Job Purpose

The Chief Executive Officer is accountable to the OHCAT Board of Trustees for leading a high-performing, values-led specialist Trust that delivers excellent outcomes for children and young people with SEND. The CEO will advise the Board on the strategic direction of OHCAT, ensure exceptional education, financial sustainability and robust governance, and position the organisation as a leading voice in inclusive education locally, regionally and nationally.

Success in the role will require ambitious, visible and emotionally intelligent leadership; the ability to translate strategy into measurable impact; and the confidence to lead across education, business, partnerships and public service. The CEO will foster a culture of inclusion, accountability, innovation and continuous improvement, ensuring OHCAT remains responsive to policy change, trusted by families and partners, and relentless in improving life chances for every learner.

Functional Links:

Internal Functional Links

The Chief Executive Officer will work closely with key internal stakeholders to ensure strong governance, effective leadership, and the successful delivery of the Trust’s strategy. Core internal relationships include:

• Board of Trustees (including the Chair) – the CEO’s primary line of accountability, providing strategic oversight, challenge, and assurance on performance, risk, and the delivery of the Trust’s vision.
• Executive Senior Leadership Team (ESLT) – providing direct leadership, performance management, and collective accountability for the implementation of OHCAT’s strategy and organisational priorities.
• Senior Leadership Teams across academies – ensuring strong operational leadership, high-quality education, and improved learner outcomes across all settings.
• Trust-wide leadership and shared services functions – including HR, finance, estates, safeguarding, and quality, ensuring alignment to organisational strategy and the effective delivery of central services.
• Staff, Trade Unions, and Staff Representative Groups – fostering positive employee relations, effective consultation, and meaningful engagement to support a high-performing and inclusive workforce
• Orchard Hill College partnership – Maintaining a formalised collaborative relationship between two independently governed organisations, including oversight of the Partnership and Collaboration Agreement and Service Level Agreements for shared services

External Functional Links

The Chief Executive Officer will operate within a complex external landscape, maintaining effective relationships with a wide range of stakeholders to ensure strong governance, compliance, and delivery of high-quality education across the Trust. Key external interfaces include:

• Department for Education (DfE) – including engagement with Regional Directors (RDs) on matters of Trust performance, growth, intervention, and strategic alignment with national policy and the Academy Trust Handbook. Also ensuring compliance with funding agreements, financial accountability expectations, audit requirements, and the Academy Trust Handbook, including regularity, propriety, and value for money.
• Ofsted – maintaining constructive relationships to support inspection readiness and outcomes across academies and ensuring alignment with the Education Inspection Framework and SEND inspection requirements where applicable.
• Local Authorities – particularly in relation to SEND provision, Education, Health and Care Plans (EHCPs), safeguarding partnerships, commissioning, and place planning.
• Safeguarding Partners – including Local Safeguarding Children Partnerships (LSCPs), ensuring full compliance with statutory safeguarding responsibilities as set out in Keeping Children Safe in Education (KCSIE) and effective multi-agency working.
• NHS, Integrated Care Boards (ICBs), and Health & Social Care Partners – supporting the delivery of integrated provision for learners with complex needs and fulfilling statutory duties relating to health and care.
• Specialist Sector Bodies – including engagement with sector networks, specialist SEND organisations, and representative bodies to influence policy and share best practice.
• Regulators and Assurance Bodies – such as Companies House, the Information Commissioner’s Office (ICO), and the Pensions Regulator, ensuring compliance with legal and statutory obligations.
• Trade Unions and Professional Associations – maintaining effective industrial relations frameworks and supporting positive employee engagement across the Trust.
• Commissioners and Referral Agencies – including local authorities and other bodies commissioning specialist placements, ensuring high-quality provision and sustainable partnerships.
• Wider Education Partnerships – including other MATs, schools, alternative provision settings, FE colleges, and independent providers to support transitions, outreach, and system-wide collaboration.
• Government and Policy Stakeholders – contributing to the development of national and regional SEND and education policy where appropriate, ensuring the Trust remains outward-facing and influential.

