Recruitment and Selection

of Headteachers

Updated: September 2011

The core purpose of the headteacher is to provide professional leadership and management for a school. This will promote a secure foundation from which to achieve high standards in all areas of the school’s work. To gain this success a headteacher must establish high quality education by effectively managing teaching and learning and using personalised learning to realise the potential of all pupils. Headteachers must establish a culture that promotes excellence, equality and high expectations of all pupils. The headteacher is the leading professional in the school. Accountable to the governing body, the headteacher provides vision, leadership and direction for the school and ensures that it is managed and organised to meet its aims and targets. The headteacher, working with others, is responsible for evaluating the school’s performance to identify the priorities for continuous improvement and raising standards; ensuring equality of opportunity for all; developing policies and practices; ensuring that resources are efficiently and effectively used to achieve the school’s aims and objectives and for the day-to-day management, organisation and administration of the school. The headteacher, working with and through others, secures the commitment of the wider community to the school by developing and maintaining effective partnerships with, for example, schools, other services and agencies for children, the LA, higher education institutions and employers. Through such partnerships and other activities, headteachers play a key role in contributing to the development of the education system as a whole and collaborate with others to raise standards locally. Drawing on the support provided by members of the school community, the headteacher is responsible for creating a productive learning environment which is engaging and fulfilling for all pupils.

Source: National Standards for Headteachers. October 2004

Key messages from the Safer Recruitment guidance are highlighted in bold. ( www.nationalcollege.org.uk )

Time plan and stages in the process Each step can be accessed separately by clicking on the heading, and each section contains a checklist summarising the key actions for that stage in recruiting a headteacher. STEP 1.........................................................................................................2

Formal notification of resignation by Chair of Governors to Local Authority and Diocese (if a Voluntary Aided or Voluntary Controlled School).

STEP 2.........................................................................................................3

Set timetable for selection process Identify selection panel Agree salary range.

STEP 3.......................................................................................................10

Prepare materials for the application pack including job description, selection criteria, information about school, advertisement, consider arrangement of school visits.

STEP 4.......................................................................................................18 Provide information for prospective candidates.

STEP 5.......................................................................................................19

Select short list for interview Choose tools of selection for interview day(s).

STEP 6.......................................................................................................32

Invite for interview Send for references.

STEP 7.......................................................................................................35

Make practical arrangements for interview. STEP 8.......................................................................................................37

Make the final selection. STEP 9.......................................................................................................40

Submit recommendation to governing body for ratification and offer post to chosen candidate.

STEP 10.....................................................................................................41

Afterwards Confirm appointment Plan induction and support.

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STEP 1

Formal notification of resignation The process begins when the Chair of Governors receives the written resignation of the headteacher or notification of retirement. The Chair of Governors should ensure that the Local Authority (LA) and Diocese (if appropriate) have been informed. The governing body, with the LA, must then consider next steps in best interests of the long term future of the school. This may include the appointment of a temporary headteacher to cover an interim period.

STEP 1 Checklist Chair of Governors notifies LA (and Diocese if applicable) of resignation of

headteacher via Governor Services (Tel: 01865 797575). LA will inform Chair of Governors of LA representative who will contact the Chair

to plan the selection process.

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STEP 2

The timetable for the process

including the identification of the salary range and the identification of the selection panel The governing body should hold a briefing meeting, to consider timescales and next steps, and invite the LA representative and Diocesan Adviser (where appropriate). If the decision is to recruit, the governing body must then set the timetable for the recruitment. The key dates to be decided include a date for the advertisement, the closing date for receipt of applications, the date of the shortlisting, and the date for the interviews. The total timeframe for these actions is normally about 6 weeks from the date of the advertisement to the date of the interviews. Pay particular care to safeguarding guidance when setting dates. Resignation dates Existing Headteachers Other Teachers Final date of employment 30 April 31 May 31 August

30 September 31 October 31 December

31 January 28 February 30 April

Time chart following resignation of Headteacher Actions Timescale Your dates Headteacher resigns

Inform LA through Governors Services: (Tel: 01865 797575)

Inform Diocese if appropriate

Immediately

Arrange briefing meeting for full Governing Body

Invite LA rep to attend. Consider next steps; is immediate

recruitment the best option? If advertising:

Agree Salary range Appoint selection panel Discuss selection criteria

Within 2 weeks (depending on circumstances )

Selection Panel prepares documentation

Agree ‘ job pack’ including selection criteria

Fix dates

Allow at least 2 weeks to ensure quality of information

Advert published

Use OCC on-line system to access national press

Allow 2 weeks for candidates to apply

Closing date Circulate applications to panel and LA / Diocese representative

Allow 10 days to study and check appropriately

Shortlist Send candidates details of interview

Send for references, including one from current employer

Allow 2 weeks to ensure time to collect references.

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Interview Ensure domestic arrangements are in place; rooms, car-parking etc.

Full governors meeting in evening to ratify decision

Allow 1 day for interviews

Appointment agreed

Chair must sign and dispatch notification to OCC to confirm appointment (Employment Starter /Transfer form )

Complete LA monitoring form

Immediately

A pre-meeting with the Chair of Governors and LA representative can be helpful if there is time; failing that, communication can take place via the telephone or email. The briefing meeting should be attended by the full governing body and should be minuted by the clerk to the governing body. The following decisions need to be made at this meeting: The remit and membership of the selection panel. The timetable for the process. The media for the advertisement. The administrative arrangements. The salary range. Arrangements for consideration of the views of staff, parents, students and the wider

community.

NB: A staff member who is a governor and who might be intending to apply for the headship would have to declare his or her interest at this point.

The LA representative must remind the governing body of the confidentiality of the entire process, and the relevant employment legislation including Equal Opportunities.

Equal opportunities

Governors need to be aware of the requirements of the Equal Opportunities Legislation which must be observed in the recruitment of all school staff, not just headteachers. It is unlawful:

a. To discriminate directly or indirectly on the grounds of sex, marriage or race as set out in the Sex Discrimination Act 1975 and 1986 and the Race Relations Act (1976) and Race Relations (Amendment) Act 2000 in recruitment, selection or in the terms and conditions of employment.

b. To select candidates on the grounds of race or sex. Except in the case of a Genuine Occupational Qualification (GOQ).

c. To discriminate against a disabled person for a reason which relates to the disability unless this treatment is justified (Disability Discrimination Act 1995).

d. To imply that applications from one sex, from married people or from certain groups will not be considered.

e. To publish an advertisement which indicates or might reasonably be understood as indicating an intention to discriminate.

f. To use recruitment methods which exclude, disadvantage or disproportionately reduce the numbers of applicants of a particular sex or racial group and which cannot be justified. In addition the Council’s Equal Opportunities Policy, which applies to its employees in schools and colleges stresses that discrimination in employment practices should be eliminated by disregarding assumptions or preferences which are not strictly job-related whether in selection for appointment, promotion or transfer.

