Deputy Headteacher (SENCO)
| Posting date: | 10 January 2026 |
|---|---|
| Hours: | Full time |
| Closing date: | 09 February 2026 |
| Location: | Macclesfield, Not recorded, SK11 8JF |
| Company: | Teaching Vacancies |
| Job type: | Permanent |
| Job reference: | 5774f2a2-0765-45a0-b3b9-e1a44a6ee415 |
Summary
What skills and experience we're looking for
Location: Cheshire East, UK
Salary:£57,137 - £66,368 (L5 – L11)
Contract Type:Permanent
Education Phases:Primary;
Job Roles:Deputy Headteacher;
Working Patterns:Full-Time;
Application Deadline:Wednesday, 18th February 2026
Visa Sponsorship Available:No
Is a Shared Job:No
About us
Cornerstone Academy is a safe, stimulating place of learning for students who have become disengaged from mainstream education. We are proud to be expanding with a new 48-place specialist provision opening in September 2026 for children aged 7–13 with SEMH needs or Autism Spectrum Condition (ASC), continuing our ethos of authentic relationships, adaptability, and child-centred practice.
What Ofsted Said About Cornerstone Academy
“Attending this school is a life-changing experience.”
Most pupils arrive having had negative experiences of education, but the care and support provided by staff helps them rebuild trust and transform their attitudes to learning and future life chances. The school has high expectations for every pupil and offers tailored support to meet individual needs.
Pupils make significant progress in their social development and behaviour, enabling smooth transitions back to mainstream or specialist settings when appropriate. They benefit from positive relationships with staff, consistent routines, and praise, which help them feel safe, secure, and ready to thrive.
The atmosphere is warm, calm, and purposeful. Pupils are supported to understand their emotions and demonstrate positive behaviour in class and around school. Attendance is strong, and pupils look forward to each day—whether learning in class or exploring cultural experiences beyond the classroom.
We are proud of our school and encourage applicants to get in touch with any questions or to arrange a visit. Please contact Office Manager Anne Williams by emailingadmin@cornerstoneap.orgin the first instance.
Job Description
Deputy Headteacher (SENCO)
Interview Date – WC 23rd February
Closing date – 18th February 2026
Start date: 1st September 2026
Location: Crewe, Cheshire
£57,137 - £66,368 (L5 – L11)
Cornerstone Academy is an innovative, nurturing school dedicated to transforming lives. We’re excited to open a new specialist setting in Crewe this September for pupils aged 7–13 with Social, Emotional and Mental Health (SEMH) needs and Autism Spectrum Condition (ASC). We’re looking for a Deputy Headteacher (SENCO) who is passionate about inclusive education and has a proven track record in school leadership and SEND provision. You’ll bring outstanding classroom practice, strong interpersonal skills, and the ability to inspire and motivate both staff and students.
This is a unique opportunity to shape the strategic vision of a growing school and make a real difference to children who need it most.
Key Priorities
Support the strategic vision and direction of the Academy.
• Provide strategic leadership and management to staff within the Academy.
• Secure and sustain effective teaching and learning throughout the school.
• Undertake performance management & line management responsibilities for a group of teachers and other staff in the school.
• Deploy staff and resources efficiently and effectively to meet specific objectives in line with school’s strategic plans.
• Ensure effective pastoral care and behaviour support throughout the school.
• To be responsible for the day to day leadership and management when the Headteacher is not in the Academy.
Teaching and Learning
The Deputy Headteacher will help secure and sustain effective teaching and learning throughout the Academy, monitor and evaluate the quality of teaching and standards of students’ achievement, using benchmarks to track and set targets for improvements.
They will:
• Contribute to the teaching throughout the school as and when required.
• Support and maintain an environment and a code of behaviour and discipline which promotes and secures good teaching, effective learning, and high standards of achievement.
• Help organise the curriculum and its assessment; work with the Headteacher to monitor and evaluate it in order to identify areas for improvement.
