Vacancies

Assistant Headteacher: SEND and Inclusion

Job Introduction

Job Introduction

Do you believe every child deserves the chance to thrive - no matter their starting point, needs or circumstances?

If you are driven by a deep commitment to inclusion and want to shape provision that truly changes lives, this role offers an exceptional opportunity.

We are looking for an inspiring and strategic Assistant Headteacher to lead SEND and Inclusion across our federation. This non‑class‑based role places you at the heart of our vision: ensuring that all pupils, especially those with additional needs and vulnerabilities, receive the high‑quality support, challenge and care they deserve. You will work with SLT to influence practice across both schools, lead federation‑wide priorities and drive improvements that directly impact children’s daily experiences.

About us

Liphook Federation brings together two high-performing schools - a three‑form‑entry infant school and a three‑form‑entry junior school - united by a shared purpose, strong values and an ambitious, carefully sequenced curriculum from Year R to Year 6.

We are proud of our warm, inclusive ethos. Every child is known, valued and supported to be successful. Our values‑driven culture shapes everything we do - from academic ambition to well‑being, safeguarding, behaviour and belonging. We believe that inclusion is everyone’s responsibility, and we are committed to providing the very best for all pupils, whatever their needs

Your Role

As Assistant Headteacher for SEND and Inclusion, you will play a key leadership role in shaping the federation’s strategic direction. In this role, you will:

Lead the development and implementation of the federation’s SEND and Inclusion approach, championing ordinarily available provision and coordinating targeted support for individual pupils and priority groups, including those with Education, Health and Care Plans.
Oversee provision for pupils’ mental health and wellbeing across both schools.
Serve as a Deputy Designated Safeguarding Lead (DDSL), working closely with the safeguarding team to ensure a safe and nurturing environment for every pupil.

This role is about shaping systems, influencing culture and ensuring that every learner - particularly those who face the greatest barriers - has the opportunity to achieve and thrive.

What we offer

You will join a highly experienced and supportive Senior Leadership Team and Governing Body, all committed to delivering inclusive excellence. You will be trusted as a key strategic leader, supported to innovate and encouraged to make a meaningful difference across our federation.

This is a role in which your leadership will have reach, purpose and impact - helping to build a future where every child feels understood, supported and able to succeed.

We would be delighted to welcome you for a visit and an informal conversation if you are interested in this exciting and strategic role.

Job Description

Purpose:

To provide strategic leadership of SEND and Inclusion, ensuring high-quality provision and improved outcomes for all pupils within identified priority groups.

As a valued member of our Senior Leadership Team, you will champion an inclusive, nurturing environment where every pupil can thrive. Your primary focus will be guiding our SEND and Inclusion strategies, ensuring that all pupils, especially those with additional needs and vulnerabilities, receive the tailored support they deserve. In this collaborative role, you will partner with the Executive Headteacher, Heads of School, our Infant and Junior Senior LSAs, staff, families and external agencies to weave academic rigor, wellbeing, safeguarding and pastoral care into the everyday fabric of our school.

Key Areas of Focus:

Shape the strategic direction and day‑to‑day success of the schools’ SEND and Inclusion policy, championing ordinarily available provision and coordinating targeted support for individual pupils and priority groups, including those with educational care plans
Lead and co-ordinate support for pupils’ mental health and wellbeing across the federation
As a Deputy Designated Safeguarding Lead (DDSL), work with the Designated Safeguarding Lead and other DDSLs to ensure a safe and nurturing environment for all.

Areas of responsibility and key tasks:

Leadership and Management

Deliver strategic leadership for SEND and Inclusion across the federation, ensuring full compliance with statutory duties and the SEND Code of Practice.
Drive key strategic priorities such as ordinarily available provision, attendance, targeted interventions, EHCPs, and effective transitions.
Ensure the SEND policy is implemented effectively and reflected in the School Improvement Plan.
Maintain an up-to-date knowledge of national and local developments and work with SLT and governors to ensure best practice
Maintain accurate SEND registers and provision maps.
Collect and monitor evidence that is triangulated across multiply sources and used to evaluate the impact of provision. This is also an essential part of the EHCP annual review process.
Work with and provide reports to SLT and governors on provision and outcomes for priority groups.
Promote and model inclusive practice across the federation.
Identify CPD needs relating to SEND and inclusion and provide evidence informed training for teachers and support staff, including whole school INSET.
Lead and manage our infant and junior school Learning Support Assistants, working with SLT to ensure strategic deployment.
Work collaboratively with all stakeholders including parents, local authority, external agencies, pre-schools and secondary schools
Act as a key point of contact for external agencies and ensure timely referrals and follow-up.
Strategic diagnosis and problem solving to deliver the best pupil experience and outcomes, regardless of their starting point.
Pupil centred approach including capturing pupil voice from vulnerable groups

Curriculum and teaching

Ensure pupils with SEND and those in priority groups experience a broad, ambitious and well sequenced curriculum that reflects the school’s values and aspirations for every child.
Work closely with subject leaders so curriculum adaptations are thoughtful, purposeful and genuinely support pupils’ progress.
Analyse assessment information to understand pupils’ needs, identify gaps, inform provision and evaluate impact.
Provide professional and practical training and guidance to colleagues on effective teaching for SEND and inclusion, modelling effective, inclusive teaching strategies to inspire staff and ensure consistency across the school.
Model high-quality teaching and intervention practice to staff, demonstrating strategies, coaching colleagues and supporting implementation in classrooms.
Lead the graduated approach, ensuring staff embed inclusive ordinarily available provision consistently.
Lead and evaluate evidence-based interventions, ensuring they are responsive and impactful.
Support staff in writing Individual Education Plans (IEPs) and Individual Support Plans (ISPs)
Work with parents, staff and professionals to write Educational Health Care Plans (EHCPs) and lead annual reviews

