Principal
University Academy Warrington
Warrington
- Expired
- Job type:
- Full Time, Permanent
- Apply by:
- 11 May 2015
Job overview
University Academy Warrington (UAW)
Are you an experienced Senior Leader looking for a new challenge?
We are looking for dynamic leaders who are committed to improving student outcomes and enthusiastic about working collaboratively across the Trust to ensure every student gets the very best opportunity to succeed.
As a Principal in one of UCAT's Secondary Academies you will be expected to:
- lead the implementation of UCAT's school improvement programme to ensure improved outcomes for all students
- work with the Executive Principal and the UCAT team of Principals to create and develop a culture of continuous improvement across the Trust
Please call Conor Bollins at Educate, our retained consultants, on 0203 422 6511 or email him at conorbollins@educate.co.uk
Closing Date: 11th May 2015
Interviews: 18-20 May 2015
UNIVERSITY OF CHESTER ACADEMIES TRUST (UCAT)
Believe - Belong - Become
www.ucat.chester.ac.uk
01244 512502
About University Academy Warrington
University Academy Warrington first opened its doors in the 1970s in the town of Warrington, Cheshire. Part of the University of Chester Academies Trust, the school is a co-educational secondary school catering for around 450 students in total.
The University of Chester Academies Trust is a relatively small group of around seven schools at both primary and secondary level.
Principal
Misia Barclay
Values and vision
University Academy Warrington seeks to draw as much as possible from its associated academia, with the members of the University of Chester Academies Trust working closely together to share expertise and provide the best possible education.
University Academy Warrington goes to great lengths in order to ensure that students have self-confidence in their own abilities. It offers a curriculum aimed at providing for the varied interests of its students.
Ofsted report
“Pupils benefit from very strong teaching in English. Outcomes in 2016 improved significantly on those in the previous year. Disadvantaged pupils achieve at least as well as others nationally in this subject… This is a very inclusive school where all pupils are valued for who they are. Pupils in the designated provision are particularly well cared for and supported to make good progress.”
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