• Ensure that the curriculum and assessments meet National Curriculum requirements.
• Ensure that improvements in literacy, numeracy and information technology are priority targets for all students.
• Leading and Managing Staff
The Deputy Headteacher of Cornerstone Academy will motivate, support, challenge and develop staff to help secure improvement.
They will:
• Maximise the contribution of staff to improving the quality of education provided and the standards achieved and ensure that constructive working relationships are formed between staff and students in Cornerstone Academy.
• Ensure that equal opportunities and inclusion policies are reflected in practice.
• Work with the Headteacher to implement and sustain effective systems for the management of staff performance, incorporating appraisal, threshold, and targets for teachers, including targets relating to professional practice and students’ progress and achievement
• Specifically motivate and enable all staff in Cornerstone Academy to carry out their respective roles to the highest standard, through high quality continuing professional development based on assessment of needs
• Lead, support, and co-ordinate the provision of high-quality professional development
• Sustain your own motivation and that of other staff
• Ensure that professional duties are fulfilled, as specified in the Terms and Conditions of Service of Teachers
Partnership Working
Support in establishing a culture and curriculum which fulfils the aims and requirements of the wider community as set out in the vision.
• Seek opportunities to invite parents and carers, community figures, businesses and other organisations into The Academy to enrich student experience and to promote The Academy’s value to the wider community.
• Collaborate with local schools, the local authority and other agencies to promote the academic spiritual, moral, social, emotional and cultural well-being of students and their families.
• Represent the Academy at relevant meetings, as and when required
• Health and Safety / Child Protection
• To help ensure that health and safety standards meet statutory requirements, monitoring health and safety matters within the school, particularly ensuring that members of the staff take reasonable care for the health and safety of themselves and others
• To help ensure that child protection and safeguarding procedures and Department of Health assessments of children in need are rigorously complied with, and that the welfare and health and safety of students are of prime consideration
• To promote the safety and well-being of students and staff
• To ensure good order and discipline of students and staff
Desired Criteria
Qualifications and Experience
Recognised qualification in
Leadership(e.g.NPQSL / NPQH)
Behaviour
Teaching and learning or curriculum
SEND (e.g.SEMH, ASD)
Literacy Specialism
Experience
Involved inthe implementation of thenew National Curriculum
Experience of leading Personal, Social Development (PSD) projects
Experience of leading and raising standards in Literacy across the whole school.
Experience of leading outstanding teaching and learning provision and policy across the school.
Experience supporting students with SEMHneeds.
Experience of supporting neurodivergent learners, such as those with ASD / ADHD
Teaching Experience
Evidence of having led whole school learning and teaching strategy and policy
Demonstration ofhigh expectations
Success with students who are below expected levels
Professional Skills/Personal Skills
Coaching and/or mentoring
Able to effectively resolve personnel issues
Knowledge and Understanding
Knowledge and experience of current good practice and developmentin special education provision
Knowledge of successful practice in teaching‘hard to reach’students.
Knowledge of how to promote independence foryoung people with complex needs
Positive approaches tobehaviourmanagement
Mental Health Awarenessor other Mental Health training
Training in ASD, ADHD, SLCN.
Knowledge of neurodivergence and experience of adapting teaching and learning to meet a wide variety of learner needs
Experience of using an evidence-based approach
Strengthening Community
Work in the wider community.
Prepare to contribute to the school in avariety ofdifferentways
Essential Criteria
Qualifications and Experience
Qualified Teacher Status
A degree or equivalent
Evidence of further professional development
Experience
AsaLeader
Leading and managing a team or department
Minimum of 3 years school leadership experience
Working alongsideother school(s)and professional(s)to ensure robust moderation and sharing of good practice.
Demonstrate and lead on outstanding classroom practice
Using class support strategies andmonitoringthe impact.
Managing and deploying staff, including providing support and challenge
Analysis of data for impact and to target support areas.
