AEPP/EAL

Position Overview

The EAL and AEPPCoordinator is responsible for leading English as an Additional Languageprovision across Grades 1 to 8 and the Academic English Preparatory Programmeacross Grades 6 to 8 at OWIS Nanyang.

The role ensures thatmultilingual learners are identified accurately, supported effectively and ableto access the curriculum with increasing confidence and independence. TheCoordinator is responsible for entry and exit criteria, student progress data,parent communication, staff professional development, reporting quality,teacher appraisal and the transition of students into mainstream learning.

The EAL and AEPPCoordinator works with SLT, Heads of Section and admissions to ensure thatprovision is clearly structured, well timetabled, appropriately resourced andaligned with OWIS values, safeguarding expectations and inclusive practice.

Key Responsibilities

1. EAL and AEPP Leadership

Lead and develop EALprovision across Grades 1 to 8.

Lead and develop AEPPprovision across Grades 6 to 8.

Ensure that EAL andAEPP provision is aligned with student need, curriculum access and schoolpriorities.

Work with Heads ofSection and timetabling leads to support appropriate student placement andtimetable structures.

Review theeffectiveness of EAL and AEPP provision and share recommendations with the Headof School and SLT.

2. Entry, Exit and Student Progression

Create clear CEFRaligned entry and exit criteria for EAL and AEPP at all relevant grade levels.

Coordinate assessment,placement, movement and graduation from EAL and AEPP provision.

Support admissionsassessments and advise on placement before enrolment.

Communicate clearlywith staff when students enter, move within or graduate from EAL or AEPPsupport.

Ensure mainstreamteachers receive relevant information and strategies to support studentssuccessfully.

3.Teaching, Learning and Curriculum

Provide an EAL scopeand sequence for all relevant grade levels.

Ensure EAL and AEPPteaching supports academic language development, curriculum access and studentconfidence.

Model effective EALstrategies through teaching, coaching and collaboration.

Support teachers withdifferentiation, scaffolding and academic vocabulary development.

Maintain a 50 percentteaching allocation, agreed annually with the Head of School based on programmeneed.

4. Assessment, Data and Reporting

Lead the collection,analysis and sharing of EAL and AEPP data.

Use data to monitorstudent progress, inform interventions and evaluate programme impact.

Check and verify EALreports before they are shared with parents.

Maintain accuraterecords using appropriate platforms selected by the Coordinator and agreed withschool leadership.

AnalyseMAP and other relevant assessment data to identify student needs, monitorprogress, and plan targeted interventions and support programmes for EAL andAEPP students.

Share regular updateswith the Head of School, SLT, Heads of Section and relevant staff.

5. Parent Communication and Partnership

Lead parentcommunication regarding EAL and AEPP placement, progress, expectations andtransition.

Ensure communicationhome is clear, timely and accessible for families with a range of Englishlanguage abilities.

Organise and lead twoEAL and AEPP coffee mornings per semester.

Organise and lead oneonline parent workshop per semester.

Work with admissionsto ensure families understand EAL and AEPP expectations before and afterenrolment.

6. Staff Development and Appraisal

Deliver EALprofessional development to Primary and Secondary staff twice per semester.

Support teachers inunderstanding the needs of multilingual learners.

Line manage EALteachers across Primary and Secondary.

Complete appraisalsfor all EAL teachers using the agreed EAL platform and school appraisalprocess.

Support EAL teacherswith goal setting, feedback, professional development and improvement planning.

7. Resources and Operations

Identify and orderresources needed for EAL and AEPP provision.

Ensure resourcessupport different language levels, ages, curriculum needs and learner profiles.

Maintain organisedrecords of resources, assessments, student progress and programmedocumentation.

Support operationalplanning where EAL and AEPP provision affects admissions, staffing, timetablingor student placement.

8. Safeguarding, Inclusion and Compliance

Act in accordance withall safeguarding and child protection policies and procedures.

Work closely with theDSL, counsellors, learning support staff and external agencies whereappropriate.

Ensure language needsdo not prevent students from accessing pastoral, wellbeing or safeguardingsupport.

Maintain accuraterecords and ensure concerns are followed up through the correct schoolprocedures.

Support preparationfor EduTrust, IB PYP evaluation and other regulatory or quality assurancereviews.

Ensure EAL and AEPPpractices align with school policies, data privacy expectations andinternational best practice.

9. Alignment with OWIS Values and Principles

Promote kindness,inclusion, respect and belonging for multilingual learners.

Support students inbecoming confident, internationally minded and responsible members of theschool community.

Promote student agencyby helping students understand their language goals and next steps.

Encouragecollaboration between students, teachers, parents and school leaders.

Model and promote theattributes of the IB Learner Profile.

Person Specification

Qualifications

Bachelor’s Degree,essential.

Recognised teachingqualification, essential.

EAL, ESL, TESOL, TEFL,CELTA, DELTA or equivalent qualification, desirable.

Master’s Degree ineducation, applied linguistics, TESOL or a related field, desirable.

Experience

Experience teachingEAL or multilingual learners, essential.

Experience working inPrimary, Lower Secondary or international school settings, essential.

Experience using CEFRor another recognised language framework to assess student progress, essential.

Experience supportingstudent transition into mainstream learning, essential.

Experiencecommunicating with parents from a range of language and cultural backgrounds,essential.

Experience leading EALprovision, language support or intervention programmes, desirable.

Experience leadingstaff professional development, desirable.

Skills and Attributes

Strong understandingof language acquisition and multilingual learners.

Excellentinterpersonal and communication skills.

Strong organisational,data management and case management abilities.

Ability to lead EALprovision across Primary and Secondary.

Ability to buildpositive relationships with students, parents and staff.

Ability to coach,guide and appraise EAL teachers.

Strong understandingof safeguarding, inclusion and student wellbeing.

Commitment to clearcommunication, accurate documentation and consistent follow up.

Collaborative andsolution focused mindset.