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The following are examples of factors which the County Council has agreed should not be taken into account in employment decisions (except in cases where the nature of the work makes this essential and legislation permits): disability, sex, marital or parental status, age (except in relation to retirement), race, colour, nationality, ethnic or national origin, religious belief, sexual orientation, membership of or activity in a trade union or other organisation and spent offences. The list is not exhaustive. However, in Voluntary Aided Schools and Voluntary Controlled Schools there is provision to take a teacher’s religious belief into account in the recruitment process. Remember: Liability for discrimination in recruitment falls to governing bodies. However, liability can also fall on the individual as well as on the school/college. You are advised, therefore to follow the County Council’s Equal Opportunities Policy and Codes of Practice published by the Equal Opportunities Commission and the Commission for Racial Equality, and the Department for Education and Skills Code of Practice on the Disability Discrimination Act. NB: Discrimination is allowed where a person’s race or sex is a genuine

qualification for the job. This is expected to apply only very rarely. Advice is available from the LA.

Governing bodies need to comply with both the letter and the spirit of the law not only to avoid claims of unlawful discrimination, but also to make sure that they select employees from the widest pool of candidates. Governing bodies need to ensure that candidates appointed for Headship should be knowledgeable on equal opportunities issues so they can subsequently apply the principles in the course of their work. Care should be taken to ask questions specifically on equal opportunities issues in the selection process.

For all categories of maintained school, the Director for Children, Education & Families or a representative has the right to attend meetings of the selection panel to offer professional advice. The governing body has a duty to consider such advice before making a decision, but only governors on the selection panel can vote. The selection panel must be chosen by the whole governing body and should be recorded in the minutes. Thereafter the task of carrying out the process of recruitment and retention is delegated to the selection panel. Only those governors designated (who have been chosen for the selection panel) can shortlist and only those present for the shortlisting should participate in the final interview when the headteacher is finally selected. On the interview day itself governors not on the selection panel can participate by meeting candidates, showing them round the school, seeing presentations or assisting with panel interviews. They can sit in on the final interview as observers. At the end of the process, the selection panel makes its recommendation for appointment to the full governing body for ratification on the evening of the day of the final interview.

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The size of the selection panel can vary – a minimum of 3 and a maximum of 7 is recommended including the Chair of Governors. The governors chosen should reflect the range of different interests that the governors represent (e.g. parents, co-opted staff etc.) and where possible offer a balance of gender and ethnicity. It is essential that the governors on the selection panel can attend every part of the process. Consideration should be given to ensure that there is a spread of representation on the panel. NB: Staff governors are fully entitled to be members of the selection panel and

participation of a staff governor in the process is recommended. The only occasion that a teacher or governor would be excluded from participation would be if he/she might benefit personally by the appointment of a particular candidate (e.g. if, as a result of a particular appointment a vacancy was created for which the teacher were a natural candidate, or if they are Deputy when they would be a natural candidate for Acting Headteacher if no appointment is made).

The decision on the membership composition of the panel is a matter for the full governing body and must be recorded in the minutes. The governing body then delegates the responsibility for selection to the selection panel who in turn conducts the process and make a recommendation to the full governing body. All aspects of the headship recruitment and selection process should be properly recorded, preferably by the clerk to the governors, and records should be kept for a minimum of 12 months. Decisions should be made on the basis of evidence. Governors should be ready to be accountable for decisions as unsuccessful candidates are entitled to ask questions and receive answers as to why their applications were unsuccessful. Widening involvement in the selection process Who might you involve? 1. School staff – these are the people who will have to work with the new headteacher

and therefore they have a legitimate interest in the outcome. Candidates will appreciate opportunities to meet their prospective colleagues.

On condition that: Staff do not think that they are interviewing candidates. Staff do not think they have a right to veto. The panel may take into account observations of staff (for instance by framing appropriate questions to be posed at interview) but they will base their decision on a much wider information from application and different interview activities (validated by a range of references).

2. Parents will be interested but there are practical difficulties which limit the amount of

direct involvement. There will be parent governors on the selection panel to represent the parents’ perspective; if there is time they can seek views on details of the post from parents.

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3. Pupils clearly have an interest. The School Council is a useful mechanism for involving pupils.

4. Other governors – they will have delegated the planning of the process and the

selection of the best candidate to the panel but they will have to ratify the recommendation of the panel. Seeing all the candidates at some stage in the process enables them to place a face to a name when they receive the selection panel’s recommendation.

5. Representatives of the wider community including other key professionals

working within the school and representatives of key local organisations. 6. Keeping people informed – Governors may wish to issue information to the wider

school community on the process and its progress. Some examples of letters used are included at Appendix W.

NB: Substitutes: in order for the selection process to be fair, the same person

should observe each candidate. In the event of illness, an appropriate substitute may participate but the selection panel must be made up of governors.

The salary range The decision on the salary range for the new headteacher should be made by the full governing body at the briefing meeting. Headteachers are paid on a seven-point scale selected from a range of points on the pay spine decided by the group size of the school. The options for the ranges are laid down in the School Teachers Pay and Conditions document and must be followed. The group size is calculated according to the ages of the pupils using the January School Census information and can be checked by contacting John Vallis (Principal HR Officer (Schools), Tel: 01865 815770). A number of seven point scales are possible in each group and the governing body has to select the appropriate scale for their school taking all the relevant circumstances into account. The new headteacher will be placed on a point within the chosen 7 point scale as appropriate which must not be higher on appointment than the fourth point of the scale e.g. 13 for a scale of 10-16. The minimum of the chosen range must be at least one point higher than the maximum point of the Deputy’s five point range, e.g. Deputy 5-9, Headteacher 10-16 as a minimum in this example. Summary information on the 7 point scales chosen by schools according to their size is available on the Intranet. Guidance can be sought from Schools HR or John Vallis. Examples can be found at the Leadership Spine Salary Survey on the Oxfordshire Intranet. (Schools HR under Policies, procedures and guidance A-Z) See chart below for further guidance.

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Salary Range Decision Questions Information Our school

Groups determined as follows: Total unit score School group

Up to 1,000 1 1,001–2,200 2 2,201–3,500 3 3,501–5,000 4 5,001–7,500 5 7,501–11,000 6 11,001–17,000 7 17,001 and over 8

Total units calculated by pupils or roll. Calculated as follows:

Key Stage Units per pupil

Foundation, Key Stages 1 & 2

7 units

Key Stage 3 9 units Key Stage 4 11 units

What Group School are you?

