Head of Alternative Education in Cheshire

LOCATION: Petty Pool College, Pool Lane, Sandiway, Cheshire, CW8 2DR

REPORTS TO: Principal/Vice Principal

SALARY: £38,613 - £43,459 per annum.

HOURS: Monday to Friday 8:30 am - 4:30 pm – 35 hours per week

DBS: Enhanced check required

About Petty Pool Trust: Petty Pool Trust is a specialist charity committed to empowering young people and adults with learning disabilities, difficulties, and complex needs to achieve meaningful and sustainable futures through education, community provision, and outdoor learning experiences.

Purpose of Role: This is a unique and ambitious opportunity to lead the development of a brand new Alternative Education offer from the ground up. We are seeking a dynamic, inspiring and entrepreneurial leader who can shape a high-quality, inclusive education pathway for some of the hardest-to-reach young people and adults in our region. The role will evolve in three distinct phases, and requires someone with the vision, flexibility, and operational know-how to build programmes from scratch, recruit and lead teams, secure premises, develop curriculum, and navigate funding requirements.

The Role is Split Across Three Key Areas:

• Alternative Provision (14–16): You will lead on establishing a bespoke alternative provision for KS4 learners, particularly those with EHCPs or emerging SEND needs who are at risk of exclusion or disengagement from school. This includes:
• Developing the intent, implementation and impact model for the provision.
• Setting up the programme and delivering it initially to ensure high-quality practice.
• Recruiting a delivery team and embedding a culture of inclusion and aspiration.
• Building relationships with local schools, SENDCos, and local authorities.
• Identifying funding opportunities and building a sustainable model.
• Promoting and marketing the provision to referral partners.
• NEET and 16–24 Alternative Study Programmes: You will design and deliver a rolling-entry offer for young people aged 16–24 who are not in education, employment or training (NEET), including those who have struggled to thrive in mainstream FE. This includes:
• Creating a flexible, barrier-aware curriculum and delivery model.
• Recruiting a new team and sourcing premises where appropriate.
• Embedding trauma-informed and inclusive approaches.
• Navigating DfE study programme funding and wider grants.
• Partnering with youth services, employers, and training providers.
• Adult Education (Age 25+): Once the 14–16 and 16–24 pathways are embedded, you will lead the development of adult education programmes, with a particular focus on adults with SEND and those seeking to return to learning. This includes:
• Tapping into the Adult Education Budget and other funding routes.
• Designing relevant, accessible courses that improve life outcomes.
• Partnering with community groups and employers to increase impact.

Who We’re Looking For: This is not a role for someone looking to maintain a status quo. We need a self-starter with energy, drive and a deep commitment to inclusive education. You will need:

• Proven experience of setting up new programmes or services.
• The confidence to recruit, lead and inspire a new team.
• A solid understanding of education funding models (DfE Study Programmes, AEB, EHCP placements).
• Strategic thinking with a hands-on, can-do mindset.
• The ability to build meaningful relationships with schools, funders, and community partners.

If you thrive on making things happen, breaking down barriers for young people and adults, and creating real-world opportunities for those often left behind, we’d love to hear from you. This critical leadership role is pivotal in ensuring that all learners experience a high-quality, personalised provision that enables them to re-engage with education, achieve positive outcomes, and progress successfully into further education, employment, or training. The postholder will be a key senior leader, responsible for building a culture of ambition, safeguarding excellence, high expectations, and continuous improvement across the Alternative Education service.

Key Responsibilities:

• Strategic Leadership and Organisational Impact: Lead the strategic planning, design, and delivery of the Alternative Education programme in line with Petty Pool Trust’s mission, vision, and values.
• Embed a strong culture of learner-centred practice, pastoral care, safeguarding, and welfare across the provision.
• Establish clear, measurable goals for learner progress, personal development, and re-engagement outcomes.
• Represent the Alternative Education Service at senior leadership meetings, contributing to wider organisational development and strategic planning.
• Create strong links with wider community and educational partners, promoting Petty Pool Trust as a centre of excellence for inclusive education.

• Curriculum, Delivery, and Learner Progress: Design a bespoke, engaging, and therapeutic curriculum tailored to meet the needs of disengaged and complex learners, including those with SEND, SEMH, and additional vulnerabilities.
• Ensure the delivery of high-quality teaching, learning, pastoral support, and interventions that lead to demonstrable learner progress and social reintegration.
• Develop intervention strategies to support learners at risk of disengagement, including targeted academic, therapeutic, and behavioural programmes.
• Oversee learner assessment, tracking, and reporting systems to ensure accurate measurement of progress, achievement, and destinations.

• Safeguarding, Welfare, and Pastoral Care: Maintain a robust safeguarding culture in line with statutory guidance (e.g., Keeping Children Safe in Education), ensuring all learners are safe, supported, and able to thrive.
• Act as Deputy Designated Safeguarding Lead (DDSL) for the provision, ensuring safeguarding incidents are managed effectively and promptly.
• Implement and oversee effective pastoral systems, behaviour support plans, and risk management strategies for all learners.
• Champion welfare, wellbeing, and inclusion across the service, ensuring learners’ individual needs are at the centre of planning and decision-making.

• Operational and Financial Management: Manage the day-to-day operational delivery of the Alternative Education, ensuring effectiveness, efficiency, and sustainability.
• Lead and monitor all operational systems including timetabling, learner admissions, attendance monitoring, safeguarding recording, behaviour management, and quality assurance processes.
• Develop and manage the Alternative Education budget, ensuring resources are maximised and financial sustainability is maintained.
• Provide regular operational and financial performance updates to the Vice Principal and Senior Leadership Team.

• Staff Leadership and Development: Recruit, lead, inspire, and develop the Alternative Education staff team, including teaching, support, and pastoral staff.
• Create a collaborative, high-performing culture underpinned by professional standards, reflective practice, and a relentless focus on learner impact.
• Deliver staff induction, training, and development programmes linked to safeguarding, pastoral support, SEND, and curriculum quality.
• Lead regular performance reviews, coaching, and professional development planning for the team.

• Stakeholder Engagement and Partnerships: Develop and maintain strong relationships with schools, local authorities, social care teams, parents/carers, and external agencies.
• Actively market and promote the Alternative Education, ensuring positive engagement, referral growth, and sustainable funding streams.
• Represent Petty Pool Trust at multi-agency meetings, panels, and strategic networks where appropriate.

• Quality Assurance, Reporting, and KPIs: Develop and implement a quality assurance framework for the Alternative Education, aligned with Ofsted standards and Petty Pool Trust’s internal quality cycle.
• Produce an annual Self-Assessment Report (SAR) and Quality Improvement Plan (QIP) for the Alternative Provision.
• Lead and coordinate internal quality assurance activities including lesson observations, learning walks, pastoral audits, and intervention reviews.
• Track, analyse, and report regularly on key performance metrics including: Learner attendance, engagement, progress, and destinations; Pastoral, safeguarding, and behavioural interventions; Staff performance and CPD impact; Financial and operational efficiency.
• Report quarterly to the Vice Principal and College Leadership Team on the performance of the Alternative Education against KPIs.