Behaviour

Promote a positive, inclusive culture where pupils in priority groups feel safe, respected and able to learn.
Delivering and supporting a pupil-centred and trauma informed approach that equips staff with the tools to support pupils’ emotional regulation and strengthen positive working relationships
Monitor behaviour patterns for priority groups and support staff in behaviour management, including ensuing reasonable adjustments are understood and implemented.
Work with external agencies to support pupils’ needs

Personal Development and Well-Being

Lead and co-ordinate support for pupils’ mental health and wellbeing across the federation.
Work with and deliver training to staff, pupils and parents to promote emotional literacy, positive relationships and resilience
Ensure pupils in priority groups access enrichment and wider personal development opportunities.
Ensuring inclusive playtimes and lunchtimes, promoting wellbeing, positive behaviour, emotional regulation and safe social interaction.
Design and deliver effective transitions at every age and stage.

Safeguarding

As a Deputy Designated Safeguarding Lead (DDSL):

Act a point of contact for safeguarding concerns and where appropriate attend multiprofessional meetings
Maintain accurate CPOMS records and ensure that information is shared appropriately
Maintain up-to-date safeguarding knowledge through training and professional reading.
Where appropriate, attend and contribute to multi-agency meetings.
Support Early Help processes, completing assessments and chairing meetings where appropriate.
Coordinate, attend and follow up actions from multi-agency meetings.

The duties outlined in this job description are in addition to those covered by the latest School Teachers' Pay and Conditions Document. The Assistant Head - SEND and Inclusion, will be expected to fulfil the professional responsibilities of a teacher, though this specific position is a non-class-based role. Ultimately, the post holder will be required to safeguard and promote the welfare of children and follow school policies and the staff code of conduct.

Please note this job description is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks that the Assistant Head - SEND and Inclusion, will carry out. The postholder may be required to do other duties appropriate to the level of the role, as directed by the Executive Headteacher.

Person Specification:

Qualifications and training:

Qualified teacher status
NASENCO or National professional qualification (NPQ) for SENCOs
Evidence of ongoing, relevant professional development in SEND, inclusion, safeguarding and leadership
Up-to-date safeguarding training and willingness to undertake Deputy DSL training and responsibilities

Experience:

Minimum of four years high-quality teaching experience across the primary phase
Experience of providing strategic leadership of SEND and inclusion provision at whole-school or multi-school level
Experience of coordinating and evaluating evidence-based interventions and supporting staff with implementation
Experience of building positive relationships with colleagues, parents, external agencies and other professionals
Experience of delivering staff training, INSET and coaching colleagues to improve practice
Experience of line managing LSAs or other staff (desirable)
Experience of supporting vulnerable groups, including pupils on the SEND register

Skills and knowledge:

Excellent knowledge of the SEND Code of Practice and statutory responsibilities for the SENCO role, including strategic oversight and provision mapping
Strong understanding of Ordinarily Available Provision (OAP) and of inclusive classroom practice, and an ability to embed these federation wide
Ability to model, coach and champion high-quality teaching and intervention practice
Ability to analyse assessment and behaviour data to identify patterns, gaps and next steps for individuals, groups and whole school provision
Strong communication skills, both written and verbal, with the ability to work sensitively with families and advocate for pupils’ needs
Ability to lead CPD, coach staff, influence practice and secure improvements through professional challenge and support
Excellent organisational and record-keeping skills, including managing SEND registers, provision maps and safeguarding records (e.g. CPOMS)

Leadership and management:

Ability to work as part of the senior leadership team to shape the strategic direction for SEND, inclusion, behaviour and wellbeing across the federation

Ability to lead and manage LSAs, ensuring effective deployment, appraisal and professional growth
Ability to ensure high-quality inclusive curriculum adaptations by working closely with subject leaders
Capacity to manage competing priorities, meet deadlines and remain focused and calm under pressure
Ability to advocate for inclusion and model the highest professional standards across the federation

Personal qualities:

Deep commitment to inclusive education, safeguarding and ensuring every child – particularly those with vulnerabilities – thrives and succeeds
Empathy, emotional intelligence and the ability to support children’s mental health, wellbeing and emotional regulation
High expectations for pupils, staff and self, with a commitment to continual improvement and evidence informed practice
Ability to handle sensitive information with confidentiality and professional integrity at all times
Resilience, positivity and the capacity to inspire trust, confidence and collaboration among colleagues and families

We can offer:

A highly experienced senior leadership team and governing body, providing strong strategic direction and support
A collaborative, dedicated and committed staff team
Motivated, enthusiastic and well‑engaged pupils
The opportunity to work across an outstanding infant and junior school
Excellent professional development and training opportunities

Deadline and how to apply:

Closing date for applications is 12 noon on Tuesday 28th April 2026.

Interviews will be held on Tuesday 5th May 2026.

Please send completed application forms to: office@liphook-jun.hants.sch.uk

Safer Recruitment

We are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. All successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks.

Apply