Deputy Head Teacher/Deputy Principal

Merrywood House is an independent special school providing education to 5 - 16 years of age . We are an outstanding provision (Ofsted) and accredited as a Trauma Informed School. We have a team of highly skilled professionals and require a Deputy Head/Deputy Principal to provide strategic and operational leadership across the school, ensuring high‑quality education, relational behaviour approaches, and emotionally safe environments for pupils with social, emotional and mental health needs. The Deputy Head will support leaders to sustain our high levels of academia and model trauma‑informed and relational practice, and ensuring all children experience unconditional positive regard, belonging, and aspirations for their future.

The role will include:

• Developing and delivering the school’s vision, values, and long‑term strategic plan.

• Leading on whole‑school priorities relating to SEMH provision, therapeutic practice, and relational approaches.

• Analyse school performance data and oversee targeted interventions to improve outcomes for all learners, including those with complex needs.

• Contribute to self‑evaluation, improvement planning, and preparation for inspections.

• Promote a culture of high expectations, inclusion, emotional safety, and equality of opportunity.

• Embed a whole‑school relational behaviour approach grounded in attachment theory, trauma‑informed principles, and restorative practice.

• Lead staff in the use of co‑regulation, predictable routines, attuned responses, and developmentally sensitive strategies.

• Support staff to understand behaviour as communication and to respond in ways that build trust, connection, and emotional regulation.

• Work closely with therapeutic professionals (e.g., Educational Psychologists, therapists, CAMHS) to integrate holistic support around each child.

• Monitor consistency and fidelity to relational approaches across the school.

• Lead teaching and learning across the school, ensuring lessons are adapted to meet the needs of pupils with SEMH, ASD, ADHD, trauma histories, and communication differences.

• Coach and mentor staff to develop high‑quality, evidence‑based pedagogy.

• Ensure curriculum pathways (academic, vocational, personal development) meet the diverse needs of pupils aged 5–16.

• Oversee curriculum sequencing, assessment, and engagement strategies.

• Promote cultural capital, enrichment opportunities, and pathways for transition to further education, training, or reintegration.

• Oversee relational behaviour policies and ensure consistent use of restorative and trauma‑informed responses.

• Lead internal exclusion, reflection, and reintegration processes, ensuring they remain therapeutic and supportive.

• Chair multi‑agency meetings and create personalised support plans for high‑needs pupils.

• Monitor attendance, punctuality, emotional wellbeing, and safeguarding indicators.

• Ensure the school is a safe, emotionally containing environment for pupils with complex needs.

Safeguarding and Child Protection:

• Support or act as the Designated Safeguarding Lead, ensuring practice aligns with KCSIE 2025/26, Working Together to Safeguard Children, and local authority processes.

• Oversee safeguarding systems, record keeping, referrals, Early Help, and multi‑agency working.

• Ensure staff receive ongoing safeguarding training, including trauma‑informed practice, contextual safeguarding, online safety, and managing professional boundaries.

• Lead daily/weekly safeguarding briefings, oversight of risk assessments, and safe working practice.

• Promote a culture of vigilance, transparency, and child‑centred decision making.

Coaching and Managing the Team:

• Line‑manage teachers, behaviour/therapeutic leads, and support staff as appropriate.

• Implement performance management and professional development pathways focused on reflective practice and emotional intelligence.

• Provide coaching, modelling, and supervision-style support for staff working with distressed or dysregulated pupils.

• Promote staff wellbeing and reflective practice opportunities.

Operational:

• Support the Headteacher/Principal with day‑to‑day leadership, including timetabling, staffing, cover, and crisis/incident management.

• Oversee behaviour and safeguarding systems, supervision rotas, and safe operation of the school.

• Contribute to recruitment, induction, safer recruitment processes, and staff retention strategies.

• Ensure policies reflect SEMH best practice and statutory guidance.

• Deputise fully as required.

Family and Community Engagement:

• Build strong, trusting relationships with parents/carers, understanding the challenges faced by families of children with SEMH needs.

• Lead family engagement meetings, restorative conversations, and joint planning with parents.

• Strengthen partnerships with social care, health, police, YOT, therapeutic providers, and post‑16 settings.

• Promote the school as a hub of support, connection, and belonging.

Person Specification:

• Qualified Teacher Status (QTS).

• Substantial leadership experience in mainstream, SEMH, alternative provision, specialist education, or trauma‑informed settings.

• Deep understanding of child development, attachment, neurodiversity, ACEs, and trauma‑informed schooling.

• Ability to lead a relational behaviour culture and staff team with empathy, clarity, and consistency.

• Experience working with multi‑agency partners around complex safeguarding and SEND.

• Strong communication, emotional intelligence, and coaching skills.

• Commitment to safeguarding, inclusive practice, and children’s rights.

In addition we would like professionals to have:

• NPQSL or NPQH (or working towards).

• Training in trauma‑informed practice, restorative approaches, NVR, or specialist therapeutic models (or be willing to train within).

• Experience with curriculum design in SEND/SEMH contexts.

• A deep understanding of leading and coaching teams and working hand in hand for the overall success of pupils.

Our school is committed to safeguarding and promoting the welfare of children and young people. We follow Keeping Children Safe in Education (KCSIE) guidance and all staff are expected to share in this commitment. All appointments are subject to rigorous safer recruitment checks, including enhanced DBS, identity and right‑to‑work verification, online searches, and appropriate overseas checks. Staff must engage in ongoing safeguarding and relational‑practice training to ensure we provide a safe, nurturing and protective environment for all pupils.