School Curriculum Lead

Position: Whole School Curriculum Lead
The Whole School Curriculum Lead will provide strategic and operational leadership for the design, implementation, quality assurance and continuous improvement of the curriculum across the school. The postholder will work as a senior leader to ensure that every pupil has access to a broad, balanced, ambitious and highly personalised curriculum that reflects their age, aptitude, SEND profile, communication needs, EHCP outcomes and preparation for adulthood.

The role is central to the school’s planned growth from 16 pupils to 40 pupils. The postholder will strengthen curriculum systems, staff capability, assessment practice, evidence of pupil progress, statutory compliance and inspection readiness, while ensuring that curriculum growth remains safe, coherent, well-led and sustainable.

About the Role Strategic Leadership Expectations

• Act as a senior leader within the school, contributing to whole-school strategy, school improvement planning, self-evaluation and inspection readiness.

• Lead the development of a clear whole-school curriculum vision that is ambitious, inclusive, sequenced and meaningful for pupils with autism, complex learning needs, communication differences and behaviours that may communicate distress.

• Translate the curriculum vision into practical curriculum pathways, schemes of work, assessment systems, staff guidance and quality assurance processes.

• Ensure the curriculum is fit for a growing Independent SEN school, including the development of scalable systems, staff training, curriculum documentation and progression routes for an expanding cohort.

• Provide visible, values-led leadership that models high professional standards, ethical conduct, safeguarding awareness and commitment to pupil outcomes.

• Deputise for the Principal on curriculum, teaching and learning, and other delegated school leadership matters as required.

Key Accountabilities

1. Whole-School Curriculum Design and Development

• Lead the creation, review and implementation of a coherent whole-school curriculum framework that meets the needs of pupils from current intake through planned growth to 40 pupils.

• Develop and maintain curriculum pathways that may include sensory / informal, semi-formal, formal academic, functional skills, therapeutic, vocational, life skills and preparation for adulthood routes.

• Ensure curriculum planning clearly maps intent, implementation and impact, with progression in communication, cognition, independence, regulation, social understanding, functional literacy, numeracy and personal development.

• Ensure curriculum policies, long-term plans, medium-term plans and schemes of work reflect pupils’ ages, aptitudes, needs and EHCP outcomes.

• Ensure the curriculum supports SMSC, PSHE, RSE / health education where applicable, online safety, careers, independence, community participation and preparation for adulthood.

2. Quality of Education, Teaching and Learning

• Lead improvements in teaching, learning and curriculum delivery across all classes, ensuring staff understand what pupils are learning, why it matters and how progress is identified.

• Set high expectations for differentiated, autism-informed and trauma-aware teaching practice across the school.

• Coach, challenge and support teachers, HLTAs, teaching assistants and support staff to deliver the curriculum consistently and effectively.

• Model high-quality professional practice and provide guidance on lesson structure, communication supports, low-arousal approaches, behaviour support, sensory regulation and meaningful engagement.

• Use lesson visits, learning walks, planning scrutiny, work scrutiny, pupil voice, assessment evidence and staff feedback to evaluate curriculum implementation.

3. Assessment, Progress and…