Head of Learning Enrichment P-6
Employment
Full time, Permanent
Subject
English as Additional Language
Sector
Independent
Teaching level
Early childhood
Salary range
Closing date
16 October 2026
Posted 30 Sep 2026
Details look wrong? Report an errorAbout Kambala
Year range
K-12
School staff (FTE)
192.4
110.7 teaching · 81.7 non-teaching
Students per teacher
8.9:1
teaching FTE basis
Total enrolments
986
Indigenous students
1%
Language other than English
33%
Girls vs boys
986 girls · boys
Socio-educational background
Well above the Australian average
Source: ACARA My School data
Role description
Since 1887, Kambala has played a pivotal role in shaping the lives of girls, from their earliest years to their final exams and well beyond. A consistently high-performing school that offers both HSC and International Baccalaureate pathways, we are fiercely proud to be at the forefront of girls-only education, leveraging both local and global partnerships to provide unparalleled opportunities to our students.
We are specialists in uplifting young women: every aspect of our teaching and learning is tailored for them, and every program for wellbeing, health development, leadership and learning caters to their specific needs.
Our purpose is to instill unwavering courage and curiosity to educate young women of ambition, integrity and consequence. To us, every student is remarkable in the making.
The role:
Applications are invited from suitably qualified Primary Teachers to the position of Head of Learning Enrichment (P-6). This is a permanent full-time role commencing Term 1, 2027, carrying a Level 2 leadership allowance.
Working closely with the Junior School leadership team and with a particular focus on both high potential / gifted education and English extension, the position oversees all aspects of the LE function from Prep to Year 6, also encompassing learning support and targeted student interventions. In collaboration with classroom teachers, families, and external professionals, the incumbent is responsible for ensuring that all teaching and support practices respond effectively to unique diverse learning profiles, informed by evidence, assessment data, and specialist pe…