Deputy Headteacher
The Maelor School
The Maelor School is situated in a rural area of Wrexham, North East Wales. The School borders counties of Shropshire and Cheshire.
- Expired
- Salary:
- L16 -L20
- Job type:
- Full Time, Permanent
- Start date:
- September 2020
- Apply by:
- 31 January 2020
Job overview
Deputy Headteacher
The Maelor School, Penley is seeking to appoint an experienced and ambitious leader to the post of Deputy Headteacher to our successful and innovative school.
The ideal candidate will have a track record of school improvement, good understanding of whole school issues and have the desire to make transformative change in a secondary school setting. The post would suit an ambitious future school leader with the NPQH qualification or the commitment to obtain it as soon as possible.
The post arises due to the retirement of our highly successful Deputy Headteacher and you will work in a dedicated and knowledgeable leadership team.
Attached documents
About The Maelor School
- The Maelor School
- Penley, Wrexham
- Wrexham
- LL13 0LU
- United Kingdom
The Maelor School is a secondary foundation school situated in the county borough of Wrexham. It educates girls and boys between the ages of 11 and 18. The school was established in 1957 in the village of Penley. There are 766 pupils enrolled at the school, 96 of them are in sixth form. In 2014, the Daily Post listed the Maelor School as the sixth best school in Wales out of 3, 079. In 2015, it was rewarded for having the highest grades in Wales for pupils who get free school meals.
Headteacher
Simon Ellis
Values and Vision
The Maelor School teaches students Welsh as a second language. As a part of the Welsh Baccalaureate, sixth formers are encouraged to take part in community services. Extra-curricular activities are valued at the school. Children can participate in concerts, musical lessons, team games and trips abroad. Students can also take part in the Duke of Edinburgh Award Scheme.
Estyn report
“The Maelor School is a good school because pupils achieve good standards at key stage 4 in those indicators that include English and mathematics; teaching is effective in many lessons; in many lessons, pupils make good progress in developing their skills, knowledge and understanding; nearly all pupils have positive attitudes to learning and behave very well; and the school works effectively with a range of partners and this work has a positive impact on pupils’ wellbeing and achievement. I n nearly all lessons, positive relationships between teachers and pupils help to create a calm and purposeful learning environment. Teachers have strong subject knowledge and most plan their lessons carefully so that the work matches the ability of pupils well.”
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