Reading Intervention Lead

Reading Intervention Lead role

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

Working as part of The GORSE Academies Trust, The Stephen Longfellow Academy offers both exceptional education and therapy.

Students are taught national curriculum subjects and have access to a range of therapeutic services such as counselling.

Therapy is delivered as both an integrated part of our timetable but also within discrete groups or on a 1:1 basis.

We believe a therapeutic and nurturing approach allows our students to grow in confidence and increase their self‑esteem so that they can successfully integrate into their learning environment and the wider community.

By developing personalised learning programmes to meet the needs of vulnerable young people, we want all of our students to have the opportunities similar to those found in large mainstream schools, so that they can leave as confident young adults, ready to seize the opportunities of further education, training or work.

We will consider any reasonable adjustments under the terms of the Equality Act (2010), to enable an applicant with a disability (as defined under the Act) to meet the requirements of the post.

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.

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.

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