Key Stage 5 13 units

Group Range of spine points

1 L6–L18 2 L8–L21 3 L11–L24 4 L14–L27 5 L18–L31 6 L21–L35 7 L24–L39

What is the range for your group?

8 L28–L43 Salary range considerations:

What is the range for our current headteacher?

What can we afford?

Which 7 points will you choose within the range?

Are there difficulties recruiting?

Note: You are likely to pay the successful candidate at the bottom of the range

unless he/she is already paid nearly or more than that level. But remember: You can only start your new headteacher up to the FOURTH point in the range you set.

The School Teachers’ Pay and Conditions is updated each year with actual salaries listed. See http://www.education.gov.uk/schools/careers/payandpensions/teacherspayandconditionsdocument

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The administration of the process The administration will be the same as for any other post the school recruits for and the school administrator will have the main responsibility for managing the process. Use of the Oxfordshire online system entitles schools to discounts for publications such as the Times Educational Supplement (TES). The administrator will need to have contact details of the selection panel, LA and diocesan representatives in order to send copies of completed applications. Internal candidates It is possible that an application may be received from a deputy head or other member of the leadership team from within the school. Internal candidates must be treated exactly the same as external candidates in terms of application, selection and interview.

STEP 2 Checklist Governors agree membership of selection committee. Governors agree timescale. Governors agree salary range.

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STEP 3 Prepare the materials for the application pack; consider arrangement of school visits; place advertisement. The core purpose of the headteacher is defined in the publication National Standards for Headteachers (published October 2004) and it is:

To provide professional leadership and management for a school. This will promote a secure foundation from which to achieve high standards in all areas of the school’s work.

Six key areas of headship are highlighted i.e. Shaping the Future. Leading Learning and Teaching. Developing Self and Working with Others. Managing the Organisation. Securing Accountability. Strengthening Community. A headteacher is expected to demonstrate the ability to apply professional knowledge, understanding, skills and attributes to bring about the expected outcomes. The headteacher is assumed to work with the governing body, the senior management team and other colleagues in relation to all six key areas. Job descriptions for headteachers The statutory requirements for the role of the headteacher are laid down in the publication School Teachers’ Pay and Conditions. Some specific areas of organisation and responsibility may be delegated to senior colleagues, but the headteacher retains ultimate legal responsibility for those areas and an oversight of the staff to whom specific duties are currently delegated. The National Standards for Headteachers can be accessed at Appendix K. Governors are advised to refer to the generic job description contained in the School Teachers’ Pay and Conditions document and to add a few items specific to your school (e.g. indication of teaching commitment) and include the responsibility for promoting and safeguarding the welfare of pupils at the school. See http://www.education.gov.uk/schools/careers/payandpensions/teacherspayandconditionsdocument .

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Here is a summary of the main duties:

Professional duties School aims Formulating the overall aims and objectives of the school and policies for their implementation. Appointment of staff Participating in the selection and appointment of the teaching and non-teaching staff of the school. Management of staff Deployment and management of all teaching and non-teaching staff of the school and allocation of particular duties to them in a manner consistent with their conditions of employment. Curriculum Determining, organising and implementing an appropriate curriculum for the school. Securing that all pupils in attendance at the school take part in daily collective worship in pursuance of his or her duty under section 70 of the School Standards and Framework Act 1998. Management information Providing information about the work and performance of the staff employed at the school where this is relevant to their future employment. Pupil progress Ensuring that the progress of the pupils of the school is monitored and recorded. Pastoral care Determining and ensuring the implementation of a policy for the pastoral care of the pupils. Relations with parents Making arrangements for parents to be given regular information about the school curriculum, the progress of their children and other matters affecting the school, so as to promote common understanding of its aims. Relations with other bodies Promoting effective relationships with persons and bodies outside the school. Relations with the governing body Advising and assisting the governing body of the school in the exercise of their functions, including attending meetings of the governing body. Resources Allocating, controlling and accounting for those financial and material resources of the school which are under the control of the headteacher. Teaching As required.

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Differences in types of headships

There are some differences in the nature of the post of headteacher, which arise from the size of a school, the location or from the phase or type. However the broad definition of duties given in School Teachers Pay and Conditions remains the same for each type of school. Headteachers of primary schools are often managers of key stages of learning and may also act as the SENCo for the school. Small primary schools have smaller senior management teams with which the head can share responsibilities and a varying number of support staff. Headteachers of larger primaries and all secondary schools benefit from the economies of scale possible in large schools. As they have larger senior management teams and a middle management infrastructure, they can delegate many responsibilities. The senior managers help headteachers in communications with governors, for example a deputy headteacher or bursar may take responsibility for servicing a governor sub-committee such as finance or curriculum. Headteachers of larger schools also draw upon the services of a range of support staff – for instance, the school’s business manager may sit on the senior management team. Teaching commitments vary amongst headteachers according to the size of school; headteachers of large schools are less likely to have a regular timetabled commitment. All headteachers spend time doing classroom observations of their staff as part of quality management and the raising of standards. . Within the primary and secondary phases there are four different types of school and this influences governor responsibilities: Voluntary Controlled. Voluntary Aided. Community. Foundation School. A Voluntary Aided School is a school for which the Diocese and LA have joint responsibility. The governors are the employers and form their own admission authority. The majority of the governing body must be made up of Foundation governors. The Diocese retains a significant role in premises arrangements. A Voluntary Controlled School is a school where the Diocese retains responsibility and involvement in the management of the school, nominates the foundation governors on the governing body but has relatively few statutory responsibilities. A Community School is a school for which the LA has responsibility. A Foundation School is a school for which the governors have responsibility and are directly accountable to the Secretary of State for Department for Education.

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NB: In all these different types of school the governing body makes the decision about the appointment of a headteacher. The LA has the right to send a representative to the recruitment process to advise on the suitability of candidates. If the LA is unhappy with the decision of governors about a headship appointment, the Director of Children, Education & Families can send a letter immediately after the conclusion of the process outlining her reservations. The Diocese has a similar role in Church Schools.

Selection Criteria The selection criteria are central to the selection process as they match the needs of the post to the experience, leadership skills, attributes and professional competence required to fulfil them. They provide a framework that will ensure a systematic approach to the selection of the candidates for interview. They also enable an objective approach to the assessment of each candidate throughout the interview. The selection criteria will also influence the tools of selection to be used and the format of the interview days. The following list identifies the main skills and attributes of a headteacher:

Leadership skills The ability to lead and manage people to work towards common goals.

Decision-making skills The ability to investigate, solve problems and make decisions.

Communication skills The ability to make points clearly and understand the views of others.

Self-management skills The ability to plan time effectively and to organise oneself well.

