Head of Learning Enrichment P-6

Kambala · Rose Bay, NSW

Employment

Full time, Permanent

Subject

English as Additional Language

Sector

Independent

Teaching level

Early childhood

Salary range

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Closing date

16 October 2026

15 days remaining

Posted 30 Sep 2026

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About 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

100%

Socio-educational background

Well above the Australian average

More disadvantage Average More advantage

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…

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