Equity jobs in Regno Unito

What skills and experience we're looking for

We are seeking to appoint a permanent full-time Assistant Headteacher (Inclusion) with effect from Easter 2026 to join our Senior Leadership Team.

The post of Assistant Headteacher - Inclusion is a senior leadership role at Plume Academy, and we are seeking an ambitious and dynamic leader to lead an exceptional SEN department.

The successful candidate will provide strategic leadership for our whole-school approach to Inclusion, ensuring that the diverse needs of all students are identified, understood, and met effectively. This role includes line managing The Bridge provision (supporting students experiencing EBSA), delivering targeted support for students with additional needs, and leading the Achievement Pathway at Key Stages 3 and 4 through both line management and strategic oversight. The postholder will work collaboratively across teams to remove barriers to learning, promote equity, and enhance outcomes for all students, particularly those with SEND, disadvantaged backgrounds, or other vulnerabilities.

We are looking for someone with exceptionally high expectations of what all students can achieve and who is dedicated to securing the best outcomes for students regardless of their starting points.

This role plays a key part in the quality of education for all learners at Plume Academy, demonstrating a deep commitment to a challenging curriculum entitlement for all students. The successful candidate will have a thorough understanding of pedagogy, support, and assessment practises that ensure all students learn the curriculum effectively.

A passion for quality first teaching and experience working with students with special educational needs is essential, alongside a strong understanding of working with disadvantaged (DA), EAL, LAC, and PLAC students.

Reporting to the Joint Head of Academy, the role is integral in ensuring that the academy’s work reflects its core aims and objectives, vision, values, and ethos within a strong, forward-thinking, and innovative college setting.

The successful candidate will work with all staff to raise levels of achievement for all students within the inclusion setting, ensuring they remain safe and happy while in our care.

The role exists to lead our approach to inclusion at Plume Academy, ensuring that all students’ needs are met, they have full access to our curriculum, and can achieve their full potential. It is a whole-school responsibility, developing the quality of our curriculum and teaching to enable all students, including those with additional needs, to make excellent progress.

A significant aspect of this role is to provide strategic leadership of the SEND faculty, fostering an exceptional climate for learning where staff and vulnerable learners thrive both academically and personally. The post holder will liaise with the SENCo to ensure the SEND faculty operates efficiently and effectively on a day-to‑day basis, with all relevant policies, procedures, and statutory requirements rigorously implemented and monitored. This includes ensuring high‑quality, evidence‑based interventions that address individual barriers to learning while maintaining students’ inclusion within mainstream classrooms wherever possible.

The role also involves close collaboration with the Local Authority and external providers, including the Inclusion Partner and Engagement Facilitators, to coordinate timely, targeted support for SEND students. A key responsibility is the line management of the SENCO, supporting their leadership in the operational delivery of SEND provision, ensuring compliance with the SEND Code of Practice, and facilitating effective communication with families and multi‑agency professionals.

The successful candidate will collaborate with the Senior Leadership Team to support, guide, and manage staff, providing a secure, rigorous, and stimulating environment that fosters teamwork and collaborative respect. They will work closely with the Joint Head of Academy in managing the day‑to‑day provision for students with additional educational needs.

We seek a colleague who holds the highest expectations for all students and demonstrates:

• Outstanding classroom practice with evidence‑informed teaching that supports all learners, including those with additional needs.
• Extensive experience working with students with diverse special educational needs and a passion for enabling their full potential.
• Proven whole-school impact as a senior leader, contributing to strategic improvements in student outcomes.
• Strong expertise in curriculum design, pedagogy, and adaptive teaching, including scaffolding, retrieval practice, and modelling.
• Excellent interpersonal, organisational, leadership, and communication skills to collaborate effectively with parents, staff, professionals, and governors.
• Commitment to innovative student support and staff development, including training and quality assurance of interventions.
• Proactive, organised, and enthusiastic leadership with the ability to hold staff accountable for high standards in teaching, behaviour, and support.
• SENCO qualification and thorough knowledge of statutory duties under the SEND Code of Practice (2015) and Equality Act (2010).
• Experience line managing The Bridge provision, supporting students with Emotional Based School Avoidance (EBSA) through timely interventions.
• Strategic leadership of the Achievement Pathway at KS3 and KS4, including oversight of AQA Unit Awards, ensuring a broad and challenging curriculum.
• Lead Inclusion across the academy by managing the SEND, Disadvantaged (in partnership with the Associate Assistant Headteacher), and EAL cohorts (in collaboration with the EAL Coordinator). Oversee resource allocation, monitor provision effectiveness, and promote equity alongside high expectations for all students.

