Bangkok Patana School
* Information for Primary English as an Additional Language (EAL) Facilitator (August 2017) *



Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British international community.


We develop Global citizens who shape their world through independence, empathy, creativity, and critical thinking.


We are

Protected, safe and secure
Motivated and engaged
Responsible and honest
Kind and compassionate
Balanced and fulfilled
We are

Inquisitive and creative
Critical, reflective thinkers
Collaborative and confident communicators
Passionate, resourceful and resilient
Global Citizenship
We are

Committed to integrity
Active volunteers
Diverse and inclusive
Ethical and informed
Empowered by our Interculturalism Inspired to improve global sustainability
Respectful contributors to digital and local communities

Student safeguarding and safe recruitment

Bangkok Patana School is committed to safeguarding and promoting the welfare of its students and expects all staff to share the same commitment.

As part of the recruitment process applicants must provide:

  • The name and contact details of three referees. One referee should be the applicant's current or most recent employer. In addition to the written references, referees may be contacted to obtain a verbal reference.
  • An up-to-date DBS Disclosure if from UK or police check.
  • Documentation from universities and colleges verifying attendance and successful completion of courses undertaken.
  • An up-to-date medical.


For August 2017, Bangkok Patana School seeks experienced, enthusiastic English as an Additional Language (EAL) Facilitator to support the English language development of EAL learners in the Primary School. The facilitator will work in the classroom supporting the EAL students and as a result previous experience of using co-teaching approaches will be beneficial. The willingness to be an effective team player and work closely with teachers and other members of the school community is essential.

Responsible to: The Leader of Learning Language Acquisition has overall responsibility for members of the EAL Team. However, each EAL Facilitator reports directly to a designated member of the EAL Leadership Team.

Contact time:

Role & Position in the Organisation:

The EAL Facilitator is responsible for supporting students on the EAL programme and with guidance from the EAL teacher will support the class teachers with strategies to effectively teach all bilingual students. This will be done in accordance with the school’s mission, curriculum programmes and in line with the school’s policies.

The EAL Facilitator primarily works with students within their classrooms alongside the class teacher. They may also work within small groups or on a one to one basis as required.

The EAL Facilitator works in a collaborative way, planning with the class teachers and other members of the EAL year team in order to support children in mainstream classes to access the curriculum and achieve age, appropriate academic success.

In addition to planning, teaching and evaluating, the EAL Facilitator liaises with class teachers and has regular reviews with parents.

Responsibilities, by area:

Goal I: We focus on continually improving learning

Strategic Area 1 – Teaching and Learning – The EAL Facilitator will

  • adhere to the school’s ‘Professional Standards’;
  • put into practice the school’s Teaching and Learning Policy guided by the EAL teacher;
  • support and work with students who are on the EAL programme Proactively seek to develop independent learners;
  • employ a wide variety of learning strategies to make learning both effective and enjoyable;
  • collaborate with and advise class teachers on appropriate teaching arrangements for bilingual children;
  • employ alternative, parallel, station and one-lead/one-support co-teaching models in liaison with the class teachers;
  • maintain student records as required by the school;
  • prepare and maintain student profiles detailing language skills in the four language areas including areas for development;
  • provide comprehensive notes to the EAL Teacher on student progress within the framework of the EAL report structure;
  • ensure parents are regularly informed about the curriculum language being used in school, as well as language areas for the students to focus on, so that parents can support their children in the home language and then in English;
  • regularly review language development of the students with class teachers and parents;
  • update Class Teachers and EAL Teachers on EAL student progress.

Strategic Area 2 – Professional – The EAL Facilitator will

  • keep abreast of current educational thinking and ideas for curriculum development and provision for bilingual students;
  • commit to an on-going programme of professional development, both formally and informally;
  • be involved in the school’s Performance Management system as managed by the EAL teacher;
  • act as an ambassador for the school by demonstrating the highest professional standards;
  • support and assist the Year Group's special events and activities, for example, class outings, the annual performance, sleepovers and residential visits;
  • undertake playground and lunch time duties;
  • support (where possible) special school events, for example, Fun Day;
  • attend all compulsory CPD training sessions linked to Child Safeguarding, first aid, EAL and Learning Support (LS).

Strategic Area 3 – Culture and Communication – The EAL Facilitator will

  • liaise fully with the Leader of Learning Language Acquisition, other EAL teachers and EAL Facilitators;
  • liaise with parents of pupils on the EAL programme in conjunction with the students’ teachers and, where appropriate, the Head of Primary EAL;
  • ensure excellent lines of communication with all staff, parents and children;
  • use and contribute to the school’s established systems of communication – the Patana Website, the Patana News, Year Group Newsletters, Parent Contact Books, Parent Consultations.

Goal II - We align our structure, policies and practices to support learning

Strategic Area 1 - Policy and Planning - The EAL Facilitator will

  • understand and adhere to the Child Safeguarding policy, the Code of Conduct and methods for reporting a concern;
  • work in line with the school’s mission, policies and curriculum programmes;
  • support and actively promote full integration of the school's Language Policy, the EAL policy and the Home Languages and actively contribute to EAL policy and planning;
  • in liaison with the Class Teacher and EAL Teacher provide evidence to support and identify students who require additional EAL support;
  • attend EAL and appropriate Year Team meetings;
  • take an active role in Year group planning and with guidance from the EAL teacher be involved in advising class teachers on appropriate differentiation and resources for bilingual children;
  • ensure planning and student records are easily accessed by monitoring staff;
  • contribute to whole school review.

Strategic Area 2- Finance and Resources – The EAL Facilitator will

  • help ensure all resources are appropriately stored, maintained and deployed;
  • contribute ideas to Year group and EAL Department.

Strategic Area 3 – Admissions – The EAL Facilitator will

  • ensure new students on the EAL programme transfer smoothly into their class and good partnerships are developed with the parents.

Strategic Area 4 – Health and Safety ­ – The EAL Facilitator will

  • keep a watching brief on health and safety matters and to be proactive in reporting to the Leader of Learning Language Acquisition or Leader of Learning Welfare any perceived risks;
  • be aware of and adhere to any safe guarding policies- child protection and duty of care.

Strategic Area 5 – Facilities – The EAL Facilitator will

  • use all facilities appropriately and to report to the Leader of Learning Language Acquisition or Leader of Learning Welfare regarding any maintenance issues.

In order to fulfil these responsibilities:


These duties will be developed into short and longer-term targets in consultation with the post holder