Rigorous tracking providing detailed andaccurateinformation to underpin and ensure a plannedprogrammeof professional development for all staff, ensuring they meet the needs of individual students
Inspiringstaff to promote a love of learning to all students including those who struggle with formal education
Writing,implementingand reviewing whole school policies
Teaching Experience
Proven ability to:
Set high expectation which inspire,motivateand challengestudents
Promotegood progressand outcomes bystudents
Demonstrate good subject and curriculum knowledge
Plan and teach well-structured lessons
Adapt teaching to respond to the strengths and needs of allstudents
Makeaccurateand productive use ofassessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
Communicate and work effectively in a multi-disciplinary school team including parents/guardians and other external agencies.
Commitment to school-wide focus onstudent attainment
Professional Skills/Personal Skills
Proven ability to:
Inspire others with confidence
Communicate effectively to groups and individuals, orally and in writing
Resolve conflict through active listening and negotiation
Demonstrate a flexible approach and a willingness to listen to others
Provide advice and guidance to parents andcarersin a positive and clear manner
Remain calm when working under pressure
Be dynamic and solution focused when facing challenges
Commitment to one’s own continuing professional development
Ability to work as part of a team
Ability to make decisions and set priorities
Able to gain andmaintainthe confidence and respect of colleagues, students, parents and multi professionals
Have energy,perseveranceand a positive mindset
Be confident and enthusiastic
Be reliable and have integrity
Evidence of:
Successful multi-agency and partnership working
Training and understanding of child protection
Leadership & Management
Evidence of successful experience in a middle or senior leadership and management role
Evidence of successful experience in developing initiatives and managing change
Evidence of effective contribution to the School Development Plan
Evidence of effective delegation to staff and effective follow-up to ensure tasks are complete to a high standard
Ability to analyse situations, prioritise and help to implement realistic solutions
Ability toestablishand develop good relationships with all involved in the school. Commitment to the school’s wider community.
Knowledge and Understanding
Demonstratea good leveland understanding of ICT
Knowledge of how to deal with safeguarding issues in school.
Knowledge of OFSTED Framework
Thorough knowledge of current educational issues, including SEN legislation, guidance, code of practice and developments; safeguarding guidance
Awareness of current developments in education and the implications of these
Understand planning of the National Curriculumand its application in a school, including assessment,recordingand reporting
Know how to use a school’s data toidentifystrengths and areas of development
Positivebehaviourmanagement techniques for groups and individuals, including those with SEMH needs
Know how to develop effective rapport withstudents, this being based onhigh expectationsandestablishapurposeful learning environment
Shaping the Future /Philosophy
Demonstrate and communicateclear vision
Expectation of high achievement of allstudents
Understanding and commitment to equality of opportunity
Respect forstudents’ individual difference
Commitment to parental partnership in education and developing links betweenschool,homeand the community
Securing Accountability
Application of the need to delegate responsibility with accountability foranarea(s)of responsibility
Communicate to staff teams effectively
Strengthening Community
An ability toestablishand maintain positive partnerships with parents,studentsand communities
Awareness of the need to develop a school culture responsive to the nature of the school’s communities
Other Requirements
Positive recommendation from present employer
Satisfactory attendance record
Satisfactory safer recruitment checks
What the school offers its staff
Benefits
• A shorter teaching day
• Small class sizes
• Fantastic classroom support
• Access to training and CPD including further professional qualifications.
• Specialist training where required
• Cycle to work scheme
• Flexible and supportive approach to work
• Free lunch at school
• Free parking (including charging stations on most sites)
• Nursery benefits
• Education Mutual –private health support- access to a 24/7 GP, free face to face counselling, physiotherapy, nurse help-line, prescription service whenever you need it
• Perkbox - vouchers, discounts and wellbeing
Commitment to safeguarding
The safe recruitment of staff in the Trust is the first step in the effective safeguarding and promotion of welfare for our children. The Trust is committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and other workers in the Trust to share this commitment. It is recognised that this can only be achieved through sound procedures, good inter-agency co-operation and the recruitment and retention of competent, motivated employees who are suited to, and fulfilled in the roles they undertake. A copy of the Trust’s Safer Recruitment Policy is available on request.
