Assistant Principal, SENCO and Inclusion Lead with DDSL in London

As SENCO and Inclusion lead, you'll be a high-quality teacher with a passion for supporting pupils with special educational needs. The postholder is responsible for ensuring that inclusion drives whole-school standards so that pupils with SEND achieve highly within the same ambitious culture as their peers.

The Assistant Principal for Inclusion is a core member of the Senior Leadership Team and shares collective responsibility for the day‑to‑day leadership and strategic direction of the academy. The postholder is also a member of both the Teaching and Learning Team and the Safeguarding Team, ensuring inclusion is embedded across school standards, safeguarding practice and staff development.

The SENCO/Inclusion Lead should be prepared to lead on such areas:

• Inclusive Provision & Statutory Processes
  • Identification, assessment and review of pupils with SEND in line with the Code of Practice
  • Effective implementation and review of EHCPs and graduated response provision
  • Completion of statutory documentation and coordination of external professional involvement
• Teaching & Classroom Practice
  • High‑quality adaptive teaching across the academy so pupils with SEND access the full curriculum
  • Training, coaching and support for teachers and co‑teachers to meet pupil needs effectively
  • Deployment and development of support staff to maximise impact on learning
• Pupil Support & Wellbeing
  • Provision for pupils with SEMH and additional needs, including the academy’s mental health support
  • Early identification and intervention through multi‑agency working
  • Successful transition into, within and beyond the academy
• Partnerships & Communication
  • Productive relationships with families and external agencies
  • Clear communication of pupil needs and strategies to staff teams
  • Collaboration with Ark and Local Authority services to secure appropriate support
• Whole‑School Inclusion
  • A culture where pupils with SEND are fully included in curriculum, routines and wider school life
  • Strategic use of resources to ensure provision is effective and sustainable

Outcomes and activities

• Teaching & Subject Leadership
  • To be an excellent classroom practitioner, undertaking a substantial teaching commitment as a core component of the Assistant Principal role, typically around 1–2 days per week, with the proportion reviewed in line with strategic priorities and school need
  • To lead a designated curriculum subject area, ensuring ambitious curriculum intent, clear progression and successful access for pupils with SEND
  • To operate as a member of the Teaching and Learning Team, contributing to coaching cycles and whole‑school instructional improvement
  • To work alongside teachers through co‑planning, modelling and instructional coaching to embed inclusive classroom practice
  • To develop staff expertise in meeting additional needs through professional development, rehearsal and feedback
  • To quality assure teaching and provision through lesson visits, work scrutiny and pupil voice, ensuring consistency across classes
  • To support subject leaders in adapting curriculum delivery so pupils with SEND achieve within the same ambitious framework as their peers
• Leadership and Management
  • As a member of the Senior Leadership Team, to contribute to the strategic leadership and day‑to‑day management of the academy
  • To be accountable for the progress, attainment, attendance and inclusion of pupils with SEND across the academy
  • To analyse assessment, behaviour and attendance data to identify trends and implement targeted strategic responses
  • To evaluate the impact of provision and interventions, ensuring effective use of staff time and resources
  • To line manage co‑teachers and identified support staff, setting clear expectations and developing leadership capacity within the team
  • To oversee transition processes and ensure pupils with SEND are prepared for the next stage of education and increasing independence
  • To contribute to whole‑school decision making including curriculum, behaviour, safeguarding and staffing priorities
• School Ethos and Culture
  • To provide a visible and proactive leadership presence across the academy, including the playground, dining hall and transition points, setting the standard for behaviour, expectations and relational practice
  • To ensure behaviour systems and routines are inclusive, consistent and understood by all staff
  • To support staff in managing complex pupil needs while maintaining high expectations for learning and conduct
  • To undertake regular duties, including gate supervision and end‑of‑day collection, modelling high expectations and building positive relationships with pupils and families
  • To lead complex conversations with families regarding provision, support and placement, maintaining trust and clarity
  • To work with families and external agencies to secure appropriate support for pupils

Other

• Undertake any other professional duties as set down in the Ark schools pay and conditions of service document, and as directed by the principal

Benefits

• Opportunities for career progression
• Admissions priority for children of school’s staff
• Salaries 2.5% higher than main pay scale
• Twice as many training days as standard
• Generous pension scheme
• Access to Ark rewards – a scheme offering savings from over 3,000 major retailers
• Interest‑free loans – up to £5,000 available for season ticket or to buy a bicycle
• Gym discounts – offering up to 40%
• Access to Employee Assistance Programme – providing free, confidential counselling, legal advice and a range of different support

Diversity and inclusion

We aim to build a diverse and inclusive organisation where everyone – staff and students – can do their best work and achieve their full potential. We want to reflect and represent diverse perspectives across our organisation because we know that doing so will make us stronger and more effective.

Safeguarding statement

Ark is committed to safeguarding and promoting the welfare of children and young people in its academies. In order to meet this responsibility, its academies follow a rigorous selection process to discourage and screen out unsuitable applicants. Ark requires all employees to undertake an enhanced DBS check. You are required, before appointment, to disclose any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975. Non‑disclosure may lead to termination of employment. However, disclosure of a criminal background will not necessarily debar you from employment – this will depend upon the nature of the offence(s) and when they occurred.

Please note we will be reviewing applications on an ongoing basis and this role may close earlier than advertised depending on the level of response. We strongly encourage you to submit your application at your earliest convenience.