Assistant Head of School

We believe that every young person has the right to be an individual, to know they matter, have a voice, feel safe and confident enough to progress through the world in a way which makes them smile.

We are all rubbish at lots of things, let’s concentrate on finding the things we are great at!

Purpose of the role:

• to work alongside the Head of School to ensure every learner is safe, supported and able to access education. The postholder will lead attendance and pastoral support, coordinate timely responses to escalating behaviour, and deputise for the Head of School in their absence

• we are looking for an organised, proactive leader who takes ownership. They will turn identified needs into practical support, maintain accurate records, meet deadlines and check that agreed actions make a difference. The role combines strategic leadership with a visible, hands-on presence in the daily life of the school

• the postholder will uphold our relational, trauma-informed and PDA-informed approach, combining reasonable adjustments and learner voice with clear expectations for safety, respect and engagement.

Leadership and operational delivery:

• maintain a clear overview of learner needs, attendance, wellbeing, behaviour and access to learning; identify priorities and act before concerns escalate

• ensure meetings, referrals, reviews and agreed support are completed promptly

• direct and support pastoral staff and colleagues with delegated responsibilities; check the quality and completion of their work and provide practical guidance and training

• provide regular updates to the Head of School on emerging risks, progress, overdue actions and decisions requiring escalation

• contribute to school improvement, policy review, self-evaluation and inspection preparation. Monitor compliance within the role against applicable Independent School Standards, SEND, safeguarding, attendance and equality requirements, escalating gaps promptly

• deputise for the Head of School when not available, leading daily operations, coordinating staff deployment and responding to urgent learner, parent and provider concerns within agreed delegated authority

• oversee quality assurance of alternative provision providers accessed by the school.

SEND provision and learner access:

• ensure individual learning plans (ILPs), learner profiles, targets and support strategies are current, accessible to relevant staff and reviewed using evidence of progress towards EHCP outcomes

• oversee reduced or part-time timetables, with clear reasons, agreed support, safeguarding arrangements, review dates and a plan to increase access to education

• coordinate electronic Personal Education Plans (ePEPs) for looked-after learners with the designated teacher, social workers and Virtual School; track actions and educational outcomes

• liaise with the Education Access Team, local authority SEND teams and other professionals. Coordinate learner transport arrangements and resolve access or safety concerns.

Learner wellbeing and multi-agency support:

• ensure learners receive regular wellbeing check-ins and timely pastoral support. Track concerns, referrals and follow-up so no learner’s needs are overlooked

• build effective relationships with learners and families, include their views in support plans and help staff understand barriers to engagement

• attend Child in Need, Child Protection and other relevant professional meetings; provide accurate school information and ensure allocated actions are completed

• work closely with the designated safeguarding lead (DSL), escalating concerns promptly and following the school’s safeguarding procedures. Undertake deputy DSL duties only where formally appointed and appropriately trained

• coordinate relevant health and care arrangements with trained staff and clinicians, including individual healthcare plans and risk assessments, so learners can access provision safely.

Attendance and engagement:

• lead attendance monitoring, ensuring daily registers, absence follow-up and attendance records are accurate and concerns are acted on promptly

• review individual attendance and patterns weekly, including missed sessions, persistent absence and barriers such as emotionally based school avoidance (EBSA)

• ensure low attendance triggers a clear response, with a named lead, family contact, practical support, measurable actions and regular review

• trigger and track pastoral eyes-on welfare checks for non-attending learners in line with their risk and agreed safeguarding plans. Record when and how the learner was seen, concerns identified and the next action

• escalate promptly to the DSL where a learner cannot be seen, their whereabouts or welfare are uncertain, or concerns increase; liaise with external services as directed

• work with families, transport providers and the Education Access Team to remove barriers and coordinate supported returns. Report attendance trends and the impact of interventions to the Head of School.

Behaviour support and incident response:

• provide calm, visible leadership when behaviour escalates, supporting staff to de-escalate situations and protect learners’ and colleagues’ safety

• respond to ICFs and incident records promptly; ensure accounts are accurate, required actions are assigned and follow-up is completed

• identify triggers, unmet needs and patterns across incidents. Review support strategies, ILPs and risk assessments, and coach staff to respond consistently

• coordinate restorative conversations, reflection, family communication and reintegration plans in line with school policy and learners’ communication needs

• ensure bullying, discriminatory behaviour and harmful peer interactions receive a timely response, with support for affected learners and monitoring of whether the behaviour stops

• apply the behaviour policy and reasonable adjustments consistently, referring suspension and other significant decisions to the person authorised under school policy.

Teaching and alternative provision:

• plan and lead pastoral and wellbeing provision every Thursday afternoon, coordinating catch-up learning and purposeful activities such as reading, gardening and exercise according to identified needs

• plan, deliver and assess PSHE every Friday using the in-house scheme of work, relevant curriculum expectations, applicable statutory relationships and sex education requirements, and safeguarding priorities informed by current KCSIE.

• complete learner observations and submit ICFs where appropriate, linking evidence to learning, engagement, wellbeing and individual targets

• support and quality assure alternative and vocational provision through visits, attendance and progress checks, learner feedback and review of safeguarding and SEND arrangements. Escalate concerns and track improvements

• oversee learner timetable changes, ensuring they are purposeful, communicated to staff, families and providers, and reviewed for their impact on access and progress.

Come and be part of an amazingly eclectic and passionate team that spend every day changing the path of young people most in need of support.

How to apply

Please register your interest by emailing your CV to: View email address on suffolkjobsdirect.org .

Closing date: 4 November 2026.

Interview date: 6pm, 11 November 2026.

We take safeguarding very seriously – before any employment is confirmed enhanced DBS checks and references are taken.