Deputy Headteacher (SENCO) in Macclesfield

Location: Cheshire East, UK (Crewe, Cheshire)

Salary: £57,137 - £66,368 (L5 – L11)

Contract Type: Permanent

Education Phases: Primary

Job Roles: Deputy Headteacher

Working Patterns: Full-Time

Application Deadline: Wednesday, 18th February 2026

Start Date: 1st September 2026

Visa Sponsorship Available: No

Is a Shared Job: No

About us

Cornerstone Academy is a safe, stimulating place of learning for students who have become disengaged from mainstream education. We are proud to be expanding with a new 48-place specialist provision opening in September 2026 for children aged 7–13 with SEMH needs or Autism Spectrum Condition (ASC), continuing our ethos of authentic relationships, adaptability, and child‑centred practice.

What Ofsted Said About Cornerstone Academy

“Attending this school is a life‑changing experience.” Most pupils arrive having had negative experiences of education, but the care and support provided by staff helps them rebuild trust and transform their attitudes to learning and future life chances. The school has high expectations for every pupil and offers tailored support to meet individual needs. Pupils make significant progress in their social development and behaviour, enabling smooth transitions back to mainstream or specialist settings when appropriate. They benefit from positive relationships with staff, consistent routines, and praise, which help them feel safe, secure, and ready to thrive. The atmosphere is warm, calm, and purposeful. Pupils are supported to understand their emotions and demonstrate positive behaviour in class and around school. Attendance is strong, and pupils look forward to each day—whether learning in class or exploring cultural experiences beyond the classroom.

We are proud of our school and encourage applicants to get in touch with any questions or to arrange a visit. Please contact Office Manager Anne Williams by emailing admin@cornerstoneap.org in the first instance.

Job Description

Interview Date: weekend 23rd February

Closing date: 18th February 2026

Location: Crewe, Cheshire

Salary: £57,137 - £66,368 (L5 – L11)

Key Priorities

• Support the strategic vision and direction of the Academy.
• Provide strategic leadership and management to staff within the Academy.
• Secure and sustain effective teaching and learning throughout the school.
• Undertake performance management & line management responsibilities for a group of teachers and other staff in the school.
• Deploy staff and resources efficiently and effectively to meet specific objectives in line with school’s strategic plans.
• Ensure effective pastoral care and behaviour support throughout the school.
• To be responsible for the day to day leadership and management when the Headteacher is not in the Academy.

Teaching and Learning

The Deputy Headteacher will help secure and sustain effective teaching and learning throughout the Academy, monitor and evaluate the quality of teaching and standards of students’ achievement, using benchmarks to track and set targets for improvements.

• Contribute to the teaching throughout the school as and when required.
• Support and maintain an environment and a code of behaviour and discipline which promotes and secures good teaching, effective learning, and high standards of achievement.
• Help organise the curriculum and its assessment; work with the Headteacher to monitor and evaluate it in order to identify areas for improvement.
• Ensure that the curriculum and assessments meet National Curriculum requirements.
• Ensure that improvements in literacy, numeracy and information technology are priority targets for all students.

Leading and Managing Staff

The Deputy Headteacher of Cornerstone Academy will motivate, support, challenge and develop staff to help secure improvement.

• Maximise the contribution of staff to improving the quality of education provided and the standards achieved and ensure that constructive working relationships are formed between staff and students in Cornerstone Academy.
• Ensure that equal opportunities and inclusion policies are reflected in practice.
• Work with the Headteacher to implement and sustain effective systems for the management of staff performance, incorporating appraisal, threshold, and targets for teachers, including targets relating to professional practice and students’ progress and achievement.
• Specifically motivate and enable all staff in Cornerstone Academy to carry out their respective roles to the highest standard, through high quality continuing professional development based on assessment of needs.
• Lead, support, and co‑ordinate the provision of high‑quality professional development.
• Sustain your own motivation and that of other staff.
• Ensure that professional duties are fulfilled, as specified in the Terms and Conditions of Service of Teachers.

Partnership Working

• Support in establishing a culture and curriculum which fulfills the aims and requirements of the wider community as set out in the vision.
• Seek opportunities to invite parents and carers, community figures, businesses and other organisations into The Academy to enrich student experience and to promote The Academy’s value to the wider community.
• Collaborate with local schools, the local authority and other agencies to promote the academic, spiritual, moral, social, emotional and cultural well‑being of students and their families.
• Represent the Academy at relevant meetings, as and when required.

Health and Safety / Child Protection

• To help ensure that health and safety standards meet statutory requirements, monitoring health and safety matters within the school, particularly ensuring that members of the staff take reasonable care for the health and safety of themselves and others.
• To help ensure that child protection and safeguarding procedures and Department of Health assessments of children in need are rigorously complied with, and that the welfare and health and safety of students are of prime consideration.
• To promote the safety and well‑being of students and staff.
• To ensure good order and discipline of students and staff.

Desired Criteria

Qualifications and Experience

• Recognised qualification in Leadership (e.g. NPQSL / NPQH)
• Behaviour Teaching and learning or curriculum
• SEND (e.g. SEMH, ASD)
• Literacy Specialism

Experience

• Involved in the implementation of the new National Curriculum
• Experience of leading Personal, Social Development (PSD) projects
• Experience of leading and raising standards in Literacy across the whole school.
• Experience of leading outstanding teaching and learning provision and policy across the school.
• Experience supporting students with SEMH needs.
• Experience of supporting neurodivergent learners, such as those with ASD / ADHD.

