Deputy Headteacher

Our School is alive with learning, ensuring everyone continually improves to be the best they can be while developing individual interests and talents. We aim for all our young people to further gain confidence and aspire to make the best progress in all they do within a safe, caring and supportive environment.

As Deputy Headteacher, you will provide strategic leadership that secures the school’s vision for equity, inclusion and excellence, ensuring disadvantaged pupils and those with SEND or other barriers achieve highly and thrive socially and emotionally.

School Culture

• Shape a positive, inclusive culture where pupils experience an enriching school life; uphold high expectations, consistent routines and professional conduct across the community.
• Support the leadership and development of a plethora of systems that drive character development and engagement from a wide array of stakeholders.

Strategic Leadership of Inclusion (Ofsted 2025 Framework)

• Identify, assess and remove barriers to learning.
• Ensure the school meets the Expected Standard for inclusion by securing early, accurate identification of pupil needs, including emerging and changing needs.
• Oversee the graduated approach across both SEND and pastoral systems, ensuring staff are trained and confident in its implementation.
• Ensure robust systems for quantitative and qualitative analysis underpin inclusion work, including monitoring the impact of interventions, SEND/Pastoral interventions and specialist support.
• Play a key role in the development and embedding of the pedagogical framework, with adaptive teaching and quality‑first provision at its heart.
• Ensure all teachers consistently use learner information (PLPs, SEND reviews, critical cohorts, QLAs) to plan and adapt lessons effectively.
• Improve disciplinary literacy, oracy and communication support for all vulnerable learners.
• Oversee strategic use of the pupil premium.
• Support the Headteacher in ensuring that PPG funding is implemented, monitored and evaluated effectively using high‑quality evidence, including EEF research, impact reviews and trust expectations.
• Ensure strategies are understood and enacted by all staff, with impact reviewed through robust QA.
• Work with partners and key stakeholders to strengthen partnerships with the Local Authority, Virtual School, Outshine, MHST, Trust Ed Schools, other providers and other specialist agencies to maximise early help and support, driving rapid and sustained progress across a whole range of functions, key measures and performance indicators.

Leadership of Achievement, Progress & Whole‑School Data

• Support our drive towards incisive data usage, developing strategic oversight of achievement trends to inform interventions for sustained improvement.
• Support the school’s framework for RAG meetings, critical cohort identification and progress monitoring.
• Ensure teaching and assessment are responsive, with consistent feedback used to inform planning, intervention and curriculum refinement.
• Support development of departmental assessments, including weighted assessments, improved mark books and clear assessment cycles to close gaps for all learners, especially the most vulnerable.

Ensure that Teaching and Learning and the Curriculum is Fully Inclusive

• Work collaboratively with other key members of SLT and key curriculum leaders to drive standards and high outcomes, utilising coaching and support/challenge where necessary.
• Ensure the intended and enacted curriculum is coherent, ambitious and sequenced to secure strong outcomes, particularly where Ofsted areas for development have been identified.
• Identify, trial and embed the school’s key routines (DNA, recall & retrieval, revision revolution) and other high‑impact initiatives.
• Be forward‑thinking, identify best practice pedagogy on a regional, national and international basis and harness it for excellence at Oldbury Wells School.
• Support the development and QA of core pedagogical strategies including I/WE/YOU modelling, cold‑calling, PROUD expectations and responsive/adaptive teaching.
• Ensure consistent quality and impact of CPD, intellectual preparation meetings and staff development…