Attributes: Headteachers draw upon the attributes possessed and displayed by all successful and effective teachers in the context of their leadership and management roles, including: Personal impact and presence Enthusiasm Adaptability Intellectual ability Energy, vigour and perseverance Reliability and integrity Self-confidence Commitment

The selection criteria should be related to the skills and attributes required and to the duties set out in the job description. There are a variety of formats which can be used for a person specification but the essential elements to be covered fall into the following categories:

1. Education/training 2. Relevant experience 3. Relevant skills and attributes

4. Knowledge 5. Personal qualities

You will need to include in your essential selection criteria, an understanding of and commitment to promoting and safeguarding the welfare of pupils. Examples of selection criteria for primary, secondary and special schools can be found in Appendix A.

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The advertisement In a competitive field, you need to consider the aspects of an advert, which encourage a potential applicant to find out more: Size – but consider the expense. Snappy headline – might it be considered gimmicky? Key words – location, salary, special features of the school, particular challenges. Design – white space (i.e. fewer words), school logo and borders can help your

advert to stand out. LA/Diocesan logo – helps potential applicants to scan for geographical area and/or

church connection. About the school If the school is easy to reach (e.g. near a motorway exit) it may be possible to attract applicants from further away without the need to uproot family etc. If governors are particularly proud of the school’s values and/or mission statement this may attract applicants who want to work with reflective and forward looking governors. Would applicants be encouraged by the findings of a recent OFSTED inspection? About the post Can the school be presented as a springboard to better things? What does “retirement of the present headteacher” convey? Particular features or tasks can be presented as exciting challenges and cut out unsuitable applicants at the first stage. Size of teaching commitment may be very significant for potential applicants, particularly in a small school. Qualities required are often so predictable and would be better communicated through the further details. Include them only if you can make them original and communicate something unique about the post. Further information Offer of a school visit – this is likely only to be practicable for local teachers. If there is a good school website potential applicants can refer to it especially if it can provide a virtual tour of the school. Interview date: This information may affect whether a potential applicant requests details. For examples of different types of advertisements see Appendix F.

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When the job description and the selection criteria have been agreed the advertisement can be drawn up in the light of the selection criteria they set out. The chart below lists the essential elements to be included to make an effective advertisement. Designing a good advertisement

Essential Elements Details Check

School name and address and category – VA, VC, Community etc.

Number on roll Group size Post i.e. headteacher/deputy head Required when Salary range (7 point scale) Details available from…

Closing date for receipt of application

Optional elements Required YES/NO Check About the school: Description of school location

Comment on school values Comment on pupils/parents/staff Any awards/achievements Comment on OFSTED inspection About the post: Reason for vacancy

Particular features/tasks Size of teaching commitment (if applicable) Qualities required Further information: Offer of school visit

Give school website address Interview date Design: Snappy headline

LA logo

Diocesan logo

School logo

Border (or other design feature)

The following text must be included in all media adverts: School name or Oxfordshire is committed to safeguarding and promoting the welfare of children and expects all staff (optional: and volunteers) to share this commitment.

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The application pack In addition to the job description and selection criteria this should contain: Information about the school including general details of the School’s numbers, staffing, location, premises, curriculum, extra curricular activities, governing body, PTA and any other special features. See the examples in Appendix C. It should emphasise the benefits of working at the school, as its purpose is to help attract applications. In addition to the general information, governors may include in the application pack, their last annual governors’ report, a summary of the last Ofsted report and the school prospectus. Governors however are cautioned not to overload the applicant pack with too much peripheral information as candidates can only read so much. More detailed information can be given at a later point to selected candidates. Examples of covering letters are in Appendix D. It is important that materials make explicit the ways in which your school has a safeguarding culture and how you will conduct safer recruitment. (This should help you to attract candidates who are in sympathy with these principles and warn off unsuitable candidates.) An example is included in Appendix C. Information about the LA The information includes details of the number and type of schools in the County, the political arrangements of the County Council and information on the socio-economic features of Oxfordshire. This may be helpful for candidates from outside Oxfordshire. It can be downloaded from Appendix E. Use of informal visits Some candidates for headship may wish to visit the school in order to decide whether to make an application. Certainly for a headship it is likely that an applicant wishes to get a ‘feel’ for the type of school – its vision and values in practice as well as on paper – before deciding how to respond to the requirements of the application procedures. This is particularly the case for out of county applicants whose local knowledge is limited if it exists at all. Do remember, however, that a visit may not be possible for a candidate who currently lives some distance from Oxfordshire. It is important that whatever arrangements are made for informal visits that these are not part of the formal selection process. This is an important matter of equal opportunities, and care should be taken that not making a prior visit does not disadvantage any candidate at a subsequent stage in the selection process. If the selection panel wish to make this opportunity available it should be offered in the recruitment materials sent to applicants as well as the advertisement. In making the offer to visit a number of issues need to be considered: Whether the school has the capacity to meet the demands of such visits, which can

be time-consuming if there are several candidates who wish to visit in a short period of time.

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Who will be responsible for organising visits? The secretary or the outgoing headteacher? What are the opportunities for touring the school, meeting teachers and pupils? Candidates are likely to want to visit a classroom.

Which senior teacher will be available to answer questions from the prospective

candidate? Will there be a short planned meeting so that questions can be answered? The existing headteacher is probably best placed to provide a context to the school and to answer specific questions. The headteacher will not be part of the selection process, therefore the headteacher’s comments and perspectives are impartial. It may be that the Chair of Governors, or another governor, is also available.

STEP 3 Checklist Devise job description. Devise selection criteria. Produce general background information on school. Agree additional contents of application pack. Consider arrangement of school visits. Design advertisement and confirm media to be used i.e. national press,

Oxfordshire County Council website, church papers where appropriate.

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STEP 4 Provide information for prospective candidates It is recommended that information is provided electronically as this is both cheaper for the school and easier for prospective candidates to access. However, if you do wish to use paper copies, applicant packs should be ready for the first day the advertisement appears as requests will be made very quickly via telephone and email. Make sure that all the names and addresses of the enquirers are logged and recorded so that the success of your advertisement and the conversion rate from enquiries to applications can be measured. When the application forms are received, care should be taken to ensure that ‘Equal Opportunities’ information is passed directly to HR and not circulated further. Return to the Recruitment and Retention Team at Shared Services, with a completed batch header at the end of the recruitment process. See example at Appendix Y. NB: If a candidate has indicated on the monitoring form that he/she has a

disability, this part of the form should be photocopied and given to the selection panel. Reasonable adjustments for the candidate must be made both for the interview and role.

Make arrangements for the receipt and distribution of application forms to panel members to prepare for shortlisting. Stress confidentiality at this stage. One member of the selection panel must take responsibility for checking for gaps or possible anomalies in all the applications and contacting the applicant for clarification before the shortlisting meeting.

