Head of Learning Support

Teaching careers in HMC independent schools

We are currently seeking to fill the position of Head of Learning Support.

We offer:

• Contributory Pension Scheme
• Free staff lunches during term time
• Employee assistance programme
• Complimentary refreshments during hours of work
• A great working environment as part of a developing team and the possibility of opportunities for the role to grow.
• Fee concessions are available for staff children who attend Glenalmond and there are various reciprocal arrangements with local Prep schools.

Glenalmond College is seeking a full-time Head of Learning Support for September 2025.

Key Function

To lead and manage the Learning Support Department with overall responsibility for the strategic direction, delivery, and evaluation of learning support within the College.

Responsibilities

Strategic Leadership

1. Develop and oversee the implementation of the College SEND strategy and policy.
2. Monitor the quality of teaching and learning within the department and implement improvements as necessary.
3. Lead the production and regular review of the departmental handbook.
4. Promote the subject within and beyond the College to enhance the department’s profile.
5. Contribute to whole-school strategies to support progression and achievement for pupils with SEND.

Pupil Support

1. Oversee the administration of cognitive assessments to identify needs and monitor progress.
2. Ensure the production and review of individual pupil learning plans.
3. Liaise with the Examinations Officer and Heads of Department on access arrangements for exams.
4. Develop systems for tracking and evaluating pupil progress at both individual and cohort levels.
5. Provide tailored support for individual pupils or groups and assist classroom teachers with specific pupil issues.

Staff Leadership and Training

1. Lead, manage, and inspire the Learning Support team, including teaching assistants.
2. Provide training and professional development for staff to enhance their understanding of SEND and inclusive practices.
3. Conduct lesson observations and performance evaluations to support staff development.

Administration

1. Maintain an accurate database of pupils with SEND and ensure secure management of records in line with Data Protection policies.
2. Allocate resources effectively to meet the needs of the department.
3. Ensure all departmental documentation, including health and safety records, is maintained and available for inspection.

Communication

Internal

1. Act as an advocate for the Learning Support Department, communicating effectively with SLT, colleagues, pupils, and parents.
2. Chair regular departmental meetings to review progress and plan development.
3. Collaborate with the Deputy Head Academic, Director of Studies, and other staff on departmental matters.
4. Communicate effectively with housestaff, tutors, and academic staff regarding specific pupil issues.

External

1. Liaise with parents to ensure effective support for pupils with SEND.
2. Develop partnerships with external organizations and professionals to enhance the department’s provision.
3. Maintain links with examination authorities to stay informed of national developments in SEND education.

Teaching and Wider Responsibilities

1. Maintain engagement with Teaching and Learning initiatives and external training.
2. Teach a timetable as directed by the Deputy Head Academic, including tailored support for pupils.
3. Participate in wider school responsibilities, including supervised study, tutor groups, and boarding duties (one evening per week and occasional Saturday night duties).
4. Contribute fully to the extracurricular life of the school.

Safeguarding and Well-being

1. Ensure that all SEND practices comply with safeguarding and health and safety regulations.
2. Champion a system of universal support for pupils with SEND across the College.

Final Note

This role represents an exciting opportunity to lead and develop a crucial department at Glenalmond College, contributing to the academic and personal success of pupils with additional needs.

Education/Training

1. Proven record of working as a teacher of students with SpLDs.
2. GTCS registration or eligibility to register.
3. Degree-level qualification with substantial experience in SEND.
4. Postgraduate qualification in Special Education or equivalent.
5. Level 7 or PAPAA qualified, or ability to obtain the necessary qualifications.
6. Up-to-date awareness of legislative changes, inspection requirements, and policies related to SEND.

Experience

1. Proven experience as a responsibility post-holder in a school or similar setting.
2. Demonstrated expertise in supporting children with executive function deficits, ADHD, and other SEND needs, including helping students develop executive skills.
3. Experience teaching and supporting a variety of GCSE/A-Level subjects (specialism not essential).
4. Proficient in administering and interpreting a range of psychometric tests, including screening tools.
5. Experience developing schemes of work and improving teaching and learning practices.
6. Proven track record of raising academic standards and enhancing outcomes for students with SEND.
7. Experience teaching pupils aged 11 to 18 years.
8. Whole-school project management experience.

Knowledge

1. Comprehensive, up-to-date knowledge of JCQ/SQA examination regulations, including Access Arrangements Online.
2. Understanding of ‘normal way of working’ practices within a school setting.
3. Strong understanding of SpLD theory, current SEND research, and effective classroom interventions.
4. Knowledge of data tracking systems to monitor and evaluate pupil progress.
5. Aware of best practices for supporting pupils with SEND across all levels and abilities.

Skills/Attributes

1. Strong interpersonal and communication skills, with the ability to inspire and lead a team.
2. Excellent classroom and behaviour management skills.
3. Exceptional organizational skills and attention to detail.
4. Proficiency in using ICT for teaching, learning, and departmental management.
5. Ability to develop and implement strategic plans effectively.
6. Emotional resilience and capacity to handle challenging situations with empathy and professionalism.

Personal Qualities

1. Commitment to the ethos and values of the College.
2. Enthusiasm, energy, and a positive attitude.
3. Commitment to personal and professional development.
4. Willingness to contribute to the wider life of the school, including pastoral and extracurricular activities.
5. Emotional intelligence, empathy, and a sense of humour.