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Information for
Candidates
Ruislip High School’s journey
began when the school opened
its doors to its first cohort of
one hundred and fifty Year 7
students in September 2006.
The expansion of the school has
continued with the Year 7 intake
increasing to one hundred and
eighty students in September
2012.
The school was judged to
be ‘outstanding’ by Ofsted
in November 2007 and June
2011, where unique features,
such as the pastoral system,
were acknowledged in helping
to create a strong community
ethos.
‘From grass roots,
to reaching for the sky
About Us
Ruislip High School is situated in the London Borough of Hillingdon and is close to excellent transport
links. It occupies newly opened buildings on a green field site and is served by good primary schools.
In June 2013, Ruislip High school
secured a strong set of external
examination results. 83% of all
students attained five or more GCSE
qualifications (or equivalents) at
grades A*-C and 62% when including
English and Mathematics.
Mathematics had some particularly
strong results with 80% of students
achieving A*-C grades, while 86% of
GCSE students achieved two A*-C
grades in Science. Other curriculum
areas also excelled with 54% of
all students who studied Spanish
achieving A*-A grades and 45% of
all students who studied History
achieving A*-A grades.
Individual GCSE students also did particularly well with fifteen students achieving eight or more A*-A
grades including two students who achieved ten A*-A grades.
At A level, 79% of all grades awarded were A*-C with an average point score of 822 which places the
school at the top end of Hillingdon Schools. Ruislip High School achieved an AS Alps value-added
score of 2 in 2013, which places the school in the ‘outstanding’ category and in the top ten percent of
schools.
Subject Information
The curriculum offered at Ruislip High School is a balance between traditional subjects combined with some
vocational subjects at Key Stages 4 and 5.
Key Stage 3
In Year 7, students are taught in their form class for all subjects except Design and Technology (smaller classes).
Whilst some secondary schools set students in English and Mathematics from Year 7, Ruislip High School
believes in allowing students to benefit from mixed-ability teaching whilst they adjust to their new school. The
school’s priority in Year 7 is to ensure all students make a successful transition to secondary education. The
school’s teachers are highly skilled at ensuring that all students fulfil their potential in lessons and are able to
differentiate lessons to ensure that all students are challenged and make the expected progress.
In Year 8, students are set for English and Mathematics. For Languages, students are banded from Year 8 for
French or Spanish.Therefore, as students progress through the school, they have fewer lessons with their form
class; this prepares them for Key Stage 4 where only Cultural Studies is taught in form groups.
The curriculum at Key Stage 3 is as follows:
• English
• French or Spanish
• Mathematics
• Art
• Science
• Music
• Design and Technology
• Information Communication Technology (ICT)
• Geography
• History
• Physical Education (PE)
• Education (RE), Personal, Social and Health Education)
• Cultural Studies (Citizenship, Religious
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Key Stage 4
In Year 9, students are supported through the progress of selecting their options for Key Stage 4 at Ruislip
High School; the process begins early so that there is plenty of time to allow students and parents to make
this important decision. The school recognises that this is an important time for all students and is therefore
committed to providing support and guidance to ensure each student makes the right choice for his/her future.
The option booklet provides comprehensive information about the different courses; in addition, four pathways
have been set up to help guide students and parents, which are as follows:
Pathway 1 – English Baccalaureate:
GCSE Mathematics, English Language, English Literature, Triple Science, Short Course RE, Cultural Studies (Asda
n Certificate of Personal Effectiveness (CoPE) award) and core PE. Students also choose one Modern
Foreign Language, one Humanities (History or Geography) and any other two GCSEs from the
optional courses.
Pathway 2 – Full GCSE Course:
In addition to GCSE Mathematics, English Language, English Literature, Triple or Double Science, Short Course
RE, Cultural Studies (Asda n CoPE award) and core PE, students choose any four GCSEs from the optional
courses.
Pathway 3 – Mixed GCSE and BTEC Course:
In addition to GCSE Mathematics, English Language, English Literature, and Science (Double Science or BTEC),
Short Course RE, Cultural Studies (Asda n CoPE award) and core PE, students choose one BTEC option and any
three GCSE options.
Pathway 4 – Reduced GCSE and BTEC Course:
In addition to GCSE Mathematics, English Language, English Literature, and Science BTEC, Short Course RE,
Cultural Studies (Asda n CoPE award) and core PE, students are provided with additional staffed study support
time and choose one BTEC option plus two further GCSE courses.