STEP 4 Checklist: For monitoring purposes, Administrator should log all enquiries. Administrator registers all applications received by the deadline. Administrator distributes all applications to the selection panel, LA

representative and Diocese Adviser (if appropriate) in advance of the shortlisting meeting.

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STEP 5 Select shortlist for interview

and choose tools of selection of interview day(s). Assessments of application forms are made by making judgements on the extent to which applicants meet the selection criteria. The governor responsible for checking gaps and anomalies will report on clarification received. If the panel decides to shortlist that candidate, it should still look for ways to verify that information at interview. It is often helpful to make a grid to assess an application. This can be done either by using a non-numerical scoring system or a numerical scale. All grids should be based on the selection criteria. An example of a non-numerical system is given on the following page (and Appendix N).

SHORTLISTING SELECTION GRID NOTES GRID (Non-numerical) X = does not meet criterion ? = partially meets criterion Y = fully meets criterion

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Some governing bodies find the use of a numerical scale helpful in paring down a large field of candidates. Thus the candidates achieving the highest average scores would be obvious candidates to be selected for interview. A numerical scale of 1-5 is often used where the scale is as follows: 5 Meets all or nearly all of the criteria. 4 Meets most of the criteria. 3 Meets a reasonable amount of the criteria. 2 Meets a small amount of the criteria. 1 Meets little or none of the criteria.

See the example on the following page (and Appendix N).

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SHORTLISTING GRID (numerical) with reference to the selection criteria SCHOOL NAME RECRUITMENT OF HEADTEACHER SHORTLISTING GRID

Score points in each column – see selection criteria 5 Meets all or nearly all of the criteria 4 Meets most of the criteria 3 Meets a reasonable amount of the criteria 2 Meets a small amount of the criteria 1 Meets little or none of the criteria

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The panel must decide which candidates it wishes to shortlist. The LA representative will advise if any candidates in their judgement fall seriously short of meeting the criteria and therefore should not be selected. This advice should be carefully considered but remember the final decision belongs to the governors. Remember that you are shortlisting, not selecting. Shortlist those who best match the agreed selection criteria and who can carry out the duties set out in the job description. The panel must be prepared to identify why it did not shortlist a candidate by referring to the criteria not met in case applicants query why they were not selected.

All notes of the shortlisting process must be kept for at least 12 months after the appointment, in case of a challenge to the process or a request by any of the candidates for an explanation as to why they were not shortlisted.

If the monitoring sheet completed by the applicant gives details of any special adjustments which would be required because of a disability, the panel will need to judge that applicant in terms of how well he/she would meet the criteria if the adjustments were in place. (Further advice can be sought from the Schools HR Team.) Avoiding selection mistakes: Selection is not an exact science, with clear planning and seeking advice and guidance some common errors can be guarded against. Ignoring the selection criteria – it is not a competitive process between the candidates

but how the candidates match the selection criteria. Over reliance on one aspect of the process – i.e. a first class interview can eclipse

concerns about a candidate’s application. It is important to use all the evidence and assess all the outcomes together.

Prejudice – whether unlawful or unfair. For example not understanding cultural differences or making judgements about career changes. Also not all prejudice is oppositional i.e. some female interviewees in a study suffered gender bias from female interviewers who identified themselves with successful males.

Tools of selection and their effectiveness With all selection tools the panel need to be clear as to the desired outcomes of using the techniques. Here is a useful list of questions to ask: What does this method add to selection? What are the difficulties? Can it be done fairly? Can performance be rated fairly and consistently? Is it a suitable tool for measuring a certain selection criterion? What will be a ‘good’ or ‘bad’ performance in this method? Essential Qualification – National Professional Qualification for Headship All governors and advisers should note that from 1 April 2009, the National Professional Qualification for Headship (NPQH) is mandatory for all those applying for their first headship post at a maintained school or non-maintained special school in England. NB: The requirement does not apply to applicants taking up posts at City Technology

Colleges, Academies, Pupil Referral Units, in the independent sector or in the further education sector. See Appendix L for further information.

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The following tools of selection can be used. It is possible to mix and match different elements to produce a day that meets the selection panel’s needs. Be careful, however, not to crowd too much into the day and make sure the timings are achievable and realistic. A. Application form covering letter, CV

Oxfordshire County Council has a standard application form and it is designed to reflect our commitment to Equal Opportunities and to ensure that the Recruitment and Selection process is as objective as possible. The application form is available in 3 formats: Online form for applicants to apply direct from the Oxfordshire County Council

website. Electronic form that can be completed and returned by email. A printed application form for applicants to return by post. Non-standardised methods of application i.e. Curriculum Vitae documents can result in inefficient screening processes as it can take the selection panel longer to find the evidence for the selection criteria. It is also not considered good practice to accept Curriculum Vitae in place of an application form because these will only contain the information the applicant wishes to present and may omit relevant details. The governing body should ask the candidates to supplement the application form by writing on specific selection criteria or topics. Candidates should be asked to put this information in the ‘Relevant skills and expertise’ section of the electronic application form. In order to ensure fairness all candidates must be given the same criterion/criteria and only given credit for answering on the specified topic rather than using the opportunity generally to embellish their application.

B. Presentation

Short presentations on specific selection criteria can be effective tools. The panel must be clear as to the outcomes: Is the panel measuring the content of the presentation i.e. how the candidate

understands the topic or is it judging presentation skills? Has the panel asked for ICT literacy, or concise communication of a school’s vision

and ethos? Or is it a combination of factors that have been identified in the selection criteria?

C. Psychometric tests

There are actually two types of tests which are known as psychometric tests; namely aptitude and personality tests. Both are viewed as fairer and less potentially discriminating than panel interviews. Aptitude tests aim to be a prediction of future performance in certain areas i.e. numeracy or ICT. Personality tests assess how well a candidate might work in a team and are often very useful if a whole team has been tested to assess strengths of the existing personality or personality types. However, personality tests only describe how the candidates see themselves and so in this sense they are not objective. Psychometric tests are not recommended for use in headteacher recruitment because their usefulness is not proven in this context, and there are other more relevant tools

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for use described in this section.

D. In tray and report writing exercises These are often useful exercises in prioritising or performing a specific task under pressure. However they need to be devised carefully and agreement needs to be reached about which selection criteria are to be tested and what constitutes a good or bad answer. Examples are shown at Appendix H.

E. Group activities

These often assess interpersonal and debating and negotiation skills. Again they must be seen to assess relevant selection criteria and to offer an acknowledged and fair process.

