Assistant Headteacher - SENDco

Are you an inspiring and ambitious primary practitioner ready to take a defining step in your leadership journey? We are seeking a dynamic Assistant Headteacher - SENDCO to join our Senior Leadership Team, driving excellence in teaching and learning, championing inclusive provision, and leading student voice, personal development, and 'The School Way'.

About the Role

As Assistant Headteacher and Special Educational Needs Co-ordinator (SENDCO), you will be a pivotal member of the Senior Leadership Team, working hand-in-hand with the Headteacher to shape the strategic direction, inclusive practice, and daily management of the school.

This role offers a powerful opportunity to focus on strategic inclusion, high-impact intervention, and whole-school leadership. You will hold a unique and exciting portfolio: leading our SEND strategy and provision, embedding 'The School Way' and our student Pledges, overseeing the Student Council and primary careers provision, and acting as a key link to the Safeguarding Team. Your non-class-based capacity will directly empower you to work alongside teachers in their classrooms—delivering real-time coaching, modelling adaptive teaching strategies, and ensuring that every child, regardless of background or need, receives an exceptional education and a rich, character-building school experience.

Key Responsibilities

• SEND Leadership & Provision: Lead, develop, and oversee the strategic implementation of the school’s SEND policy and provision in line with the SEND Code of Practice. Coordinate targeted interventions, manage EHCP applications and reviews, liaise with external agencies (EPs, SALT, CAMHS, Local Authority), and collaborate with parents to ensure tailored support for every pupil with additional needs.

• Strategic Leadership: Work closely with the Headteacher to provide clear direction for the school, playing a significant role in the preparation, implementation, and monitoring of the School Development Plan (SDP), and assisting with day-to-day management (including recruitment, operational leadership, and health & safety).

• Supernumerary Teaching, Learning & Coaching: Utilize non-class capacity to model outstanding, adaptive classroom practice across all key stages. Co-teach, guide, and support teaching staff directly in their classrooms to ensure high-quality, inclusive teaching that meets the diverse needs of all learners.

• Specific Portfolios: Take a strategic lead on 'The School Way' and student Pledges, oversee the Student Council, maintain an overview of primary careers education, and act as a vital link to the Safeguarding Team.

• Quality Assurance & Data: Monitor the quality of teaching, learning, and SEN provision through lesson observations, learning walks, planning checks, and work scrutiny. Maintain and analyse SEND data systems to track intervention impact and raise achievement across key stages.

• Staff Development & Capacity Building: Coach, mentor, and build staff capability in adaptive teaching and SEND strategies. Deliver whole-school INSET and targeted professional development to continuously elevate inclusive classroom practice across the school.

• Partnerships & Community: Build strong, trusting partnerships with parents and carers—particularly those of pupils with SEND. Develop positive links with the community, local services, and key stakeholders to promote a positive, inclusive image of the school.

• Governance & Compliance: Report regularly to the SLT and Governing Board on SEND provision, statutory compliance, and outcome metrics. Ensure full alignment with statutory duties and Governing Board policies.

Qualifications and Experience

• Qualified Teacher Status (QTS).

• National Award for SEN Coordination (NASENCO) or the NPQ for SENDCo (or willingness to complete within statutory timescales).

• Significant middle or senior leadership experience within a primary setting.

• Proven track record of improving outcomes for pupils with Special Educational Needs and Disabilities.

• Deep knowledge of the SEND Code of Practice, EHCP processes, and external agency networks.

• Demonstrated experience in modelling, coaching, and supporting colleagues to deliver adaptive teaching in mainstream classrooms.