About the company

Lady Eleanor Holles International School has been founded to provide students in Foshan and the rest of Guangdong province with the opportunity to experience a British curriculum, learning style and environment, combining high academic standards with a wide range of extra-curricular activities. The school will be a dynamic, inspirational and joyful learning community where boys and girls enjoy working in a creative and collaborative environment.

State of the art classroom and extra-curricular facilities, combined with carefully designed boarding facilities, will attract students from Foshan, Guangdong Province and Southern China. When full, Lady Eleanor Holles International School Foshan (LEHF) will educate 850 students from age 6 to 18.

The School, opened in September 2021, is a joint venture with Trumptech, a leading provider of education services in China and Hong Kong, and Lady Eleanor Holles School, one of England’s oldest and most successful girls’ schools.

Following the tradition of our sister school in the UK, LEHF is a place of opportunity, challenge and friendship; a place for students and staff to take risks and become bold; a place to discover passions and talents; a place that nurtures remarkable people. Our goal is that LEHF students become expert learners, unafraid to tackle new and challenging ideas, prepared to take risks, and able to learn from failure.

We encourage our students to:

· be exactly who they are, whatever their current interests or future aspirations.

· benefit from the warmth, respect, and support of the entire School community as they stretch themselves to become their best, most confident selves, as students, and as citizens of the world.

·  have the freedom to experiment, express opinions, explore and take on new challenges.

·  be supported by strong role models and inspired by their peers.

·  find confidence and strength and, acquire and build the skills they need to succeed throughout their lives.

Job description

Job Responsibilities

Leading Learning & Teaching:

• Put students’ learning and welfare at the centre of all of their
practice and decision making
• Have a clear vision for effective learning and teaching across the department that reflects and complements whole school goals and guiding statements
• Model excellent classroom practice
• Have a clear understanding of what excellence looks like in the various subject areas and set standards that support everyone in aiming for this
• Maintain an active critical interest in educational research and debate and promote discussion and training around this within the teams
• Manage and evaluate effective systems for the assessment and tracking of learning, as well as implement a range of sustainable intervention strategies, to ensure all students make excellent progress
• Work to sustain expert subject knowledge

Leading Staff & Effective Teams:

• Promote a positive culture of developing practice in the department
• Act as a role model of effective and sustainable leadership
• Actively seek to grow and develop the team through department meetings and development time, performance management and effective delegation of responsibility
• Work alongside school leaders to develop the capacity of colleagues and plan for succession.
• Work alongside school leaders to build a happy and healthy
community, where colleagues’ welfare is considered as a
routine part of decision making

School Improvement & Effective Partnerships:

Work proactively with other staff and school leaders to support and develop initiatives that promote the work of the teams and/or school goals.
• Liaise constructively (and proactively) with the parental community to communicate the vision and goals of the department and school along with other issues or developments within the department.
• Look for opportunities to work collaboratively with other school leaders to develop their own practice as well as the practice and provision within the department.
• Work for any ad hoc tasks as reasonably required by the Headteacher and line manager from time to time.

Key Duties The Head of Learning Support will:

Aims & Ethos: 

1. Be responsible to the Headteacher and the Head of Academics for the safe, proper and imaginative running of the department in line with the school’s mission and ethos.

Teaching Load:

2. Teach for up to a maximum of 38 x 60 minute periods out of 60 periods /10 day cycle.

Curriculum Planning:

3. Be responsible for excellent curricular planning, implementation and review in the following areas:
a. The regular review, analysis and updating of departmental Programmes of Study and Schemes of Work;
b. The drafting, implementation and review of a departmental action plan in line with the School Development Plan
c. Home Learning in accordance with the school’s Home
Learning Policy;
d. The setting of appropriate work during periods of cover for unforeseen absence within the department.
e. Organize and supervises ECA.
f. Actively promotes ECA and seek student participation.
g. By shift to attend evening school to supervise
students’ study and to ensure their safety and
security.

