Head of Secondary Mathematics

Description & Requirements

Role Description

JOB TITLE

Head of Mathematics (Secondary School)

DEPARTMENT

Mathematics

LOCATION

Shanghai

Reports to

Deputy Head (Academic) of Secondary School

Direct report

Head of KS3 Mathematics

Management responsibility

Overall leadership and performance management of the Secondary School Mathematics Department.

OBJECTIVES

 The Head of Mathematics (Secondary School) is responsible for leading and developing high-quality Mathematics provision across Years 7–13, ensuring that all pupils make strong progress and achieve their academic potential. The post holder will drive an ambitious, inclusive and data-informed departmental strategy, ensuring a coherent curriculum, excellent teaching, effective assessment and strong academic progression.

The curriculum encompasses the English National Curriculum, IGCSE Mathematics and IB Diploma Programme Mathematics. The Head of KS3 Mathematics reports directly to the Head of Secondary Mathematics and leads day-to-day KS3 provision, while the Head of Secondary Mathematics retains overall accountability for curriculum coherence, teaching quality and pupil outcomes across Years 7–13.

The role includes departmental staff development and appraisal, budget management and timetable coordination. A particular priority is to develop advanced mathematical learning pathways and provide academic support for pupils aspiring to study Mathematics and related disciplines at leading universities, including but not limited to Oxbridge. This includes tailored advanced study, STEP and TMUA preparation, and the development of mathematical thinking required for university-level study.

KEY RESPONSIBILITIES

Mathematics Strategy, Curriculum & Progression

• Lead the design, implementation and review of an ambitious Years 7–13 Mathematics curriculum aligned with the school’s ethos, academic priorities and relevant examination requirements.
• Develop and maintain coherent schemes of work across the English National Curriculum, IGCSE Mathematics and IBDP Mathematics, ensuring appropriate sequencing, depth, challenge and progression.
• Line-manage the Head of KS3 Mathematics, establishing clear objectives, delegated responsibilities and regular review arrangements.
• Work with the Head of KS3 Mathematics to secure strong foundations in Years 7–9 and effective progression into IGCSE and post-16 Mathematics.
• Maintain overall oversight of curriculum delivery, teaching quality and pupil outcomes across the Secondary Mathematics Department.
• Review examination specifications and liaise with relevant examination boards to ensure provision remains current and compliant.
• Ensure curriculum pathways provide appropriate support and challenge for pupils with different starting points, learning needs and academic aspirations.

Advanced Mathematics, Enrichment & University Preparation

• Lead a structured programme of mathematical enrichment and advanced study for pupils aspiring to Mathematics and related degree programmes at leading universities, including but not limited to Oxbridge.
• Develop pupils’ mathematical reasoning, proof, abstraction and ability to solve unfamiliar, multi-step problems independently.
• Use diagnostic assessment and ongoing review to identify pupils’ strengths, gaps and readiness for advanced mathematical study.
• Adapt the content, sequencing, pace and resources of advanced learning programmes to meet individual needs, extending beyond examination specifications while maintaining secure foundations.
• Provide academic mentoring and mathematical admissions interview preparation, helping pupils explain, justify and critically evaluate their reasoning.
• Work with the Higher Education team to support appropriate course choices and academic preparation for Mathematics and mathematically demanding related disciplines.
• Keep university preparation aligned with current course entry requirements, admissions assessments and interview expectations, including but not limited to STEP and TMUA.
• Develop mathematical competitions, problem-solving groups, independent study and university engagement opportunities. 

• Evaluate the impact of advanced provision using pupil progress, admissions assessment performance and aggregated university application and offer outcomes, recognising the contribution of pupils and other colleagues.

Assessment, Data & Reporting

• Establish consistent assessment, standardisation and moderation practices across the department.
• Track and analyse pupil attainment and progress, identifying misconceptions, underachievement and opportunities for further challenge.
• Translate assessment evidence into clear teaching priorities, targeted intervention and appropriate enrichment.
• Work with the Head of KS3 Mathematics to ensure assessment information supports effective transition between key stages.
• Maintain accurate pupil records and oversee timely, clear and evidence-based academic reporting.
• Produce annual analyses of public examination results and departmental outcomes for senior leadership review.
• Communicate effectively with parents regarding pupil progress, assessment outcomes, curriculum pathways and additional academic support.

