ASSISTANT HEADTEACHER - INCLUSION

What skills and experience we're looking for

This full-time post is available from September 2026 and offers an exciting opportunity to join an enthusiastic staff and a successful and supportive Senior Leadership Team (SLT) whose members are committed to making a difference. The SLT consists of the Headteacher, two Deputy Headteachers and five Assistant Headteachers, all with specific areas of responsibility, linked to the new Ofsted framework.

‘The school is calm and orderly. Pupils are polite and behave well’ (Ofsted 2023)

We are looking for an enthusiastic individual with a track record of success and innovation - a team player who also has excellent leadership qualities and can lead on Inclusion.

In June 2023 Ofsted described Charles Darwin School as “…an inclusive school. The school’s values of “aspire, endeavour and achieve” are at the core of the school’s work. Leaders are ambitious for all pupils to succeed and reach their potential.”

The Assistant Headteacher for Inclusion will provide strategic and operational leadership to ensure that every pupil—particularly those who are vulnerable, disadvantaged, Looked After or have SEND —can thrive academically, socially and emotionally. The postholder will lead the development, implementation and evaluation of whole-school inclusive practice, removing barriers to learning and ensuring high expectations and equitable outcomes for all. Working closely with the Deputy Headteacher and the Headteacher, the Assistant Headteacher will drive the Inclusion element of the school’s improvement priorities, strengthening provision through adaptive teaching, high-quality targeted interventions, robust identification and assessment, and effective multi-agency collaboration. They will ensure statutory duties and Trust expectations are met in relation to SEND, alternative provision, attendance for vulnerable groups, safeguarding, and pupil wellbeing. The role contributes directly to the school’s strategic priorities by embedding a culture of belonging, improving outcomes for pupils with additional needs, and building staff capacity to deliver consistently inclusive teaching and support across the school.

We are seeking someone who:

• Has a passion for education and is open to innovative approaches in everyday aspects of school life

• Is passionate about their subject area and lifelong learning
• Is always committed to securing the best outcomes for all students in the school
• Will contribute to the overall development of the school
• Is flexible in their approach constantly adapting to new challenges.

What the school offers its staff

Charles Darwin staff are friendly, hardworking and conscientious. The school enjoys high staff retention rates and is able to attract and retain well qualified and committed staff. We actively promote continuing professional development for all staff, in line with the needs of the individual and those of the school. We offer a full and comprehensive induction and ongoing support programme for all new staff, in addition:

• The opportunity to be part of a forward-thinking school and wider Trust
• The opportunity to work with pastoral and subject leaders to create an exciting and engaging curriculum
• A working environment where everyone is valued and respected
• Enhanced professional and career development
• The school is a founder member of the highly regarded Bromley Schools Centred Initial Teacher Training Collegiate which enables our staff to share their expertise and good practice with others.

Staff wellbeing is a key focus for the school and the Trust, with an Assistant Headteacher having specific responsibility in this area. Staff enjoy a number of benefits including free on-site parking, free tea/coffee at break, child-care vouchers, a cycle to work scheme, free flu vaccinations and the opportunity to join outstanding residential trips such as trips to Iceland, and the annual ski-trip. Staff are also supported by an Employee Assistance Programme.

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“Staff are proud to work at the school”

“Leaders have considered the workload of staff and have taken effective steps to improve staff well-being” (Ofsted 2023)

Further details about the role

Key Responsibilities

Strategic Vision, Standards, Culture and Expectations

• Lead on developing and embedding a clear strategic vision for inclusion that promotes equity, high expectations and exceptional outcomes for all pupils.
• Model exemplary professional behaviours and champion a culture of belonging, respect and aspirational achievement.
• Ensure inclusive practice is consistently implemented across teaching, curriculum, assessment, behaviour, attendance and pastoral systems.
• Monitor and evaluate the quality of provision for pupils with additional needs and implement improvement actions where required.

