Deputy Headteacher

The core purpose of the Deputy Headteacher is to assist the Executive Headteacher/Headteacher in providing professional leadership and management for our school. The school objectives are to ensure high quality education and personalised learning for all its pupils and high standards and achievement in all areas of the school’s work. The School will expect the Deputy Headteacher to lead by personal example in demonstrating a full and professional commitment to excellence in primary education. To achieve high standards for pupils with special educational needs, gifted and talented, disadvantaged and autistic pupils. To carry out duties as set out in School Teachers’ Pay and Conditions document September 2016. To carry out the duties of Inclusion Leader.

Deputy Headteachers occupy an influential position within the school and are expected to use this influence to support the agenda for achieving standards with the school. Deputy Headteachers are lead professionals and significant role models within the school and the local community they serve. 

A person appointed as a Deputy Headteacher, in addition to carrying out the professional duties of a teacher other than a Headteacher, must play a major role under the overall direction of the Headteacher in: 

• formulating the aims and objectives of the school;

• establishing the policies through which they are to be achieved; 

• managing staff and resources to that end; 

• and monitoring progress towards their achievement; 

The jobholder will carry out the duties of a Deputy Headteacher as set out in the current edition of the School Teachers’ Pay and Conditions Document issued by the Department. 

Responsible for: Teaching Assistants, Teaching SENCO, Learning Mentors and other staff as appropriate.

In the context of this Job Description, pupils with special educational needs are deemed to include:

• Pupils on the School’s Special Educational Needs Register;
• Pupils with identified specific learning difficulties;
• Pupils with identified behavioural problems;
• ‘Looked After’ pupils;
• Pupils whose first language is other than English;
• Pupils eligible for free school meals;
• Pupils belonging to ethnic minorities;
• Pupils of Romany, Gipsy or Traveller families;
• Pupils who the Executive Headteacher / Headteacher considers have previously received, for any reason, an inadequate or compromised education.

Specific duties

• To be accountable for the standards of teaching and learning for those on the Inclusion Register. 
• To lead, manage and develop Inclusion throughout the school. 
• To manage the Inclusion team ensuring best practice. 
• To develop the use of ICT to support and enhance teaching and learning. 
• To exercise professional skills and judgement. 
• To impact on the educational progress of those on the Inclusion Register. 
• To lead, develop and enhance the classroom practice of teaching staff and teaching assistants. 
• Keep up-to-date with current information and research by attending courses, workshops and through personal reading. 

Strategic direction and development:

1. Support the vision, ethos and policies of the school which secure effective teaching, successful learning and promote high levels of achievement and self-esteem for all pupils irrespective of background, ethnicity, gender or disability;
2. Help lead and manage the creation and implementation of the School Strategic Development Plan which identifies priorities and targets for ensuring pupils achieve high standards and make progress, increasing teachers' effectiveness and securing school improvement and to take responsibility for appropriately delegated aspects of it;
3. Support the evaluation of the effectiveness of the school's policies and developments and analyse their impact on pupils who have special educational needs;
4. Ensure the effective and proficient use of pupil data from a variety of sources, both internal and external, in the process of target setting;
5. Raise standards of individual pupil achievement and ensure that good attainment is maintained by providing a model of high quality teaching;
6. Ensure that parents are well informed about the curriculum, targets, individual pupils' progress and achievement;
7. Develop and maintain good relationships with parents, outside agencies and the local community.

Teaching and learning

1. Identify and adopt the most effective teaching approaches for those pupils with special educational needs;
2. Monitor teaching and learning activities to meet the needs of pupils with special educational needs;
3. Identify and teach study skills that will develop pupils' ability to work independently;
4. Liaise with other schools to ensure continuity of support and learning when transferring pupils with special educational needs.

Recording and assessment

1. Set targets for raising achievement among pupils with special educational needs;
2. Collect and interpret specialist assessment data;
3. Set up systems for identifying, assessing and reviewing special educational needs;
4. Update the Executive Headteacher / Headeacher and Local Governing Board on the effectiveness of provision for pupils with special educational needs;
5. Develop understanding of learning needs and the importance of raising achievement among pupils;
6. Meet half-termly with every teacher for progress / one page profile meetings;
7. Attend consultation evenings and keep parents informed about their child's progress.

Leadership

1. Encourage all members of staff to recognise and fulfil their statutory responsibilities to pupils with special educational needs;
2. Provide training opportunities for teaching assistants and other teachers to learn about special educational needs;
3. Disseminate good practice in special educational needs across the school;
4. Identify resources and provision needed to meet the needs of pupils with special educational needs and advise the Executive Headteacher / Headteacher of priorities for expenditure.

Act as the Designated Safeguarding Lead as follows: 

• Providing a safe, calm and well‐ordered environment for all pupils and staff, with a strong focus on safeguarding and the development of exemplary behaviour. 
• Referring cases of suspected abuse to the local authority children’s social care as required. 
• Supporting staff who make referrals to local authority children’s social care, acting as a source of support, advice and expertise for all staff. 
• Liaise with the Headteacher to inform him or her of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations, supported by an ability to keep detailed, accurate, secure written records of concerns and referrals. 
• As required, liaising with the “case manager” and the designated officer(s) at the local authority for child protection concerns in cases which concern a staff member. 
• Liaising with staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies. 
• Ensure each member of staff has access to, and understands, the school's child protection policy and procedures, especially new and part time staff.