Head of Learning Support
Glenalmond College
Perth and Kinross
- New
- Expired
- Job type:
- Full Time, Permanent
- Apply by:
- 3 June 2025
Job overview
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.
Package Description
We offer:
- A competitive salary
- 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
Main Responsibilities
Strategic Leadership
Develop and oversee the implementation of the College SEN! D strategy and policy.
Monitor the quality of teaching and learning within the department and implement improvements as necessary.
Lead the production and regular review of the departmental handbook.
Promote the subject within and beyond the College to enhance the department’s profile.
Contribute to whole-school strategies to support progression and achievement for pupils with SEND.
Pupil Support
Oversee the administration of cognitive assessments to identify needs and monitor progress.
Ensure the production and review of individual pupil learning plans.
Liaise with the Examinations Officer and Heads of Department on access arrangements for exams.
Develop systems for tracking and evaluating pupil progress at both individual and cohort levels.
Provide tailored support for individual pupils or groups and assist classroom teachers with specific pupil issues.
Staff Leadership and Training
Lead, manage, and inspire the Learning Support team, including teaching assistants.
Provide training and professional development for staff to enhance their understanding of SEND and inclusive practices.
Conduct les! son observations and performance evaluations to support staff development.
Administration
Maintain an accurate database of pupils with SEND and ensure secure management of records in line with Data Protection policies.
Allocate resources effectively to meet the needs of the department.
Ensure all departmental documentation, including health and safety records, is maintained and available for inspection.
Communication
Internal
Act as an advocate for the Learning Support Department, communicating effectively with SLT, colleagues, pupils , and parents.
Chair regular departmental meetings to review progress and plan development.
Collaborate with the Deputy Head Academic, Director of Studies, and other staff on departmental matters.
Communicate effectively with housestaff, tutors, and academic staff regarding specific pupil issues.
External
Liaise with parents to ensure effective support for pupils with SEND.
Develop partnerships with external organizations and professionals to enhance the department’s provision.
Maintain links with examination authorities to stay informed of national developments in SEND education.
Teaching and Wider Responsibilities
Maintain engagement with Teaching and Learning initiatives and external training.
Teach a timetable as directed by the Deputy Head Academic, including tailored support for pupils.
Participate in wider school responsibilities, including supervised study, tutor groups, and boarding duties (one evening per week and occasional Saturday night duties).
Contribute fully to the extracurricular life of the school.
Safeguarding and Well-being
- Ensure that all SEND practices comply with 51 and health and safety regulations.
- 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.
The Ideal Candidate
Education/Training
- Proven record of working as a teacher of students with SpLDs.
- GTCS registration or eligibility to register.
- Degree-level qualification with substantial experience in SEND
- Postgraduate qualification in Special Education or equivalent.
- Level 7 or PAPAA qualified, or ability to obtain the necessary qualifications.
- Up-to-date awareness of legislative changes, inspection requirements, and policies related to SEND.
Experience
- Proven experience as a responsibility post-holder in a school or similar setting.
- Demonstrated expertise in supporting children with executive function deficits, ADHD, and other SEND needs, including helping students develop executive skills.
- Experience teaching and supporting a variety of GCSE/A-Level subjects (specialism not essential).
- Proficient in administering and interpreting a range of psychometric tests, including screening tools.
- Experience developing schemes of work and improving teaching and learning practices.
- Proven track record of raising academic standards and enhancing outcomes for students with SEND.
- Experience teaching pupils aged 11 to 18 years.
- Whole-school project management experience.
Knowledge
- Comprehensive, up-to-date knowledge of JCQ/SQA examination regulations, including Access Arrangements Online.
- Understanding of ‘normal way of working’ practices within a school setting.
- Strong understanding of SpLD theory, current SEND research, and effective classroom interventions.
- Knowledge of data tracking systems to monitor and evaluate pupil progress.
- Awareness of best practices for supporting pupils with SEND across all levels and abilities.
Skills/Attributes
- Strong interpersonal and communication skills, with the ability to inspire and lead a team.
- Excellent classroom and behaviour management skills.
- Exceptional organizational skills and attention to detail.
- Proficiency in using ICT for teaching, learning, and departmental management.
- Ability to develop and implement strategic plans effectively.
- Emotional resilience and capacity to handle challenging situations with empathy and professionalism.
Personal Qualities
- Commitment to the ethos and values of the College.
- Enthusiasm, energy, and a positive attitude.
- Commitment to personal and professional development.
- Willingness to contribute to the wider life of the school, including pastoral and extracurricular activities.
About the school/organisation
Glenalmond College is an inspiring place to live and work. The community atmosphere and warmth of welcome are matched by the commitment and professionalism of our staff, who are key to the success of the school.
