Head of Aspire Department

Are you an inspirational leader who believes that every child—regardless of their starting point—deserves a seat at the table?

Following the promotion of our current post-holder to Deputy Head, we are looking for a visionary Head of Aspire to lead our unique transition provision. At Clare Mount, we don’t just teach; we empower pupils with MLD and ASC needs to see themselves as role models and catalysts for change.

The Role: Why 'Aspire'?

Our Aspire provision caters for a small number of pupils with slightly more complex or multiple needs, or those who have experienced emotional barriers to school attendance, but are not ready for school and ready to learn. It is designed for those pupils who find the transition to secondary school most challenging, and / or those that need longer to learn to regulate their emotions. Our mission is simple yet profound: we ensure every child feels settled, safe, and seen.

As Head of Aspire, you won't just be managing a department; you will be architecting the bridge between a pupil’s anxiety and their future success.

Your Impact

• Lead with Heart: Guide a dedicated team across four classes (Years 7–11), fostering an "I can" mentality that ripples through the whole school.
• Innovate the Curriculum: Work closely with our admissions team to design bespoke, engaging learning pathways that adapt to individual cognitive and emotional needs.
• Champion Belonging: Ensure every pupil finds their voice within our House system, moving from a specialised environment to active participation in whole-school life.
• Drive Transition: Turn "accessing the curriculum" from a hurdle into a milestone, helping pupils move toward academic or nurture pathways as their confidence grows.

Who You Are

You are a talented, innovative professional who doesn't settle for "good enough." You likely have:

• A proven track record of supporting pupils with SEND/ASC to achieve remarkable outcomes.
• The leadership experience (or the clear potential) to step into a high-impact role and hit the ground running.
• A belief that emotional self-regulation and self-care are the bedrock of academic achievement.