Optional Courses:
GCSE: Art, Business Studies, Child Development, Drama, Food Technology, French, Geography, History, Graphics,
History, ICT, Latin, Media Studies, Music, Physical Education, Resistant Materials, Spanish and Textiles.
BTEC Level 2: Travel and Tourism
Key Stage 5
The Ruislip High School Sixth Form started in September 2011 and the curriculum offered is as follows:
AS / A2 Level courses at Ruislip High School:
• Art
• History
• Biology
• ICT
• Business Studies
• Mathematics
• Chemistry
• Media Studies
• Drama
• Physics
• English Language
• Psychology
• English Literature
• Sociology
• Food Technology
• Product Design - Graphics
• Further Mathematics
• Product Design – Resistant Materials
• Geography
• Textiles
BTEC Level 3 courses at Ruislip High School:
• Travel and Tourism
• Physical Education
AS Level courses at Bishop Ramsey School:
• Economics
• Photography
• French
• Spanish
• Physical Education
The school encourages all students to take four subjects in Year 12 (minimum of three) and the majority of
students continue with three into Year 13. In addition, all students are encouraged to take the Extended Project
Qualification (EPQ) which is equivalent to one AS Level and highly respected by the Russell Group universities.
The students begin their research in the summer term of Year 12. The school is in a Sixth Form partnership with
Bishop Ramsey School where students are able to study a subject that is not offered by Ruislip High School.
Job Information
Job Description
Job Title: Teacher Of Science
Reports To: Curriculum Leader of Science
Salary: MPS – There is a possibility of a responsibility allowance for a suitably qualified candidate
Date: Autumn, 2014
Purpose of the Job
To teach science and help with the promotion of science throughout the school. The successful candidate will deliver all three science disciplines to students across Years 7 to 11, and at least one specialism to Key Stages 5.
The successful candidate will advise and assist with the development of the science curriculum. This position offers a unique opportunity for teachers wishing to enhance their knowledge and experience about curriculum development within science.
Duties
In accordance with the Education (School Teachers Pay and Conditions of Employment) Order, the duties as set out in the Conditions of Employment of School Teachers under Section 3.
Key Responsibilities
1. To be part of the team of teachers in Science
2. To assist in the organisation of student grouping within the subject area
3. Develop innovative, traditional and non-traditional approaches to the Science curriculum 4. To assist in the development and deployment of resources as appropriate
5. To co-operate with procedures to monitor the quality of teaching and learning outcomes throughout the subject area.
6. Attend parental consultation sessions and keep parents informed about their child’s progress 7. To be a form tutor, actively promoting and assisting with the academic and pastoral development of students
Review of Duties
In view of the special circumstances of Ruislip High School, the specific duties attached to any teacher are subject to constant review and may, after discussion with the Head Teacher, be changed.
Department Information
The Science Department embodies the School’s aims which can be found in the Staff Handbook. In conjunction with these, the Science Department would aim:
a. to introduce students to the activities and methods of science which include: i. Practical - observation, accurate measurement with appropriate instruments ii. Communication- oral, written, diagrammatic, graphical
iii. Information Handling- recording, tabulating, analysing and evaluating data, identifying patterns
iv. Problem-solving - identifying problems, formulating testable hypotheses, predicting outcomes, designing and preparing controlled investigations, seeking to find patterns
v. CT- practical problem solving using IT, control using IT, data logging using appropriate sensors, analysis of data using b. to develop scientific concepts
c. to analyse critically scientific issues
d. to encourage respect for the environment and to appreciate the social and industrial contexts in which science is applied e. to present science in a manner that promotes interest and curiosity
f. to encourage students to realise their potential
Objectives
a. students experience a range of different teaching and appropriate learning strategies b. students have the opportunity to develop through working individually or in groups c. students experience experimental work to develop their own practical skills
d students have the opportunity to realise their own potential in science e the rate of learning is appropriate to the development of the students f. learning activities are stimulating, challenging and enjoyable
g. students have due regard for the safety of themselves and others
The Science Department at Ruislip High School comprises of a Director of Faculty, seven Science teachers and two Science technicians. The team work closely with each other to share resources and good practice. There are seven laboratories within the department all of which are fitted with Interactive White Boards.
