Elm Tree Primary Academy is a specialist provision for autistic pupils with additional learning needs in Wednesbury. Elm Tree Primary Academy is a member of Victoria Academies Trust, which aims to build a family of outstanding schools.

We are looking to appoint a Deputy Head Teacher to join the leadership of the school and welcome applications from teachers with a range of experience.

We are looking to appoint enthusiastic and highly motivated Deputy Head Teacher:

• Creative thinker, passionate, committed and have the determination to secure the best possible outcomes for every child

· An innovative, highly motivated and inspirational leader with a proven track record

• Energetic, positive and have the ability to work effectively as part of our leadership team

• Willing to go the extra mile to make great things happen for our children

• At the cutting edge pf pedagogical research, theory and professional development

We can offer the successful candidate:

• A commitment to continuing professional development

• A supportive and hardworking staff team who are united in their drive to ensure children achieve the very best outcomes academically and socially

• Friendly and happy children who are keen and eager to learn

• Happy to discuss flexible working 

Elm Tree Primary Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

For further information or to arrange a school viewing, please contact Beki Jackson (BSO) on 0121 285 2880.

Closing Date: Wednesday 3rd December 2025

Interviews: Week commencing: 8th December 2025

There is an expectation that candidates will be observed teaching

General professional duties & responsibilties

The Deputy Head Teacher at Elm Tree Primary Academy plays a major role in supporting the Head Teacher with the day-to-day management of the academy as well as taking a lead role in the strategic direction of the school. The Deputy Head Teacher will be required to deputise and assume full responsibility for the school in the absence of the Headteacher. As a member of the leadership team, the Deputy Head Teacher will play a major role in formulating the culture, vision, aims and objectives of the school, alongside the headteacher. They will work to , establishing the policies through which they shall be achieved, managing staff and resources to achieve the aims and objectives and monitor and evaluate progress towards their achievement. 

The Deputy Headteacher is accountable for: Assistant Headteachers, Subject Leaders 

Roles and Responsibilities: 

In addition to the professional duties as given in the current School Teachers’ Pay and Conditions document,  the Deputy Headteacher will have the following specific roles and responsibilities: 

· To be non-class based but from time to time teach small groups or classes if required. 

· To lead on teaching and learning throughout the school including the curriculum 

· To lead a system and culture of continual improvement and high standards in teaching through coaching, 

team-teaching, and demonstrating excellence 

· Take responsibility for SEND 

To take responsibility as Deputy DSL 

· To lead on internal and external assessment and tracking systems. 

· To take a major role in monitoring and evaluating school provision related to raising standards and achievement. 

· To contribute to pastoral care of all children in the school including child protection and safeguarding. 

· To support the Headteacher in the day-to-day management of the school including timetabling. 

· To provide occasional support across the multi-academy trust as directed by the Chief Executive and to attend relevant network meetings.

Person specification

The person specification is related to the requirements of the post as determined by the job description. Shortlisting is carried out on how well the candidate meets the requirements of the person specification in the job application.

Essential requirements:

Qualifications and experience

· Qualified Teacher Status

· Understanding, knowledge and experience of working with autistic pupils

· Degree qualification or equivalent

· An excellent class teacher

· At least four years’ post qualified teaching experience

· At least one years’ experience as an assistant head or equivalent

· Proven track record of leading whole school improvement as SLT member and/or subject leader

  Skills, knowledge and abilities

· Expert understanding of innovative pedagogy including for autistic pupils

· Up to date knowledge of current research and theory, in particular, relating to autism and education

· Experience of assessment without levels including tracking pupil progress

· Knowledge and understanding of communication and interaction needs, sensory processing needs and learning needs

· Excellent knowledge of monitoring and school self-evaluation as a tool for improvement

· Knowledge and understanding of effective strategies to support sensory and emotional regulation

· Excellent knowledge of inclusion including EAL, bilingual learners, minority ethnic achievement and equality (race, disability, and gender)

· Excellent understanding of safeguarding especially the safety and welfare of vulnerable, children with additional needs and disadvantaged pupils

Personal qualities

· Ability to direct and co-ordinate the work of others, motivating, inspiring, and supporting staff

· Ability to set high standards and act as a positive role model, leading by example

· Has self-belief, senses opportunities, and takes the initiative in moving things forward in a positive way

· Communicates effectively both orally and in writing with pupils and adults

· Skilled at leading high quality professional learning and development and staff meetings

· Approachable, caring and kind

· Ability to work under pressure, has a sense of humour and appropriate work/life balance

· Establishes and maintains constructive and open relationships with parents, staff, governors, and the local community

· Possesses a strong set of values and beliefs and shows awareness of how these fit in with the values of the trust

· Is committed to continued self-professional development and is always trying to find ways to improve and be the best they can be.

Desirable requirements:

· Experience of working with specialist provision

· SENCO qualification

· Evidence of engagement with specialist organisations

· Experience of designing and developing specialist curriculum

· Clean, full driving license and a willingness to travel and work in other MAT schools

  Up to date knowledge of current research and theory, in particular, relating to autism and education

To be shortlisted, candidates must meet the essential requirements of the person specification. It would be highly advantageous for candidates to meet some or all the desirable requirements.

*Note: Due to the nature of how a multi-academy trust operates there is an expectation that all staff are willing and able to travel across the MAT (via their own car) to provide school-to-school support from time

to time, as required. This means that a clean driving licence and acceptance of these terms is essential. Travel expenses will be reimbursed at the agreed rate.