Deputy Director, Analysis SEND, Educational Engagement, Access and Wellbeing

The Department for Education works to ensure that every child and young person, regardless of their background, can achieve at school to develop the knowledge and skills they need for life. That means improving attainment across the board, particularly for disadvantaged children and those with SEND, as well as building childrens wellbeing and sense of belonging through positive environments at school, home, and within their communities.

Schools Group is seeking an exceptional analytical leader to shape some of the most high-profile and high-impact areas of schools policy. This is a rare opportunity to influence decisions that affect millions of children and young people across England.

Why join us

This is a chance to shape national policy at a pivotal moment for the education system. You will work at the heart of government, influencing reforms that aim to deliver higher standards, greater inclusion, and better life chances for every child. We offer flexible working, excellent development opportunities, and a collaborative, supportive culture.

As Deputy Director for these areas of Analysis, you will lead the departments analytical strategy for the Special Educational Needs and Disabilities (SEND) programme and key elements of the schools reform agenda set out in the recent White Paper (including attendance, behaviour, breakfast clubs, school food, enrichment and engagement). You will need to be able to:

• Provide inspiring and inclusive leadership for a multidisciplinary team of around 50 analysts, including statisticians, social researchers, operational researchers, and economists. This includes direct line management of 3 Grade 6 analysts. Create a motivating working environment with a coaching culture whilst balancing competing demands on the teams resources;
• Work on high-level strategic issues, providing evidence-based analysis to help senior stakeholders make sound policy and delivery decisions;
• Develop capability within the team to deliver innovative and cutting-edge analytical approaches to support policy development, including the use of modelling and AI;
• Make an active contribution to the culture and corporate life of the School Analysis, System and Strategy (SASS) Directorate as part of its SLT, and as SCS champion for some of its corporate workstreams;
• Play an active role in the cross-cutting analytical leadership of Schools Group and the wider Department including as a member of DfEs Analytical Function Leadership Team.

The postholder will be line managed by the Director of Schools Analysis, Systems and Strategy. They will work closely with the Director for SEND, Director for Educational Engagement, Access and Wellbeing, the Departments Chief Analyst and other analytical leaders, especially leads for schools attainment analysis and families analysis.

Essential Criteria

Applicants will be assessed against the following essential criteria:

• Demonstrated ability to lead and manage analytical teams effectively, including experience leading multi-disciplinary and multi-location teams at senior levels: setting clear direction, prioritising resources and developing people to deliver analysis and advice that supports high quality decision making;

• Demonstrated ability to influence and communicate with impact, using evidence and analysis to shape outcomes across organisational and departmental boundaries. This includes strong oral and written communication skills, with experience translating technical analysis into clear messages for non-technical audiences, including senior stakeholders and ministers;

• Demonstrated ability to provide intellectual leadership on analysis and working as an analyst in a complex, large-scale organisation. This includes leading a multidisciplinary team of analysts across the analytical professions and interpreting and drawing insights from a range of data and analysis.

• Demonstrated ability to lead innovation such as the incorporation of AI approaches, driving process automation, and working with emerging tools and platforms.

Desirable criterion

• Knowledge of the schools system, the Schools White Paper and SEND reform would be beneficial.

Desirable criteria will only be assessed at interview in the event of a tie break situation to make an informed decision.