Deputy Headteacher
| Dyddiad hysbysebu: | 07 Ionawr 2026 |
|---|---|
| Oriau: | Llawn Amser |
| Dyddiad cau: | 27 Ionawr 2026 |
| Lleoliad: | Manchester, OL16 2SU |
| Cwmni: | Teaching Vacancies |
| Math o swydd: | Parhaol |
| Cyfeirnod swydd: | 71db6bfc-ee5e-4fac-9bc0-678956ebfe0c |
Crynodeb
What skills and experience we're looking for
Essential Criteria
• Qualified Teacher Status (QTS)
• A minimum of two years’ experience in a leadership role, or equivalent leadership responsibility
• A minimum of two years’ experience as a Designated Safeguarding Lead or with significant responsibility for safeguarding practice
• Evidence of sustained and relevant professional development
• A highly effective primary classroom practitioner with high expectations for all learners
• Secure, up-to-date knowledge of current issues in primary and special education
• Experience of leading learning and teaching to improve outcomes for learners
• Experience of effective multi-agency working, including contribution to the EHCP process
• The ability to communicate confidently and accurately in spoken English with learners, families, staff and professionals
How identified: Application Form, Interview, Certificate Check
Desirable Criteria
• Degree or equivalent qualification
• Experience of working across a range of educational settings
• Leadership and management CPD, including NPQ qualifications or working towards NPQH
• Experience of working with learners with SLD, PMLD, ASC and/or MLD
• Experience of working with learners significantly below national expectations
How identified: Application Form
Skills and Professional Knowledge
Essential Criteria
• Strong knowledge of safeguarding legislation and best practice, with the confidence to lead safeguarding processes effectively
• Practical understanding of how to analyse, interpret and use a wide range of evidence, including data and external evaluations, to drive improvement and challenge underperformance
• Effective use of ICT to enhance communication, learning and teaching
• Secure knowledge of inclusive practice and equality of opportunity
• Excellent classroom practice, including confident and ethical behaviour management and positive handling approaches
• Ability to lead and manage change sensitively and effectively
• High-level written and verbal communication skills
• Ability to work independently, prioritise effectively and manage time in a demanding environment
• Ability to build, lead and sustain effective teams, working collaboratively across disciplines
• Up-to-date understanding of local and national priorities and their impact on learners and families
• Secure understanding of how children learn and how barriers to learning can be identified and removed
• A strong commitment to professional learning and the development of others
• Ability to share strategic responsibility with the Headteacher for target-setting, improvement planning and raising standards
How identified: Application Form and Interview
Desirable Criteria
• Experience of teaching across a wide primary age range
• Experience of developing strong home–school partnerships
• Experience of working closely with a range of external agencies
How identified: Application Form and Interview
Job-Related Leadership Skills
Essential Criteria
• Experience of managing, supporting and developing staff
• Ability to work positively, supportively and constructively with colleagues at all levels
• A clear commitment to inclusive practice and learner-centred provision
How identified: Application Form and Interview
Desirable Criteria
• Awareness of high-quality CPDL and professional growth opportunities
• Ability to promote active, experiential and problem-solving approaches to learning
How identified: Application Form and Interview
Personal Qualities and Leadership Disposition
Essential Criteria
• Highly motivated, positive and values-driven
• Calm, resilient and reflective when working under pressure
• Able to lead, inspire and influence others with credibility and warmth
• Creative and forward-thinking, with the confidence to innovate
• Approachable, with a good sense of humour and strong emotional intelligence
• Able to motivate and engage learners with complex needs
• Rigorous, organised and attentive to detail
• Sets and models high personal and professional standards
• Communicates effectively with staff, families, professionals and the wider community
• A strong awareness, understanding and commitment to inclusive practice and safeguarding
How identified: Application Form and Interview
Other Requirements
Essential Criteria
• A clear commitment to working in partnership with parents, governors and the wider community
• Willingness to contribute to occasional evening meetings and community events
How identified: Application Form and Interview
This person specification will be reviewed periodically and may be amended following consultation to reflect the evolving needs of Springside Primary Special School.
