Rossie is a multidisciplinary organisation which aims to help vulnerable children and young people prepare for independent living. We provide accommodation, bespoke care and individualised education, ensuring all areas of our young people’s health are being met. We have been caring for boys, aged 10-18, since 1857 and boys and girls, aged 10-18 since 1984. We are committed to helping our young people in care build strategies to cope with their past, while they prepare for their future. We deliver all our services in a safe and nurturing environment where our young people can grow, develop and thrive, at their own pace.
The closing date for completed applications for this post is 9am on Monday 04th May 2026, and it is anticipated interviews will take place on Tuesday 12th May 2026.
Hours: 35 per week
Salary: £69,371 - £74,429 (SCP 55-58)
JOB DESCRIPTION:
The Deputy Head Teacher is responsible for the operational leadership, management and continuous improvement of the Education Department within both a secure and residential school and vocational Skills Academy.
Reporting directly to the Service Head of Education, Skills and Lifelong Learning, the post-holder will ensure the effective implementation of strategic priorities, delivering high-quality learning, teaching and assessment in line with national expectations and frameworks.
The post-holder will lead on day-to-day educational and vocational delivery, ensuring that practice consistently promotes raising attainment and achievement, wellbeing, inclusion, and positive destinations for all young people. The successful candidate will also work collaboratively within a multi-disciplinary environment, ensuring that education provision aligns with care, safeguarding, and wellbeing priorities.
The Deputy Head Teacher will line manage two Principal Teachers and maintain oversight of daily educational delivery, ensuring a safe, structured, and engaging learning environment for young people with complex needs. The role also acts as the operational link to vocational and skills-based provision, including partnership working with, and oversight of, our Skills Academy Coaches. The Deputy Head Teacher will also ensure that all practice reflects key national policies including Getting It Right for Every Child (GIRFEC) and the UNCRC.
In addition to the duties required of teaching staff and in supporting the Service Head of Education, Skills and Lifelong Learning, the Deputy Head Teacher is responsible for:
* Providing operational leadership of learning, teaching and assessment, ensuring high-quality, consistent practice across the department
* Line managing Principal Teachers and leading professional standards, accountability, and continuous professional learning
* Ensuring the effective implementation of curriculum pathways, including academic, vocational and skills-based learning
* Ensuring the effective implementation of curriculum, timetabling, and daily delivery of learning
* Leading robust self-evaluation and quality assurance processes in line with national frameworks
* Driving improvement in attainment, achievement and positive destinations for young people
* Embedding GIRFEC principles, safeguarding, and trauma-informed approaches in all aspects of practice
* Acting as the operational lead for partnerships supporting learner pathways, including Skills Academy provision
* Supporting the Service Head of Education in ensuring inspection readiness
* Deputising for the Service Head of Education as required
Operational Leadership of Learning, Teaching and Assessment
* Lead the day-to-day delivery of high-quality learning, teaching and assessment, ensuring consistency across all curriculum areas and the Skills Academy
* Ensure all practice reflects evidence-informed pedagogy, differentiation, and inclusive approaches
* Monitor and evaluate classroom practice through structured quality assurance activities
* Support Principal Teachers to improve outcomes through targeted interventions and support strategies
* Ensure learning experiences promote engagement, participation, and achievement for all young people
* Ensure alignment between education, vocational courses in the Skills Academy and care across the organisation
Raising Attainment, Achievement and Positive Destinations
* Lead the use of robust tracking, monitoring and analysis systems to improve attainment and achievement and provide regular updates to the Service Head of Education
* Ensure all young people have clear, individualised learning pathways, including accreditation and wider achievement
* Drive improvements in the delivery of literacy, numeracy, and health and wellbeing outcomes
* Support effective transition planning, including pathways into further education, training, employment and placements beyond Rossie
* Ensure a strong focus on equity, inclusion, and closing the attainment gap
Wellbeing, Safeguarding and Inclusion
* Lead the implementation of GIRFEC principles, ensuring that all young people are safe, healthy, achieving, nurtured, active, respected, responsible and included
* Promote and embed trauma-informed, relational and restorative approaches
* Ensure safeguarding practices are robust, consistent, and aligned with national guidance and organisational policy
* Support staff in managing complex behaviours across both residential and secure campuses
* Ensure that young people’s rights, voice and participation are central to all decision-making
