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Deputy Head Teacher

Deputy Head Teacher

Esland Grantham School

Macclesfield

  • £38,650 - £42,966 per year
  • Quick apply
  • Expired
Job type:
Full Time, Permanent
Apply by:
24 January 2021

Job overview

At the Esland Group, we are excited to be opening a new satellite centre attached to Oracle School Congleton. As such, we are recruiting for an experienced Deputy Head Teacher, to provide robust and dedicated leadership at the new site. The role would be suitable for an experienced Deputy Headteacher or a suitable middle manager looking for career progression into a leadership role. This role will be based in Rushton Spencer, Macclesfield, on a full time 39-week permanent basis and is a fantastic opportunity to be part of a new provision, that will change children's lives for the better.

This is a fantastic opportunity to be a part of the set up and development of a new provision which will be part of Oracle School, supporting children with SEMH needs and where you can use your existing skills and knowledge of vocational pathways to contribute to its success.

Our culture:

We appreciate each of our team member’s experience and skills. We also know these make you unique and this is what will help shape and enrich the lives of the young people we look after. We also believe it is important that our team members share the same values as the wider organisation. As an organisation, we have a shared vision to be emotionally resilient, supportive leaders who provide accountable yet nurturing direction to each other and the young people we care for and educate.

The role:

As the Deputy Headteacher, you will provide professional leadership for the centre, which ensures its success and improvement, providing high quality education for all its pupils and high standards of learning and achievement. Your leadership will be inspiring and purposeful and will work in partnership with the Headteacher, Governance Committee, staff, parents/carers, Local Authorities and school leaders from our other 2 sister schools. You will generate the ethos and values that will underpin the school in line with Esland’s values and vision. You will maintain an environment that promotes and secures good teaching and effective learning.

Part of the role will be to ensure that a high standard of quality and compliance is met in line with all regulations.

What we need from you:

• Qualified Teacher Status

• NPQH (National Professional Qualification for Headship) or willingness to work towards NPQH

• Ability to differentiate all aspects of learning to promote inclusion and attainment

• Solid experience of working with young people that challenge

• Solid experience of working with specialist education for SEMH young people

• Ability to promote the inclusion of young people

• A sense of humour and desire to create a fun and inclusive learning environment

• A proven record of developing and supporting a staff team

• The ability to be resilient and work effectively under pressure whilst delivering stable leadership

• A strong knowledge of safeguarding procedures

• Good knowledge of regulatory body requirements

What we can offer:

• Commitment to CPD

• A supportive, inclusive working environment

• Access to a wide range of benefits, including Perkbox and our pension scheme

• Staff recognition awards

• Competitive salary

Application forms to be submitted by midnight on 24th January 2021

Short listing will take place on 25th January 2021

Interviews will be held that same week - proposed 27th & 28th January 2021

‘’The Esland Group is committed to safeguarding and promoting the welfare of children. All applicants must be willing to undergo safeguarding screening appropriate to the post, including checks with past employers and disclosures with the relevant body at an enhanced level DBS. We are an equal opportunities employer.’’


About Esland Grantham School

+44 1476 855604

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Esland Education Grantham School provides a range of education packages for young people aged 8 to 18 with Special Educational Needs and Disabilities; including complex social and emotional needs such as ASC, ODD and PDA. We strive for excellence in all aspects of our curriculum and delivery, whether that be our bespoke one-to-one packages, alternative vocational programmes or more formal, school-based education in one of our DFE-registered independent, specialist day schools.

Our teams provide a respectful and nurturing environment, giving all young people the best platform to reach their potential. We hope to be a beacon of good practice, producing successful, measurable outcomes in all aspects of our work with young people. We aim to facilitate excellent communication with parents, guardians, and carers, Placing Authorities and the professionals involved with supporting our pupils in order to collectively secure their achievements.

Our education packages have been created to help young people stabilise their behaviour and begin to make positive choices. Oracle adopts an integrated approach to learning where all involved in the therapeutic care and education of our young people actively promote skills, knowledge and learning in a caring environment where safeguarding is at the forefront. Our learning environments are designed to meet a variety of needs to help overcome learning barriers. We follow a full-time learning programme catering to all abilities but also deliver part-time transition packages where required to meet the needs of pupils and help them re-engage successfully in education. We offer a variety of core and foundation subjects which include English, Maths, Science, Media, Citizenship, Drama, ICT, Food & Nutrition, Art, PE, SMSC and Duke of Edinburgh.

All students are supported according to their specific needs. Teaching takes place both through group work and on an individual basis. Educational topics are designed to provide a range of experiences that will enthuse, motivate and challenge. We aim to broaden each young person’s outlook on life and develop their understanding of life within British society today. Many pupils will come out of class for one-to-one intensive therapy programmes but where we can deliver these interventions in the classroom setting we seek to do so.

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Applications closed