What the school offers its staff
At Springside Primary Special School, we believe that exceptional leadership begins with care, courage and connection. We are a vibrant, inclusive community where learners with significant and complex needs are known deeply, valued unconditionally and supported to thrive in their own unique ways.
Further details about the role
Purpose of the Role
The Deputy Headteacher plays a pivotal role in shaping the strategic direction, culture and day-to-dayeffectiveness of Springside Primary Special School. Working in close partnership with the Headteacher, thepostholder will provide compassionate, decisive and forward-thinking leadership, with a particular focus oncare, control, safeguarding and learner wellbeing.
The role exists to ensure that:
Learner wellbeing, dignity and safety are always paramount
Care, behaviour and positive handling approaches are inclusive, ethical and consistent
High-quality, personalised curriculum provision enables every learner to thrive
Families and professionals experience a supportive, collaborative and trusting school community
The Deputy Headteacher will deputise for the Headteacher when required and will be a visible, values-drivenleader across the whole school.
Strategic Leadership: Direction and Development of the School
In partnership with the Headteacher, the Deputy Headteacher will:
Provide inspiring, calm and purposeful leadership that builds confidence and trust across the schoolcommunity
Champion and sustain a positive, inclusive ethos where care, learning and high expectations sit sideby side
Lead on agreed aspects of the School Self-Evaluation Framework, translating reflection intomeaningful improvement
Drive strategic developments aligned to local and national priorities, with particular attention towellbeing, safeguarding and workforce organisation
Monitor, evaluate and report on key aspects of school performance, ensuring impact is clear andmeasurable
Review, update and implement policies on a rolling programme, ensuring they are lived documentsthat support best practice
Ensure all stakeholders are motivated, engaged and committed to the school’s vision, values andimprovement priorities
Play a full and active role in the life of the Springside and Hamer School community, modellingprofessionalism, kindness and high standards
Support the school in meeting its statutory requirements for worship and actively promote theschool’s corporate policies
Support the appointment, induction and performance management of high-calibre staff at all levels.
Wellbeing,Safeguarding and Care (Lead Responsibility)
As a Designated Safeguarding Lead, the Deputy Headteacher will:
Share responsibility for the implementation and quality assurance of safeguarding policies andprocedures
Lead and participate in multi-agency meetings, responding decisively and sensitively to safeguardingand family concerns
Work in close partnership with the Welfare and Pastoral Officer to ensure joined-up, compassionatesupport for learners and families
Ensure the safety and wellbeing of learners and staff through robust risk assessment and compliancewith health and safety requirements
Lead multi-agency work for learners who present significant behavioural or emotional challenges,ensuring ethical, consistent and child-centred practice
Model and coach staff in positive behaviour support strategies, including situations requiring positivehandling or physical intervention
Ensure progress in behaviour, emotional regulation and wellbeing is tracked, reviewed and celebrated
Oversee the regular review of behaviour support plans in partnership with the Gateway Team andrelevant leaders
Management and Organisation of Resources
The Deputy Headteacher will work closely with the Assistant Headteacher to:
Lead the day-to-day organisation of staffing, including deployment, timetabling, cover and respondingflexibly to daily priorities
Take strategic responsibility for the whole-school learning environment, ensuring it is safe, nurturing,purposeful and responsive to learners’ complex needs
Lead and inspire highly motivated teams towards shared goals and sustained school improvement
Support the Headteacher in the effective management of accommodation to meet curriculum needsand health and safety requirements
Manage, monitor and review the use of resources within delegated areas, ensuring value for moneyand maximum impact for learners
Act as a role model for sustainable working practices, promoting staff wellbeing, efficiency and ahealthy work–life balance
Learner Achievement and Progress
The Deputy Headteacher will:
Communicate clearly and consistently the school’s belief that every learner can make progress,celebrating achievement in all its forms
Promote a culture where learners recognise and take pride in their skills, strengths and personaldevelopment
Chair annual EHCP reviews in collaboration with the leadership team, ensuring outcomes areaspirational, meaningful and reviewed rigorously
