on Computing and Mental Health undertaken during lockdown.
- Implement Maths mastery method under guidance from experienced Maths Mastery teacher.
Parents and Carers
We benefit from a high level of parental and carer engagement. Their participation in learning is encouraged. We receive regular feedback via questionnaires and at twice-yearly parent/carer evenings. Governors are visible and open to contact with parents and carers and attend school events, assist with reading, and serve teas and coffees at parent/carer evenings.
The school has an active Friends committee (Friends of Beamsley School - FOBS) who help coordinate fundraising opportunities throughout the year – though activity has been limited over the past year due to COVID restrictions.
A weekly newsletter is sent to all parents/carers and governors via e-mail and posted on the website. News items and events are posted on social media and our school website.
The school enjoys enormous benefits from a positive relationship with the Bolton Abbey Estate (Duchy of Devonshire) and the Priory who contribute much to the school. The Rector is an asset to the school and the community and provides guidance, pastoral and educational support. The whole school attends an annual Carol Concert at the Priory, which is open to the local community. Special events, such as the Tea Dance, are often held at the local village hall.
We participate in events outside of school including the Skipton Music Festival alongside other schools from the wider Yorkshire area.
We fundraise at the annual Harvest show and at Christmas while Carol Singing in a local supermarket.
Attendance of parents and carers is enthusiastic at sporting events, special assemblies, nativities, plays, leavers concerts, the Music festival and the Harvest Show.
We also fully participate in the spring Bolton Abbey Village Show where children exhibit work completed in Art and other lessons.
Our relationship with the LA is good; it is strong and mutually supportive with good assistance provided by the NYCC Bursar.
Skipton is a charming market town in the Craven district of North Yorkshire and is ideally positioned with excellent transport links to many other major UK cities, and close to the junction of the A65 from Leeds to the Lake District and the A59 from York to Liverpool.
Nestled on the edge of the magnificent Yorkshire Dales, people travel the length and breadth of the country to visit and it was listed in the 2018 Sunday Times report on “Best Places to Live in Northern England”. With its famous 900-year-old castle, romantic ruined priory and historic cobbled High Street, Skipton is endlessly rich both in history and outstanding natural beauty.
North Yorkshire is England's largest county and one of the most rural. The area comprises the Yorkshire Dales and North York Moors, three areas of outstanding natural beauty, the Pennines 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 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 surf sport 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.
The Boyle and Petyt Primary School, Beamsley, Skipton, North Yorkshire BD23 6HE
Start date: September 2021
Contract type: Full Time
Salary: L9 – L15 - Assistance with relocation is available where appropriate
Contract term: Permanent
Rated as Good by Ofsted we are a successful, friendly, rural Primary School (NOR 67) and Nursery (NOR 9). Located just off the main A59 on the Bolton Abbey Estate, we are approximately six miles east of the attractive market town of Skipton.
We believe our school is a unique, small and secure place, which inspires a love of learning through the environment, and a passion to aim high. Through inspirational teaching, we develop confident, resilient and creative learners who flourish and feel special. Known in our community for being well behaved, respectful and polite, all our KS1 and KS2 children achieve expected levels or above.
Though small, we have excellent facilities including a developing Forest School on our doorstep, large playground and field, breakfast and numerous after school clubs all set within an exceptional surrounding environment.
We are seeking to appoint a committed and experienced professional to further shape our improvement plan. The successful candidate will continue to raise standards whilst ensuring our vibrant and happy environment is maintained.
Able to effectively motivate inspire and influence children, staff and stakeholders, you will assume responsibility for all aspects of school life. This will include directing the school’s strategic planning, leading the development of the curriculum and delivering an outstanding provision which meets the needs of all our children. You will also have a 0.5 teaching commitment. It’s important that you have the flexibility to teach across all year groups.
To succeed, you must be a proven leader and manager with outstanding teaching skills and the ability to develop our small, dedicated team while maximising achievement. An excellent communicator, you should have a good knowledge of remote and blended learning and possess the networking skills needed to maintain and develop future partnerships. In addition, you will also need proven assessment, evaluation, data analysis and reporting skills and be able to balance your teaching and leadership responsibilities effectively. A good understanding of the needs and requirements of a small, rural school together with a good grasp of financial management would be a distinct advantage.
In return, you will have support from a dedicated Governing Body and staff, the Local Authority, the Upper Wharfedale Cluster and Craven Area Schools Teaching Alliance, which provides us with student teacher placements, NQT, and RQT training, general training, moderation opportunities, networking and collaboration opportunities.
If you would like to arrange a visit our school or would like an informal, confidential conversation about the role, please contact Steve Cooper at NYCC Resourcing Solutions, on 07976 653898.
Closing date for applications: Monday 3 May 2021
Shortlisting: Friday 7 May 2021
Interviews: Wednesday 19 and Thursday 20 May 2021
When applying please take into account the following:
The supporting information section of your application should clearly evidence your ability to meet the requirements we have outlined in the person specification. The information in Supporting Information will be used to shortlist applicants for this role and therefore it is imperative that you provide evidence as requested.
When completing your application, please provide two employment references.