Careers

Fairlands Primary School

For more informat ion

Fairlands Primary School

Pound Avenue

Stevenage

Hertfordshire

SG1 3JA

01438 351053

head@fairlands.herts.sch.uk

www.fairlands.herts.sch.uk

Fairlands Primary School is part of The Claxton Trust, a charitable company limited by guarantee and registered in England and Wales with company number 10461895. The registered office is at Fairlands Primary School, Pound Avenue, Stevenage, Herts SG1 3JA.

About Fairlands

Fairlands is a large, three-form entry primary school, with the capacity for up to 720 children aged 2 - 11 years old, situated on the borders of the Old Town in Stevenage.

Our spacious layout of four buildings across two sites means that we are able to create separate, smaller 'identities' within the following phases:

Lower phase: Nursery - year 1

Middle phase: Year 2 & 3

Upper phase: Years 4, 5 & 6

Each phase is led by their own dep-uty headteacher. This creates an en-vironment where every child is known and valued as an individual, with strong transition all the way from pre-school experiences through to Year 6.

M u s i c l e s s o n s a r e g r e a t b e c a u s e t h e t e a c h e r s a l l o w u s t o g o o n t o m u s i c p r o g r a m m e s l i k e ' S o u n d a t i o n ' .

P a w e l , a g e 1 0

At Fairlands, we stand for two things: delivering excellent standards of education whilst at the same time providing rich and truly enjoyable learning experiences for our community of children.

Our motto 'Reaching High' touches everything we do as a school. We are deeply aware that children only get one chance at their primary education and it is our job to ensure that they all reach for the highest levels of personal achievement and development.

We want every child to be successful; to reach for success from the very first day they join us and as they move through the key stages of their early education, so that when they leave us, they do so with a positive view of learning for the rest of their lives, having made a large number of friends and happy memories along the way!

This includes welcoming all children from a wide range of families and cultural backgrounds, and children with a range of special educational needs, who we celebrate as a valuable part of our rich and diverse school community.

Working at Fairlands

Culture and e thos

Resources

Suppor t

Fairlands is highly inclusive, forward thinking school. There is

an innovative culture which encourages creative approaches to

learning. Teachers and education support staff work within a

supportive team environment, and there are strong links with

the local community and other settings.

We are extremely fortunate to have wonderful grounds and

facilities at Fairlands, which are fully open for community

access. We take pride in our learning environment and when

you come in you will find a calm, well-organised and purposeful

atmosphere. Classrooms are well-resourced and there is

extensive outdoor space.

Each phase has a dedicated inclusion team, providing special-

ist support for children who are struggling to access the class-

room and those who require social, emotional or behavioural

support. We also employ a speech and language specialist and

family support workers to assist teachers with their work.

Jamie Brewis

Deputy Headteacher, Lower Key Stage 2

I joined Fairlands as an NQT eight years ago after a career change in my 30’s. I found some aspects of school life challenging in my first year but I was fortunate to have a fantastic year group partner who took time out of her own PPA to support me, giving me feedback on my teaching and learning and explaining how she had planned and organised the lessons of hers that I observed. During my second year, I was given increased responsibilities, which helped me develop as a leader and prepared me well for the next stage of my career. I was promoted to the senior leadership team where I was able to support colleagues in much the same way as I had been supported in the past. The CPD that I received and the opportunities to support others through coaching and mentoring had further positive impact on my practice.

During the third year of teaching, a vacancy for a deputy head role arose. During my application, I was able to reflect back on all of the fantastic opportunities that I had been awarded whilst working at Fairlands. Each one had set me in good stead for this next stage of my career and I felt confident that I had developed the skills and knowledge to be successful in the role. I was successful and happy that the support and development continues, as we look at new and innovative approaches to move both the school and MAT forward for both children and staff.

There is no doubt in my mind that I would not be the teacher that I am

today, nor would I have the career that I do, if it were not for the

opportunities and fantastic role models from my colleagues at Fairlands.

Teaching can be a demanding job and everyone will need support at

times no matter the stage of your career or your aspirations. I can safely

(and proudly) say that I don’t think there are any better places than

Fairlands to support you.