Teaching Experience

• Evidence of having led whole school learning and teaching strategy and policy
• Demonstration of high expectations
• Success with students who are below expected levels

Professional Skills / Personal Skills

• Coaching and/or mentoring
• Able to effectively resolve personnel issues

Knowledge and Understanding

• Knowledge and experience of current good practice and development in special education provision
• Knowledge of successful practice in teaching ‘hard to reach’ students.
• Knowledge of how to promote independence for young people with complex needs.
• Positive approaches to behaviour management
• Mental Health Awareness or other Mental Health training
• Training in ASD, ADHD, SLCN.
• Knowledge of neurodivergence and experience of adapting teaching and learning to meet a wide variety of learner needs.
• Experience of using an evidence-based approach.

Strengthening Community

• Work in the wider community.
• Prepare to contribute to the school in a variety of different ways.

Essential Criteria

Qualifications and Experience

• Qualified Teacher Status
• A degree or equivalent
• Evidence of further professional development

Experience

• As a Leader
• Leading and managing a team or department
• Minimum of 3 years school leadership experience
• Working alongside other school(s) and professional(s) to ensure robust moderation and sharing of good practice.
• Demonstrate and lead on outstanding classroom practice
• Using class support strategies and monitoring the impact.
• Managing and deploying staff, including providing support and challenge.
• Analysis of data for impact and to target support areas.
• Rigorous tracking providing detailed and accurate information to underpin and ensure a planned programme of professional development for all staff, ensuring they meet the needs of individual students.
• Inspiring staff to promote a love of learning to all students including those who struggle with formal education.
• Writing, implementing and reviewing whole school policies.

Teaching Experience

Proven ability to:

• Set high expectation which inspire, motivate and challenge students
• Promote good progress and outcomes by students
• Demonstrate good subject and curriculum knowledge
• Plan and teach well‑structured lessons
• Adapt teaching to respond to the strengths and needs of all students
• Make accurate and productive use of assessment
• Manage behaviour effectively to ensure a good and safe learning environment
• Fulfil wider professional responsibilities
• Communicate and work effectively in a multi‑disciplinary school team including parents/guardians and other external agencies.
• Commitment to school‑wide focus on student attainment.

Professional Skills / Personal Skills

Proven ability to:

• Inspire others with confidence
• Communicate effectively to groups and individuals, orally and in writing
• Resolve conflict through active listening and negotiation
• Demonstrate a flexible approach and a willingness to listen to others
• Provide advice and guidance to parents and carers in a positive and clear manner
• Remain calm when working under pressure
• Be dynamic and solution‑focused when facing challenges
• Commitment to one’s own continuing professional development
• Ability to work as part of a team
• Ability to make decisions and set priorities
• Able to gain and maintain the confidence and respect of colleagues, students, parents and multi professionals
• Have energy, perseverance and a positive mindset
• Be confident and enthusiastic
• Be reliable and have integrity

Evidence of:

• Successful multi‑agency and partnership working
• Training and understanding of child protection

Leadership & Management

Evidence of successful experience in a middle or senior leadership and management role

• Evidence of successful experience in developing initiatives and managing change
• Evidence of effective contribution to the School Development Plan
• Evidence of effective delegation to staff and effective follow‑up to ensure tasks are complete to a high standard
• Ability to analyse situations, prioritise and help to implement realistic solutions
• Ability to establish and develop good relationships with all involved in the school.
• Commitment to the school’s wider community.

Knowledge and Understanding

• Demonstrate a good level and understanding of ICT
• Knowledge of how to deal with safeguarding issues in school.
• Knowledge of OFSTED Framework
• Thorough knowledge of current educational issues, including SEN legislation, guidance, code of practice and developments; safeguarding guidance
• Awareness of current developments in education and the implications of these
• Understand planning of the National Curriculum and its application in a school, including assessment, recording and reporting
• Know how to use a school’s data to identify strengths and areas of development
• Positive behaviour management techniques for groups and individuals, including those with SEMH needs
• Know how to develop effective rapport with students, this being based on high expectations and establish a purposeful learning environment

Shaping the Future / Philosophy

• Demonstrate and communicate clear vision
• Expectation of high achievement of all students
• Understanding and commitment to equality of opportunity
• Respect for students’ individual difference
• Commitment to parental partnership in education and developing links between school, home and the community

Securing Accountability

Application of the need to delegate responsibility with accountability for an area(s) of responsibility

Communicate to staff teams effectively

Strengthening Community

An ability to establish and maintain positive partnerships with parents, students and communities

Awareness of the need to develop a school culture responsive to the nature of the school’s communities

Other Requirements

• Positive recommendation from present employer
• Satisfactory attendance record
• Satisfactory safer recruitment checks

What the school offers its staff

Benefits

• A shorter teaching day
• Small class sizes
• Fantastic classroom support
• Access to training and CPD including further professional qualifications.
• Specialist training where required
• Cycle to work scheme
• Flexible and supportive approach to work
• Free lunch at school
• Free parking (including charging stations on most sites)
• Nursery benefits
• Education Mutual – private health support - access to a 24/7 GP, free face to face counselling, physiotherapy, nurse help‑line, prescription service whenever you need it
• Perkbox - vouchers, discounts and wellbeing

Commitment to safeguarding

The safe recruitment of staff in the Trust is the first step in the effective safeguarding and promotion of welfare for our children. The Trust is committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and other workers in the Trust to share this commitment. It is recognised that this can only be achieved through sound procedures, good inter‑agency co‑operation and the recruitment and retention of competent, motivated employees who are suited to, and fulfilled in the roles they undertake. A copy of the Trust’s Safer Recruitment Policy is available on request.