Parkside Primary School

A Proud Member of The Creative Learning Partnership Trust.

Assistant Headteacher

L3-L6- £54,394-£58,569 (FTE)

Post Commencement: April 2026 (earlier if possible)

Parkside is a thriving one-and-a-half form entry primary school with a warm, inclusive ethos and a strong sense of community. We pride ourselves on nurturing every child’s academic and personal development, preparing them for lifelong learning and success.

We are recruiting an ambitious and passionate Assistant Headteacher for Inclusion and SEND who consistently prioritises the needs of children in every decision. You will lead our commitment to removing barriers to learning, shaping exceptional provision for all and fostering a school environment where every pupil feels seen, valued, supported and able to succeed. Working alongside a hard-working and dedicated leadership team, you will contribute fully to whole-school improvement and play an active role in strengthening our wider community

Key Responsibilities

This role will include a 50% teaching commitment.

The successful candidate will work alongside senior leaders in all aspects of leadership and management and to take responsibility for leading the following areas:

·       Lead the strategic development of the school’s SEN and inclusion provision

·       DDSL, Pupil Premium & Attendance lead

·       Produce and contribute to strategic documents including the SEND policy, Accessibility Plan, school evaluation & improvement plan and relevant reports to governors

·       Ensure high-quality teaching and provision for all pupils with SEN and vulnerable groups.

·       Lead on identification of SEN ensuring effective systems for assessing and tracking progress

·       Lead and quality-assure interventions across the school, ensuring they are evidence-based and impactful.

·       Coordinate and oversee statutory processes including referrals for EHCPs, annual reviews and assessments.

·       Provide coaching, mentoring and training to staff to strengthen inclusive classroom practice.

·       Support teachers to plan and deliver high-quality, adaptive teaching that meets diverse needs.

·       Build strong, trusting relationships with pupils, parents and carers, ensuring families are fully involved in decisions about their child’s provision.

·       Analyse whole-school and cohort data to identify gaps in progress and attainment between disadvantaged and non-disadvantaged pupils, ensuring targeted action leads to exceptional achievement for all.

·       Work closely with the safeguarding and pastoral team to ensure a consistent, holistic approach to pupil support.

·       Lead inclusion team- 2 x SENCO’s and Family Support Worker

Person Specification

Qualifications & Training

§  QTS

§  Evidence of ongoing professional development in SEND, inclusion, safeguarding or leadership.

§  NASENCO Award/NPQSENCO (or willingness to work towards)

Experience

§  Proven experience as a highly effective classroom practitioner across a range of phases, with the ability to model high quality teaching and adaptive strategies in practice

§  Experience in safeguarding leadership in the role of DDSL

§  Experience leading a team or subject area, including monitoring, evaluation and development planning

§  Experience and strong understanding of the SENCO role, including statutory processes, procedures, expectations, and the operational demands of leading SEND provision

§  Experience coaching, mentoring or supporting staff, including ECT’s

§  Experience analysing pupil performance data and using it to drive improvement

Skills

§  Strong leadership and people management skills, with the ability to both inspire and motivate staff alongside challenging and developing them

§  Ability to build and maintain positive relationships with pupils, staff, parents, governors and all other stakeholders.

§  Lead the inclusion team effectively, fostering a culture of high expectations, collaboration and consistency

§  Highly effective communicator- written, verbal and interpersonal

§  Strong organisational and time-management skills to balance leadership with a 50% teaching commitment

§  Ability to support & mentor teachers, providing constructive feedback and facilitating their personal growth to ensure inclusive practice by all

Knowledge & Understanding

§  In depth understanding of highly effective teaching and learning

§  Knowledge of a range of additional needs, including cognition and learning, communication and interaction, SEMH, sensory and physical needs and strategies to support them effectively

§  In depth knowledge of adaptive strategies and understanding the needs of diverse learners

§  Up to date knowledge of safeguarding principles and their application in schools

§  Clear understanding of inclusion leadership responsibilities, including monitoring, evaluation, action planning and leading staff development.

§  Understanding of assessment, data analysis, and using progress information to identify gaps (including those between disadvantaged and non-disadvantaged pupils) and drive targeted interventions

§  Knowledge of effective partnership and multi-agency working with families, external agencies, and the wider school community.

Personal Qualities

Sense of humour and warmth: Brings joy, positivity and approachability to daily interactions; able to laugh with colleagues and children while maintaining professionalism.

Integrity and authenticity: Demonstrates honesty, fairness and transparency in all decisions and actions. A trusted role model for staff, pupils and the wider school community.

Team player: Works collaboratively and supportively with colleagues at all levels, valuing others’ contributions and fostering a strong sense of shared purpose.

Exceptional work ethic: Shows commitment, resilience and energy in pursuing excellence for all pupils and staff. Willing to go above and beyond to make a difference.

High expectations: Holds the highest standards for teaching, learning, and behaviour- for themselves, for staff and for pupils. Inspires others to aim high and achieve their best.

Emotional intelligence: Builds strong, respectful relationships and demonstrates empathy, patience and understanding in challenging situations.

Reflective practitioner: Open to feedback, willing to learn and adapt, and continually strives for personal and professional growth.

Calm under pressure: Maintains composure, humour and perspective during busy or demanding periods

To apply, please complete the online application form at https://mynewterm.com/

Visits to our wonderful school are warmly encouraged.

Parkside Primary School - A Proud Member of the Creative Learning Partnership Trust.

Closing Date:  Monday 12^th January 2026

Shortlisting: Tuesday 13^th January 2026

Applications to be submitted via the My New Term website.

Interview Date: Tuesday 20^th January 2026