SEN Deputy Headteacher – Transformative School Leader

Simply Education Ltd; Willenhall; On-site; GBP 45,000 - 55,000; Full time

Benefits offered by this job

Enhanced pension scheme (NEST)

Enhanced maternity/paternity pay

Fully funded training & qualifications

Staff referral bonus

Blue Light Card discounts

Wellbeing support app

Retail discounts

Life assurance

Enhanced pay scales

Job summary

Simply Education is seeking a Deputy Headteacher for an established independent specialist school serving 11–19 learners with SEND, primarily Autism. You will work with the Headteacher to raise educational standards, lead staff, oversee safeguarding and ensure outstanding care and learning.

The role requires strategic leadership, experience in SEN settings, and a commitment to trauma-informed practices, inclusion, and personalised pathways for students’ progression.

Qualifications

• Qualified Teacher Status (QTS or QTLS) is essential.
• Proven leadership in a specialist SEN or complex setting.
• Strong knowledge of SEND, safeguarding and Ofsted readiness.

Responsibilities

• Provide inspirational leadership alongside the Headteacher.
• Drive teaching standards, pupil achievement and curriculum delivery.
• Champion inclusive, trauma-informed approaches to education.
• Lead staff development and safeguarding culture.
• Support behaviour strategies and nurture learning environments.
• Contribute to quality assurance, self-evaluation and improvement.

Skills

Strategic Leadership

Teaching & Learning

SEND & Inclusion

Staff Development

Safeguarding & Wellbeing

Behaviour & Pastoral

School Improvement

Communication

Education

Qualified Teacher Status (QTS or QTLS)

Job description

Simply Education is seeking a Deputy Headteacher for an established independent specialist school serving 11–19 learners with SEND, primarily Autism. You will work with the Headteacher to raise educational standards, lead staff, oversee safeguarding and ensure outstanding care and learning.

The role requires strategic leadership, experience in SEN settings, and a commitment to trauma-informed practices, inclusion, and personalised pathways for students’ progression.