Reporting Relationships:

The Chief Executive Officer will report to the OHCAT Chair who will agree objectives and carry out mid and end year reviews and make recommendations on pay to the relevant Board committee

The Chief Executive Officer will line manage:

• Chief Financial and Operating Officer
• Chief People Officer
• Executive Director of Quality & Standards
• Regional Directors of Education
• Executive Director of Strategy and Partnerships
• Director of Governance

Duties and Responsibilities

Strategy and Vision

• Provide the Board with clear, insightful advice on national policy, system reform and sector trends, including the evolving schools white paper and SEND reform agenda, so that OHCAT can anticipate change, influence development and respond with confidence and purpose.
• Work in close partnership with the Board to shape and review the long-term vision, mission and strategic priorities of OHCAT, ensuring decisions reflect the organisation’s values, specialist identity and commitment to inclusion, excellence and public benefit.
• Lead and communicate a compelling strategic vision for OHCAT that secures excellent specialist education, strengthens inclusive practice, develops sustainable provision and positions the organisation to seize new opportunities for collaboration, growth and system leadership.
• Translate strategic priorities into clear organisational objectives and lead executive and school leaders to deliver them through rigorous planning, disciplined implementation, performance review and a strong focus on impact.
• Create and sustain a culture in which high expectations, inclusion, safeguarding, staff development and learner voice are central, enabling pupils, students and colleagues across OHCAT to thrive and achieve ambitious outcomes.

Collaboration with Orchard Hill College (OHC)

• Lead and sustain a strong, formalised collaborative relationship with Orchard Hill College, recognising that while OHCAT operates under independent governance and executive leadership, collaboration with OHC remains central to OHCAT’s identity and mission.
• Chair or co-chair OHCAT’s participation in the Joint Leadership Forum, working alongside the OHC CEO to align strategic priorities, share best practice and identify opportunities for joint provision, innovation and impact where this serves the interests of both organisations.
• Oversee the operation of the Partnership and Collaboration Agreement and ensure that Service Level Agreements with OHCAT delivering HR advisory support, payroll, IT infrastructure, estates and facilities are managed effectively, delivering value for money, clear accountability and high service standards for OHC.
• Ensure that collaboration is conducted on the basis of mutual respect and shared purpose between two distinct, independently governed organisations, with clarity of accountability maintained at all times.

Development and Growth

• Provide influential leadership within local, regional and national networks, helping to shape debate on SEND, inclusion, specialist education, transitions and preparation for adulthood, and ensuring OHCAT contributes meaningfully to system improvement.
• Build and sustain strong, productive partnerships with families, local authorities, integrated care partners, employers, higher and further education institutions, community organisations, regulators and government bodies in order to improve opportunities, pathways and outcomes for learners.
• Champion the reputation, profile and interests of OHCAT, securing partnerships, projects and opportunities that enhance learner experience, strengthen community impact and diversify income in ways that are mission-aligned and sustainable.
• Ensure OHCAT remains agile, evidence-informed and outward-looking, responding effectively to policy, funding and commissioning change while identifying opportunities for innovation, influence and growth.
• Identify and develop opportunities for new provision, services, partnerships and income streams that extend impact, support strategic priorities and remain consistent with the ethos and public purpose of OHCAT.

Education Provision

• Provide inspirational leadership for education across the trust, championing excellence in teaching, learning, therapy, pastoral support and preparation for adulthood, while ensuring consistently high standards of performance and care.
• Ensure OHCAT delivers a high-quality, inclusive and responsive curriculum and learner experience that meets diverse and complex needs, promotes attendance, engagement and wellbeing, protects safeguarding, and makes effective use of people, expertise, estates and resources.
• Ensure the organisation’s provision and curriculum offer are regularly reviewed and developed in line with learner need, local demand, commissioning arrangements, workforce capacity and the requirements of regulators and funders.
• Ensure robust mechanisms are in place for listening to and acting on the views of pupils, students, parents, carers and stakeholders, so that communication is strong, trust is built and services continue to improve.

Governance and Management

• Provide high-quality professional advice to the Board on strategy, standards, risk, reputation, finance, growth and compliance, acting in accordance with the Articles of Association, funding agreements, charity law and relevant education legislation and guidance.
• Ensure the Board receives timely, transparent and accurate information about organisational performance, learner outcomes, quality, safeguarding, people, finance, estates and strategic risk so that it can discharge its responsibilities effectively.
• Work with the Chairs and governance professionals to ensure Board and committee business is well planned, strategically focused and supported by high-quality papers, recommendations and follow-through.
• Lead strategic planning across OHCAT within the framework set by the Board, ensuring plans are coherent, evidence-based, measurable and regularly reviewed in response to performance, policy and stakeholder need.
• Ensure robust arrangements are in place for risk management, internal control, assurance and business continuity, with a strong culture of compliance and accountability embedded across the organisation.
• As Accounting Officer, ensure OHCAT fulfils all statutory, regulatory, financial and ethical obligations and demonstrates strong stewardship of public money, value for money and compliance with government and funding requirements.
• Ensure all activity is conducted with integrity, openness and a clear sense of public service, and that decisions are aligned to the organisation’s vision, mission, values and long-term sustainability.

