Deputy Head Teacher– Curriculum, Teaching and Learning

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Job Title: Deputy Head Teacher– Curriculum, Teaching and Learning
Location: Trent Acres, Kings Bromley, DE13 7HR
Hours: 40 hours per week | Monday to Friday | 8am - 4pm
Salary: Up to £55,000 per annum (depending, on experience, not pro rata)
Contract: Permanent | Term Time Only
Start: November 2026
UK applicants only — this role does not offer sponsorship

About the Role

Are you an experienced senior leader ready to shape curriculum excellence and drive outstanding teaching and learning across specialist education?

We are seeking an ambitious and inspirational Deputy Headteacher – Curriculum, Teaching and Learning to provide strategic leadership across Trent Acres School and Brookfield College. Supporting students aged 5 to 19 with Autism and Complex Needs, you will play a key role in ensuring every student receives an ambitious, personalised and meaningful education that prepares them for the future.

This is a unique opportunity to lead curriculum development, teaching, learning, assessment and student outcomes across two specialist settings. Working closely with the Headteacher and Senior Leadership Team, you will help drive continuous improvement, strengthen curriculum pathways from primary through to post-16 and ensure all students can thrive academically, socially and emotionally.

Please note: This is a multi-site role working across Trent Acres Site, Kings Bromley DE13 7HR and Brookfield College, Cannock WS11 0JN leading in curriculum, teaching and learning for pupils aged 5 to 19 years across both schools.

What you will be doing

• Lead the curriculum strategy across both school sites, ensuring learning is ambitious, inclusive and responsive to student needs.
• Drive excellence in teaching, learning and assessment to improve outcomes across primary, secondary and post-16 provision.
• Monitor student progress and use assessment data to inform school improvement and curriculum development.
• Develop, coach and inspire teachers and leaders, fostering professional growth and high performance.
• Provide strong, visible leadership across both settings, promoting consistency and collaboration.
• Lead curriculum planning, staffing and resource deployment to support effective learning pathways.
• Line manage and support key middle and senior leaders across the schools.
• Contribute to strategic planning, self-evaluation and continuous school improvement.

What you will bring

We are looking for an exceptional educational leader who understands that a high-quality curriculum creates opportunity, raises aspirations and helps every student achieve their full potential.

• QTS/QTLS required
• Significant teaching and senior leadership experience within a school leadership team.
• Strong expertise in curriculum design, development and implementation.
• A proven track record of improving teaching, learning and student outcomes.
• Experience using assessment and progress data to drive improvement.
• The ability to lead, motivate, challenge and develop others effectively.
• Strong organisational and strategic leadership skills, with the ability to work across multiple settings.
• A genuine commitment to improving opportunities and outcomes for students with Autism and Complex Needs.

Desirable

• Experience within specialist education or alternative provision.
• Experience of whole-school timetabling, PSHE and RSE leadership.
• NPQSL, NPQH or an equivalent leadership qualification.

About Us

Options Trent Acres School is an independent specialist school in rural Staffordshire for students with autism, trauma, attachment, anxiety, and other complex needs.

We provide a nurturing, safe, and structured environment where we strive to make sure students feel valued and experience a sense of belonging. Small groups, with high staff ratios, and child centred programmes support social, emotional, and academic development that help our students grow in to well adjusted members of the wider world.

Integrated clinical care and strong family partnerships empower every student to build confidence, independence, and the skills to thrive in life.

At Outcomes First Schools, we provide specialist education for learners who need a deeper level of understanding, expertise and support than mainstream education can typically offer. We support students with a wide range of complex, co-occurring and neurodivergent needs, including autism, ADHD, SEMH, speech and communication needs, dyslexia and experiences of trauma or adversity.

We are proud to be a part of OFG Education who in 2025 were officially certified as a ‘Great Place to Work’ for the sixth year running.

Why Join Us?

We place students and vulnerable young adults at the heart of everything we do, so every day brings the satisfaction of making a real difference. We are committed to the safeguarding and promoting the welfare of students and young people. All applicants will be subject to social media checks and successful applicants to a fully enhanced DBS.

• Life Assurance
• Pension scheme with options to increase contributions
• “Your Wellbeing Matters” – mental health support and physical health checks
• Flexible Benefits Platform (Vista), including:
• Health, wellbeing and insurance benefits
• Hundreds of UK and international discounts
• Cycle to Work Scheme & Electric Car Purchase Scheme
• Critical illness cover
• Family Growth Support, including enhanced maternity/paternity leave and paid fertility treatment support

We reserve the right to close the vacancy early if we receive a high volume of suitable applications.

OFG Education is committed to carrying out a fair, thorough and efficient recruitment process in line with Keeping Children Safe in Education. Whilst we aim to keep applicants informed throughout, OFG Education does not accept liability for any loss of earnings or other associated costs incurred by applicants as a result of delays or changes in the compliance process. All stages of the compliance process are subject to necessary safeguarding checks and compliance with statutory requirements, which may affect timescales.

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