Teaching & Learning Quality

• Model excellent Mathematics teaching and maintain high expectations for achievement, engagement and behaviour.
• Promote teaching that develops conceptual understanding, procedural fluency, mathematical reasoning and problem-solving.
• Monitor teaching quality through lesson observations, learning walks, work scrutiny, pupil voice, homework, and progress reviews; provide constructive and actionable feedback.
• Embed effective differentiation, scaffolding and extension to support curriculum access and appropriate challenge.
• Work with the Head of KS3 Mathematics to maintain consistent teaching and learning expectations across Years 7–13.
• Ensure effective implementation of the school’s behaviour policy and support colleagues in maintaining productive learning environments.
• Maintain a teaching commitment appropriate to the role and agreed with the Deputy Head (Academic) of Secondary School.

Staff Development (CPD), Coaching & Performance Management

• Lead departmental staff induction, professional development and annual appraisal in accordance with school policy.
• Set and review objectives for the Head of KS3 Mathematics, supporting their professional growth and effectiveness as a phase leader.
• Identify individual and departmental development needs and provide appropriate coaching, mentoring and professional learning opportunities.
• Design and facilitate CPD in Mathematics pedagogy, curriculum planning, assessment and advanced mathematical problem-solving.
• Develop departmental capacity to support demanding post-16 Mathematics and university admissions preparation.
• Promote collaborative planning, resource sharing and the exchange of effective practice within the department and across the wider Wellington College China network.
• Delegate responsibilities appropriately to develop leadership capacity and support succession planning.

Inclusion, Well-being & Pastoral Collaboration

• Promote a strong sense of belonging, confidence and positive mathematical identity for all pupils.
• Collaborate with ELL, Learning Support and pastoral teams to address language, learning and well-being needs affecting mathematical progress.
• Ensure access to advanced pathways and enrichment is fair, evidence-informed and regularly reviewed.
• Support effective transitions from Primary to Secondary, between key stages and into higher education.
• Build constructive relationships with families to support pupil learning and informed curriculum choices.
• Balance academic ambition with pupil well-being, particularly during examination and university application periods.

Departmental Leadership, Budget & Timetable Coordination

• Lead regular departmental meetings, maintain accurate records and monitor agreed actions.
• Develop and manage the departmental budget in line with school procedures and academic priorities.
• Oversee the effective use of departmental resources, learning platforms, equipment and facilities.
• Coordinate Mathematics timetable requirements with Deputy Head (Academic) of Secondary School, recommending teaching allocations that reflect curriculum needs, staff expertise and pupil pathways.
• Coordinate departmental cover arrangements when required.
• Maintain an up-to-date departmental handbook and accessible curriculum, assessment and operational documentation.
• Advise senior leaders on departmental staffing and resource needs.

BEHAVIOURS: LEADERS AS CHANGEMAKERS

Key Leadership Mindset:

• “Big Picture” Thinking – Balance day-to-day departmental operations with a coherent long-term vision for Mathematics across Years 7–13.
• Servant Leadership – Support colleagues with the guidance, resources and professional trust needed to deliver excellent provision.
• Growth Mindset – Continuously seek better ways to develop curriculum, teaching, assessment and pupil support.
• Mentoring and Coaching – Develop colleagues’ subject expertise, leadership capacity and confidence to fulfil their roles and career aspirations.

The Head of Mathematics should exhibit a combination of strategic, analytical, operational and people leadership behaviours. The following behaviours are essential for success in this role:

Data-Driven Decision-Making:

• Analytical Thinking: Interpret attainment, progress, examination and university preparation data and translate findings into practical actions.
• Evidence-Informed Evaluation: Use a balanced range of evidence to evaluate impact, recognising pupil starting points and the wider context of outcomes.

Strategic Leadership:

• Visionary Planning: Align departmental development with the school’s academic goals, connecting strong foundations with advanced study and university readiness.
• Stakeholder Communication: Present clear curriculum and teaching evaluations to support informed decisions by colleagues and senior leaders.
• Proactive Problem-Solving: Identify curriculum gaps, underperformance and barriers to progression and implement appropriate responses.

Operational Excellence:

• Process Efficiency: Maintain clear and effective assessment, reporting and departmental management processes.
• Resource Stewardship: Manage budgets, resources and timetable priorities responsibly.
• Deadline Management: Ensure key academic and operational deadlines are met.
• Legacy: Establish sustainable systems and documentation that support continuity for future staff.