Self-Evaluation and Quality Assurance
* Support the Service Head of Education in the implementation of systematic self-evaluation processes to drive continuous improvement
* Develop and maintain a quality assurance framework, including observations, learning walks, and moderation and monitoring of work
* Support Principal Teachers and Skills Academy coaches to engage in meaningful self-evaluation linked to improved outcomes
* Support the Service Head of Education and contribute to the development and implementation of the School Improvement Plan
* Ensure readiness for inspection through robust evidence and evaluative practice
Leadership and Management of Staff
* Line management of Principal Teachers, ensuring high expectations, accountability, and professional standards providing formal supervision, support, and challenge
* Lead Professional Review and Development (PRD) processes in line with GTCS Professional Standards
* Promote a culture of continuous professional learning and reflective practice
* Support staff wellbeing and resilience
* Contribute to recruitment, induction, and retention of high-quality staff
Curriculum, Pathways and Partnership Working
* Ensure delivery of a broad, balanced and flexible curriculum that meets the individual needs of all learners within school and the Skills Academy
* Lead the operational integration of vocational and skills-based pathways; with a focus on partnership working with Dundee and Angus college and our Skills Academy
* Act as the key operational link with Skills Academy Coaches
* Support the development of meaningful partnerships that enhance learner experiences and outcomes
* Ensure all young people have clear and appropriate transition pathways
Operational Management and Systems Leadership
* Lead the day-to-day running of the Education Department and Skills Academy, including timetabling and staff deployment
* Ensure effective communication systems support consistent practice across the team and the wider organisation
* Maintain oversight of operational issues and respond proactively to emerging needs
* Support the Service Head of Education in resource management and service delivery
* Deputise for the Service Head of Education, ensuring continuity of leadership
Please note this job description is to provide a clear and concise statement of the main tasks and activities of the post, and it is not intended as an exhaustive list of every aspect of the post holder's duties. All the above duties will be carried out in line with Rossie policies and procedures.
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PERSON SPECIFICATION:
Knowledge Base (Essential):
* Thorough knowledge of relevant legislation and national policy.
* Awareness of the impacts of Trauma.
* Understanding of the key priorities in Scottish Education
* Safeguarding and child protection legislation and guidance
Knowledge Base (Desirable):
* Knowledge of the relevant actions required as a result of the Promise, and the Secure Care Pathway and Standards.
* The importance and nuance of education within residential and secure care services
Qualifications (Essential):
* Full GTC Registration.
* Evidence of working towards or meeting the GTCS Standard for Headship or Standard for Middle Leadership
Qualifications (Desirable):
* Postgraduate or alternative qualification in Educational Leadership or related field
* Completion of Into Headship / equivalent leadership programme
* Further professional study in areas relevant to education or SEN/ASN sector
Experience (Essential):
* Significant experience in a leadership role (e.g. Principal Teacher or equivalent)
* Proven experience of raising attainment, achievement and positive destinations
* Experience of leading improvement and change using self-evaluation approaches
* Experience of line managing staff and leading professional learning
* Experience working with young people with social, emotional and behavioural needs
* Experience of implementing quality assurance processes (e.g. observations, tracking, moderation)
Experience (Desirable):
* Experience of multi-agency and interdepartmental working
* Experience working in a secure or residential care setting
* Experience of inspection processes
* Experience contributing to whole-service or cross-department improvement planning
Skills (Essential):
* Ability to lead the day-to-day operational management of a complex education service
* Ability to inspire and maintain high-quality learning, teaching and assessment, leading to improved attainment and achievement
* Ability to implement and lead robust quality assurance and self-evaluation processes
* Ability to use data effectively to monitor progress
* Ability to work collaboratively
Skills (Desirable):
* Experience of leading curriculum innovation
* Ability to contribute to strategic planning
Qualities (Essential):
* Demonstrates a strong commitment to children’s rights, inclusion and equity.
* Resilient, calm and emotionally intelligent
* Demonstrates integrity and professionalism
* Committed to collaborative, multi-disciplinary working
* Reflective and improvement-focused, with a commitment to ongoing professional learning and self-evaluation
Qualities (Desirable):Awareness of own values, and how these influence practice.
* Ability to build effective and trusting partnerships.
* Demonstrates a commitment to innovation and continuous improvement
Full Clean Driving Licence - Essential