Knowledge of the National Curriculum at Key Stages 2, 3 and 4, with a strong understanding of effective teaching, learning and curriculum delivery.
Sound knowledge of the Education Act 1996, particularly Section 19, and the local authority’s statutory duties in relation to pupils unable to attend school.
Understanding of alternative provision and effective approaches to educating pupils outside of mainstream settings.
Strong knowledge of social, emotional and mental health (SEMH) needs, including school-based anxiety and the barriers these present to attendance and learning.
Knowledge of neurodivergence and effective strategies to support engagement, inclusion and positive outcomes for neurodivergent pupils.
Secure understanding of safeguarding legislation and responsibilities, particularly within alternative and off-site provision.
Knowledge of assessment, monitoring and tracking of pupil progress, including the effective use of data to inform provision and intervention.
Understanding of reintegration processes and evidence-based strategies to support pupils returning to school or transitioning to appropriate provision.
Practical knowledge of SEND legislation and guidance, including the SEND Code of Practice, and the application of this in planning and delivering inclusive provision.
Knowledge of multi-agency working, including collaboration with schools, health services and other professionals to support vulnerable pupils.
Relevant experience of teaching or leading within a mainstream secondary school setting.
Demonstrable experience of supporting pupils with school-based anxiety and SEMH needs to achieve positive engagement, progress and outcomes.
Experience of working within or alongside alternative provision, including adapting approaches to meet individual pupil needs.
Proven experience of working in partnership with parents/carers, schools, health professionals and other agencies to support vulnerable pupils.
Experience of influencing and shaping decision-making with partners to secure appropriate provision and positive outcomes for children and young people.
Experience of planning, implementing and reviewing individualised provision, including reintegration into mainstream education or transition to appropriate settings.
Experience of monitoring and evaluating provision, including the use of data to track progress and drive improvement.
Experience of leading and managing staff, including providing supervision, performance reviews, support and challenge to improve practice.
Experience of working with pupils with SEND and neurodivergent needs, applying inclusive strategies to support engagement and achievement.
Experience of participating in and contributing to multi-agency panels, reviews and decision-making forums.
Qualified Teacher Status (QTS).
Degree-level qualification or equivalent.
Evidence of relevant professional development in areas such as SEMH, SEND, alternative provision or inclusion.
Access to a car (or mobility support), with a current valid driving licence and appropriate insurance.
The successful candidate will be required to apply for an Enhanced Disclosure and will be required to commence employment in September 2026.