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In Key Stage 3 (Years 7, 8 and 9) students are taught all three Science disciplines in line with the National Curriculum, supported by ‘Exploring Science’. Students in Key Stage 4 (Years 10 and 11) are offered three pathways which are Triple Science (the most able), Core and Additional Science.
The Science department is one of the most successful departments in the school as evidenced by our Raise on line and ALPS data. All three disciplines are very popular at A ‘Levels and the numbers for 2014/2015 continue to be promising.
Curriculum
KS3 - Full time science teachers, when appointed, are usually expected to teach KS3 Science
Teachers are expected to teach lessons which develop abstract thinking. The department is heavily involved in the development of CASE across the Key Stage 3 Science curriculum.
1. An introduction which sets the scene (concrete preparation) 2. A puzzle or challenge which needs to be solved (cognitive conflict)
3. Group-work and discussion where pupils share ideas for solutions (social construction) 4. Learners explaining the thinking which gave the answer (metacognition)
5. Learners making links to everyday applications of the ideas discussed (bridging)
KS4 - Teachers will teach their subject specialism plus their second subject specialism from Y10 to Y11 (Triple, Core, Additional and BTEC Science). The Science department also offers vocational courses at KS4 (BTEC Science).
KS5 - Teachers will teach their subject specialism in Y12-13
Person Specification
Qualifications Essential Desirable A I R
1. Qualified teacher status ✓ ✓
2. Degree or equivalent ✓ ✓
3. A higher Degree ✓ ✓
4. Experience in more than one school (or experience of different school contexts
whilst training) ✓ ✓
5. Evidence of further professional development in subject area ✓ ✓
6. Evidence of other further professional development ✓ ✓
Professional knowledge and understanding, skills and attributes: Essential Desirable A I R
7. An understanding of the characteristics an effective school ✓ ✓ ✓
8. Specific evidence of successful classroom teaching ✓ ✓ ✓ ✓
9. A commitment and thorough understanding of how his/her subject specialism should
be taught & an understanding of the National Curriculum - content and assessment ✓ ✓
10. The ability to achieve challenging professional targets/objectives. The ability to develop and implement policy and practice which reflects the school’s commitment to
high achievement
✓ ✓ ✓ ✓
11. The ability to analyse, understand and interpret data and information ✓ ✓
12. The ability to judge when to make a decision, when to consult and when to defer
to a senior member of staff ✓ ✓ ✓
13. The ability to promote the ethos aims and objectives of the school to the wider community ✓ ✓ ✓
14. The ability to prioritise own time, work under pressure and meet deadlines with a
sense of balance and perspective ✓ ✓ ✓
15. The ability to use ICT to enhance and support teaching, learning and management ✓ ✓
16. Evidence of involvement and understanding of pastoral needs of students ✓ ✓ ✓
17. Evidence of working in a range of different school contexts ✓ ✓ ✓
Personal skills and attributes: Essential Desirable A I R 18. Decision-making skills - the ability to investigate, solve problems and make decisions ✓ ✓
19. Communication skills ( both orally and in writing ) – the ability to make points
clearly and understand the views of others ✓ ✓ ✓
20. Ability to develop new ideas ✓ ✓
21. Personal impact and presence ✓ ✓ ✓
22. Energy, determination and perseverance ✓ ✓
23. Self-confidence, enthusiasm and commitment ✓ ✓
24. Reliability and integrity ✓ ✓ ✓
Note - The duties required of all teachers under Pay and Conditions legislation are a necessary part of this job description. This job description is not necessarily a comprehensive definition of the post. It will be during the first year and will be subject to modification and amendment after consultation with the postholder.
Bold Statements are the main criteria used for shortlisting.
Non-bold statements are subsidiary criteria used for further refining the shortlist.
Exam Results
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Exam Results
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Year 13
Avergae total point score: 817 Percentage of A* - C grades at A level: 79%
National Average 2012: 759 National data 2012: 77%
Year 12
Percentage of A* - C grades at A level: 60%
National data 2012: 57%
Year 11
Percentage of studens attaining five or more GCSEs or equivalent grades A* - C: 84%
National data 2012: 81%
Percentage of students attaining five or more GCSEs or equivalent grades A* - C
including English and Maths: 62%
National data 2012: 59%
National data from 2012 is used as it has been validated; 2013 data was not available at the time of publication.
