Job Description

Deputy Principal

Leadership Framework | EFE-JD-DP-2026

You possess a high-density, specialist knowledge of neuro-affirming education and the ability to spot the “golden thread” of the Elevation Arc across all departments. Your strength lies in your ability to unify a workforce behind a common purpose, ensuring that every strategic decision is filtered through our restorative and clinical values.

You are the “still point” in the school’s leadership, maintaining emotional regulation and unconditional appreciation even in the most complex scenarios. You demonstrate the pillar of Mutuality by building trusting, safe relationships that allow staff and students to flourish without threat or shame.

You lead by example, modelling the highest standards of teaching and developmental coaching. Your strength in data analysis—utilising the Dynamic Insight Screener and DDP profiles—allows you to provide forensic oversight of pupil progress while maintaining a culture of “Open Classrooms” and shared best practice.

Key Responsibilities

Pupils, Staff, and Operational Systems

Ensure ambitious standards for all pupils, instilling a strong sense of accountability in staff for the clinical impact of their work. You will ensure that excellent, adaptive teaching is the baseline across the provision, establishing a culture where sharing restorative practice is the norm.

Create an ethos where all staff are motivated and supported to develop their skills in neuro-affirming practice. You will identify emerging talents through the EFE Coaching Cycle, providing mentorship for current and aspiring leaders to ensure the workforce remains “awakened” to our core mission.

Ensure the school’s systems and organisation are efficient and fit for a neuro-affirming purpose. You will provide a safe, calm, and well-ordered environment focused on relational safety, ensuring that all processes support the development of exemplary self-regulation skills in our pupils.

Attitude	Aptitude	Functional Capability
Build trust across the provision. Value compassion and encourage a “can-do” approach to neuro-diversity.	Forensic attention to the DDP. Self-reflective leadership that seeks feedback for growth.	High visibility and calmness across the provision. Consistent evidence of sharp goal-setting.

Statutory Accountability

Assessment, Pastoral, and Safeguarding

Lead the whole-school assessment strategy, ensuring it remains asset-based and well-evidenced. You will track and analyse pupil performance data, paying particular attention to the longitudinal progress of superpowers and disadvantaged groups, ensuring no child falls behind the Elevation Arc.

Establish and implement whole-school systems for pupil wellbeing rooted in the pillar of Appreciation. You will champion pupil agency and foster personal development, ensuring that attendance is improving continuously through pastoral casework and the removal of environmental barriers.

You are required to safeguard and promote the welfare of children with forensic precision. You will take responsibility where required for safeguarding policy and procedure on behalf of the Principal, maintaining a forensic chronology on the SENTINEL portal and ensuring a culture of relentless vigilance across the school.

Attitude	Aptitude	Functional Capability
Unconditional appreciation for the “Voice of the Child.” Relentless curiosity regarding student welfare.	Ability to translate complex clinical data into parent-friendly success stories. Mastery of KCSIE.	Ensure 100% compliance with assessment cycles. Manage safeguarding chronologies with zero gaps.

Leadership Standards

Professional Behaviours and General Duties

Demonstrate transparency and integrity. Accept responsibility and be vulnerable, avoiding a blame culture. You will give and accept feedback with grace, always reflecting through the lens of unconditional appreciation for professional growth and institutional improvement.

Attitude	Aptitude	Functional Capability
Give generously with your time. Be true to your word. Support others by removing barriers to success.	High expectations of self and others. Willingness to hold challenging restorative conversations.	Deploy resources effectively to support KPI delivery. Ensure absolute clarity in expectations.

Represent the agreed values and vision of the SLT to the school community. You will lead any staff INSET or induction as required, ensuring that all staff welfare is prioritised. You will lead school assemblies, organise major events, and participate in the staff appraisal process, acting as the operational lead in the Principal’s absence.

Person Specification

Qualifications, Experience, and Attributes

• Essential: Qualified Teacher Status (QTS) and Degree educated.
• Essential: Evidence of regular professional development towards senior leadership.
• Desirable: NPQH or evidence of higher-level strategic leadership training.
• Desirable: NASENCO Award or evidence of advanced SEND clinical knowledge.

• Sustained and successful senior leadership experience in a comparable secondary, AP, or specialist setting.
• Significant teaching experience within a neuro-affirming or restorative educational environment.
• Proven involvement in school self-evaluation (SEF) and strategic development planning (SDP).
• Advanced skills in data analysis and the ability to use the DDP to identify areas for provision improvement.
• Exceptional communication skills; the ability to lead restorative repair processes for staff and students.
• A “problem-solver” mindset—you see systemic friction as an opportunity for architectural redesign.

Candidates will be assessed on their ability to model the EFE values of Mutuality and Appreciation. The interview will explore your motivation to work with neurodivergent children, your ability to form appropriate restorative boundaries, and your vision for leading a clinical sanctuary.