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Teaching job
opportunities with

Ecclesfield School


About us

Ecclesfield School is popular and over-subscribed all-ability, 11-16 school and we are proud to be a fully comprehensive reflection of this community. Our intake is drawn largely from north-east Sheffield, including Ecclesfield, Chapeltown and High Green, though many students travel from further afield. Our standard student number is 350 and our current roll is 1750, making Ecclesfield one of the largest schools in the city. Ecclesfield School adopted academy status in April 2014.

Ecclesfield is a school experiencing some transition. In October 2013, the school underwent a full Ofsted Inspection and was graded ‘Good’ for the second successive time. In the last three years, examination results have been mixed. Our commitment to delivering a broad and balanced curriculum for all learners has seen a significant increase in the numbers of students entered for the EBacc suite of subjects (63% of all students) and an above average 29% of students securing higher grade passes across the full suite of qualifications. Likewise, our personalised provision and strong commitment to all learners studying high-quality qualifications has seen 97% of students achieve 5+ passes at A*-G including English and Maths at GCSE alone, a full 36% above the national average. Recent years have seen core departments’ results fluctuate to the extent that outcomes for 2016 leavers stood at 50% at the crucial ‘basics’ measure. The broad strength of the school, however, is indicated by a Progress 8 only slightly adrift of national average at -0.19 having been positive (+0.08) in 2015. Despite this (and despite all data being above floor targets and the threshold for ‘Coasting’ schools), when the school was inspected in January 2017 the decision was made to place the school into ‘Special Measures’. In large part, this was due to the relative progress of Disadvantaged students where progress, while being in-line with that of their counterparts across the city, was in the bottom 10% nationally. Provision in science was also identified as a weakness. We are devastated to have been awarded this grading and, while we feel it is not a fair reflection of the school, determined to remedy the situation. That starts with ensuring improved outcomes for our current Y11 students: indeed, we are fully confident that plans and forecasts for outcomes in 2017 will re-establish a positive P8 and demonstrate that Ecclesfield continues to be a Good school delivering an excellent, rounded education for all.

Currently we have a teaching staff of over 100 who provide a rich balance of enthusiasm, energy, creativity and experience. Our team of support staff plays a vital part in the success of the school and all are important members of our community. We aim to involve all staff in the life of the school through communication, including daily briefings and regular meetings. Staff development is supported through a highly-effective professional learning policy, which lays emphasis on sharing good practice internally and driving up standards in teaching and learning.

We serve a stable community: a good number of our students live in owner-occupied housing and there are reasonably good employment prospects locally. Many parents commute to work in central Sheffield. Around 25% of our students are entitled to free school meals and a low number of parents have higher education themselves. Our intake, whilst not unusually disadvantaged, is not particularly advantaged. Ability on intake is broadly average. The ethos of the school, printed above, is one of caring and mutual respect, and relationships between staff and students are good. We have a truly comprehensive intake and aim to serve all of the school community in all of our work.

The Senior Leadership Team is comprised of ten colleagues - the Headteacher, two Deputy Headteachers, the School Business Manager, four Assistant Headteachers and the Directors of Maths and English, all of whom have responsibilities that are kept under review. Senior staff take responsibility for specific and targeted line management of key areas in the school. The school has a well-developed, distributed leadership model in which leaders at all levels increasingly take responsibility for raising standards of attainment and achievement.

The school has around 20% of students on the SEN register. The range of special needs in school is considerable; we have students with speech, language and communication difficulties, physical difficulties and some with moderate to severe learning difficulties. We also have an integrated resource for hearing impaired students who enjoy excellent support whilst accessing mainstream education. In addition, there are also significant numbers of students who have been identified as gifted and talented in a range of areas.

Our Governing Body has developed into a hard-working and supportive body, ready to scrutinize and challenge the work of the school. Led by Chair of Governors, Rob Walker, the Governing Body works primarily through a series of committees, each supported by a member of the Leadership Group. There is a growing group of governors who take on ‘link’ roles and are beginning to work effectively with a range of key personnel within the school.