Ambassadorial Role

• Play a full and constructive role in supporting the Board and representing OHCAT externally, maintaining strong relationships with key stakeholders and acting as a credible, influential advocate for inclusive and specialist education.
• Represent OHCAT, and where appropriate nominate others to do so, in building effective relationships with local authorities, communities, health partners, education providers, employers, young people, families, professional bodies and government agencies at local, regional and national level.

Resource Management

• Ensure public funds and other income are used effectively, transparently and for their intended purpose; that budgets, forecasts and management information are timely and reliable; and that strong financial control supports resilience, sustainability and strategic decision-making.
• Oversee fair, effective and values-led approaches to workforce planning, recruitment, performance, succession, reward and organisational development, ensuring OHCAT attracts, retains and develops excellent people.
• Secure the best possible use of human, physical, digital and financial resources across OHCAT, ensuring strong operational leadership and effective deployment of capacity across a diverse portfolio of education and support services.
• Nurture a culture of trust, belonging and high engagement in which staff wellbeing, inclusion, professional growth and accountability are prioritised and the mission and values of OHCAT are lived consistently across the organisation.
• Lead in a way that actively promotes equality, diversity, inclusion and belonging, and ensures policies, practice and culture reflect OHCAT’s commitment to fair access, dignity and opportunity for all.
• Ensure effective strategies are in place for health, safety, safeguarding, wellbeing, security and compliance so that every OHCAT site remains a safe, welcoming and supportive environment for learning and work.
• Lead the strategic development of the estate and learning environments so they remain safe, inclusive, fit for purpose and aligned to learner need, service delivery and future growth.

Commitment to Transformation and Organisational Culture

• Actively support and visibly model the cultural and organisational transformation OHCAT is committed to delivering through its Strategy to 2030.
• Demonstrate the professional conduct, values and behaviours expected of a senior leader in a specialist SEND organisation / Central team, in line with OHCAT’s standards and expectations framework.
• Embrace new and evolving ways of working, contributing to a culture of continuous improvement, shared accountability and collaborative leadership.
• Understand that engagement with transformation priorities is a core requirement of the post, not an optional commitment.
• Support the development of a high-performing, values-led culture in which learner outcomes, staff wellbeing and organisational effectiveness are mutually reinforcing.

Performance, Appraisal, Coaching and Development

• Participate fully in OHCAT’s annual appraisal cycle, taking personal ownership of objective-setting, mid-year review and end-of-year assessment, and of agreed development priorities.
• Engage actively with any coaching or professional development support provided by the organisation; such support is offered as a genuine investment in capability and engagement with it is an expectation of the role.
• Participate in 360-degree feedback processes as required, receiving and acting on feedback from peers, direct reports and senior leaders openly and constructively. Post holders should expect feedback from multiple directions to form part of their overall performance picture.
• Demonstrate progress against both agreed objectives and expected behavioural standards as part of the appraisal cycle, understanding that sustained underperformance in either area will be addressed through the organisation’s performance management framework.
• Model a coaching approach to leadership, supporting the appraisal and development of staff within their area of responsibility in a way that is timely, meaningful and aligned to organisational transformation priorities.

Additional notes

• Job Descriptions are to be reviewed annually
• The responsibilities listed above are the essentials of the post; it is always open to the postholder to propose ways of extending these responsibilities
• This job description is not exhaustive, and you may be asked to carry out other duties commensurate with the role.

Person Specification

The Person Specification shows the abilities and skills you will need to carry out the duties in the Job Description. Shortlisting is carried out based on how well you meet the requirements of the Person Specification. You should mention any experience you have had which shows how you could meet these requirements when you fill in your Application Form. If you are selected for interview, you may be asked also to undertake practical tests to cover the skills and abilities shown below. All of the following criteria are considered essential unless otherwise noted.

