This job expired on 26 April 2024 – see similar jobs

  • Start date details

    Summer 2/ Autumn 1

  • Closing date

    26 April 2024 at 12pm (midday)

  • Date listed

    5 April 2024

Job details

Job role

  • Assistant headteacher
  • SENDCo (special educational needs and disabilities coordinator)

Visa sponsorship

Visas cannot be sponsored

Key stage

Key stage 3, Key stage 4

Working pattern

Full time: 32.5 hours a week

Contract type


Pay scale

Leadership pay scale 8-12

What skills and experience we're looking for

Assistant Headteacher/ SENDCO

The successful candidate will be passionate about helping every pupil to achieve their ambition, whilst leaving no child behind and will hold safeguarding central to all the systems, processes and strategies at school.

Do you consider yourself an exceptional and dynamic leader with extensive knowledge of the current SEND educational agenda? Are you passionate about school improvement?

As a key member of the Senior Leadership Team under the Head teacher's guidance, your role involves contributing to the development of the school's goals and objectives, creating policies that align with these objectives, and effectively managing staff and resources to achieve them. You will also oversee the progress towards these goals and provide professional leadership in the area of SEND to ensure exceptional teaching quality, improved learning outcomes, and support for all pupils

We are seeking a confident, caring, and creative individual with a strong track record of success in a school setting who understands the difficulties of SEND students accessing the curriculum and will ensure that all special needs provisions are met and that the school provides the best possible SEND education for our pupils. If you believe that you have what it takes to be a part of our dynamic team and bring about improved outcomes for all, then we encourage you to apply for this exciting opportunity.

A visit to our school is highly recommended. We would welcome the opportunity to meet with you and give you a tour of our school. Trafford Alternative Education Provision is committed to safeguarding and promoting the welfare and safety of children and young people. The successful candidate must demonstrate that they are fully committed to our safeguarding policies and procedures. Pre-employment checks and references will be sought and the successful candidate will need to undertake an enhanced DBS Check.

When applying please use the Trafford Application Form provided.

What the school offers its staff

We can offer:

  • a warm welcome from a happy community confident and enthusiastic children who enjoy learning.
  • friendly, hardworking, committed staff.
  • excellent opportunities for continued professional development.
  • a supportive and committed Governing Body.

Further details about the role

Main Purpose of the Post

The role and responsibility of the Assistant Headteacher SENDCo is to support and assist the Executive Headteacher with strategic planning and in managing, leading, and developing the SEND offer at TAEP. The Assistant Headteacher/SENDCo will undertake any professional duties delegated to them by the Executive Headteacher. The Assistant Headteacher/SENDCo is a member of the School Leadership Team who under the leadership of the Headteacher work together to :

  • Formulate the aims and objectives of the school;
  • Establish policies through which they shall be achieved;
  • Manage staff and resources to that end;
  • Monitor student progress towards their achievement.

In conjunction with the Executive Headteacher, the Assistant Headteacher/ SENDCo to provide overall management and leadership of TAEP and take specific responsibility and accountability for the day-to-day management and organisation of TAEP- SEND related matters:

  • As part of the Strategic Leadership Team lead on the implementation of SEND self-evaluation and development of effective plans leading to and sustaining improvement in outcomes for pupils.
  • To be a visible and active presence in the day-to-day management of TAEP
  • Support and implement the vision and ethos of the school.
  • Ensure that the work of the whole school is inclusive and issues are addressed in curriculum meetings
  • To analyse the progress made by SEND students and ensure there are appropriate plans in place to support those students whose progress is limited.

Leadership and Management: Strategic

  • Work with the Senior Leaders and staff on the implementation of the school Strategy, helping to ensure effective development of pupils’ literacy and numeracy.
  • To lead the development, implementation, and review of the school's drive to meet its equalities objectives.
  • Support the Executive Headteacher/ Deputy Headteacher Curriculum/Standards and Quality Assurance to ensure a robust process of identifying children for the SEND register.
  • Use data effectively to identify pupils who are seriously underachieving and where necessary create and implement effective plans of action to support those pupils.
  • Work with the Executive Headteacher Deputy Curriculum / Standards and Quality Assurance to promote an inclusive curriculum.
  • Ensure the effective and efficient management and organisation of learning resources, including ICT allocating available resources with maximum efficiency to meet the objectives of the school and to achieve value for money.
  • To ensure that the curriculum provision, learning opportunities and support for students are appropriate to meet the needs and ambitions of all students and to regularly review, evaluate, and update, taking account of local and national opportunities, policies and statutes.
  • To utilise best practice research evidence, school-based evaluations, and external review to improve the school's inclusion strategy and outcomes for all students.
  • To support, hold accountable, and lead staff to follow inclusive practices ensuring high standards of teaching and learning for all students including those with additional or special educational needs.
  • To analyse the progress made by all groups of students and ensure there are appropriate plans in place to support those students whose progress is limited.
  • To lead the school in developing and delivering excellent inclusive pastoral care and provision for all students.

Specific Areas of Responsibility:

  • Liaise with relevant outside agencies to ensure that individual pupil special educational needs are met effectively and that the requirements of statements of special educational need and Education Health and Care Plans are met fully.
  • Ensure that accurate and detailed records are kept of meetings and discussions with parents and external agencies/providers.
  • Support the monitoring of the effectiveness of individual education plans and arrange and chair annual reviews.
  • Negotiate, provide, and monitor personalised timetables for pupils with specific additional needs.
  • To work with other colleagues to analyse internal data, spot patterns, and trends, to ensure the appropriate provision, interventions, and individual plans for all students including those with identified additional needs.
  • To identify and tackle barriers to learning and engagement, working with staff to implement interventions and evaluating the impact of these.
  • To oversee the mapping of intervention across each year group and quality assure intervention plans so they are fit for purpose and impactful and deliver improved outcomes for all groups of students.
  • To work with the Executive Headteacher, to address the specific needs of students with challenging behaviour presentations
  • To ensure a consistent method of delivering and recording student support interventions/packages and ensure these are monitored, evaluated, and further developed or refined based on their impact.
  • To review current systems, structures, and ways of working in all areas of student support, providing strategic direction for reviews and change, and implementing any changes through carefully planned change management processes
  • To have responsibility for the provision, progress, and outcomes of students with SEND, fulfilling statutory duties regarding the SEND Code of Practice, communicating ambitious expectations for all students with SEND, ensuring the school works effectively with parents/carers and professionals to identify additional needs and providing support and adaptation where appropriate.
  • To work with the HODs to ensure effective provision for students with identified SEND and other identified needs, identifying emergency needs and using resources effectively to deliver a positive impact on student outcomes.
  • To act as the school's Deputy Safeguarding Lead and work closely with the Safeguarding Team to support the development of safeguarding and inclusion across the school.
  • To lead the strategic development of a whole school approach to student mental health and wellbeing.
  • To lead on the school’s Transition strategy ensuring effective transition to post16 education, training or employment.
  • To ensure that EHCP planning processes, including Preparation for Adulthood (PfA), are ambitious, person-centred, lead to excellent outcomes for each student, and support appropriate progression to the next stages of education, training or employment.
  • To oversee the school’s delegated funding for SEND and internal cost centre for Safeguarding
  • Attend child protection and other multi agency meetings, contributing to plans where required.


To plan and prepare schemes of work and complete planning documentation. Plan and monitor coverage, continuity, and progression in Literacy throughout the school. To teach, according to their educational needs, the pupils in your class, including the setting and marking of work to be carried out by the pupils in school and elsewhere.

To promote the intellectual, physical, and personal abilities and aptitudes of the pupils in your class and provide guidance and advice to pupils on educational and relevant social matters.

To make records of and reports on the personal and social needs of pupils.

Evaluate the teaching and learning of literacy in the school through monitoring activities including

  • Lesson observations
  • Work and planning scrutiny
  • Pupil discussions
  • Analysis of results and assessment data
  • Attending planning meetings
  • Leading staff training
  • Informal discussion

Assessment Recording and Reporting

  • To assess, record and report on the development, progress, and attainment of the pupils in your class.
  • To provide or contribute to oral and written assessments, reports and references relating to individual pupils and groups of pupils
  • To use data to improve learning.
  • Ensure a robust system on induction for baseline assessments

Public Examinations

To participate in arrangements for preparing pupils for public examinations, and assessing pupils for the purposes of such examinations recording and reporting such assessments, and participating in arrangements for pupils' presentation for and supervision during such examinations. Oversee and implement assess arrangements.


To participate in arrangements for the appraisal of your own performance.

Further Training and Professional Development

  • To periodically review your methods of teaching and programmes of work.

  • To participate in arrangements for further training and professional development including those aimed at meeting the need identified in performance objectives or in performance statements.

  • To participate in the induction training programme arranged for your benefit.

Curriculum Development

To advise and co-operate with the Headteacher teacher and other teachers on the preparation and development of courses of study, teaching materials, teaching schemes, methods of teaching and assessment and pastoral arrangements.

Discipline, health and safety

To maintain good order and discipline among the pupils and safeguard their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere.