Support the collection, moderation, analysis and intelligent use of data to inform provision,intervention and strategic planning
Maintain an up-to-date understanding of local and national developments in assessment and datathrough research and professional collaboration
Work with curriculum leaders to ensure provision is precisely matched to assessed need and thatpersonalised learning is embedded across the school
Quality of Teaching and Learning
The Deputy Headteacher will:
Undertake an agreed programme of teaching, balancing classroom practice with leadership
responsibilities and current school priorities
Act as a role model of high-quality, inclusive teaching across a wide range of ages and abilities
Support the Headteacher in leading a strong professional learning culture through effective CPD,
appraisal and performance management
Empower staff to develop confidence and expertise in meeting complex needs, including behaviour,
communication and medical needs
Lead on inclusive opportunities that enable learners to access their full entitlement to rich,
meaningful primary experiences
Ensure learners and families are well supported through all phases of induction and transition
Promote learners’ spiritual, moral, social and cultural development, including leading acts of worship,
community events and high-value educational visits
Partnership with Families and the Community
The Deputy Headteacher will:
Warmly welcome parents, carers and families as essential partners in their child’s learning andwellbeing
Work proactively to overcome barriers to engagement, particularly for families who may be harder toreach or experiencing challenge
Support staff with family liaison responsibilities, acting as mentor and strategic lead where
appropriate
Build and sustain strong partnerships with parents, professionals, community organisations andexternal agencies
Liaise closely with partner schools and services to enhance learner welfare, achievement andinclusion
Support the Headteacher in ensuring families are well informed about school life, learner progressand developments
Use ICT effectively to ensure communication is clear, timely and accessible
Additional Information
This post is employed in the capacity of a teacher and is subject to the conditions of employment setout in the letter of appointment and statement of particulars.
This job description may be amended following consultation to reflect the evolving needs of theschool, in line with contractual conditions.
The school is committed to equality of opportunity and will make reasonable adjustments to supportdisabled applicants or employees.
This job description will be reviewed annually and may be updated following consultation.
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Essential Criteria
• Qualified Teacher Status (QTS)
• A minimum of two years’ experience in a leadership role, or equivalent leadership responsibility
• A minimum of two years’ experience as a Designated Safeguarding Lead or with significant responsibility for safeguarding practice
• Evidence of sustained and relevant professional development
• A highly effective primary classroom practitioner with high expectations for all learners
• Secure, up-to-date knowledge of current issues in primary and special education
• Experience of leading learning and teaching to improve outcomes for learners
• Experience of effective multi-agency working, including contribution to the EHCP process
• The ability to communicate confidently and accurately in spoken English with learners, families, staff and professionals
How identified: Application Form, Interview, Certificate Check
Desirable Criteria
• Degree or equivalent qualification
• Experience of working across a range of educational settings
• Leadership and management CPD, including NPQ qualifications or working towards NPQH
• Experience of working with learners with SLD, PMLD, ASC and/or MLD
• Experience of working with learners significantly below national expectations
How identified: Application Form
Skills and Professional Knowledge
Essential Criteria
• Strong knowledge of safeguarding legislation and best practice, with the confidence to lead safeguarding processes effectively
• Practical understanding of how to analyse, interpret and use a wide range of evidence, including data and external evaluations, to drive improvement and challenge underperformance
• Effective use of ICT to enhance communication, learning and teaching
• Secure knowledge of inclusive practice and equality of opportunity
• Excellent classroom practice, including confident and ethical behaviour management and positive handling approaches
• Ability to lead and manage change sensitively and effectively
• High-level written and verbal communication skills
• Ability to work independently, prioritise effectively and manage time in a demanding environment
• Ability to build, lead and sustain effective teams, working collaboratively across disciplines