Qualifications 

• Qualifications Degree-level qualification or equivalent experience.
• Evidence of sustained professional development relevant to executive leadership.
• Postgraduate qualification in education, leadership, business administration or a related field. (Desirable)
• Teaching qualification and/or experience of leading education quality within an education or specialist SEND provision. (Desirable).
• Relevant executive leadership programmes (e.g. NPQEL or equivalent). (Desirable)

Experience

• Substantial executive or senior leadership experience within a complex education, public service, or mission-led organisation, ideally spanning specialist education, SEND, and multi-site provision.
• Strong track record of leading organisational strategy, operational performance, quality improvement, and financial stewardship at scale.
• Experience of working within complex governance environments, including close engagement with boards, committees, and senior stakeholders.
• Proven success in leading organisational improvement, change, or service development that has strengthened outcomes, culture, and long-term sustainability.
• Experience of building effective and influential external partnerships with stakeholders such as local authorities, the Department for Education, regulators, commissioners, health partners, employers, and government bodies.
• Experience of developing partnerships that enhance learner pathways, strengthen services, and extend organisational impact.

Knowledge & Understanding

• Deep understanding of specialist education, SEND, and inclusion across school and post-16 contexts, including preparation for adulthood and high aspirations for every learner. (Desirable)
• Strong understanding of quality assurance in education, including the delivery of high-quality teaching, therapy, pastoral care, and safeguarding
• Knowledge of statutory and regulatory frameworks relevant to multi-academy trusts, including governance, safeguarding (KCSIE), and accountability requirements of the Department for Education.
• Understanding of funding, compliance, and public sector accountability, including the responsibilities of an Accounting Officer and the importance of regularity, propriety, and value for money.
• Knowledge of risk management, assurance, and legal and regulatory compliance requirements within a complex organisation.

Skills & Abilities

• Ability to articulate an ambitious, compelling, and values-led vision and translate this into clear strategic priorities and measurable impact.
• Strong strategic judgement, with the ability to interpret national policy, assess risk, identify opportunities, and make sound decisions in a complex and evolving environment.
• Demonstrated ability to lead through complexity with pace, discipline, and clarity, balancing long-term ambition with operational delivery.
• Ability to lead a complex specialist multi academy trust with credibility across education, partnerships, and public service.
• Highly developed influencing, interpersonal, and communication skills, with the ability to build confidence and represent the organisation effectively at local, regional, and national levels.
• Ability to identify and pursue opportunities for innovation, collaboration, and sustainable growth.
• Strong financial and commercial acumen, including the ability to oversee complex budgets, understand funding systems, and ensure value for money.
• Ability to work effectively with a Board to shape strategy, support robust governance, and maintain strong accountability.
• Capacity to lead, develop, and hold to account a diverse executive and wider workforce, fostering a culture of trust, inclusion, high performance, and wellbeing.
• Ability to lead significant change with integrity, resilience, and sound judgement, including in sensitive or high-profile contexts.

Personal Attributes

• A clear commitment to inclusion, equity, dignity, and high aspirations for children, young people, and adults with SEND.
• Values-led leadership style, aligned to the organisation’s ethos, with a strong moral purpose and focus on improving lives.
• Executive presence and personal credibility, with the ability to inspire confidence across a wide range of stakeholders.
• Resilient, reflective, and emotionally intelligent, with the ability to navigate complexity and ambiguity.
• Collaborative and outward-facing, with a commitment to partnership working and system leadership.
• Committed to listening to and acting on the voices of learners, families, and stakeholders to drive continuous improvement.
• A strong and visible commitment to safeguarding, safer cultures, and the welfare of children, young people, and vulnerable adults.

This Job Description and Person Specification is current but will be reviewed on an annual basis and following consultation with you, may be changed to reflect or anticipate changes in job requirements which are commensurate with the job title and grade in line with the school’s changing needs.

Job Purpose

The Chief Financial and Operations Officer (CFOO) is a member of the Executive Senior Leadership Team (ESLT) and OHCAT’s most senior leader for finance, IT, estates, facilities, procurement, risk, and business continuity.

This is a broad, high-accountability role requiring a qualified accountant with the operational breadth and strategic confidence to lead OHCAT’s infrastructure across two regulated entities — Orchard Hill College (OHC) and Orchard Hill College Academy Trust (OHCAT) — through a period of significant transformation and governance separation.

