Deputy Headteacher

EMPOWERING NEURODIVERGENT MINDS. LEADING WITH PURPOSE.

At Dovecote School, we don’t just do school differently—we do it with intention, heart, and integrity. We are a forward-thinking, therapeutic, and ambitious independent provision for neurodivergent students aged 11–19, including those with SEND, ASC, Autism, PDA, ADHD, trauma-related needs, and SEMH profiles.

We are proud to be unapologetically inclusive, radically compassionate, and unrelentingly aspirational—for our students, our staff, and the families we work alongside.

Our ethos is grounded in four key beliefs:

• Education without compromise: every student deserves access to a curriculum that inspires, empowers, and unlocks potential.
• Therapeutic, not tokenistic: relationships are the foundation of learning; safety and trust must come first.
• High challenge, high support: we hold the highest expectations, scaffolded by deep care and intelligent support.
• Community and co-production: we build together—with neurodivergent students, families, and colleagues at the heart of every decision.

ABOUT THE ROLE

We are seeking a values-led, strategic leader to join our Senior Leadership Group as Deputy Head of the Upper School. This is a vital leadership post—one that shapes our 11–19 curriculum, supports a large multi-disciplinary team, and holds space for true collaboration with neurodivergent young people and their families.

You will work across multiple teams—curriculum, wellbeing, therapy, and operations—offering clarity, care, and challenge.

You’ll lead subject development and help embed consistent, excellent practice across classrooms. You’ll also champion student voice and family partnership, working closely with neurodivergent parents/carers and staff in respectful ways, empowering, and affirming.

We’re not looking for a “perfect” leader. We’re looking for someone courageous, curious, and committed—someone who knows that leading with purpose means leaning into complexity with compassion.

WHAT YOU’LL DO

• Lead curriculum planning and innovation across the Upper School (11–19), ensuring it is ambitious, personalised, and meaningful
• Build, guide, and grow high-performing teams—mentoring Specialist Leads, teachers, and wider professionals
• Drive teaching and learning improvement using evidence-informed, inclusive approaches
• Work in deep partnership with families, many of whom are neurodivergent themselves
• Embed co-productive, trauma-informed practices that centre student dignity, agency, and wellbeing
• Contribute to whole-school development through SLG collaboration, policy shaping, and staff coaching
• Uphold robust standards in safeguarding, compliance, and regulatory practice while maintaining our relational, student-centered ethos.

WHAT YOU’LL BRING

Essential:

• Qualified Teacher Status (QTS) or equivalent
• Proven SEN/SEMH leadership and teaching experience
• A deep and evolving understanding of neurodivergence, trauma-informed practice, and sensory integration
• A proven ability to lead teams effectively, create psychological safety, and inspire professional growth
• Clear, consistent commitment to inclusive practice, equity, and high expectations for all
• Skilled in family partnership and collaborative working across education, therapy, and external services
• Strong knowledge of the SEND Code of Practice and school improvement frameworks

Desirable:

• Experience as Deputy Head, Assistant Head or equivalent senior leadership role
• Experience supporting students with PDA or high anxiety profiles
• Experience leading Ofsted preparation, curriculum audits, or improvement planning
• Knowledge of whole-school systems such as data monitoring, timetabling, or budget coordination

WHY DOVECOTE?

• We lead with values, not ego – everything we do is rooted in purpose, inclusion, and relational practice.
• We are a school for people who care deeply – for our students, for each other, and for creating something that lasts.
• We prioritise staff well-being and team cohesion – our leadership is distributed, collaborative, and affirming.
• We don’t separate care, therapy and education – we integrate it. Every student matters, and so does every voice in our team.
• We listen to families and work with them as equal partners – co-production isn’t a bolt-on, it’s our baseline.
• We are growing sustainably and intelligently – you’ll shape a provision that is ambitious, stable, and always evolving.