• Up-to-date understanding of local and national priorities and their impact on learners and families
• Secure understanding of how children learn and how barriers to learning can be identified and removed
• A strong commitment to professional learning and the development of others
• Ability to share strategic responsibility with the Headteacher for target-setting, improvement planning and raising standards
How identified: Application Form and Interview
Desirable Criteria
• Experience of teaching across a wide primary age range
• Experience of developing strong home–school partnerships
• Experience of working closely with a range of external agencies
How identified: Application Form and Interview
Job-Related Leadership Skills
Essential Criteria
• Experience of managing, supporting and developing staff
• Ability to work positively, supportively and constructively with colleagues at all levels
• A clear commitment to inclusive practice and learner-centred provision
How identified: Application Form and Interview
Desirable Criteria
• Awareness of high-quality CPDL and professional growth opportunities
• Ability to promote active, experiential and problem-solving approaches to learning
How identified: Application Form and Interview
Personal Qualities and Leadership Disposition
Essential Criteria
• Highly motivated, positive and values-driven
• Calm, resilient and reflective when working under pressure
• Able to lead, inspire and influence others with credibility and warmth
• Creative and forward-thinking, with the confidence to innovate
• Approachable, with a good sense of humour and strong emotional intelligence
• Able to motivate and engage learners with complex needs
• Rigorous, organised and attentive to detail
• Sets and models high personal and professional standards
• Communicates effectively with staff, families, professionals and the wider community
• A strong awareness, understanding and commitment to inclusive practice and safeguarding
How identified: Application Form and Interview
Other Requirements
Essential Criteria
• A clear commitment to working in partnership with parents, governors and the wider community
• Willingness to contribute to occasional evening meetings and community events
How identified: Application Form and Interview
This person specification will be reviewed periodically and may be amended following consultation to reflect the evolving needs of Springside Primary Special School.
What the school offers its staff
At Springside Primary Special School, we believe that exceptional leadership begins with care, courage and connection. We are a vibrant, inclusive community where learners with significant and complex needs are known deeply, valued unconditionally and supported to thrive in their own unique ways.
Further details about the role
Purpose of the Role
The Deputy Headteacher plays a pivotal role in shaping the strategic direction, culture and day-to-dayeffectiveness of Springside Primary Special School. Working in close partnership with the Headteacher, thepostholder will provide compassionate, decisive and forward-thinking leadership, with a particular focus oncare, control, safeguarding and learner wellbeing.
The role exists to ensure that:
Learner wellbeing, dignity and safety are always paramount
Care, behaviour and positive handling approaches are inclusive, ethical and consistent
High-quality, personalised curriculum provision enables every learner to thrive
Families and professionals experience a supportive, collaborative and trusting school community
The Deputy Headteacher will deputise for the Headteacher when required and will be a visible, values-drivenleader across the whole school.
Strategic Leadership: Direction and Development of the School
In partnership with the Headteacher, the Deputy Headteacher will:
Provide inspiring, calm and purposeful leadership that builds confidence and trust across the schoolcommunity
Champion and sustain a positive, inclusive ethos where care, learning and high expectations sit sideby side
Lead on agreed aspects of the School Self-Evaluation Framework, translating reflection intomeaningful improvement
Drive strategic developments aligned to local and national priorities, with particular attention towellbeing, safeguarding and workforce organisation
Monitor, evaluate and report on key aspects of school performance, ensuring impact is clear andmeasurable
Review, update and implement policies on a rolling programme, ensuring they are lived documentsthat support best practice
Ensure all stakeholders are motivated, engaged and committed to the school’s vision, values andimprovement priorities
Play a full and active role in the life of the Springside and Hamer School community, modellingprofessionalism, kindness and high standards
Support the school in meeting its statutory requirements for worship and actively promote theschool’s corporate policies
Support the appointment, induction and performance management of high-calibre staff at all levels.
