Reading Intervention Lead

The Gorse Academies Trust; Leeds; On-site; GBP 42,000 - 62,000; Full time

Benefits offered by this job

Teacher pension scheme

Local government pension scheme

Employee Assistance Programme

Cycle to work scheme

Job summary

The Stephen Longfellow Academy in Leeds is seeking an ambitious Reading Intervention Lead to drive our whole-academy reading strategy and inspire a culture of reading for pleasure. This is a rewarding opportunity to lead targeted interventions, develop a dedicated reading team and make a tangible difference to pupils' literacy outcomes and life chances.

The successful candidate will be an experienced literacy practitioner with a proven commitment to improving outcomes for young people.

Qualifications

• Experience of leading successful reading or literacy interventions.
• A strong understanding of reading development and effective intervention strategies.
• The ability to analyse data and use it to improve pupil outcomes.
• Excellent leadership, communication and organisational skills.
• A passion for promoting reading and supporting young people to achieve their full potential.

Responsibilities

• Lead targeted reading interventions to improve literacy outcomes.
• Drive whole-academy reading strategy and culture of reading for pleasure.
• Develop and lead a dedicated reading team across the academy.
• Collaborate with colleagues across the trust to align provision.
• Analyse pupil data to inform reading interventions.

Skills

Reading interventions

Reading development

Data analysis

Leadership

Communication

Organisational skills

Job description

Start date to be agreed with the successful candidate

The Stephen Longfellow Academy is seeking to appoint an ambitious and passionate Reading Intervention Lead to drive our whole-academy reading strategy and inspire a culture of reading for pleasure. This is a rewarding opportunity to lead targeted interventions, develop a dedicated reading team and make a tangible difference to pupils' literacy outcomes and life chances.

The successful candidate will be an experienced literacy practitioner with a proven commitment to improving outcomes for young people. They will play a key role in shaping reading provision across the academy, working collaboratively with colleagues across the trust to ensure every pupil develops the skills, confidence and enthusiasm to become a successful reader.

Potential applicants should have:

• Experience of leading successful reading or literacy interventions.
• A strong understanding of reading development and effective intervention strategies.
• The ability to analyse data and use it to improve pupil outcomes.
• Excellent leadership, communication and organisational skills.
• A passion for promoting reading and supporting young people to achieve their full potential.

What we offer you

As a trust, we want to ensure that professionals at every stage in their career have the opportunity to enjoy expert support and training. We are pleased to offer a generous benefits package to our team - as we work together to create a rewarding future for all including:

• Membership of a teacher or local government pension scheme, depending on the role.
• A commitment to continued investment in our professionals, supporting every member of staff throughout their career in the trust.
• Access to an Employee Assistance Programme which provides confidential professional advice and support 24 hours a day, 7 days a week.
• £2k Cycle to work scheme.

About us:

The Stephen Longfellow Academy is an Alternative Provision setting based in the South of Leeds that has changed the face of Alternative Provision, both locally and nationally. Opened in September 2017, The Stephen Longfellow Academy serves schools across Leeds to support some of the most vulnerable young people in the city to re‑engage with education by following a bespoke curriculum offer that reopens the doors of opportunity that were, at one point, firmly closed. This is because our exceptional team of staff create personalised pathways that combine an academically rich curriculum with personalised therapeutic support. This allows significant numbers of students to re‑engage in mainstream education or successfully enter further education, employment or training.

Inspected in October 2019, inspectors told us that, 'Leaders want the very best for pupils and have established an effective alternative provision in a short period of time. They are working together well to make this school even better for the benefit of its pupils and their families.' They also judged all areas of the academy to be Good. We will continue to further improve our provision with this exciting role.

We are committed to creating an inclusive and accessible recruitment process, and we welcome applications from people with disabilities as defined by the Equality Act . If you would benefit from any adjustments during the application or interview process, please inform us so we can support you appropriately.

We are committed to safeguarding the welfare of children and expect all staff and volunteers to share this commitment. The successful candidate will be subject to full employment checks, including an enhanced DBS disclosure and barring service check. We promote diversity and aim to establish a workforce that reflects the population of Leeds.

GORSE Policy statement on the recruitment of ex‑offenders

The GORSE Academies Trust use 'OnlineSCR' for the processing of safeguarding checks - their privacy notice can be seen at: https://onlinescr.co.uk/policies/privacy-policy/ .

Employment is conditional on confirmation of the right to work in the UK - either as a UK or Irish citizen, under the EU Settlement scheme or having secured any other relevant work visa.

Please note that, as a sponsor licence holder, we only provide sponsorship for teacher vacancies.