With a combined turnover of approximately £125m, a portfolio of live capital projects including a Free School development, and a diverse estate ranging from state-of-the-art specialist facilities to sites requiring medium-to-long-term investment, the CFOO must be equally at home in the Board room and on site. They will see the inter-dependencies across finance, digital infrastructure, estates, and people — and be able to juggle multiple high-stakes concurrent programmes without losing grip on any of them.
The CFOO is a trusted advisor to the CEO and Trustees, bringing financial rigour, commercial judgement, and operational foresight to every aspect of the organisation’s stewardship. Everything the CFOO does is ultimately in service of the learners with SEND whose education depends on the quality of the environments, systems, and resources this role oversees.

Functional Links 

The Chief Financial and Operations Officer operates within a complex internal and external landscape, building and maintaining effective relationships to ensure strong financial stewardship, operational delivery, compliance, and strategic alignment across the Trust and its partnership with Orchard Hill College.

Internal Functional Links

The CFOO will work closely with key internal stakeholders to ensure strong governance, effective leadership, and the successful delivery of the Trust’s strategy. Core internal relationships include:

• Chief Executive Officer (CEO) – the CFOO’s principal reporting line, providing strategic financial, commercial, and operational advice to support decision-making, performance, and long-term sustainability.
• Executive Senior Leadership Team (ESLT) – collective responsibility for leadership of the Trust, ensuring alignment between financial planning, operational delivery, transformation priorities, and strategic objectives.
• Chief People Officer (CPO) – close collaboration on workforce strategy, organisational design, affordability, and the financial and operational implications of people-related decisions.
• Executive Director of Quality & Standards – ensuring alignment of resources, infrastructure, and investment decisions with educational quality, improvement priorities, and learner outcomes.
• Regional Directors of Education
• Executive Director of Strategy and Partnerships
• Director of Governance
• Trust Board of Trustees (including the Chair and relevant committees) – supporting strong governance through high-quality financial reporting, assurance, and advice on risk, compliance, and value for money.
• OHC and College partnership – maintaining effective partnership working across two distinct organisations, including oversight of shared services, financial arrangements, and collaboration agreements.
• Trust-wide leadership and operational teams – including finance, IT, estates, procurement, and risk functions, ensuring effective service delivery, compliance, and continuous improvement across all academies and sites.
• Academy and site-based leadership teams – ensuring that operational services, systems, and infrastructure effectively support frontline delivery, safeguarding, and high-quality outcomes for learners.

External Functional Links

The CFOO will maintain effective relationships with a wide range of external stakeholders to ensure compliance, financial integrity, and high-quality operational delivery. Key external interfaces include:

• Department for Education (DfE) – including funding, capital, and regulatory functions, ensuring compliance with the Academy Trust Handbook, financial accountability requirements, and capital programmes.
• Audit and Assurance Providers – including external auditors and internal audit partners, ensuring robust financial controls, audit compliance, and effective risk management arrangements.
• Local Authorities – particularly in relation to SEND funding, commissioning, capital investment, and place planning, ensuring sustainable financial and operational alignment.
• Banks, Insurers, and Professional Advisors – including legal, financial, and commercial advisors, supporting effective risk management, compliance, and organisational sustainability.
• Capital and Estates Partners – including contractors, consultants, and project delivery partners involved in capital programmes, Free School developments, and estate improvement projects.
• Regulatory and Compliance Bodies – including the Information Commissioner’s Office (ICO), Health and Safety Executive (HSE), Companies House, and The Pensions Regulator.
• Safeguarding and Statutory Partnerships – ensuring that systems, estates, and operational functions support compliance with statutory safeguarding responsibilities, including Keeping Children Safe in Education (KCSIE).
• Procurement and Supplier Networks – overseeing compliant, value-for-money procurement processes and maintaining strong supplier relationships aligned to public sector expectations.
• Sector and Professional Networks – engaging with relevant finance, estates, and operational leadership networks to stay informed of national policy, best practice, and innovation.

Reporting Relationships:

Reports to: Chief Executive Officer.
Accountable to: OHCAT Trust Board and OHC Board of Trustees (as relevant).
Direct reports:

• Finance leads (OHCAT and OHC),
• Director of IT,
• Director of Estates & Facilities,
• Procurement and Risk leads.

