The English Literacy and English Support Lead is responsible for leading and coordinating the school’s whole- school approach to English literacy and English as an Additional Language (EAL). This role ensures that all students, regardless of their English language proficiency level, have access to high- quality literacy instruction, and that targeted support is delivered through push- in, pull- out, and intensive intervention models, particularly for beginner- level EAL students in Grade 2 and above. This position bridges classroom teaching, literacy enrichment, and inclusive academic support, promoting effective collaboration with all Programme Leads and ensuring alignment with the HIMLAMIS EAL Policy and Strategic Literacy Plan.
Strategic Literacy Leadership
Lead the creation, implementation, and evaluation of a whole- school English Literacy Plan that aligns with all programmes.
Promote the integration of literacy development into all subject areas across all grade levels.
Coordinate with Programme Leads to ensure curriculum alignment and support for students with literacy or English language development needs.
Support school- wide initiatives and events that raise the profile of English literacy (e.g., Reading Week, Book Clubs, Public Speaking).
EAL Coordination and Provision
Collaborate with admissions and programme principals on the language assessment of new students.
Coordinate diagnostic assessment, planning, and placement of students requiring Tier 2 and Tier 3 EAL intervention.
Design and implement intensive English programmes for beginner and near- beginner EAL students (G2+), including individualised learning plans and EAL Pupil Assessment Profiles (PAP).
Oversee and implement the HIMLAMIS three- tiered EAL support structure in accordance with the EAL Policy.
Maintain and monitor the central EAL Register and student progress records.
Push- In, Pull- Out, and Intensive Support Models
Coordinate the deployment of EAL support staff and teaching assistants to classrooms as part of Tier 2 push- in and Tier 3 pull- out models.
Develop timetables for EAL staff and support lessons to maximise inclusion and academic progress.
Ensure differentiated and scaffolded literacy and language development strategies are embedded in classroom practice.
Staff and Community Engagement
Build and maintain a central bank of literacy and EAL resources for teachers and support staff.
Lead professional learning sessions on EAL best practices and inclusive literacy strategies for teaching staff.
Liaise regularly with parents and caregivers of EAL students to provide updates and strategies to support home learning.
Model and coach effective EAL and literacy strategies in real classroom contexts.
Literacy Assessment and Monitoring
Work with subject and homeroom teachers to set language and literacy goals for students across all grade levels.
Monitor student literacy development through formative and summative data and inform future support interventions.
Utilise internal frameworks and external standards (e.g., Bell Foundation, CEFR) to assess students’ English literacy and EAL proficiency.
Policy, Reporting, and Safeguarding
Ensure safeguarding protocols are followed in all one- on- one and small group teaching scenarios.
Lead the ongoing review and implementation of the HIMLAMIS EAL Policy in consultation with the Leadership Team.
Report on progress and impact of literacy and EAL programmes to the Leadership Team.
