HAN Deputy Head of Boarding

Role Description

JOB TITLE

Deputy Head of Boarding and DT/Art Teacher

DEPARTMENT

Academic Leader

LINE MANAGEMENT

Head of Boarding

OBJECTIVE:

The Deputy Head of Boarding's primary function is to assist the Head of Boarding in fostering a welcoming, safe, and secure environment for all boarders. This role involves close collaboration with the Head of Boarding to ensure the wellbeing and welfare of our boarders, as well as managing daily operations, staff leadership, and schedules in the Boarding House during the Head of Boarding’s absence. The position requires commitment beyond regular school hours, including weekends, to meet its obligations.

In addition, the Deputy Head of Boarding will be responsible for designing and organizing weekend activities for full boarders and overseeing the Duke of Edinburgh programme. Teaching responsibilities in Design Technology and Art, along with leading CCA activities, will be assigned according to the school's requirements.

This is a residential role, necessitating that the selected candidate reside in accommodation designated by the Head of Boarding during term time and participate in all related duties while students are present on campus. Any absences from the Boarding House during term time must be covered by the post holder and must receive prior approval from the Head of Boarding.

KEY RESPONSIBILITIES

BOARDING HOUSE MANAGEMENT

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Lead by example and embody the school’s values and philosophy, as reflected in student culture, engagement, and behavior.

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Ensure meticulous maintenance of accurate records and information regarding boarders and Boarding House operations in alignment with school policies.

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Oversee the planning and coordination of all transportation needs for boarders.

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Ensure that Boarding House operations comply with established policies and procedures, particularly the National Minimum Standards of the UK.

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Coordinate and initiate programs that provide leadership opportunities for boarders within the Boarding House.

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Proactively contribute to a culture of safety through the implementation of effective health and safety policies, incident reporting, and risk mitigation. Uphold the Duty of Care for all boarders and staff at all times.

STAFF LEADERSHIP AND MANAGEMENT

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Actively contribute to creating a positive workplace atmosphere where staff align with the school’s mission and strategic goals, reflecting its core values.

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Lead, mentor, and support staff to promote wellbeing and enhance performance.

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Maintain regular and effective communication with staff through briefings and ensure that sufficient meetings occur to support the objectives of the Boarding House as well as the educational and wellbeing needs of students.

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Supervise the planning and provision of resources to meet the needs of the Boarding House, ensuring compliance with best practices in human resource management as per school policies, including recruitment, induction, performance planning, and professional development.

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Promote a strong culture of safeguarding children and young people within the Boarding House, emphasizing ongoing staff training in child-safe practices.

DAY SCHOOL CONNECTIVITY

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Establish both formal and informal relationships with Form Tutors, Heads of House, teachers, and school leaders to effectively address the academic and pastoral needs of boarders.

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Participate in school meetings, including leadership team discussions, to ensure the unique needs of the boarding community are recognized and addressed.

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Collaborate with key stakeholders within the day school to facilitate academic advancement and engage with parents as necessary.

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Support the boarding community by being visibly present at school events.

FAMILY LIAISON AND STAKEHOLDER MANAGEMENT

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Foster positive, partnership-based relationships with parents by providing updates and guidance on the educational and wellbeing progress of boarders.

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Ensure that all communications sent to the boarding community are appropriate and reflect the school’s standards and reputation.

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Collaborate with staff to foster a welcoming environment for all visitors to the Boarding House.

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Represent the Boarding House and/or the school at various official and informal events, enhancing the school’s positive public image during meetings or forums.

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Assist the Head of Boarding by conducting tours of the Boarding House for prospective boarding families.

BOARDER WELLBEING

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Address the social, emotional, spiritual, intellectual, and physical development needs of boarders effectively.

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Provide a comprehensive pastoral care framework to support and nurture the diverse needs of boarders.

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Maintain effective routines within the Boarding House that promote academic success and wellbeing outcomes for students.

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Uphold high standards of self-discipline regarding dress, behavior, and general conduct among boarders.

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Ensure consistent supervision of boarders in accordance with Boarding House policies, including during meals and structured activities.

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Ensure that medical assistance is provided to boarders as necessary, following Boarding House policies regarding medication and first aid.

PROGRAMME PLANNING

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Develop an engaging weekend program brimming with varied activities, experiences, and events for boarders that cater to a wide array of interests.

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Promote a lively activities atmosphere that supports the health and wellbeing of boarders.

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Actively oversee boarder activities to ensure a consistent offering of engaging and enriching experiences.

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Effectively manage staffing schedules to guarantee sufficient coverage for academic and activity needs.

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Lead the Duke of Edinburgh programme, ensuring its successful implementation within the school.

EXTRA TEACHING RESPONSIBILITIES

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Timely and high-quality submission of teaching plans.

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Thoroughly prepare lessons, ensuring they are well-resourced and suitable for the students’ abilities.

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Conduct CCA activities as assigned based on the school’s requirements.

BASIC QUALIFICATION

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Bachelor's degree or higher; Qualified Teacher Status (QTS) or its equivalent.

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A minimum of 2 years of teaching experience.

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At least 3 years in a middle leadership role.

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Previous experience in a boarding house environment.

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First-Aid certification.

PREFERRED APTITUDES

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Exceptional communicator with a personable, articulate, and persuasive manner.

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Financially astute and commercially aware.

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Ability to build and maintain relationships with a diverse array of stakeholders.

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Detail-oriented with strong time management and editing skills.

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Warm, approachable, sympathetic, and empathetic in disposition.

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Proactive in taking initiative to resolve issues using sound judgment, persuasion, and common sense.

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Dedicated to the collaborative life, values, and objectives of our school.

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Globally conscious with a positive, solution-oriented outlook.