Teacher & Literacy, Language & Communications Leader
About This Role
We are looking for someone who understands that strong literacy begins long before children can read
and write independently. The successful candidate will lead a coherent approach to communication and
language, vocabulary, oracy, reading and writing, ensuring that children develop the knowledge,
confidence and skills they need from their earliest experiences in Nursery through to the end of Year 6.
This is a teaching and leadership role.
The successful candidate will have their own class and must be
able to demonstrate consistently strong classroom practice. They will also have dedicated leadership
responsibility for improving literacy, language and communication across the school. The role will
commence on 1st January 2027.
We are looking for talented and motivated individuals who will be able to:
• Be an excellent teacher who models high expectations, strong classroom practice and excellent
outcomes for pupils.
• Provide whole-school leadership for Literacy, Language and Communication from Nursery to
Year 6.
• Develop a coherent progression in communication and language, oracy, vocabulary, reading
and writing across the school.
• Ensure that strong foundations in communication, language and early literacy are established in
EYFS and KS1 and successfully built upon throughout KS2.
• Support the continued development of early reading, working closely with relevant leaders to
secure consistency and strong outcomes.
• Develop a strong whole-school reading culture and ensure that pupils become increasingly
fluent, confident and thoughtful readers.
• Lead the development of writing across the curriculum, ensuring that pupils develop the
transcription, composition, vocabulary and language knowledge needed to write successfully.
• Champion spoken language and vocabulary development, particularly for pupils who enter
school with limited language and communication experiences.
• Work alongside teachers in classrooms through coaching, modelling, team teaching, planning
support and professional dialogue.
• Use assessment, pupil work, lesson visits and outcomes to identify strengths and priorities and
take effective action to improve provision.
• Lead high-quality professional development for teachers and support staff.
• Ensure that approaches are inclusive and appropriately adapted for pupils with SEND,
disadvantaged pupils and pupils who need additional support with communication and literacy.
• Work closely with the Headteacher and senior leaders to implement relevant priorities within
the School Improvement Plan and evaluate their impact.
•
Contribute to curriculum development and whole-school improvement beyond their immediate
leadership area.
• Build strong relationships with pupils, staff and families and actively promote our commitment
that every child is known, valued and championed.
• Show a commitment to working collaboratively within the Trust.