F. Assessment of teaching skills by lesson observation within the selection

process This is obviously a more effective way of testing teaching skills than a panel interview. The setting should be fair i.e. the same year group, same ability level and same teaching and learning objectives. The observers should have set criteria to observe that feed into the selection criteria. Ideally all observers should have had training in lesson observation. If this is not possible the panel should not ask untrained observers to comment on teaching and learning methodology. If logistically possible, observation of a candidate in their current post will give a deeper perspective on their expertise with children they know. For group work with pupils, the observation focus might be:

Does the candidate readily engage with the pupils? Is there discussion about the task that the candidate has set? Do the pupils seem at ease with the candidate? How does the candidate go about engaging the pupils in discussion? For a whole class activity (e.g. assembly):

Is the topic appropriate to the age of the pupils? Is the topic presented in an informative and engaging manner? Are the pupils listening? Are the pupils asked to contribute in any way?

G. Panel interviews

Panel interviews are an opportunity to gather data on a particular topic such as the curriculum or leadership and management. They provide an information exchange with the candidate finding out more about the school and a screening process to amass further evidence against the selection criteria. See Appendix I for guidance on interview preparation.

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Questions: They should be related to the selection criteria and it is essential to ask the same questions of each candidate in the first round of panel interviews to allow for comparison. Questions can be more differentiated in the final interviews when specific evidence needs to be sought on an individual basis from each candidate. Questions should be open, neutral and allow the opportunity for probes. Open questions should be asked: using ‘what’ or ‘how’, rather than ‘did you’ which is a closed question. Do not ask leading questions – ‘I presume you get on well with colleagues’, this will just give you an obvious answer rather than eliciting information about the candidate. Be careful not to ask two questions at once; ‘What were your responsibilities in terms of monitoring the budget and what was the system for reporting’. One question at a time is likely to be more productive. Discriminatory questions are obviously unacceptable – ‘As a woman will you be able to cope in an all male senior team?’ The types of questions are often worth considering: are the interviewers asking hypothetical or situational questions such as ‘how would you?’ These test knowledge of a theory or correct procedure whereas behavioural questions such as ‘Tell me how you…’ allow interviewers to hear about past performance and then to probe; this is when an interviewer can follow up what the candidate has said and ‘dig deeper’. ‘You mentioned in your last answer about your language policy, can you tell me a little more about how you developed this?’ Or ‘You mentioned earlier having to make some difficult decisions in that role – what was the most difficult decision?’ ‘Why was it particularly difficult?’ or ‘Can you give me an example of when you had to motivate your staff to do a job which they found difficult?’ Remember that past performance is often seen as the best indicator of future performance. See a list of suggested questions by category in Appendix J. Before the interview, allow sufficient time for planning and preparation, and for creating the right environment. In the interview, make sure that you establish rapport between the candidate and the interview panel. The majority of the interview should consist of the candidate talking with the panel listening carefully. Allow sufficient time for evaluation of candidate responses at the end.

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A key element of Safer Recruiting involves assessing all candidates’ attitudes and commitment to safeguarding children. The Children's Workforce Development Council on-line training which one member of your panel must have undertaken gives examples of: The different questions you might ask to test this. The way you might judge different responses. Different follow-up questions appropriate to your previous judgement. The way you might judge different responses to the follow-up. And whether you might ask another follow-up question or move on having gained

sufficient information. Note taking: At all stages of the selection process clear notes should be taken and kept for a period of up to 12 months in case a candidate makes a complaint which goes to a Tribunal. The notes are evidence of a fair process. The notes are also vital in the decision-making of the panel and for providing feedback both to the successful and unsuccessful candidates. It may help during the panel interview for interviewers to work in pairs so that a colleague notes down the answers for you whilst you are asking your questions and vice versa. This allows the questioner to give total concentration and ask important probing questions. Pitfalls: Snap judgements – people often make judgements about people within seconds of meeting them. Try to be alert to this and avoid any such judgements affecting the evidence gathered. Concentration – try not to plan too long a day both for the candidates and panel. If the panel is losing concentration then the last candidate will be clearly disadvantaged. Ignoring context – put people’s past performance in context with their environment. A ‘good’ school does not mean a ‘good’ candidate or vice versa. Stereotyping – regard candidates as unique and individual and assess them as such. Mirroring – be mindful of assessing someone positively who has similar traits to the interviewer or in fact dissimilar traits. This may be unconscious, but an effective panel should challenge opinions of panel members for which it cannot see supporting evidence.

STEP 5 Checklist The selection panel: Assesses all applications against selection criteria. Decides on shortlisted candidates. Agrees format for interview day(s) including tools of selection. Agrees membership of interview panels and areas to be covered. Chairs of interview panels organise formulation of questions.

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STEP 6 Invite for interview and send for references A letter of invitation should be drafted to invite the selected candidates for interview. It should include or be accompanied by: A map and directions. Details of any overnight arrangements and an expenses claim form. Any instructions about the interview day which candidates need to know in advance –

e.g. details of presentation including equipment available, further information to be sent such as budget, school brochure, Ofsted report, etc. All candidates should be treated equally in this regard.

Invitation to visit the school prior to interview. CRB application form. The letter should include a paragraph stating that candidates must bring certificates of professional qualifications, a completed CRB form and required proofs of identity. (This avoids unnecessary delay in the CRB checks for the appointed candidate.) An example letter is shown at Appendix R. Letters should be sent to unsuccessful candidates thanking them for their applications. Then the administrator sends for references for shortlisted candidates. A reference should always be requested from the candidate’s current LA. Taking up and using references References for prospective candidates for interview are an important element of the selection process. The purpose of a reference is to provide evidence from the current or previous employer of the candidate’s suitability for the post. It is a legal requirement that the governing body seeks references prior to the confirmation of the appointment of a candidate to a post. Oxfordshire County Council operates an open reference policy, so that candidates have access to their references, and this applies even if the supplying LA has a policy of confidential references. The open nature of references may influence how the reference is written and the information it does (does not) contain. It is a matter of good practice that referees should not make reference or offer judgements and opinions about issues, for which there is not sufficient evidence. The application details should make clear that references will be taken up before interview if the candidate is short-listed. The application form gives the candidates the opportunity to indicate if further authority is required before contact is made. This must be respected but should not be allowed to delay the request for reference.

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Candidates may choose whom to use as their referees. One of the two referees must be the current employer. The second referee is often chosen to provide a different perspective on the qualities of the candidate. Thus an existing headteacher would normally use the Chair of Governors (his/her line manager) and the Director of Childrens’ Services. An existing deputy head would use the headteacher, and possibly an LA representative, but he/she may not have had as much contact with external agencies as the headteacher, and so another teaching (or non-teaching) colleague may be used. In the case of voluntary aided or voluntary controlled schools, it may be appropriate or indeed essential to seek a reference from the parish priest of the Diocesan education office. There may be occasions when the conventional choice of referees may not be relevant or appropriate and the selection panel would need to consider such circumstances when evaluating the strength of the referees. Such circumstances could include: When the candidate is currently working outside the school system (for example an

education consultant). If the Chair of Governors (for a headteacher) or the headteacher (for a deputy) have

recently taken up post and may not know the candidate well enough to be able to provide a strong reference.