Fairlands has a unique staffing

structure, which supports teachers to

achieve their career ambitions. The

school has a strong history of ‘growing

talent’ and many teachers progress

rapidly into leadership positions.

Fairlands is divided into three phases,

each led by a designated deputy

headteacher who is supported by a

senior teacher. Developing teachers

and trainees receive a wide range of

development and support, and are

encouraged to take on leadership

responsibilities as soon as they are

ready to do so.

Working within The Claxton Trust

strengthens this support and provides

greater opportunities for development.

Trainee

teachers

Accomplished

teachers

Developing

teachers

Senior

teachers

Expert

teachers

Deputy

headteachers

I r e a l l y e n j o y w o r k i n g a t F a i r l a n d s !

T h e t e a m a r e w e l c o m i n g a n d I l o v e

t h a t w e h a v e s u c h a v a s t t e a m w e

c a n s h a r e k n o w l e d g e a n d p r a c t i c e

w i t h i n . F a i r l a n d s h a s a g r e a t a t m o s -

p h e r e i n w h i c h b o t h c h i l d r e n a n d

s t a f f a r e r e s p e c t e d a n d a r e a b l e t o

t h r i v e . O u r c u r r i c u l u m i s v a r i e d ,

t h e r e f o r e c h i l d r e n e x p e r i e n c e m a n y

m e m o r a b l e , e x c i t i n g l e a r n i n g o p p o r -

t u n i t i e s .

D a i s y , Y e a r 5 N Q T + 1

Teachers

Expert teachers continue to develop their leadership skills through participation

in The Claxton Trust’s Middle Leadership Development Programme. They also

take on responsibility for supporting newly qualified and developing teachers to

improve their teaching, in addition to their subject leadership responsibilities.

Accomplished

Developing

headteachers

Trainees receive a breadth of experience, with opportunity to observe

outstanding practice and to undertake placements across different phases

and settings within The Claxton Trust. External training is also provided from

the University of Hertfordshire and local teaching schools. Trainees are

paired with an experienced mentor and have teaching responsibility for their

class from day 1, taking on increasing responsibility throughout the year.

NQTs and developing teachers receive bespoke training to develop both their

teaching practice and the complementary skills required to become an

outstanding practitioner, such as resilience and communication. As teachers

develop in confidence, they will start to take on whole-school subject

leadership responsibilities.

Accomplished teachers participate in The Claxton Trust’s Middle Leadership

Development Programme, which is designed to support their transition to

middle leadership. Accomplished teachers also take on whole-school subject

leadership responsibilities in addition to their teaching responsibilities.

Senior teachers support their deputy headteacher with phase leadership

responsibilities, including development of staff, modelling outstanding practice

and support with data analysis. Senior teachers take responsibility for

mentoring trainees and NQTs, and they lead on whole-school initiatives.

Deputy headteachers are responsible for the leadership of their phase,

including deployment and management of teachers and education support

staff, outcomes, SEN provision and welfare and wellbeing of children and staff.

They also deputise for the headteacher as required.

Fairlands has a unique staffing structure,

which supports teachers to achieve their

career ambitions. The school has a

strong history of ‘growing talent’ and

many teachers progress rapidly into

leadership positions.

Fairlands is divided into four phases,

each led by a designated deputy

headteacher, who is supported by a sen-

ior teacher. Trainees and developing

teachers receive a wide range support

and professional development, and are

encouraged to take on leadership re-

sponsibilities as soon as they are ready

to do so.

Working within The Claxton Trust pro-

vides additional support and develop-

ment opportunities for teachers.

Trainee

teachers

Accomplished

teachers

Developing

teachers

Senior

teachers

Expert

teachers

Deputy

headteachers

I r e a l l y e n j o y w o r k i n g a t F a i r l a n d s !

