The Birley Academy is a large, mixed 11-16 years academy in the south east of Sheffield. It is an inclusive academy which also provides a specialist resource provision for speech, language and communication needs.
We are looking for Deputy Headteacher who can work alongside the Headteacher to develop and provide high quality strategic vision, leadership and professional management of special educational needs and or disabilities (SEND) and alternative provision across the academy.
Candidates require experience of SEND school leadership within the primary or secondary phase and must be SEND qualified.
develop and provide high quality strategic vision, leadership and professional management
of special educational needs and/or disabilities (SEND) and alternative
provision (AP) across the academy.
- To work
with academy staff and trust staff (including the trust lead for SEND), the local
authority and other stakeholders in ensuring that the quality of SEND and AP provision
in the academy is highly effective.
in the creation and implementation of a strategic plan which identifies
priorities and targets that enables students attending AP and those students with
SEND to achieve high standards and make progress, increasing teachers’
effectiveness and securing academy improvement.
high quality support and challenge to academy leaders.
and implement all academy policies, procedures and documentation relating to alternative
provision and SEND.
- To manage
staff and resources to achieve the school’s aims and objectives in relation to alternative
provision and SEND and to provide the highest standard of AP and SEND education.
decisions based upon analysis, interpretation and understanding of relevant
data and information.
- To ensure that the academy
provides a safe and happy environment that promotes the welfare of children attending
AP and those children with SEND.
with the development and implementation of all academy policies and procedures
relating to safeguarding.
- To ensure there is an ethos
of safeguarding and that all safeguarding and child protection policies are
adhered to by a staff team that is confident to keep students safe.
other duties determined in discussion with the Headteacher.
Strategic direction and development of the school
special educational needs provision across the main school and specialist
resource provision as a qualified SENDCo.
and manage the SEND team which including the SENDCo, deputy SENDCo, specialist teachers
and teaching assistants so that they can support students with SEND and those
on alternative provision (AP) effectively, supporting
and challenging them to achieve all targets.
that the SEND aspect of the academy improvement plan is ambitious, sharp and
focussed on key priorities.
the academy in a highly effective way for their next Ofsted inspection,
ensuring that self-evaluation is focussed and rigorous.
with the senior leadership team to deliver and quality assure the targets laid
down in the school development plan.
the Headteacher to evaluate the impact, implementation, and impact of different
initiatives within the school.
on the deployment of the schools delegated budget and other resources (including
staffing and accommodation) to meet SEND and AP students’ needs effectively.
regular reports and updates to the Headteacher and governing body as
appropriate, providing the information they need to lead and govern
inspire all those involved in the academy to commit to its aims, stay motivated
to achieve them and involved in meeting long, medium- and short-term objectives
to secure the educational success of the academy.
and outcomes for students with SEND
- Demand ambitious standards
for all AP and SEND students, instilling a strong sense of accountability in
staff for the impact of their work on student outcomes.
- To oversee successful pupil
transition between each key stage and pupil induction processes across the
- Work with other senior
leaders to ensure that the AP and SEND aspects of the school’s data systems,
organisation and processes are well considered, efficient and fit for purpose.
- Have oversight of setting
arrangements and catch up/intervention programmes for pupils with SEND.
- Oversee attendance, suspension
and exclusion data across all year groups.
and record keeping: SEND Students
- Ensure that the Academy is
compliant with the 2010 Equality Act, the 2015 Special educational needs and
disability code of practice: 0 to 25 years (the code) and any other relevant
- Ensure that SEND
documentation such as the special educational needs (SEND) register, EHCP's, SEND
support plans, and provision maps are updated and shared with relevant
stakeholders in a timely manner.
- Comply with statutory
obligations regarding the review of Education, Health and Care Plans.
- Maintain awareness of the SEND
code practice and review and update the SEND policy, SEND Information report,
accessibility plan and any other key SEND documentation accordingly.
- Quality assure the maintenance
and delivery of the SEND handbook, effective examination arrangements,
including access arrangements.
of curriculum intent and implementation for SEND Students
- Oversee the development of
an appropriate curriculum for those students with special educational needs.
- Liaise with feeder primary
schools to map out the Year 7 curriculum so it is challenging, robust and
relevant, and is not a repeat of Year 6.
an integrated multidisciplinary offer that meets students’ needs and
- Ensure that there is access
to mainstream classes for those students with SEND and where appropriate those
students attending AP.
- Develop and implement
strategies for enhancing learning and teaching to ensure that all lessons are
at least ‘good’ if not ‘outstanding’.
- Work with staff to develop
effective ways of bridging barriers to learning and teaching.
- Reinforce and monitor the
adherence of all staff towards school initiatives around learning and teaching
and classroom management.
- Ensure that advice and
support is available for teachers and teaching assistants in delivering high
quality teaching and learning.
- Model effective teaching
and learning techniques that support an inclusive approach.