School Improvement Planning and Self-Evaluation

• Contribute to whole-school strategic planning, ensuring inclusion priorities are integral to the School Improvement Plan.
• Lead on accurate and robust self-evaluation for inclusion (including SEND, disadvantaged pupils, vulnerable cohorts and alternative provision).
• Use data analysis (attainment, progress, behaviour, attendance, exclusions, destinations and wellbeing indicators) to identify trends, address emerging issues and measure the impact of interventions.
• Provide senior leaders and governors with clear reporting on progress, challenges, statutory compliance and next steps.

SEND and Vulnerable Pupil Strategy (Whole-School Leadership)

• Provide line management for and work closely with the SENCo (or fulfil SENCo functions where appropriate) to ensure statutory duties are met, including EHCP processes, annual reviews and co-production with families.
• Provide line management for and work closely with the ‘Finch Room’ (inclusion space) manager.
• As part of the senior leadership team, empower the SENCo by ensuring that their views are heard during leadership meetings.
• Provide leadership for the school’s SEND strategy, ensuring early identification, accurate assessment and effective support planning.
• Oversee the graduated approach, ensuring high-quality provision mapping, targeted interventions and clear impact evaluation.
• Ensure inclusive practices are consistently implemented across the school, including within specialist spaces in the school
• Ensure reasonable adjustments and access arrangements are robustly implemented, including exam access arrangements and in-class adaptations.

Quality of Education and Adaptive Teaching

• Champion high-quality, evidence-informed inclusive teaching (adaptive teaching) so that pupils with additional needs make strong progress within the mainstream curriculum.
• Work with curriculum and teaching & learning leaders to ensure curriculum pathways meet the needs of all learners, including those requiring intervention, alternative programmes or enrichment.
• Lead or coordinate CPD for staff on inclusive pedagogy, SEND, neurodiversity, communication and interaction, SEMH, literacy, EAL and trauma-informed practice.
• Support leaders to quality assure teaching, learning and assessment for vulnerable groups through monitoring, coaching and development planning.
• Line management of whole school literacy lead – oversight of the whole school literacy and numeracy.

Multi-Agency Working, Safeguarding and Wellbeing

• Represent the school professionally in multi-agency meetings (e.g., EHCP reviews, TAC, safeguarding and Early Help) ensuring effective collaboration and timely action.
• Work closely with safeguarding leads to ensure that vulnerable pupils are identified early and supported appropriately, including those at risk of exclusion, exploitation or persistent absence.
• Strengthen systems that support mental health and wellbeing, including referral routes, pastoral interventions and partnerships with external providers.
• Ensure reintegration plans are robust for pupils returning from alternative provision, medical needs, suspension, or extended absence.

Governance and Trust Liaison

• Act as a key link between the school and its Governing Body/Trust on matters relating to inclusion, SEND and vulnerable pupils (and where necessary safeguarding and compliance).
• Ensure all inclusion-related policies align with Trust-wide expectations and statutory guidance.

Finance and Resource Allocation

• Manage allocated budgets responsibly (including intervention and inclusion resources), ensuring value for money and alignment with strategic priorities.
• Lead on resource planning to support inclusion initiatives, including staffing, timetabling, interventions, training and specialist support.
• Evaluate cost-effectiveness and impact of programmes, services and external provision.

Community and Parent Voice

• Strengthen partnerships with parents and carers, promoting co-production and effective communication to improve inclusion and outcomes.
• Develop systems for collecting, analysing and responding to parent and pupil voice, particularly for vulnerable groups.
• Contribute to effective transition arrangements with feeder primary schools and post-16 providers for pupils with additional needs.

Leadership Development and Succession Planning

• Provide strong, visible leadership that supports the development of middle leaders and pastoral/inclusion teams.
• Coach and mentor colleagues, building leadership capacity and consistent inclusive practice across the school.

Safeguarding and Compliance

• Serve as a senior safeguarding leader as required, ensuring statutory safeguarding responsibilities are met and staff are confident, trained and compliant.
• Ensure policies and procedures relating to SEND, alternative provision, exclusions, attendance and safeguarding meet statutory and Trust requirements.
• Monitor compliance rigorously (including record keeping, plans, reviews and reporting) and act swiftly to address any areas of risk.

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.