T h e t e a m a r e w e l c o m i n g a n d I l o v e

t h a t w e h a v e s u c h a v a s t t e a m w e

c a n s h a r e k n o w l e d g e a n d p r a c t i c e

w i t h i n . F a i r l a n d s h a s a g r e a t a t m o s -

p h e r e i n w h i c h b o t h c h i l d r e n a n d

s t a f f a r e r e s p e c t e d a n d a r e a b l e t o

t h r i v e . O u r c u r r i c u l u m i s v a r i e d ,

t h e r e f o r e c h i l d r e n e x p e r i e n c e m a n y

m e m o r a b l e , e x c i t i n g l e a r n i n g o p p o r -

t u n i t i e s .

D a i s y , Y e a r 5 N Q T + 1

Career pathway:

Teachers

Education support staff Education support staff play a vital role

in outcomes for pupils, as well as in

their social, emotional and behavioural

wellbeing. The school employees a

wide-range of educational support staff

to provide academic and pastoral

support, including:

Cover supervisors

Teaching assistants

Inclusion specialists

Sports coaches

Speech and language specialists

Midday supervisory assistants

All employees are provided with a wide

range of training and support as well as

regular opportunities for professional

development.

T h e r e a r e a v a r i e t y o f w a y s t o h e l p c h i l d r e n l e a r n .

D a n , a g e 1 1 Expert teachers continue to develop their leadership skills through participation

in the Claxton Trust’s Middle Leadership Development Programme. They also

take on responsibility for supporting newly qualified and developing teachers to

improve their teaching by demonstrating outstanding practise, in addition to

their subject leadership responsibilities.

Trainees receive a breadth of experience, with opportunity to observe

outstanding practice and to undertake placements in different phases and

settings across The Claxton Trust. External training is also provided from the

University of Hertfordshire and local teaching schools. Trainees are paired

with an experienced mentor and have teaching responsibility for their class

from day 1, taking on increasing responsibility throughout the year.

NQTs and developing teachers receive bespoke training to develop both their

teaching practice and the complementary skills required to become an

outstanding practitioner, such as resilience and communication. As teachers

develop in confidence, they will start to take on whole-school subject

leadership responsibilities.

Accomplished teachers participate in the Claxton Trust’s Middle Leadership

Development Programme, which is designed to support their transition to

middle leadership. Accomplished teachers also take on whole-school subject

leadership responsibilities in addition to their teaching responsibilities.

Senior teachers support their deputy headteacher with phase leadership

responsibilities, including development of staff, modelling outstanding practice

and support with data analysis. Senior teachers take responsibility for

mentoring trainees and NQTs, and they lead on whole-school initiatives.

Deputy headteachers are responsible for the strategic leadership of their

phase, including deployment and management of teachers and education

support staff, outcomes, SEN provision and welfare and wellbeing of children

and staff. They also deputise for the headteacher as required.

Directors and governors

Directors and governors provide strategic

leadership and accountability at Fairlands

Primary School. They:

Oversee the financial performance of

the school

Hold the headteacher to account for

the educational performance of the

school and its pupils

Ensure clarity of vision, ethos and

strategic direction.

These positions are filled by volunteers

with a range of skills relevant to the role.

If you believe you have the right skills to

become a director or a governor and you

are interested in volunteering, please

contact the headteacher.

Benefits

In addition to extensive professional development opportunities,

Fairlands Primary School provides employees with the following

benefits:

Wellbeing days

Generous release time for PPA and leadership responsibilities

iPad / laptop

Performance related pay

Pension scheme

Child care vouchers

Free eye tests

Free refreshments

Free parking for all staff

Working in The Claxton Trust

The Claxton Trust was founded in 2016 by Fairlands Primary School

and Camps Hill Primary School. Inclusion and collaboration are at the

heart of everything we do.

Each school has its own ethos and identity, but working in The Claxton

Trust provides staff with a wide range of opportunities for shared

professional training and development. Practitioners are also able to

work together to share best practice and working in a trust provides

greater opportunities for progression.

Everything we do has the child clearly and firmly at the centre. We

believe passionately that every child should have the right to a fun,

quality and progressive education which equips them to meet the

demands of tomorrow. We support the family around the child by work-

ing effectively in partnership, providing necessary resources and liaising

effectively with external organisations.