Collaborative & Supportive Leadership:

• CPD & Training: Empower colleagues through professional learning, coaching and constructive feedback.
• Distributed Leadership: Establish clear accountability and effective delegation with the Head of KS3 Mathematics.
• Interdepartmental Coordination: Work effectively with Higher Education, ELL, Learning Support, pastoral teams and senior leaders.

Adaptability & Change Management:

• Responsive to Emerging Needs: Adapt provision to changing pupil needs, curriculum requirements and university admissions arrangements.
• Continuous Improvement: Regularly review and refine departmental practice to improve quality, efficiency and impact.

Ethical & Transparent Leadership:

• Data Confidentiality: Handle pupil and staff information in accordance with applicable data protection requirements and school policies.
• Fairness in Assessment: Ensure assessment, reporting and access to advanced opportunities are consistent and equitable.
• Integrity in Decision-Making: Use evidence objectively and represent teaching and admissions outcomes accurately.
• Values-Led Leadership: Model kindness, courage, integrity, respect and responsibility.

Stakeholder Engagement:

• Leadership & Parent Communication: Provide clear, evidence-based information about Mathematics provision, pupil progress and academic pathways.
• Student-Centred Focus: Maintain pupil learning, well-being and long-term development at the centre of decision-making.
• WCC: Ensure relevant Wellington College China policies and guidance are implemented at school level.

BASIC QUALIFICATION

Education: 

• A Bachelor’s degree in Mathematics or a closely related discipline with substantial mathematical content.
• A recognised teaching qualification.

Further Education and Professional Learning:

• A postgraduate qualification in Mathematics, Mathematics Education or Educational Leadership would be beneficial.
• Evidence of sustained professional learning in Mathematics teaching, curriculum development or educational leadership.

Working experience: 

• Substantial successful experience teaching secondary Mathematics, including examination classes.
• Experience teaching the English National Curriculum and IGCSE Mathematics.
• Successful experience teaching advanced post-16 Mathematics through either IBDP Mathematics, preferably including Mathematics: Analysis and Approaches HL, or A-Level Mathematics and Further Mathematics.
• Candidates whose post-16 experience is primarily in A-Level Mathematics and Further Mathematics will be considered, provided they demonstrate the capacity and commitment to develop expertise in IBDP Mathematics.
• A proven record of effective Mathematics departmental or comparable subject leadership, including staff development, appraisal and departmental management.
• Demonstrable experience preparing pupils for STEP and TMUA.
• A demonstrable track record of supporting successful applications to Mathematics at Oxford and/or Cambridge, with additional experience supporting Mathematics or related applications to other leading universities.
• Experience in an international school setting would be advantageous.

EXPERTISE

• Deep mathematical subject knowledge and the ability to explain and extend demanding mathematical concepts.
• Strong understanding of curriculum progression across Years 7–13, from foundational learning to advanced pre-university Mathematics.
• Expertise in mathematical reasoning, proof and non-routine problem-solving.
• Proven ability to design and adapt advanced learning programmes that address individual needs and prepare pupils for demanding university courses.
• Strong knowledge of STEP and TMUA preparation, with the ability to respond to changes in assessment and admissions requirements.
• Understanding of the academic demands of Oxford, Cambridge and other leading university Mathematics programmes, including mathematical admissions interviews.
• Confidence using attainment and progress data to improve teaching, evaluate intervention and determine appropriate levels of challenge.
• Ability to lead and develop a team, including supporting and holding a phase leader accountable within a whole-department structure.
• Strong organisational skills in budgeting, resource management and timetable coordination.
• Excellent communication and relationship-building skills, with the ability to work effectively with pupils, parents, colleagues and external partners.

OTHER INFORMATION

• The post holder must uphold the highest standards of safeguarding and child protection and comply with all relevant school policies and procedures.
• The post holder is expected to uphold the Wellington Values and adhere to the Staff Handbook and applicable Wellington College China policies.
• Any admissions outcome evidence submitted during recruitment must be anonymised and must not disclose confidential pupil information. Supporting evidence or references may be requested through the school’s recruitment process.
• The post holder will undertake other duties reasonably requested by the school leadership.
• This job description may be reviewed in consultation with the post holder to reflect the evolving needs of the school.

As an employer of choice, Wellington College Education (China) is committed to making professional learning and personal development central to its ethos and approach. WCEC fully recognises its responsibilities for safeguarding children. Our safeguarding policy applies to all staff, governors and volunteers working in the Group.