Assistant Headteacher (SEND & Inclusion)

What we are looking for:

• A school leader with experience of successfully leading teams of staff who provide an exceptional educational experience for all.
• A leader who roots their practice in the school’s values.
• An educationalist with experience of providing an exceptional education for students with SEND.
• An educationalist who understands the challenges and opportunities for neurodivergent children.
• A reflective and forward-thinking professional who aspires for their practice to continually improve, not because it needs to, but because growth is always possible and desirable.

Key areas of responsibility:

Acting as the principle, named, SENDCo to ensure we meet the needs of pupils with EHCPs and those on SEN support

• Fulfil statutory duties in line with the SEND Code of Practice.
• Ensure high-quality, inclusive, adaptive teaching and targeted interventions are in place.
• Promote an inclusive school culture where all pupils feel valued and supported.
• Monitor and address barriers to learning, particularly for disadvantaged and vulnerable groups.

• Lead, develop and oversee the school’s Inclusion Strategy.
• Lead the development and implementation of the school’s Behaviour Policy.
• Promote a positive, consistent, and restorative approach to behaviour management.
• Develop and implement strategies to improve whole-school attendance.
• Monitor attendance data, identifying patterns of absence and taking appropriate action.
• Act as Early Help Lead, coordinating support for pupils and families in need of early intervention.
• Work as part of the Safeguarding Team, as a Deputy Designated Safeguarding Lead.
• Provide training and professional development for staff in areas of responsibility.
• Line manage relevant staff, including SEND support.
• Support staff in implementing inclusive and effective classroom practices.
• Build strong relationships with parents, carers, governors and external agencies.

The Assistant Headteacher will:

• Model high professional standards.
• Act as a lead practitioner.
• Support whole-school evaluation and improvement planning.
• Undertake delegated leadership responsibilities in the absence of senior leaders.