- Lead the development and
implementation of quality assurance systems and processes to enable effective
planning, learning and teaching, assessment, monitoring and recording in all
- Lead regular meetings as
part of a wider academy learning and teaching strategy to develop and
disseminate good practice across school.
- Ensure excellent teaching
in the school, including through training and development of staff.
for SEND Students
- Have oversight of
strategies to enhance transition arrangements across all key stages for students,
including those students admitted in-year.
- Develop and lead
implementation of strategies to sustain the highest levels of attendance,
punctuality and standards of behaviour, including an effective rewards and
- Have oversight of the extracurricular
and enrichment programme and tracking arrangements for those students with SEND
and those attending AP.
- Contribute to the student,
staff and parent councils ensuring that there is strong representation from staff
who work with students with SEND, students with SEND and parents of students
- Lead the delivery of a
vulnerability group matrix to enhance and sustain a bespoke programme of
support for learners at-risk in relation to safeguarding, behaviour and
- Fulfil the role of lead
person for SEND and develop strategies to ensure the effective safeguarding of
- Keep up to date with research
and developments in alternative provision, SEND education and effective SEND
practice. Have a comprehensive knowledge and understanding of SEND education
systems locally and nationally.
- Seek training and continuing
professional development to meet own needs and participate in management
- Lead the organisation and
delivery of professional development sessions to enhance alternative provision
and SEND provision, including matters relating to emotional resilience, behaviour,
attendance and safeguarding.
- Provide strategic
leadership and management of the professional development of staff regarding alternative
provision and SEND provision.
- Identify particular
development needs in individual staff and provide coaching to address these.
- Support the induction of
new staff to ensure that there is consistency in SEND practices.
- Create an ethos within which
all staff are motivated and supported to develop their knowledge and skills
especially around SEND and inclusion.
Programme and Emotional Intelligence: SEND Students
- To act as the mental health and
- Develop and implement
strategies to enhance the social, emotional, and pastoral development of
- Develop and manage a
programme of mentoring and counselling for vulnerable students.
- Increase staff and student
understanding and awareness of common mental health issues.
- Provide support to staff
working with young people with mental health issues.
- Provide support to students
suffering from mental ill health, their peers and parents or carers.
- Draft individual care plans
for students causing concern regarding the mental health.
- Ensure suitable teaching
materials for teaching mental health as part of the PSHE curriculum.
- Develop and promote
strategies for securing effective parenting; with particular reference to the
safe use of ICT by SEND learners.
and Information, Advice and Guidance: SEND Students
- Develop and lead the implementation
of strategies to provide effective information, advice and guidance to all SEND
- Quality assure the support processes
around options for SEND students at the end of KS3 and post-16 applications
process during Year 11.
- Undertake annual
performance reviews for all middle leaders within the SEND team and any other
members of the team as appropriate. Ensure that effective performance appraisal
arrangements are in place for the members of the SEND team.
- Participate in the
induction of new staff into the school community.
- Maintain good working
relationships with colleagues, students, parents/carers, governors, the
community and Local Authority and ensure all communication is consistent with
the school’s ethos.
strong and effective partnerships with parents and the local community.
effectively with Sheffield [or relevant authority] SEND team to deliver highly
effective SEND provision.
- Liaise as
needed with parents and arranged parent meetings and provide up-to-date
effective and smooth transition for incoming students to the school and to
develop strong links with our partner primary schools.
multi agency working and collaborate with outside agencies regarding students
with primary providers, other schools, educational psychologists, health and
social care professionals and independent or voluntary bodies.
support to the designated safeguarding lead to ensure that SEND students are
fully safeguarded, this will include ‘my concern’ monitoring (as appropriate)
and sharing of information between key agencies / teams
- Rigorous focus on SEND and
AP student progress to ensure that academy wide systems and strategies are
making a measurable difference, maximising student attainment and progress at
KS3 and 4.
- Monitor progress towards
targets for students with SEND and those accessing alternative provision.
- Observations of teaching
and learning to inform effective mentoring and coaching, leading on staff
training where appropriate.
- Work within the school
leadership team to strategically develop, monitor, observe and quality assure
delivery of provision across the school.
- Hold staff to account for
their professional conduct and practice.
- Lead on the promotion,
dissemination, implementation and monitoring of whole-school strategies within
the Deputy Headteacher – SEND and Inclusion remit.
- Contribute to the wider
life of the Trust, its schools and its community through out of hours and partnership
- Support the work of
colleagues within the Senior Leadership Team through the strategic leadership
of key processes within school.
- Oversee the completion of
relevant risk assessments and PEEPs in line with relevant up to date guidance.
- Fulfil line management
duties for one or more faculties.
- Champion the Trust’s principles
of ‘Lead’, ‘Empower’, ‘Achieve’ and ‘Drive’. Contribute to the wider life of
the Trust and the L.E.A.D. community.
- Carry out any such duties
as may be reasonably required by the Trust.
This job post has expired.