Second in Charge (Autism Provision) in London

Second in Charge (Autism Provision) | Barnet | January 2027
An inclusive mainstream secondary school in Barnet is seeking a passionate and dedicated Second in Charge to join its team in January 2027.
This is an exciting opportunity for an ambitious Second in Charge to work alongside the Head of ARP (Autism Resource Provision), champion inclusion and help autistic young people thrive academically, socially and emotionally.
If you are a qualified teacher with experience supporting autistic young people and are looking for a rewarding leadership opportunity, this Second in Charge position could be the perfect next step!
Your Role as Second in Charge:
Support the leadership and day-to-day management of the autism provision, ensuring students receive high-quality, personalised support.
Coordinate staff timetables and support the effective deployment of Learning Support Assistants.
Work collaboratively with teachers, families and external agencies to implement and review EHCPs and individual support plans.
Plan, deliver and evaluate interventions to improve students' academic progress, social development and emotional well-being.
Monitor student outcomes, analyse assessment data and contribute to improving teaching and learning.
Share effective autism-informed strategies with colleagues, helping to embed inclusive practice across the wider school.
Coordinate annual reviews and support students through key transitions, including Key Stages 3, 4 and 5.
Why Join This School as Second in Charge?
Take on a rewarding leadership role where you can make a genuine difference to autistic young people.
Join a collaborative team committed to inclusion, achievement and student well-being.
Develop your leadership skills and influence the continued development of specialist provision within a mainstream secondary setting.
Receive a competitive salary of MPS/UPS (Outer London) plus TLR 2b.
What We're Looking for in a Second in Charge:
Qualified Teacher Status (QTS) is essential.
A passionate and experienced professional with a strong understanding of autism and the needs of autistic young people.
Experience of inclusive teaching approaches and strategies to support student progress and well-being.
Strong leadership, organisational and communication skills.
The ability to build positive relationships with students, families, colleagues and external professionals.
A commitment to inclusion, professional development and improving student outcomes.
The ability to teach History or English would be highly desirable .
A NASENCO qualification or NPQ for SENCOs would be advantageous but is not essential.
Ready to make a difference as Seco...