Location: Cheshire East, UK
Salary:£57,137 - £66,368 (L5 – L11)
Contract Type:Permanent
Education Phases:Primary;
Job Roles:Deputy Headteacher;
Working Patterns:Full-Time;
Application Deadline:Wednesday, 18th February 2026
Visa Sponsorship Available:No
Is a Shared Job:No
About us
Cornerstone Academy is a safe, stimulating place of learning for students who have become disengaged from mainstream education. We are proud to be expanding with a new 48-place specialist provision opening in September 2026 for children aged 7–13 with SEMH needs or Autism Spectrum Condition (ASC), continuing our ethos of authentic relationships, adaptability, and child-centred practice.
What Ofsted Said About Cornerstone Academy
“Attending this school is a life-changing experience.”
Most pupils arrive having had negative experiences of education, but the care and support provided by staff helps them rebuild trust and transform their attitudes to learning and future life chances. The school has high expectations for every pupil and offers tailored support to meet individual needs.
Pupils make significant progress in their social development and behaviour, enabling smooth transitions back to mainstream or specialist settings when appropriate. They benefit from positive relationships with staff, consistent routines, and praise, which help them feel safe, secure, and ready to thrive.
The atmosphere is warm, calm, and purposeful. Pupils are supported to understand their emotions and demonstrate positive behaviour in class and around school. Attendance is strong, and pupils look forward to each day—whether learning in class or exploring cultural experiences beyond the classroom.
We are proud of our school and encourage applicants to get in touch with any questions or to arrange a visit. Please contact Office Manager Anne Williams by emailingadmin@cornerstoneap.orgin the first instance.
Job Description
Deputy Headteacher (SENCO)
Interview Date – WC 23rd February
Closing date – 18th February 2026
Start date: 1st September 2026
Location: Crewe, Cheshire
£57,137 - £66,368 (L5 – L11)
Cornerstone Academy is an innovative, nurturing school dedicated to transforming lives. We’re excited to open a new specialist setting in Crewe this September for pupils aged 7–13 with Social, Emotional and Mental Health (SEMH) needs and Autism Spectrum Condition (ASC). We’re looking for a Deputy Headteacher (SENCO) who is passionate about inclusive education and has a proven track record in school leadership and SEND provision. You’ll bring outstanding classroom practice, strong interpersonal skills, and the ability to inspire and motivate both staff and students.
This is a unique opportunity to shape the strategic vision of a growing school and make a real difference to children who need it most.
Key Priorities
Support the strategic vision and direction of the Academy.
• Provide strategic leadership and management to staff within the Academy.
• Secure and sustain effective teaching and learning throughout the school.
• Undertake performance management & line management responsibilities for a group of teachers and other staff in the school.
• Deploy staff and resources efficiently and effectively to meet specific objectives in line with school’s strategic plans.
• Ensure effective pastoral care and behaviour support throughout the school.
• To be responsible for the day to day leadership and management when the Headteacher is not in the Academy.
Teaching and Learning
The Deputy Headteacher will help secure and sustain effective teaching and learning throughout the Academy, monitor and evaluate the quality of teaching and standards of students’ achievement, using benchmarks to track and set targets for improvements.
They will:
• Contribute to the teaching throughout the school as and when required.
• Support and maintain an environment and a code of behaviour and discipline which promotes and secures good teaching, effective learning, and high standards of achievement.
• Help organise the curriculum and its assessment; work with the Headteacher to monitor and evaluate it in order to identify areas for improvement.
• Ensure that the curriculum and assessments meet National Curriculum requirements.
• Ensure that improvements in literacy, numeracy and information technology are priority targets for all students.
• Leading and Managing Staff
The Deputy Headteacher of Cornerstone Academy will motivate, support, challenge and develop staff to help secure improvement.