Specific Responsibilities

Standard Responsibilities — Values, Behaviours, and Collective Leadership

• Articulate and represent the vision, mission, ethos, values, and strategic aims of OHCAT, ensuring they underpin all leadership decisions at all times and in the best interests of pupils and students.
• Uphold and model OHCAT’s CREATE values — Confident, Respectful, Equitable, Advocacy, Team Working, and Enabling — and the seven principles of public life: Leadership, Openness, Objectivity, Selflessness, Honesty, Integrity, and Accountability.
• Provide collective leadership around Safeguarding, Equality and Diversity, Health and Safety, Data Protection, and Financial Regulations to ensure OHCAT’s highest standards are met.
• As a key part of ESLT, contribute to the oversight of resource allocation across OHCAT, ensuring value for money against priority outcomes.
• Undertake any other duties as may be assigned from time to time by the CEO.

Financial Strategy and Stewardship

• Provide strategic financial leadership across OHC and OHCAT as a qualified accountant, ensuring both organisations are financially sustainable, well-governed, and compliant through the governance separation and beyond.
• Support the CEOs in meeting Accounting Officer obligations under both the College Financial Handbook (DfE Further Education) and the Academy Trust Handbook (DfE Academies), maintaining clear awareness of their distinct requirements.
• Lead the preparation, monitoring, and presentation of annual budgets, multi-year financial plans, and management accounts for both entities, presenting these clearly and accessibly to the ESLT and Board.
• Ensure rigorous financial controls, internal audit arrangements (including the TIAA internal audit programme), and assurance frameworks are embedded across both OHC and OHCAT.
• Oversee the financial separation of OHC and OHCAT as part of the governance independence programme, including clean financial demarcation, cost modelling for the restructure, TUPE financial implications, and appropriate shared service arrangements.
• Lead on external audit, regulatory returns, and all statutory financial reporting to DfE and other bodies.
• Identify and drive value for money improvements and cost efficiencies without compromising the quality of SEND provision.
• Ensure novel, contentious, or repercussive financial transactions are identified and escalated in line with Academy Trust Handbook requirements and DfE expectations.

Estates, Facilities, and Capital Projects

• Lead and develop OHCAT’s estate vision and strategy, providing strategic oversight of individual site development and facilitating investment priorities to reflect educational demand and opportunity across London, Surrey, Sussex, and Berkshire.
• Oversee all capital projects, Free School development programme, and major refurbishment works, ensuring delivery on time, to budget, and to a standard that enables excellent SEND education.
• Lead the Director of Estates and Facilities in managing day-to-day maintenance schedules, statutory compliance, health and safety, and facilities management across all sites.
• Ensure a robust project management approach is taken across all estates and capital programmes to manage risk, resources, and timely delivery.
• Develop and maintain a long-term asset management strategy aligned to OHCAT’s growth plans, ensuring the condition and capacity of the estate meets the needs of learners with complex disabilities.
• Engage with local authorities, DfE capital teams, and funders in relation to SCA, SEND capital allocations, and other funding streams relevant to estate development.
• Ensure comprehensive advice, guidance, and support on all aspects of health and safety is provided across OHCAT in line with statutory obligations.

IT, Digital Infrastructure, and Business Systems

• Lead OHCAT’s strategic vision for IT and digital infrastructure, ensuring appropriate systems, connectivity, assistive technology, data management, security, and value for money across all sites.
• Lead the Director of IT in developing and executing a forward-thinking technology strategy that supports both educational delivery and business efficiency, with horizon scanning to keep OHCAT at the leading edge of digital SEND practice.
• Ensure cybersecurity, GDPR compliance, and data governance are embedded across all systems, with appropriate Board-level assurance.
• Drive the use of digital tools across finance, people systems, estates management, and learning technologies — reducing duplication and improving data quality and insight.
• Oversee major IT infrastructure projects, procurement, and contract management, ensuring value for money and strategic alignment.

