Head of Maths
Newtown High School
Presteigne, Powys
- Expired
- Salary:
- TLR2B
- Job type:
- Full Time, Permanent
- Start date:
- 01/01/2017
- Apply by:
- 15 October 2017
Job overview
Are you an outstanding practitioner? Do you want to make a significant difference to children's knowledge and perceptions of Maths? We have one clear aim... To make the John Beddoes at Newtown High School one of the best!
As a Head of Maths you will be provided with unrivalled professional development opportunities.
We are seeking a leader who will:
- Motivate and inspire staff and pupils,
- Lead the way in developing outstanding teaching and learning,
- Continue to improve standards in Mathematics. Last year we achieved 74% A*-C grades in Maths.
Attached documents
About Newtown High School
Newtown High School is a large comprehensive secondary school located in Powys, Wales. The co-educational institution serves a large catchment area and has just over 1,000 pupils aged 11-18. Newtown High School has partnerships with a number of "feeder" primary schools.
The secondary school is based across two campuses, one in Newtown and a smaller campus in the town of Presteigne, around 27 miles away. The school adopted this two-site structure in 2014, after incorporating a second school. Both campuses have seen extensive modernisation and redevelopment over the years.
Values and vision
Newtown High School's motto is "Caring Yields a Flourishing Learning Environment", which forms the initialism CYFLE. "Cyfle" is the Welsh word for opportunity. The secondary school aims to create an environment where children feel safe, secure and confident both in themselves and in the staff supporting them.
Though the majority of the school’s students are not native Welsh speakers, Newtown has chosen to make the teaching of the Welsh language a core part of the curriculum, with both compulsory and optional courses available for students at different levels of the school.
Inspection report
“At key stage 3, the performance of boys is better than that of boys in similar schools in many indicators at the expected level and a majority of indicators at the higher levels. The performance of girls is better than that of girls in similar schools in all indicators at the expected level but below in nearly all at the higher levels.”
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