They will:
• Maximise the contribution of staff to improving the quality of education provided and the standards achieved and ensure that constructive working relationships are formed between staff and students in Cornerstone Academy.
• Ensure that equal opportunities and inclusion policies are reflected in practice.
• Work with the Headteacher to implement and sustain effective systems for the management of staff performance, incorporating appraisal, threshold, and targets for teachers, including targets relating to professional practice and students’ progress and achievement
• Specifically motivate and enable all staff in Cornerstone Academy to carry out their respective roles to the highest standard, through high quality continuing professional development based on assessment of needs
• Lead, support, and co-ordinate the provision of high-quality professional development
• Sustain your own motivation and that of other staff
• Ensure that professional duties are fulfilled, as specified in the Terms and Conditions of Service of Teachers
Partnership Working
Support in establishing a culture and curriculum which fulfils the aims and requirements of the wider community as set out in the vision.
• Seek opportunities to invite parents and carers, community figures, businesses and other organisations into The Academy to enrich student experience and to promote The Academy’s value to the wider community.
• Collaborate with local schools, the local authority and other agencies to promote the academic spiritual, moral, social, emotional and cultural well-being of students and their families.
• Represent the Academy at relevant meetings, as and when required
• Health and Safety / Child Protection
• To help ensure that health and safety standards meet statutory requirements, monitoring health and safety matters within the school, particularly ensuring that members of the staff take reasonable care for the health and safety of themselves and others
• To help ensure that child protection and safeguarding procedures and Department of Health assessments of children in need are rigorously complied with, and that the welfare and health and safety of students are of prime consideration
• To promote the safety and well-being of students and staff
• To ensure good order and discipline of students and staff
Desired Criteria
Qualifications and Experience
Recognised qualification in
Leadership(e.g.NPQSL / NPQH)
Behaviour
Teaching and learning or curriculum
SEND (e.g.SEMH, ASD)
Literacy Specialism
Experience
Involved inthe implementation of thenew National Curriculum
Experience of leading Personal, Social Development (PSD) projects
Experience of leading and raising standards in Literacy across the whole school.
Experience of leading outstanding teaching and learning provision and policy across the school.
Experience supporting students with SEMHneeds.
Experience of supporting neurodivergent learners, such as those with ASD / ADHD
Teaching Experience
Evidence of having led whole school learning and teaching strategy and policy
Demonstration ofhigh expectations
Success with students who are below expected levels
Professional Skills/Personal Skills
Coaching and/or mentoring
Able to effectively resolve personnel issues
Knowledge and Understanding
Knowledge and experience of current good practice and developmentin special education provision
Knowledge of successful practice in teaching‘hard to reach’students.
Knowledge of how to promote independence foryoung people with complex needs
Positive approaches tobehaviourmanagement
Mental Health Awarenessor other Mental Health training
Training in ASD, ADHD, SLCN.
Knowledge of neurodivergence and experience of adapting teaching and learning to meet a wide variety of learner needs
Experience of using an evidence-based approach
Strengthening Community
Work in the wider community.
Prepare to contribute to the school in avariety ofdifferentways
Essential Criteria
Qualifications and Experience
Qualified Teacher Status
A degree or equivalent
Evidence of further professional development
Experience
AsaLeader
Leading and managing a team or department
Minimum of 3 years school leadership experience
Working alongsideother school(s)and professional(s)to ensure robust moderation and sharing of good practice.
Demonstrate and lead on outstanding classroom practice
Using class support strategies andmonitoringthe impact.
Managing and deploying staff, including providing support and challenge
Analysis of data for impact and to target support areas.