Collaboration with Orchard Hill College (OHC)

• Lead and sustain a strong, formalised collaborative relationship with OHC , recognising that while OHCAT operates under independent governance and executive leadership, collaboration with OHC remains central to OHCAT’s identity and mission.
• Working alongside the OHC CFO and wider leadership team to align strategic priorities, share best practice and identify opportunities for joint provision, innovation and impact where this serves the interests of both organisations.
• Lead the operation of the Partnership and Collaboration Agreement and ensure that Service Level Agreements with OHCAT delivering HR advisory support, payroll, IT infrastructure, estates, facilities and finance are managed effectively, delivering value for money, clear accountability and high service standards for OHC.
• Ensure that collaboration is conducted on the basis of mutual respect and shared purpose between two distinct, independently governed organisations, with clarity of accountability maintained at all times.

Risk, Business Continuity, and Compliance

• Lead OHCAT’s enterprise risk management framework — maintaining the strategic risk register, ensuring risks are identified, assessed, owned, and reported to ESLT and Trustees with clarity and regularity.
• Identify and evaluate operational and resource-related risks, developing options and strategies to mitigate them and incorporating them in the risk register appropriately.
• Own the organisation’s business continuity and disaster recovery plans, ensuring these are tested, current, and operable across both OHC and OHCAT.
• Ensure OHCAT complies with all relevant legislation including oversight of relevant policy frameworks for Estates and Facilities, Health and Safety, ICT, Finance, and Procurement.
• Lead on procurement strategy, ensuring compliance with public sector procurement rules, value for money, and strong supplier governance.

Strategic Leadership and ESLT Contribution

• Operate as a fully contributing member of the ESLT, bringing financial and operational perspective to all strategic decisions, transformation planning, and governance matters.
• Advise and support the Board of Trustees — including at Board-level meetings — in the discharge of their responsibility for the safe stewardship of OHCAT’s assets and resources.
• Provide information, insight, and advice to senior leaders across OHCAT on operational efficiency, enabling them to optimise their own areas of responsibility.
• Keep abreast of national policy and practice affecting operations, including relevant legislation, and inform strategy and delivery accordingly.
• Work in close partnership with the CPO on workforce affordability, restructure cost modelling, and the financial implications of the ESLT restructure and governance separation.
• Contribute to OHCAT’s growth strategy — including Free School development, new provision, and site acquisitions — with robust financial analysis, project management, and risk appraisal.
• Lead and develop the CFOO’s direct report teams, setting high standards, building capability, and fostering a culture of professional excellence and continuous improvement.

Commitment to Transformation and Organisational Culture

• Actively support and visibly model the cultural and organisational transformation OHCAT is committed to delivering through its Strategy to 2030.
• Demonstrate the professional conduct, values and behaviours expected of a senior leader in a specialist SEND organisation / Central team, in line with OHCAT’s standards and expectations framework.
• Embrace new and evolving ways of working, contributing to a culture of continuous improvement, shared accountability and collaborative leadership.
• Understand that engagement with transformation priorities is a core requirement of the post, not an optional commitment.
• Support the development of a high-performing, values-led culture in which learner outcomes, staff wellbeing and organisational effectiveness are mutually reinforcing

Performance, Appraisal, Coaching and Development

• Participate fully in OHCAT’s annual appraisal cycle, taking personal ownership of objective-setting, mid-year review and end-of-year assessment, and of agreed development priorities.
• Engage actively with any coaching or professional development support provided by the organisation; such support is offered as a genuine investment in capability and engagement with it is an expectation of the role.
• Participate in 360-degree feedback processes as required, receiving and acting on feedback from peers, direct reports and senior leaders openly and constructively. Post holders should expect feedback from multiple directions to form part of their overall performance picture.
• Demonstrate progress against both agreed objectives and expected behavioural standards as part of the appraisal cycle, understanding that sustained underperformance in either area will be addressed through the organisation’s performance management framework.
• Model a coaching approach to leadership, supporting the appraisal and development of staff within their area of responsibility in a way that is timely, meaningful and aligned to organisational transformation priorities.

Additional notes

• Job Descriptions are to be reviewed annually
• The responsibilities listed above are the essentials of the post; it is always open to the postholder to propose ways of extending these responsibilities
• This job description is not exhaustive and you may be asked to carry out other duties commensurate with the role.

Person Specification

The Person Specification shows the abilities and skills you will need to carry out the duties in the Job Description. Shortlisting is carried out based on how well you meet the requirements of the Person Specification. You should mention any experience you have had which shows how you could meet these requirements when you fill in your Application Form. If you are selected for interview, you may be asked also to undertake practical tests to cover the skills and abilities shown below. All of the following criteria are considered essential unless otherwise noted.