The successful applicant should have a good honours degree and a QTS or equivalent teaching qualification and have the NASENCO qualification. In addition, proven successful experience of outstanding leadership and classroom teaching experience.

Applicants should be hardworking, enthusiastic and have a high level of commitment and ability to focus on fostering the teaching and learning and personal development of Year 7 to 13 students. They should have an interest in new teaching and learning developments and a high level of integrity. Experienced candidates should be able to evidence excellent levels of value‑added achievement and high retention levels.

Leadership is an important aspect of the role and candidates should have experience as a manager of leading, motivating and line managing staff effectively to raise standards and evaluate the impact of initiatives.

All qualified and experienced full time teaching staff are expected to fulfil both an academic teaching role and a pastoral role in the academy and act as a tutor to a group of assigned students. This involves staff in all aspects of tutorial work including guidance, pastoral support, first level safeguarding, monitoring and encouraging progress, contact with parents, writing reports, compiling student references and the delivery of part of the academy’s personal tutorial programme during the timetabled tutorial period. For a full‑time post, a firm commitment to this aspect of teaching is essential.

Full time teaching staff may also have opportunities to contribute to the extra-curricular programme. This is very wide ranging and can often enable staff to contribute particular skills and interests where they meet academy needs. Applicants should indicate if they have particular interests, and this would be discussed at the time of interview.

We are looking forward to hearing from candidates who have ambitions for leadership and are ready for a post which has a high level of challenge. You will be part of an excellent team and will be given extensive support to develop to your full potential both in this role and beyond.

Annual salary for a qualified teacher will be in accordance with the academy Teachers Pay Scale, which from appointment for a full-time post currently involves a salary within the leadership pay scale of L16 – L20, however, current salary of the applicant will be taken into consideration for salary offered. Salaries are reviewed by national negotiation with effect from 1st September each year. Progression through the Teachers Pay Scale is subject to acceptable annual performance development review process.

• A highly supportive and friendly working environment
• Cycle-to-work Scheme
• 24/7 Free Employee Assistance Programme (offering individual support, information and advice including financial, legal and home‑life and work‑related issues)
• CPD opportunities and Internal Promotion
• Up to 25% Gym Membership
• Free staff car park
• Essex Working Well Wellbeing Service (health and wellbeing support and guidance)
• Access to Workplace Health Champions
• Access to Mental Health First Aiders

If you are interested in the position and wish to discuss the post prior to application, please email Mrs. Dorcas Ologunde, Director of HR at d.ologunde@plume.essex.sch.uk, to arrange a telephone conversation. We are very proud of our academy and what we can offer new members of our collaborative team. The Director of HR and the Joint Heads of Academy will be pleased to discuss the post and provide more information about the post and the academy in general.

To apply please complete the Online Plume Academy application form (https://plumetrust.face-ed.co.uk/Vacancies/Detail?campaignRef=SCH-PT-0110). This must be completed and submitted to by the closing date and time stated (unaccompanied CVs or third‑party application forms will not be accepted).

Closing Date: Monday, 12 January 2026

Interviews Dates: To be confirmed

Plume Academy remains fully committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and trustees to share this commitment.

The Board of Trustees is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. All appointment are therefore subject to satisfactory DBS and Immigration Checks, together with the receipt of References and Health Clearances.