Assistant Headteacher

Principle Responsibilities

Leadership

• Assist the Executive Headteacher, Head of Site and Deputies in the leadership and management of the school

• Deputise for the Deputy Heads in their absence

• To work with the leadership team to develop the SIP and SEF

• To take a strategic lead on one or more areas of the SIP, be accountable for the outcomes in the area, track progress towards the action plan and reporting progress to the leadership team, Executive Head, Head of Site and Governors

• Reporting to stakeholders including completing MERly (12weekly) analysis of performance data to the Governing Body

• To work as a budget holder

• Take day to day responsibilities for the operational running of the school as part of a distributed leadership platform

• Line manage Pathway Leads- ensuring the operational aspects of pathway leadership are adhered to and data is gathered effectively through rigorous and timely QA

• Analyse outcomes from ongoing quality assurance of teaching and learning (including assessment, recording, planning and reporting) - drawing trends, areas of strength, development and measuring impact. Responding to internal and external scrutiny and working strategically to ensure outcomes are outstanding across the school

• Reporting attainment and pupil information to statutory bodies,ensuring compliancefor government directed assessment and delivery e.g. EYFS, Engagement Model

• Develop and update policy, practice and Handbooks as required

• Stay updated with research led practice in Education and aspects of SEND

• Deliver inset and training to staff across the school. Monitor impact of CPD provided and identify area of need for individuals, teams and the full staff body

• Undertake the duties of an EVC

• Undertake training as DSL and where delegated by the Headteacher or Head of Pastoral Care support with safeguarding concerns

• Adopt a research-based approach informing own and whole school leadership practice to ensure high quality provision and outcomes for pupils with complex SEND needs

Teaching and Learning

• In a reduced teaching capacity work alongside a partner teacher to lead and manage a class team

• Identifyand adopt the most effective teaching approaches for pupils with a range of complex SEN

• Model expertly informed practice through semiformal and informal approaches

• Monitor teaching and learning activities to meet the needs of pupils with SEND, ensuring learning is tailored and ‘sticky’ and supports pupils to prepare for adulthood

• Plan and deliver effective sequences of lessons and generate medium- and long-term plans to support this

• Identify and teach skills that will develop pupils' ability to engage, make choice, be independent and functional

• Apply and demonstrate a range of appropriate teaching methods as recognised by the school and best practice research

Behaviour and Safety

• To personify the ethos of Brackenfield as a ‘take care’ school- where we are always kind and take care of each other

• Respond to behaviour policies, protocols and plans and with regards to individual students

• Establish a safe, purposeful and stimulating environment for pupils, rooted in kindness and mutual respect, supporting the dignity of our pupils. Establish an environment for the support and promotion of effective co and self-regulation

• Manage effectively, using approaches which are appropriate to pupils’ needs in order to engage, inspire, motivate and challenge pupils

• Maintain good relationships with pupils, staff and parents

• Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils and staff

• Have high expectations of behaviour, promoting self and co-regulation and independence of all learners and staff

• Be responsible for promoting and safeguarding the welfare of children and young people within the school, raising any concerns following school protocol/procedures

• Be responsible for writing and updating personal risk assessment for pupils

• Work in line with the school’s attachment aware best practise model

Team Working and Collaboration

• Participate in any relevant meetings/professional development opportunities at the school, which relate to the learners, curriculum or organisation of the school

• Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them

• Ensure that colleagues working with you are appropriately involved in supporting learning and understand the roles they are expected to fulfil

• Take part as required in the review, development and management of the activities relating to the curriculum, organisation and pastoral functions of the school

Recording and Assessment

• Accurately access pupil progress

• Set effective and meaningful Personal Learning Intentions (PLIs) for class pupils, moderate PLIs school wide

• Through data dialogue- collect and interpret key data for pupils for PLIs, age related attainment, attendance, wellbeing (J2L) ,sensory (Sensory Toolkit), communication (Speech and Language) and behaviour

• Complete quality annotation and/or marking to support accurate assessment

• Update the leadership team on the impact of the curriculum on pupil progress

• Have a firm understanding of complex learning needs and the importance of personalised and relevant curriculum targeted to prepare all learners for adulthood

• Attend meetings and consultation evenings and keep parents informed about their child's progress

Standards and Quality Assurance

• Support the aims and ethos of the school

• Set a good example in terms of dress, punctuality and attendance adhering to the code of conduct

• Attend and participate in open evenings and school events

• Uphold the school's behaviour policy

• Participate in staff training and development

• Attend team and staff meetings

• Develop links with Governors, LEAs and neighbouring schools

Other Duties and Responsibilities

• Other duties that the Executive Headteacher may from time to time ask the post-holder to perform and which fall into school teachers’ terms and conditions