Job Description

Are you ready to shape a truly bespoke educational experience for pupils with autism? We are seeking a passionate and strategic Deputy Headteacher.


The deputy head teacher is the architect of specialist pedagogy and a highly individualised curriculum. Their primary focus is on ensuring that teaching and learning approaches are expertly tailored to meet the diverse and often complex needs of students with SEND, fostering profound progress and development.



Clay Hill School is a specialist independent school for pupils with Autism Spectrum Condition (ASC), set within the beautiful and tranquil surroundings of the New Forest. Pupils are taught in small classes, with a strong focus on personalised learning, wellbeing, and progress. Every pupil is seen as an individual, and their education is shaped around their unique strengths, needs, and aspirations.

Core Responsibilities

Curriculum Design & Differentiation:

Lead the continuous development and refinement of a highly differentiated, accessible, and engaging curriculum that meets the individual learning needs, styles, and interests of students with a wide range of SEND. Ensure curriculum pathways are flexible, personalised, and lead to meaningful outcomes for each student, integrating academic, social, emotional, and life skills development. Champion innovative and specialist pedagogical approaches proven to be effective for specific SEND cohorts (e.g., structured teaching, sensory integration, communication strategies).

Quality of Specialist Teaching & Assessment:

Drive exceptional standards in specialist teaching practices, including therapeutic teaching, multi-sensory approaches, and effective use of assistive technology. Develop and implement assessment frameworks that accurately capture, celebrate, and report small steps of progress for students with complex learning profiles. Lead on the analysis of qualitative and quantitative data to inform teaching and assess the impact of interventions on student learning and development.

Professional Development (Specialist Pedagogical Focus):

Design and deliver targeted CPD focused on specialist pedagogical approaches, curriculum adaptation, and effective strategies for supporting specific SEND (e.g., autism, complex learning difficulties, social, emotional and mental health needs). Foster a culture of reflective practice and continuous learning among teaching staff, ensuring they are equipped with the latest research and best practices in SEND education.

Learning Environment (Pedagogical Aspects):

Advise on and promote the creation of classroom and learning environments that are optimally structured and adapted to support the learning needs of students with various SEND (e.g., low-distraction spaces, visual schedules, communication aids).

Early Career Teacher (ECT) Induction Tutor:

Lead and coordinate the statutory ECT Induction Programme, ensuring compliance with DfE guidance and the ECF. Conduct formal assessments of ECTs against the Teachers' Standards, ensuring their development is contextualized for teaching in an SEND environment. Oversee the quality of ECT mentoring and ensure access to relevant pedagogical and SEND-specific professional development.

Assessment Only Route (AOR) Oversight:

Lead the school-based support and assessment for unqualified teachers working towards QTS via the Assessment Only Route. Liaise with the AOR provider and ensure the teacher demonstrates competence against all Teachers' Standards within an SEND context. Provide or oversee intensive mentoring and targeted professional development to support the AOR candidate's journey to QTS.

Accountability:

Hold teaching staff and middle leaders accountable for the quality of their teaching and its impact on the progress of students with SEND.

Operational Strategy & Oversight (Specialist Context):

Manage the master school calendar and oversee the intricate process of creating and maintaining the school timetable, optimising specialist staff and bespoke resource allocation for individual student needs. Oversee the consistent, day-to-day application of all school policies, ensuring they are adapted and implemented effectively within a SEND context (e.g., behaviour policy through a therapeutic lens, attendance monitoring for students with anxieties).

Directly Line Manages:

Subject Leads The DHT sets the strategic direction for curriculum and teaching quality, and Subject Leads are responsible for implementing this within their specific subject areas. (Potentially) ECT Mentors (who are often experienced teachers)

What we offer:

A clear and collaborative line management structure Strong links with our SENDCo and wider SEN team Opportunities for professional development and career progression A warm, committed staff team who value creativity and care Weekly enrichment activities tailored to pupil needs A stunning natural setting that enhances wellbeing and learning Exclusive access to reward and discount scheme Blue Light discount card A chance to make a significant impact on the lives of our students Teacher Pension scheme Paid for enhanced DBS SEN allowance Wellbeing support


As part of Aspris Children's Services, we are immensely proud of the career pathway and training we can offer you. We ask that you can demonstrate the values needed for a role, transferable skills and life experience and in return we will give you all the training and support you need to progress.



We strongly believe in developing our own talent and growing our teachers into successful middle and senior leaders.

If you want to progress your career in Education, Aspris Children's Services will help you get there.


Aspris is committed to safeguarding and promoting the welfare of children. All applicants must be willing to undergo safeguarding screening appropriate to the post, including checks with Disclosure & Barring Service and at least 2 references which cover the last 3 years; for all our services we will request references from where you have worked with either Children or Vulnerable Adults. Please be advised that references may be requested prior to interview for roles within our Schools.


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