*fostering a love of learning;

*ensuring high standards of teaching and a coherent curriculum;

*building the capacity of other teachers.

For us, an effective English subject leader also acts as both a specialist and a manager, leading with integrity and respect. 

Curriculum and pedagogy

• Expert knowledge: A core principle is possessing and continuously developing deep subject knowledge in all areas of English: reading, writing, speaking, and listening. This includes a clear understanding of the National Curriculum requirements and how learning progresses across different year groups.

• Intent, implementation, and impact (the three "I"s): Subject leaders must articulate the rationale behind their curriculum design. They should know what they want pupils to learn (intent), how the curriculum is delivered (implementation), and how effectively pupils have learned the material (impact).

• Sequential and cohesive curriculum: Excellent subject leaders ensure the curriculum is logically sequenced so that children's understanding of English builds year-on-year. They understand how earlier learning influences later conceptual development and can preserve the coherence of the subject.

• Promoting a love of reading: A key principle is to actively encourage a love of reading for pleasure and knowledge. This involves exposing pupils to a wide variety of fiction and non-fiction texts.

• Effective pedagogy: Beyond knowing the content, leaders must be experts in the best teaching methods for English. This includes championing "active ingredients" such as the use of model texts in writing and the importance of background knowledge in reading. 

Professional development and team leadership

• Leading by example: An English leader is a model of good practice. They should implement and trial new strategies in their own classroom before asking others to do the same. This approach builds credibility and trust among colleagues.

• Collaborative culture: Building a culture of shared responsibility for the curriculum is crucial. This involves coaching (instructional) and empowering colleagues, valuing their contributions, and providing time for collaborative activities like writing moderation (using Padlet).

• Providing targeted support and challenge: Leaders must scaffold and adapt their approach based on colleagues' needs, providing extra support for those who need it and constructive challenge to improve teaching. This requires strong communication and clear expectations.

• Building capacity: The best leaders create more leaders. This means developing the skills and expertise of others to ensure that high standards in English are sustainable, even after the current leader moves on. 

Monitoring and evaluation

• Clear action plans: Leaders must create realistic and achievable action plans that focus on a few key priorities. The plan should be a working document used to drive and track progress. This should link to their school and our Trust improvement plans.

• Effective monitoring strategies: Monitoring should be developmental, not just judgmental. This can include targeted activities like learning walks (a combination of lesson observations, work scrutiny, and pupil voice) and informal book checks.

• Using data productively: Subject leaders must effectively use data from various assessments to monitor pupil progress, identify underachievement, and inform action plans.

• Communication and accountability: English leaders are responsible for communicating their subject's priorities, successes, and resource needs to senior leaders and the Trust central team. They must also be accountable for the standards and progress in their subject.