All teaching staff belong to departmental teams led by Curriculum Leaders who meet regularly as a group. Regular departmental meetings are also calendared.

All teachers are involved in the student mentoring system, either as mentors for a whole vertical tutor group or in the school’s one-to-one mentoring programme. In September 2014, we moved to a system of Vertical Mentoring, where smaller forms of 23 - 25 are formed from students across all 5-year groups. Under Vertical Mentoring, all teachers act as mentors or (in the case of members of the support staff) associate mentors, attached to vertical form groups. Student leadership in the school is well advanced. The School and Year Councils have been in place for some time but we have now established a senior prefect group drawn from Year 11 and also appointed Head Boy, Head Girl and deputy head boy and girl positions from within that group. Prefects are also in place in Years 8-10, and these developments are beginning to encourage students to take more responsibility, to share more effectively in decision-making across the school, to provide positive role models for younger students and to contribute more widely to all aspects of school life. These vertical mentor groups are joined in Houses of 15 forms and students benefit from all challenges of a supportive and competitive framework.

The curriculum is organised within a 50 period, two-week timetable and we aim to use this vehicle to support and stimulate all students. As a result, a large number of activities and experiences are timetabled for students. These include a two-week period of work experience for all Year 10 students. Many subject departments organise trips and visits; these include trips to local museums, field trips, visits from theatre groups and curriculum-related visits to sites around the country.

At Key Stage 3, students follow a broad and balanced curriculum including the core and foundation subjects, Drama, Information Technology and RE. All students study Spanish, French or German (with some students going on to pursue two languages at GCSE). In Year 7, with the exception of Maths, all subjects are taught for the year in mixed-ability teaching groups. Increasingly, the school is moving towards a two-year key stage 3.

At Key Stage 4 we offer a core curriculum of English, Mathematics, Science (Double Award), History or Geography, PHSCE/RE and PE with three further option subjects available. These include Triple Science, Art, Business Studies, Drama, Computer Science, Music, P.E. and Religious Studies. Students can opt for Technical Awards in a range of subjects including Sport, Music and Engineering. The school is well-placed to meet the demands of the English Baccalaureate with MFL, history and geography popular option choices. Our most recent RAISE report shows attainment in the EBacc running above the national level. We are confident that our current curriculum model, whilst under constant review, allows us to meet the needs of all students, preparing them fully for life beyond 16.

The extra-curricular life of the school is rich and varied, though this is an area we are always keen to expand. There are more than 170 homework clubs, lunch-time and after-school clubs and teams which offer the opportunity for students to develop and follow their interests and talents in music, drama, sport and academic areas. As a school that particularly values performing and visual arts there are a host of creative opportunities for students to take part in from music lessons and ceramics to the four annual school productions. In terms of sport, a wide range of teams and activities take place, achieving considerable local, regional and, on occasion, national success. There is a strong programme of residential, visits and foreign trips throughout the school from the ski trip and PGL water sports residential to language immersion trips.

We aim to enable all colleagues to fulfil their potential. We are partnered in Initial Teacher Training with Sheffield Hallam University and Sheffield University. We aim to support new colleagues, be they NQTs or more experienced teachers or support staff, via an induction programme and mentoring scheme which can be tailored to meet their needs. We are also partner members of the Sheffield Teaching School Alliance, centred at Silverdale School, and are looking to build upon our excellent reputation for Professional Learning by taking a leading role in the development of the training arm of the Teaching School Alliance.

The school is undergoing transformation. We are developing a vibrant learning community in which all students and staff are able to thrive. Our strategic vision is to move this school forwards by retaining a complete commitment to our ethos, our community and the principles of a comprehensive education.

We look forward to your application and thank you for your interest in our school.

Further information about the school including access to the full Ofsted Report will be on our website: