Assistant Principal, SEND and Inclusion
Holsworthy Community College, Holsworthy, Devon, EX22 6JD8 days remaining to apply
Job start date
1 September 2025
Closing date
24 March 2025 at 9am
Date listed
28 February 2025
Job details
Job role
- Assistant headteacher
Visa sponsorship
- Visas cannot be sponsored
Working pattern
- Full time
Contract type
- Permanent
Full-time equivalent salary
- L8 - L12
Assistant Principal, SEND and Inclusion job summary
All members of the SLT are leading professionals in the academy. Working with the governing body, the SLT provide vision, leadership and direction for the academy and ensure that it is managed and organised to meet it aims and targets. The SLT is responsible for the continuous improvement in the quality of teaching, learning and wider educational experiences; for raising standards of behaviour, achievement and attainment; for ensuring equality of opportunity for all; for the development of policies and practices; and for ensuring that resources are efficiently and effectively used to achieve the academy’s aims and objectives. The SLT also secure the commitment of the wider community to the academy by developing and maintaining effective networks with, for example, other local schools, the LA (where appropriate), higher education institutions, employers, the local community groups and professional services. SLT are expected to be Lead Practitioners promoting and holding staff to account for Safeguarding, KCSIE, their duty of Prevent and in fostering an ethos of inclusion, tolerance and diversity.
A significant part of the role is SEND and inclusion, and therefore is to transform the SEND provision and to ensure that all students reach their potential despite any learning barriers.
Main duties and ResponsibilitiesThis job description is not a comprehensive definition of the post. Discussions will take place on a regular basis to clarify individual responsibilities within the general framework and character of the post as identified below.
You may be required to carry out any other duties within your capacity which the Employer may reasonably require.
Core duties and purpose:
To lead and develop the SEND team with strategic overview including policy writing, planning, advising and supporting other staff.
Support and liaise with staff, students, outside agencies and FE/HE employers about the support and progress of young people, including the provision of CEIAG.
To lead the preparation and manage statutory assessment paperwork and ensure legal and statutory requirements are met for students with SEND.
To lead the preparation and manage student information sheets which are written based on diagnosis tools and the advice of professionals.
To lead the organisation, chairing and management of annual reviews.
To lead the preparation of meetings with carers, parents and outside agencies.
Regular reports back to the senior leadership teams and local stakeholder boards on progress and performance of the team and the students.
To lead in ensuring effective teaching and learning for SEND students.
To lead in the monitoring the quality of SEND support ensuring systems are co-ordinated, evaluated and regularly reviewed.
Contribute to the safeguarding of all students, especially those with SEND.
To support the Principal in the smooth operational running of the school.
Provide strategic leadership and vision which ensures explicit links within the school, and across the Trust.
Line lead middle leaders as directed by the Principal.
Raise standards of student attainment and achievement and to monitor and support student progress.
To be accountable for overall standards and improving outcomes measured against national benchmarks in key area of responsibility.
To develop and enhance the practice of others.
To lead and promote highly effective safeguarding practices in line with school policy and KCSIE.
To be accountable for effective behaviour management, and an ambitious culture of behaviour for learning across the school.
To lead and support effective cultures of attendance and punctuality.
To lead and drive outstanding inclusive cultures of belonging and care.
To establish and maintain an environment where students and staff feel safe and enjoy and achieve.
To be pro-active in developing and supporting transition between key stages and year groups.
To actively monitor and follow up student progress by identifying and providing appropriate intervention strategies.
Managing and leading other adultsEnsure effective flexible deployment of support staff.
Regular liaison with heads of faculties and heads of year regarding performance of students.
Lead whole staff inset and support the professional development of teachers.
Lead professional development for the SEND team.
Manage effective intervention to support students’ literacy and numeracy development.
Work with wider trust staff to find the right provision for students.
Talent management
Ensure that staff development needs are identified and that appropriate programmes are designed to meet such needs.
To undertake My Talent reviews of relevant colleagues and ensure that My Talent becomes a powerful driver for development and retention.
Ensure effective recruitment and induction of colleagues in line with school and Trust expectations.
To direct the day-to-day work of colleagues to maximise effective working.
T Quality Assurance and monitoring
To ensure the effective quality assurance processes.
To establish the process of the setting of targets and to work towards their achievement.
To establish common standards of practice within area of responsibility and to train and support colleagues in enacting these.
To monitor and evaluate standards and outcomes, identify areas for development and put appropriate plans in place to drive excellence.
To drive effective self-evaluation and improvement planning.
To ensure effective and accurate self-evaluation and improvement planning processes.
To monitor and track multiple data points to support effective evaluation and improvement planning.
To work with colleagues to formulate aims, objectives and strategic plans which have coherence and relevance to the needs of students and to the aims, objectives and strategic plans of the school.
To lead the strategic improvement planning and quality assurance activities.
To work in close partnership with Heads of House and Academic Directors to ensure a clear synergy between the work the inclusion and curriculum teams to enable all young people to be successful.
Direct and coordinate the work of others in line with strategic and operational priorities.
Role-model effective leadership behaviours and work as part of a high-performing team.
Person Specification
| Criteria | Essential | Desirable |
| Professional qualifications and learning | Good degree or relevant vocational qualification pertaining to the subject to be taught. Qualified teacher status (QTS). National award for SEN (or working towards). Evidence of continuous INSET with particular reference to special educational needs (SEN). | Further professional level qualifications (eg masters qualifications, NPQs etc). The NASENCo qualification - this will be a requirement for the candidate within the first three years of starting the role. |
| Experience | Ability to deliver consistently high quality lessons to students of all ages and abilities. Proven record of significantly raising achievement with all groups of students across the age and ability range, and of helping them achieve impressive examination outcomes. Proven commitment to continued professional development and a readiness to reflect and self -evaluate to change, improve and develop. Good knowledge of current educational developments and initiatives relating to the subject and their implications. An understanding of the ways that children learn and how individual needs may be assessed and met. An understanding of the strategies needed to establish consistently high aspirations and academic/behavioural standards and a commitment to relentlessly implementing these strategies. Experience of delivering staff training and undertaking the professional development of teaching and non-teaching staff. Track-record of building a strong team culture with high levels of candour and psychological safety. | Experience of having designed implemented and evaluated ambitious and impactful change management. Experience of leading a team in the development and implementation of a whole school initiative that had a sustained and demonstrable impact on student progress. |
| Skills, knowledge and capability | High levels of professional credibility with colleagues. Understanding of the roles and contributions of all stakeholders and the ability to build and maintain impactful positive relationships. Excellent interpersonal skills and a high degree of emotional intelligence. A proven ability to use data confidently to inform and diagnose weaknesses that need addressing, and an ability to plan effectively in order to raise individuals and cohorts' outcomes. The ability to develop positive relationships with all young people. An effective leadership and management style that encourages participation, innovation and develops colleagues; confidence. The ability to lead, coach and motivate staff within a performance management framework, providing professional development and effectively challenging and managing any underperformance , whilst developing the leadership skills of others. Well developed planning and organising skills including time management, prioritisation, delegation and administration. The ability to enthuse and inspire others. Passion, resilience, maturity and optimism to lead through day-to-day challenges while maintaining a clear strategic vision and direction. Confidence and self motivation to work well and be decisive under pressure. A high level of honesty and integrity. A firm and constant belief in the unlimited potential of every student and a commitment to inclusive educational provision. A relentless approach to securing the improvement of teaching and learning and inclusive practice. Committed to teamwork and working collaboratively with colleagues within the school and across the Trust. A commitment to the safeguarding and welfare of all students. High levels of digital literacy and the ability to deploy appropriate technology to be more effective in role. Ability to use research, evidence and best practice from the wider system to inform improvement planning and implementation. | Experience of initiating and sustaining multi-agency approaches. Experience of impactful coaching to drive improvement. Ability to design and lead effective deliberate practice for teaching and non-teaching staff. |
The above outlines the duties required for the time being to indicate the level of responsibility. It is not a comprehensive or exclusive list and duties may be varied from time to time which do not change the general character of the job or the level of responsibility entailed.
Dartmoor Multi Academy Trust is an equal opportunity employer and welcomes applicants from all backgrounds to apply.
We reserve the right to close this vacancy early if we receive sufficient applications for the role. Therefore, if you are interested, please submit your application as early as possible.
All schools in The Dartmoor Multi Academy Trust are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment.
The successful candidate will be required to undertake an Enhanced Disclosure via the Disclosure Barring Service (DBS).
‘This post is exempt from the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (2013 and 2020). This means that certain convictions and cautions are considered ‘protected’ and do not need to be disclosed to employers, and if they are disclosed, employers cannot take them into account. Guidance about whether a conviction or caution should be disclosed can be found on the Ministry of Justice website: https://www.gov.uk/government/publications/new-guidance-on-the-rehabilitation-of-offenders-act-1974.’
Your application form will be processed by My New Term who act for DMAT as a data processor- please see our Privacy Notice for more information about how we process job applicant personal data.
The successful candidate will be required to come to DMAT HQ to complete mandatory training.
Training Details:
Location: Central Head Office (Wardhayes) 8 Simmons Way, Okehampton, EX20 1PY
Purpose: To provide comprehensive training on company policies, procedures, and systems necessary for successful integration into the role.
Training Schedule: Daily sessions from 9am to 4pm, with breaks provided.
Benefits of Training Week:
To gain valuable insights into our company culture and values.
Interact with key stakeholders and team members.
Acquire essential knowledge and skills to excel in your role.
Establish a strong foundation for your career growth within Dartmoor Multi Academy Trust.
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)
medical
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.
Applying for the job
This school accepts applications through their own website, where you may also find more information about this job.
CVs are not accepted.
About Holsworthy Community College
- School type
- Academy, ages 11 to 16
- Education phase
- Secondary
- School size
- 524 pupils enrolled
- Age range
- 11 to 16
- Ofsted report
- View Ofsted report
- School website
- Holsworthy Community College website
School location
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