Eastwood Grange are recruiting for a Assistant Head Teacher for a May 2025 Start. We are looking for an outstanding relationship builder, with a passion for providing children and young people with special needs with the best possible education.
Eastwood Grange School is located in the village of Ashover in the heart of the Derbyshire Peak District. We are an independent school providing specialist education and care services, registered to take up to 50 children and young people aged 5-18 years with a range of needs. These include social, emotional and mental health (SEMH) needs, complex needs such as attachment disorders, trauma or anxiety, a high functioning autistic spectrum disorder (ASD), pathological demand avoidance (PDA) and attention deficit hyperactivity disorder (ADHD).
The role will include a curriculum focus for the lower key stages across the school. This will involve ensuring that a consistent curriculum is being provided across the area, with a constant drive for progression and improvement. The successful candidate will play a critical role in enhancing teaching standards across the school and will undertake the role of SENCO (Special Educational Needs Coordinator). Training and support will be provided for the SENCO qualification. This role requires a proactive leader with a trauma-informed practice approach who can foster an environment that prioritizes students' holistic well-being and educational needs. Familiarity with the PACE (Playfulness, Acceptance, Curiosity, Empathy) model is desirable.
Key Responsibilities of this role include
Collaborate closely with the Deputy Head Teacher and Head Teacher to uphold and enhance teaching quality across all school subjects, promoting high standards of curriculum delivery and learning outcomes. A knowledge of primary school teaching would be desirable
Support teachers in implementing evidence-based, trauma-informed strategies to create inclusive and supportive learning environments.
Lead on the development and implementation of effective behaviour management strategies and encourage consistent, positive approaches school wide.
Regularly monitor, assess, and review teaching practices to identify areas for development and provide targeted support and mentoring to staff.
Coordinate and oversee provision for students with special educational needs across the school, ensuring compliance with the SEN Code of Practice and other relevant legislation.
Work collaboratively with teachers to assess and identify students’ needs, facilitating the development of tailored Individual Education Plans (IEPs) and ensuring appropriate interventions are in place.
Liaise with external agencies, families, and carers to advocate for students’ needs and ensure their holistic development.
Maintain accurate and comprehensive records for each student and ensure compliance with statutory requirements.
Lead on EHCP process and meetings for all students across school
Champion a trauma-informed approach across the school, modelling strategies that support children’s mental health and emotional well-being.
Encourage the use of the PACE approach in all interactions, guiding staff to respond to students’ needs with Playfulness, Acceptance, Curiosity, and Empathy.
Provide regular training and resources for staff to ensure trauma-informed approaches are embedded in teaching and student interactions.
Cultivate a supportive work environment with an emphasis on work-life balance and well-being for all staff.
Understand and empathize with the demands of school life, providing regular check-ins with staff to identify and alleviate potential stressors.
Develop and promote initiatives that enhance staff morale and foster a positive school culture, recognizing and celebrating individual and team achievements.
Assist with the day-to-day operations of the school as part of the Senior Leadership Team, participating in school-wide strategic planning and decision-making.
Support the Head Teacher in fulfilling statutory duties, including the safeguarding and pastoral care of all students.
Take on any additional responsibilities as required to support the overall mission and objectives of the school.
The successful candidate for this role will ideally have the following:
Qualified Teacher Status (QTS) with a proven track record in teaching.
Experience of working with children and young people with SEMH needs, would be an advantage.
Proven ability to lead, inspire, and support teaching staff to achieve high standards.
Experience of working with children who have identified needs as set out in their EHCPs and/or willingness to undertake SENCO training (school will support qualification), in order to lead on all children’s annual reviews and PEPs and to give supportive feedback in the LAC process.
Familiarity and/or willingness to adopt the PACE approach and/or other trauma-informed practices.
Experience in delivering or facilitating staff training in inclusive teaching strategies.
An understanding of the KS1 and KS2 curriculum models
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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.