Head of Aspire Department

Are you an inspirational leader who believes that every child—regardless

of their starting point—deserves a seat at the table?

Following the promotion of our current post-holder to Deputy Head, we

are looking for a visionary Head of Aspire to lead our unique transition

provision. At Clare Mount, we don’t just teach; we empower pupils with MLD and

ASC needs to see themselves as role models and catalysts for change.

The Role: Why

'Aspire'?

Our Aspire provision caters for a small number of pupils with slightly

more complex or multiple needs, or those who have experienced emotional

barriers to school attendance, but are not ready for school and ready to learn.

It is designed for those pupils who find the transition to secondary school

most challenging, and / or those that need longer to learn to regulate their

emotions. Our mission is simple yet profound: we ensure every child feels settled,

safe, and seen.

As Head of Aspire, you won't just be managing a department; you will be

architecting the bridge between a pupil’s anxiety and their future success.

Your Impact

Lead with Heart: Guide a

dedicated team across four classes (Years 7–11), fostering an "I

can" mentality that ripples through the whole school.

Innovate the Curriculum: Work closely

with our admissions team to design bespoke, engaging learning pathways

that adapt to individual cognitive and emotional needs.

Champion Belonging: Ensure every

pupil finds their voice within our House system, moving from a specialised

environment to active participation in whole-school life.

Drive Transition: Turn

"accessing the curriculum" from a hurdle into a milestone,

helping pupils move toward academic or nurture pathways as their

confidence grows.

Who You Are

You are a talented, innovative professional who doesn't settle for

"good enough." You likely have:

A proven track record of supporting pupils with SEND/ASC to

achieve remarkable outcomes.

The leadership experience (or the clear potential) to step into a

high-impact role and hit the ground running.

A belief that emotional self-regulation and self-care are the

bedrock of academic achievement.