Qualifications

• Qualifications Professionally qualified accountant (ACA, ACCA, CIMA, or CIPFA) with current membership — this is a mandatory requirement for the financial leadership elements of this role
• Degree-level education in a relevant discipline
• Master’s degree, MBA, or postgraduate qualification in finance, business administration, or management (Desirable)
• Evidence of sustained continuing professional development at executive level
• Qualification or professional accreditation in estates, project management, or IT (e.g. RICS, PRINCE2, APM, MSP, NEBOSH) (Desirable)

Experience

• Substantial senior leadership experience in a complex, multi-site organisation, with at least five years at CFO, CFOO, or Director of Finance equivalent level
• Proven track record of strategic financial management in a publicly funded, regulated environment — including budget setting, multi-year planning, audit, and compliance
• Experience of leading and managing at scale in an educational environment or public sector, including estates and facilities, ICT, and/or risk management
• Extensive experience of navigating complex situations across different operational portfolios, enabling objectives to be achieved and solutions found
• Experience of leading change which delivers long-term cultural and operational improvement and embeds new strategies
• Experience of overseeing significant capital projects, estate development programmes, and Free School or equivalent new-build processes
• Demonstrable experience advising a CEO and Board at governance level, including Trustee and committee reporting
• Track record of driving value for money and operational efficiency in a publicly funded setting
• Experience of operating in a dual-regulated or dual-entity environment (e.g. FE college and academy trust, or charity and company)
• Experience of organisational restructure, financial separation, or TUPE cost modelling (Desirable)
• Experience working in or alongside specialist SEND provision (Desirable)df
• Experience of DfE capital funding, SCA processes, or Free School financial management (Desirable)

Knowledge & Understanding

• Thorough understanding of the Academy Trust Handbook (DfE Academies), including Accounting Officer obligations, executive pay scrutiny, and novel/repercussive transaction thresholds (Desirable)
• Working knowledge of the College Financial Handbook (DfE Further Education) and its distinct requirements (Desirable)
• Deep and current knowledge of UK charity law, company law, and public sector financial management
• Understanding of health and safety legislation and compliance requirements in a complex, multi-site SEND environment
• Knowledge of GDPR, cybersecurity frameworks, and data governance obligations in an education setting
• Understanding of procurement regulations applicable to publicly funded organisations
• Safeguarding awareness in line with KCSiE 2025, appropriate to a specialist SEND organisation
• An understanding of the SEND environment and its likely direction of travel nationally
• Knowledge of assistive technology and digital systems in SEND education settings (Desirable)

Skills & Abilities

• Highly numerate and financially literate — able to translate complex financial data into clear strategic insight for non-financial audiences including Trustees
• Adept at translating strategic imperatives into operational delivery in timely and effective ways to maximise value for money, quality, and efficiency
• Sees inter-dependencies and can manage multiple high-stakes concurrent projects and programmes without losing grip
• The ability to drive change at pace and horizon scan quickly to assess situations, act decisively, and course-correct
• Commercial mindset — understands the full cost and value of operational decisions and frames recommendations in terms of organisational impact
• Strong project and programme management capability — a proven track record of on-time, on-budget delivery
• Engaging communicator who also understands the power of listening — credible at Board level and visible across the workforce
• A strong attention to detail but doesn’t get lost in it — a solution focus with the desire to fix and resolve
• Digitally literate — able to leverage technology to improve systems, reporting, and organisational efficiency
• Personal Attributes Strong collaborative leadership skills — works at pace, with the drive and determination to put in place seamless, integrated operations and infrastructure
• Outward facing and highly visible — naturally at ease with team members across different functions and levels, and with external partners
• Sound judgement, decision-making, and commercially and politically astute
• The foresight and courage to act in the strategic and long-term interests of the organisation to ensure its sustainability
• A leader that develops, grows, and supports people — takes responsibility for team performance and their own development
• A commitment to SEND and a genuine belief in the transformative power of specialist education
• Integrity and transparency — committed to the highest standards of public accountability and financial probity
• Ability to promote safeguarding and the wellbeing of all learners, including those with severe, profound, and multiple learning difficulties

This Job Description and Person Specification is current but will be reviewed on an annual basis and following consultation with you, may be changed to reflect or anticipate changes in job requirements which are commensurate with the job title and grade in line with the school’s changing needs.