Summary data - Exam Results Summer 2013
How to apply
If you would like to apply for this vacancy, please download a Teaching Staff application form from the
school website.
Applications should be returned to Sally Barwick, HR Manager, Ruislip High School, Sidmouth Drive, Ruislip,
Middlesex, HA4 0BY or via email to [email protected]
CLOSING DATE: Midday on Monday 3rd March, 2014
Interviews are scheduled for the week beginning 10th March 2014.
The school is committed to safeguarding and
promoting the welfare of young people and expects
all members of staff to share this commitment. An
enhanced DBS disclosure is required for all posts.
Staff Information
Senior Leadership Team
Headteacher - Dr Martina Lecky
Deputy Headteacher - David Rich
Deputy Headteacher - Gareth Davies
Assistant Headteacher - Nadira Morris
Assistant Headteacher - Sue Davison
Assistant Headteacher - Jo Cotton
Acting Senior Teacher KS3 -Marie Coltman
Acting Senior Teacher KS5 - Mike Griffin
Heads of Department
Scool Director of Science - Remi Moynihan
Joint Head of Biology - Dr Martin Grundy and Kenneth Maclean
Key Contact
HR Manager, Sally Barwick - Tel: 01895 464064 / email: [email protected]
Above and Beyond Scheme
The Above & Beyond Programme provides a wide range of exciting extra curricular
opportunities for all students in Key Stages 3 & 4. The staff at Ruislip High School
have worked together to produce a timetable of over thirty clubs and societies
that aim to provide students with the opportunity to supplement their academic
endeavours as well as their physical fitness and stamina.
Above & Beyond is continuing to grow in both its provision - with the addition of new activities each term and
its popularity with students. The Spring Term will see the majority of Key Stage 3 participating in at least one
activity per week; this is testament to the caliber of the activities that the staff at Ruislip High School work
tirelessly to provide.
The school encourages staff to support this scheme by either leading an activity and/or being in a suprvisory
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How to Find Us
Ruislip High School, Sidmouth Drive, Ruislip, Middlesex HA4 0BY
By Car
- Take the Polish War Memorial
exit on the A40 and travel along West
End Road. Sidmouth
Drive will be on your right once you
pass Ruislip Gardens tube station.
By Tube
- The closest tube station is
Ruislip Gardens on the Central Line.
By Bus
- The 114 and the E7 both
stop close to Sidmouth Drive and are
a few minutes walk away from
the school.
Ofsted 2011
Child Protection Policy
Ruislip High School fully recognises its responsibilities for child protection. Our policy applies to all staff, governors and volunteers working in the school. There are five main elements to our policy:
• Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children. • Raising awareness of child protection issues and equiping children with the skills needed to keep them safe. • Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse. • Supporting pupils who have been abused in accordance with his/her agreed child protection plan.
• Establishing a safe environment in which children can learn and develop.
We recognise that because of the day-to-day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:
• Establish and maintain an environment where children feel secure, are encouraged to talk and are listened to. • Ensure children know that there are adults in the school whom they can approach if they are worried.
• Include opportunities in the PSHE curriculum for children to develop the skills they need to recognise and stay safe from abuse.
We will follow the procedures set out by the Area Child Protection Committee and take account of guidance issued by the Department for Education and Skills to:
• Ensure we have a designated senior person for child protection who has received appropriate training and support for this role.
• Ensure we have a nominated governor responsible for child protection.
• Ensure every member of staff (including temporary and supply staff and volunteers) and governing body knows the name of the designated senior person responsible for child protection and their role.
• Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection.
• Ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
• Notify social services if there is an unexplained absence of more than two days of a pupil who is on the child protection register.
• Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences.
• Keep written records of concerns about children, even where there is no need to refer the matter immediately. • Ensure all records are kept securely, separate from the main pupil file, and in locked locations.
• Develop and then follow procedures where an allegation is made against a member of staff or volunteer. • Ensure safe recruitment practices are always followed.
We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn. We will endeavour to support the pupil through:
• The content of the curriculum.
• The school ethos, which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
• The school behaviour policy, which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
• Liaison with other agencies that support the pupil such as Social Services, Child and Adult Mental Health Service, Education Welfare Service and Educational Psychology Service.
• Ensuring that, when a pupil on the child protection register leaves, their information is transfered to the new school immediately and that the child’s social worker is informed.