Staff Meetings

To participate in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements


To communicate and consult with the parents/ carers of pupils, schools or outside agencies.

To communicate and co-operate with persons or bodies outside the school and participate in meetings arranged for any of the purposes described above.

Management and Administration

To take such part as may be required of you in the review, development, and management of activities relating to the curriculum, organisation, and pastoral functions of the school.


The post holder must be aware of child protection issues and the need for confidentiality and to identify to the named child protection colleague in school, concerns in respect of individual children.

General Professional Duties

Maintain good order and discipline and safeguard their health and safety among students both within the classroom, school premises and when they are engaged in authorises school activities elsewhere.

To work in accordance with the guidelines set down in the school Health and safety policy and specific faculty areas.

To promote Trafford Alternative Provision’s values and ethos.

To work actively to create and promote an engaging learning environment for all students at Trafford’s Alternative Provision.

Carry out other specific duties as directed by the Headteacher.

Directed time as and when advised by the Executive Headteacher.

School Culture and Behaviour

Create a culture where students experience a positive and enriching school life Uphold educational standards to prepare students from all backgrounds for their next phase of education and life and ensure a culture of staff professionalism


  • To actively promote and maintain positive relationships with parents and other schools to raise the profile of the TAEP in the local community.
  • To assist the Executive Headteacher in developing and maintaining the values-based ethos of the school and to nurture relationships between management committee member's leadership, staff, parents, students, and outside agencies.
  • Communication and partnership work with colleagues from the Local Authority, mainstream schools, special schools, and academies with colleagues in CAMHS and Children's Services
  • Liaise closely with other agencies, in respect of their views and their needs
  • Promote and develop close multi-agency work, in line with safeguarding guidance

Maintaining Professional Competencies

  • To operate within agreed legal, ethical and professional boundaries when working with children and those involved with them.
  • Ensure own professional competence remains sufficient to provide effective support by seeking support for your practice and development.
  • To attend training and professional development sessions.
  • Support for Trafford Alternative Education Provision
  • Be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality, and data protection, reporting all concerns to an appropriate person.
  • Be aware of, and support differences, ensuring all pupils have equal access to opportunities to learn and develop.
  • Contribute to the overall ethos/work/aims of the school
  • Appreciate and support the role of other professionals.
  • Attend and participate in relevant meetings as required.

Participate in training and other learning activities and performance development as required.

Training and Development

To identify training and development needs with your manager, taking an active part in your Personal Development and Review Plan. To access development opportunities as they arise and share learning with others and where appropriate, actively encourage a learning environment and development within others.

Multi-agency Working

Trafford for Children and Young People. This requires multi-agency working with partner organisations in order to deliver a more integrated service. As a result of this, the nature of individual jobs may change. Existing duties may be lost and other duties gained without changing the level of responsibility entailed. Post-holders will be consulted at the appropriate time should changes to an individual's post be necessary.

Health and Safety

To operate safely within the workplace with regard to the Council’s health and safety policies, procedures and safe working practices. To be responsible for your own Health and Safety and that of other employees.


To work at all times within the established policies and practices of the Council, within the framework established by the Council Constitution and associated guidance.

Equalities & Diversity

To work within the Council’s Equalities and Diversity Policy, embracing through personal example, open commitment and clear action that diversity is positively valued, resulting in access for all by ensuring fair treatment in employment, service delivery and external communications.

Customer Care

To continually review, develop and improve systems, processes, and services in support of the Council's pursuit of excellence in service delivery. To recognise the value of its people as a resource.


To adhere to Trafford Alternative Education Provision’s policies and procedures on confidentiality and the management and sharing of information.

Trafford Alternative Education Provision is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

This job description is current at the date shown, but in consultation with you, may be changed to reflect or anticipate changes in the job commensurate with the grade and job title, it may also be subject to amendment by government legislation.

Where the post holder is disabled, every effort will be made to supply all necessary aids, adaptations, or equipment to allow them to carry out all duties of the job. If however, a certain task proves to be unachievable, job redesign will be given full consideration.

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.

Our recruitment process follows the keeping children safe in education guidance.

Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children

You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

This job post has expired.

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About Trafford Alternative Education Provision

School type
Local authority maintained school, ages 5 to 16
School size
39 pupils enrolled
Age range
5 to 16
Phone number
0161 912 5857

Trafford Alternative Education Provision is a Pupil Referral Unit that comprises of: Trafford High (THS) and Trafford Medical Education Service. (TMES). Further information about the school can be found at our website

Arranging a visit to Trafford Alternative Education Provision

To arrange a visit and increase the chance of a successful application email sarah.langstreth@trafford.gov.uk.

School location

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