Rigorous tracking providing detailed andaccurateinformation to underpin and ensure a plannedprogrammeof professional development for all staff, ensuring they meet the needs of individual students
Inspiringstaff to promote a love of learning to all students including those who struggle with formal education
Writing,implementingand reviewing whole school policies
Teaching Experience
Proven ability to:
Set high expectation which inspire,motivateand challengestudents
Promotegood progressand outcomes bystudents
Demonstrate good subject and curriculum knowledge
Plan and teach well-structured lessons
Adapt teaching to respond to the strengths and needs of allstudents
Makeaccurateand productive use ofassessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
Communicate and work effectively in a multi-disciplinary school team including parents/guardians and other external agencies.
Commitment to school-wide focus onstudent attainment
Professional Skills/Personal Skills
Proven ability to:
Inspire others with confidence
Communicate effectively to groups and individuals, orally and in writing
Resolve conflict through active listening and negotiation
Demonstrate a flexible approach and a willingness to listen to others
Provide advice and guidance to parents andcarersin a positive and clear manner
Remain calm when working under pressure
Be dynamic and solution focused when facing challenges
Commitment to one’s own continuing professional development
Ability to work as part of a team
Ability to make decisions and set priorities
Able to gain andmaintainthe confidence and respect of colleagues, students, parents and multi professionals
Have energy,perseveranceand a positive mindset
Be confident and enthusiastic
Be reliable and have integrity
Evidence of:
Successful multi-agency and partnership working
Training and understanding of child protection
Leadership & Management
Evidence of successful experience in a middle or senior leadership and management role
Evidence of successful experience in developing initiatives and managing change
Evidence of effective contribution to the School Development Plan
Evidence of effective delegation to staff and effective follow-up to ensure tasks are complete to a high standard
Ability to analyse situations, prioritise and help to implement realistic solutions
Ability toestablishand develop good relationships with all involved in the school. Commitment to the school’s wider community.
Knowledge and Understanding
Demonstratea good leveland understanding of ICT
Knowledge of how to deal with safeguarding issues in school.
Knowledge of OFSTED Framework
Thorough knowledge of current educational issues, including SEN legislation, guidance, code of practice and developments; safeguarding guidance
Awareness of current developments in education and the implications of these
Understand planning of the National Curriculumand its application in a school, including assessment,recordingand reporting
Know how to use a school’s data toidentifystrengths and areas of development
Positivebehaviourmanagement techniques for groups and individuals, including those with SEMH needs
Know how to develop effective rapport withstudents, this being based onhigh expectationsandestablishapurposeful learning environment
Shaping the Future /Philosophy
Demonstrate and communicateclear vision
Expectation of high achievement of allstudents
Understanding and commitment to equality of opportunity
Respect forstudents’ individual difference
Commitment to parental partnership in education and developing links betweenschool,homeand the community
Securing Accountability
Application of the need to delegate responsibility with accountability foranarea(s)of responsibility
Communicate to staff teams effectively
Strengthening Community
An ability toestablishand maintain positive partnerships with parents,studentsand communities
Awareness of the need to develop a school culture responsive to the nature of the school’s communities
Other Requirements
Positive recommendation from present employer
Satisfactory attendance record
Satisfactory safer recruitment checks
What the school offers its staff
Benefits
• A shorter teaching day
• Small class sizes
• Fantastic classroom support
• Access to training and CPD including further professional qualifications.
• Specialist training where required
• Cycle to work scheme
• Flexible and supportive approach to work
• Free lunch at school
• Free parking (including charging stations on most sites)
• Nursery benefits
• Education Mutual –private health support- access to a 24/7 GP, free face to face counselling, physiotherapy, nurse help-line, prescription service whenever you need it
• Perkbox - vouchers, discounts and wellbeing
Commitment to safeguarding
The safe recruitment of staff in the Trust is the first step in the effective safeguarding and promotion of welfare for our children. The Trust is committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and other workers in the Trust to share this commitment. It is recognised that this can only be achieved through sound procedures, good inter-agency co-operation and the recruitment and retention of competent, motivated employees who are suited to, and fulfilled in the roles they undertake. A copy of the Trust’s Safer Recruitment Policy is available on request.