Teacher & Literacy, Language & Communications Leader

We are looking for someone who understands that strong literacy begins long before children can readand 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 beable 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.

• 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 toYear 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 inEYFS and KS1 and successfully built upon throughout KS2.
• Support the continued development of early reading, working closely with relevant leaders tosecure 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, planningsupport and professional dialogue.
• Use assessment, pupil work, lesson visits and outcomes to identify strengths and priorities andtake 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 withinthe 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.