Glenalmond welcomes boys and girls, aged 12 to 18, as boarders or day pupils. Most of our pupils are British, but we also have a number of pupils from up to 16 different countries around the world. There are up to 400 pupils at Glenalmond College, an almost even balance of boys and girls.
Glenalmond offers a rigorous model of education with international currency. A curriculum of breadth and depth, balancing a core of facilitating subjects with a variety of options to inform, challenge and ignite passions and recognise developments in technology.
Our purpose at Glenalmond is to help make the world a better place. That aim hasn’t changed at all since our foundation way back in 1847, and we share Ralph Waldo Emerson’s definition of success:
“To laugh often and much…to appreciate beauty…to find the best in others, to leave the world a bit better…to know even one life has breathed easier because you lived.”
About Glenalmond College
The College is built on the south bank of the River Almond, from the north bank of which rise the Grampians. It is about 50 miles north of Edinburgh and 10 miles from both Perth and Crieff.
The College Buildings, grouped round a cloistered quadrangle, comprise the Chapel, Hall, Library, houserooms and studies, study bedrooms, classrooms. A separate block houses additional classrooms, a purpose built Science Centre and a Theatre. A few yards away are the Art School and the Design and Technology Centre. Next to these are the Music practise rooms.
The Sports Complex consists of squash courts, a strength and conditioning suite, an indoor sports hall and a heated indoor swimming pool, fitness suite and an indoor .22 range.
Houses. There are 4 houses for boys and 3 houses for girls. The organisation of all the Houses is the same, each having accommodation for resident Housestaff. Senior boys and girls have study-bedrooms or studies of their own.
Religion. The College is an Episcopalian foundation and has a splendid Chapel. However all denominations are welcomed.
Admission. Boys and girls enter the College between the ages of 13 and 14 via the Common Entrance Examination or Entrance Scholarship papers. Pupils leaving Primary Schools may qualify by tests and examinations for junior entry at rising 12. Girls and boys may also qualify for entry into the Lower Sixth, or at other points during their school career.
Curriculum. In the first 3 years all pupils take a wide range of subjects up to the GCSE with English, Mathematics, a modern language and the 3 Sciences as core subjects. Greek, Spanish, German, Art, Drama, Music, Design/Technology, History, Geography, Latin, Computer Science, Physical Education are optional subjects to GCSE and beyond. Each pupil is guided by a tutor.
The Sixth Form provides specialist courses in Arts and Sciences leading to GCE A-Level and also a selection of SQA Higher Levels. Lectures from outside speakers on social, economic and cultural subjects of topical interest take place regularly.
Economics, Business Studies, Theatre Studies, History of Art, and Politics are now fully established in the Sixth Form.
Careers. Over 90% of pupils qualify for entry to university; some go direct to professional careers, industry, the Services, etc. Great emphasis is placed on careers guidance: careers talks, visits and advice along with a well-stocked careers room assist pupils in their choice. Most pupils take careers aptitude tests at age 16.
Art, Drama and Music. Music plays a central part in the life of the school: there is an Orchestra as well as smaller String, Woodwind and Brass Groups. A large Choir and Choral Society perform at the College, in Perth and in Edinburgh. The Concert Society arranges recitals and concerts at the College; frequent visits are made to concerts in Perth and elsewhere. There is a Pipe Band.
The Drama and Art departments flourish, in conjunction with the well-established Design and Technology Centre. Art, Music as well as Design/Technology form part of the normal curriculum and can be taken at GCSE and A level.
Games and Recreations. Rugby, Hockey and Lacrosse are played in the Michaelmas Term and there is a wide variety of activities to choose from in the Lent Term including Football. In Summer Term the sports are Cricket, Athletics, Shooting, Tennis and Golf. Shooting on the Miniature Ranges takes place during the two winter terms. There is a large indoor heated Swimming Pool and pupils are trained in personal survival and Lifesaving. There are also Squash Courts, Tennis Courts, a private Golf Course, and two full-size all-weather pitches for hockey and tennis.
During the Summer, pupils have the opportunity to explore the hills and the neighbouring countryside.
Combined Cadet Force. There is a contingent of the Combined Cadet Force which has strong links with the Armed Forces and the Royal Regiment of Scotland (Black Watch Battalion) in particular. The ceremonial dress, as worn by the Pipe Band for example, is the Highland dress with the Murray of Atholl tartan.
Army and Air sections, with a Pre-Service section for Junior Pupils, are organised on the basis of the Duke of Edinburgh’s Award. Shooting and Adventure Training figure prominently; pupils may also be engaged on Conservation, Community Service Work or Mountain Awareness Group.
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