A candidate may not always provide a rationale for the choice of non-traditional referees, and the judgement should always be about the quality of the reference in providing evidence against the selection criteria. The LA representative will be able to guide the selection panel in these matters. How to use references Safer Recruitment guidance states that one member of the selection panel (together with the LA representative) should go through all the references before any interviews take place so that they can identify any issues which need to be clarified or explored with the candidate. The danger of the ‘halo effect’ from a glowing reference means that other members of the selection panel are advised to avoid looking at references until the final interview stage. Format of reference? It is important to consider the guidance to be given to referees. Referees need to have copies of the job description and selection criteria as well as a brief background of the school so that they can write a reference that addresses the needs of the post. There are two main types of references: an open prose statement or structured sequence of questions. The selection panel will need to agree on the form and content of the required references so that the letter from the Chair of Governors to the referee makes clear the requirements. Each type of reference has a number of potential advantages and disadvantages that will need to be debated before a decision is made.

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Open prose reference: Advantage Disadvantage

Allows the referee to write freely and openly, choosing the attributes that he/she wishes to emphasise (either positive or negative).

The referee may not provide information on critical aspects of the selection criteria.

Because it allows the referee to use and modify and existing reference there may be a quicker turnaround time.

The reference may provide descriptive comments but not offer any evaluative judgements.

It can provide information about a candidate that is not specifically requested in a structured format questionnaire.

The content of one reference may be very different to that of another, and will make it hard to use references to rank and prioritise candidates.

Structured questionnaire or criteria statements: Advantage Disadvantage

Provides a clear statement of issues on which the referee is required to write.

Questions can sometimes be answered accurately and correctly with short answers that do not help the selection process.

Questions can be structured so that the referee is required to provide judgements rather than descriptions.

The referee is not encouraged to offer evidence and information on matters outside the key prompt questions.

Factual information can be given on the number of absence days in the past 2 years.

Because the questionnaire is matched to the post it may take longer for the referee to complete. This may delay return of the reference, or the referee may complete very quickly and without enough detail.

The Safer Recruitment advice urges specific questions relating at least to matters of child protection. Oxfordshire County Council’s Reference Questionnaire reflects the National College guidance. The format used by Oxfordshire County Council is at Appendix S. STEP 6 Checklist The Chair of Governors invites shortlisted candidates to interview and

includes details of the programme in the letter of invitation. The administrator sends for references and includes guidance on the

type or format of reference required.

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STEP 7 Make practical arrangements for interview days Careful planning for the day(s) of the interviews is essential. Time spent on this will make the final selection easier. Care and thought need to be given to both domestic arrangements and to planning the organisation of the selection process itself. In advance Suitable accommodation needs to be found for the interviews away from noise and disturbance and taking account of any special needs of the candidates well in advance of the interview day(s). Consider how many rooms will be needed – this depends upon the style and organisation of the interviews themselves. For example, at least two rooms will be needed if there are to be preliminary panels, plus a waiting room for the candidates and places for lunch. The most usual plan is for candidates to eat separately from governors who will need a working lunch to compare notes following the morning activities, to decide which candidates to invite to the final stage and to prepare questions. There may be issues from the morning which need to be explored further. A person should be designated, (possibly the school secretary or chair of the PTA, or a governor), to look after candidates, bring them to the interview rooms and take messages but not to interview them. On the day accommodation arrangements should be checked to ensure that facilities needed are in place, e.g. doors are unlocked, sufficient chairs and tables are available, any equipment required (IT equipment, whiteboard, flipchart, pens) is available and working. Drinking water and glasses should be provided. The Chair of the selection panel and LA representative greet candidates on arrival and introduce them to the governors. The Chair should brief candidates on the format of the day. Candidates are given the opportunity to ask general questions. Arrangements for payment of travel expenses should be explained. The selection panel must nominate a member or delegate to an administrator the task of checking qualification certificates, receive completed CRB forms and checking that appropriate identification has been produced. The programme should then be carried out as agreed at the shortlisting meeting with the candidates returning to their base room between activities. Examples of programmes are given in Appendix G. Care should be taken that the timings in the programme are followed and that the candidates are made to feel that all the activities have been well prepared. Remember that candidates are assessing the school and the governors as much as the governors are assessing them! A poorly planned or executed programme, which gives an impression of inefficiency and disorganisation, could cause candidates to question whether they want the job.

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Decide on timing, order of activities and agree to keep to time. Make sure that the candidates are tested in a number of areas and that the programme is achievable. Finalise the territory to be covered and structure for panel interviews. Agree the questions and the running order. Common topics for panel interviews include curriculum or teaching and learning, leadership and management, community and external relations, pastoral issues. Assessment Agree on a common assessment procedure for all the interviews and activities. This could take the form of a grid with scores or grades or be done through interviewer’s notes. Here is a suggested assessment grid using the same 5 part scale used previously in the shortlisting process. Other examples can be found in Appendix N. Activity with

Children Presentation Curriculum

Panel Interview

Leadership & Management Panel Interview

Total Score

F Bloggs 4 3 4 5 16 A N Other 3 4 3 4 14

STEP 7 Checklist The Chair of governors and administrator organise venue(s) for interview day(s). The administrator organises the equipment for presentations etc. The panel agrees the assessment grids. The administrator organises refreshments for day including lunch. The administrator organises car parking. The Chair of Governors briefs school staff and other governors (not on selection

sub-committee) on arrangements. The administrator checks on candidates accepting invitation to interview and

adjusts programme for the day. The administrator notifies all governors and LA staff of final arrangements. The panel finalises questions for panel interviews and agrees assessment

procedure. The panel nominates someone to check candidates’ qualifications and

identification on the day.

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STEP 8 Making the final selection Following the programme of panel interviews and other selection activities the panel must discuss and decide which candidates are to be interviewed in a second stage or final interview. The Chair or LA representative conveys decisions to all candidates and offers arrangements for debriefing to those not invited to go forward. A final interview should generally only be offered to candidates if governors are seriously considering appointing them to the post. If there is no unanimous agreement about which candidates this might be, it is wiser to err on the side of giving candidates the benefit of the doubt. The Chair can create a positive rapport by: Providing the candidate with an outline of the format the interview will take. If a presentation is given first, focusing the initial questions on the content. After the questions offering the candidate the opportunity to volunteer additional

information. Asking whether the candidate has any more questions. Confirming that the candidate will accept the post if offered it. Thanking the candidate for attending the interview. Saying what happens next – e.g. telephone call later in the day or a letter in the next

few days. A key element of Safer Recruiting involves assessing all candidates’ attitudes and commitment to safeguarding children. The Children's Workforce Development Council on-line training which one member of your panel must have undertaken gives examples of: The different questions you might ask to test this. The way you might judge different responses. Different follow-up questions appropriate to your previous judgement. The way you might judge different responses to the follow-up. and whether you might ask another follow-up question or move on having gained sufficient information. Before candidates leave their interview ensure that the following have been seen: their certificates of professional qualifications. and received: completed CRB forms (and checked identity as required). paper copies of the application forms that have been submitted electronically have been

signed by the applicant.