Wellbeing,Safeguarding and Care (Lead Responsibility)
As a Designated Safeguarding Lead, the Deputy Headteacher will:
Share responsibility for the implementation and quality assurance of safeguarding policies andprocedures
Lead and participate in multi-agency meetings, responding decisively and sensitively to safeguardingand family concerns
Work in close partnership with the Welfare and Pastoral Officer to ensure joined-up, compassionatesupport for learners and families
Ensure the safety and wellbeing of learners and staff through robust risk assessment and compliancewith health and safety requirements
Lead multi-agency work for learners who present significant behavioural or emotional challenges,ensuring ethical, consistent and child-centred practice
Model and coach staff in positive behaviour support strategies, including situations requiring positivehandling or physical intervention
Ensure progress in behaviour, emotional regulation and wellbeing is tracked, reviewed and celebrated
Oversee the regular review of behaviour support plans in partnership with the Gateway Team andrelevant leaders
Management and Organisation of Resources
The Deputy Headteacher will work closely with the Assistant Headteacher to:
Lead the day-to-day organisation of staffing, including deployment, timetabling, cover and respondingflexibly to daily priorities
Take strategic responsibility for the whole-school learning environment, ensuring it is safe, nurturing,purposeful and responsive to learners’ complex needs
Lead and inspire highly motivated teams towards shared goals and sustained school improvement
Support the Headteacher in the effective management of accommodation to meet curriculum needsand health and safety requirements
Manage, monitor and review the use of resources within delegated areas, ensuring value for moneyand maximum impact for learners
Act as a role model for sustainable working practices, promoting staff wellbeing, efficiency and ahealthy work–life balance
Learner Achievement and Progress
The Deputy Headteacher will:
Communicate clearly and consistently the school’s belief that every learner can make progress,celebrating achievement in all its forms
Promote a culture where learners recognise and take pride in their skills, strengths and personaldevelopment
Chair annual EHCP reviews in collaboration with the leadership team, ensuring outcomes areaspirational, meaningful and reviewed rigorously
Support the collection, moderation, analysis and intelligent use of data to inform provision,intervention and strategic planning
Maintain an up-to-date understanding of local and national developments in assessment and datathrough research and professional collaboration
Work with curriculum leaders to ensure provision is precisely matched to assessed need and thatpersonalised learning is embedded across the school
Quality of Teaching and Learning
The Deputy Headteacher will:
Undertake an agreed programme of teaching, balancing classroom practice with leadership
responsibilities and current school priorities
Act as a role model of high-quality, inclusive teaching across a wide range of ages and abilities
Support the Headteacher in leading a strong professional learning culture through effective CPD,
appraisal and performance management
Empower staff to develop confidence and expertise in meeting complex needs, including behaviour,
communication and medical needs
Lead on inclusive opportunities that enable learners to access their full entitlement to rich,
meaningful primary experiences
Ensure learners and families are well supported through all phases of induction and transition
Promote learners’ spiritual, moral, social and cultural development, including leading acts of worship,
community events and high-value educational visits
Partnership with Families and the Community
The Deputy Headteacher will:
Warmly welcome parents, carers and families as essential partners in their child’s learning andwellbeing
Work proactively to overcome barriers to engagement, particularly for families who may be harder toreach or experiencing challenge
Support staff with family liaison responsibilities, acting as mentor and strategic lead where
appropriate
Build and sustain strong partnerships with parents, professionals, community organisations andexternal agencies
Liaise closely with partner schools and services to enhance learner welfare, achievement andinclusion
Support the Headteacher in ensuring families are well informed about school life, learner progressand developments
Use ICT effectively to ensure communication is clear, timely and accessible
Additional Information
This post is employed in the capacity of a teacher and is subject to the conditions of employment setout in the letter of appointment and statement of particulars.
This job description may be amended following consultation to reflect the evolving needs of theschool, in line with contractual conditions.
The school is committed to equality of opportunity and will make reasonable adjustments to supportdisabled applicants or employees.
This job description will be reviewed annually and may be updated following consultation.
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.