English Language Learning:

4. Be responsible for the promotion of English as an Additional Language within the department in the following ways:
a. Ensuring that departmental staff are aware of their responsibilities to EAL in lesson preparation, lesson delivery and differentiation, assessment, marking and reporting;
b. Ensuring that EAL support staff are well used through co-planning, support in lessons, assessment and feedback.
c. Promoting school-wide goals and strategies in respect
of developing students’ English proficiency.

Assessment:

5. be responsible for assessment in the following areas:
a. Ensuring compliance between schemes of work, classroom practice and examined content and skills for external examinations as defined by the relevant syllabuses for externally examined courses within the department.
b. Maintaining a high awareness among departmental staff of new or upcoming changes to externally examined courses including changes to content and/or assessment procedures.
c. Ensuring that external examination entries and predicted grades are accurate;
d. Co-ordination of the preparation and marking of internal assessment papers in line with external examination standards;
e. Co-ordination of the preparation and marking of admissions tests as required;
f. Selection, in consultation with the Head of English
Faculty, of suitable examination boards which fit best with the School Values;

Performance Management:

6. Be responsible to the Head of Pastoral who will normally act as Line Manager and who will normally conduct Performance Management for the individuals in the departments;
7. Be responsible for departmental staff in the following areas:
a. Appraisal of departmental staff in accordance with the school’s Performance Management policy either as the Performance Manager or first advisor to the
Performance Manager;
b. Observe the classroom performance of departmental staff both formally in accordance with the school’s Performance Management policy and informally. The school’s current Classroom Observation documentation will be used as the blueprint.
c. Monitoring lesson planning, assessment, marking and recording of data of departmental staff;
d. Ensuring that reports are written according to both departmental and school criteria and that deadlines are strictly met;
e. Ensuring that staffing needs are communicated for the following academic year as soon as relevant information is available;
f. Playing a role in the selection, and where practical, interviewing of staff;
g. Allocation of staff to teaching groups in a fair and focused way and in consultation with the Head of Pastoral;

Communication:

8. Be responsible for excellent communication in the following areas:
a. Regular reporting to parents about the progress of students that explains how students can improve their English in all areas alongside a summary of their achievements
b. Regular and published departmental meetings (including agenda setting, production and circulation of minutes, implementation of arising action points);
c. Attendance at meetings as required;
d. Ensuring that departmental information for curriculum booklets, the School Year Book and other school materials are updated as required;

Reporting:

9. Submit internal examination and assessment results to the Head of English Faculty;
10. Report annually to the Board of Governors to a format agreed in advance and common across all departments;
11. Report annually to The Headteacher in a formal and
documented meeting which analyses the department’s
performance in the previous year (academic results /staffing / resources etc.) and sets agreed targets for the year ahead;

Budget and Resources:

12. Be responsible for budgeting and resources in the following areas:
a. Ordering books and equipment in accordance with the school budgeting policies and procedures;
b. Managing efficiently the department budget;
c. Ensuring that an up-to-date record inventory is kept of department resources;
d. Ensuring that departmental resources, books and ICT
hardware are treated with great care.

Skills & experience

Essential:

- A commitment to working collegially combined with the vision and courage to develop a school from the very beginning
- A strong academic background and a good degree in Education or other closely related subject
- A teaching qualification eg PGCE and QTS and at least 2 years’ experience post QTS
- Experience of teaching to a high level, including Advanced Level
- Excellent teaching, communication and interpersonal skills
- A commitment to personal professional development
- A willingness to participate in the programme of extracurricular activities, fixtures and trips
- Active support of the pastoral system, including pastoral tutoring and the boarding house system
- Excellent written and spoken English
- Active support of the ethos and aims of the school
- Committed to the safeguarding and well-being of children and young people

Desirable

- A proven track record of leadership
- International experience
- Experience teaching students whose first language is not English
- Contribution to staff professional development, leadership capacity and succession planning