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After the final interview the assessment session should be led by the Chair of Governors or the Chair of the selection panel. In making the final assessment of the candidates all the elements of the selection process need to be assessed i.e. The application form and letter. Any written exercises such as in tray exercises. Psychometric tests. Presentations. Panel interviews. Teaching sessions. Activities with children. It is useful to have a board so that all the points/scores taken from the individual assessment grids can be collected and totalled and the strengths and weaknesses of the different candidates delineated. Examples of summative assessment sheets can be found in Appendix N. The final judgement should be based on how closely the candidate meets the selection criteria, and how he/she will fit into the existing team of staff and governors of the school. Governors will need to consider the blend of knowledge, qualifications, skills and personal qualities set out in the selection criteria in order to decide on the closest match. The process of selecting a headteacher will inevitably never be purely scientific but should be based on careful and thorough analysis of the evidence accumulated on the candidates throughout the selection process. The governors should be able to justify their decision if challenged hence the importance of the interview record. Please note that if the governing body chooses to disregard the advice of the LA representative and/or Diocesan Adviser not to appoint a particular candidate, this advice should be conveyed to all the governors prior to ratification of the decision by the governing body and will be confirmed in a letter to the Chair of Governors. Internal candidates should be offered the same opportunities for debriefing as other unsuccessful candidates. An internal candidate clearly possesses knowledge of the school that is unlikely to be known by external candidates. This will be reflected in his/her answers to questions, and interview panels need to take this into account when weighing up the quality of answers. An internal candidate should be able to offer evaluative insight into issues, and to include greater detail of current practices in their answers. Internal candidates should be asked the same questions as external candidates, although the follow up questions and probes may be different. If no suitable candidate is chosen, the governors will need to re-examine the job description, selection criteria and other elements of the process in order to pinpoint the reason for not appointing. Were the selection criteria clearly defined? Was the advertisement wrongly targeted? Was sufficient time allowed for the process?

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STEP 8 Checklist The Chair of Governors welcomes candidates and explains arrangements for day(s). The Chair of Governors ensures that the timetable of the day(s) run(s) to time. The selection panel selects the final shortlist by evaluating outcomes of selection

processes so far. The selection panel agrees the structure and questions for the final interview. The selection panel assesses collectively the contents of individual governor

assessments of finalists accumulated throughout the process. The panel decides which candidate to appoint. If no candidate can be appointed the panel must evaluate the reasons for the failure to

appoint.

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STEP 9 Submit recommendation to the governing body

for ratification and offer post to chosen candidate Following the conclusion of the selection process and usually at the end of the final interview day, the selection panel should recommend to a meeting of the full governing body its chosen candidate and the reason for the decision. The full governing body will then either ratify that decision or not if it has reservations about the process that has been undertaken. In the case of the latter no appointment would be made and the whole process would need to be repeated and redone after undertaking the analysis recommended in step 8. Once the governing body has ratified the decision, the Chair can then telephone the successful candidate to offer the job subject to medical clearance and enhanced disclosure by the Criminal Records Bureau. The Chair must also telephone the unsuccessful candidates and if they wish, refer them to the LA representative for a verbal debrief at an alternative time. The Chair of Governors needs to complete an Employment Starter/Transfer Form and send it to the LA (Pay and Employment Information Team, Oxfordshire Customer Services) together with completed CRB form. These are available on the Oxfordshire Intranet at Schools HR under ‘HR forms and pay information’.

STEP 9 Checklist The selection panel makes recommendation of appointment decision (or

not) to full governing body for ratification. The Chair of Governors offers post to successful candidate. The Chair of Governors informs schools staff, students, parents and the

wider community of the governing body decision.

Examples of letters at Appendix W and Appendix U

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STEP 10 Afterwards Confirmation of appointment The offer of the post should be confirmed in writing by the Chair of Governors with a copy to the LA. (See example at Appendix U.) A contract of employment will be issued to the chosen candidate once the following have been received: Employment Starter/Transfer form submitted by governors. Letter of acceptance submitted by the candidate. Medical and CRB clearance received. Letters must be sent also to the unsuccessful candidates thanking them for attending. (See the example at Appendix U.) Induction and support The governors have a responsibility for monitoring the induction. This must include conveying a clear message about how the school maintains a safeguarding culture. In addition, Oxfordshire offers a full programme of induction and support for new headteachers. The programme includes courses in key areas such as data analysis, budget planning, personnel, SEN funding and Health & Safety.

STEP 10 Checklist

Governors submit the Employment Starter/Transfer form to LA. The Chair of Governors request written confirmation of acceptance from the

candidate. Letters sent to unsuccessful candidates. LA sends letter of appointment and contract to appointee. Governors plan induction and support.

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Health Warning for Governors Remember if you try to take short cuts in the process you may make more work for yourselves in the long run and end up with either no appointment or the wrong appointment. There is a checklist to avoid the pitfalls.

Getting it Right – Dos and Don’ts 1. Do produce a job description and selection criteria which have been written to

reflect the needs of the school. 2. Do include all vital information in the applicant pack that might encourage more

candidates to apply. 3. Do be careful with the advertising. Don’t produce an advertisement that is too dull

or misleading and invites the charge of being discriminatory. 4. Do remember to consult all the interested parties including staff, other governors,

the wider community, parents in producing the job details, and to include them where possible in the selection process.

5. Do take note of the advice of the LA and/or Diocese – they have a lot of

experience from which you can benefit. 6. Do remember to give candidates opportunities to ask questions on the interview

days. 7. Do produce a selection programme that is probing and stimulating but not too

complicated. 8. Do be organised on the interview days and manage the timetable so that the

whole process runs to time. 9. Do remember to communicate progress on the selection process and the final

decision to all the interested parties as described in point 4. 10. Do ensure that Safer Recruitment strategies are integrated into every step of your

recruitment process. 11. Don’t think that you can recruit a good candidate in 3 weeks or less – allow at

least 6 weeks for the whole process. 12. Don’t allow governors and advisers to dip in and out of the process – the rule is

that only those who shortlist can make the final selection. 13. Don’t appoint at the wrong point on the salary scale.