Foundation Phase Academic Lead - SPARK Support - 2026

About SPARK Schools:

Watch our Vision Video: https://www.youtube.com/watch?v=hOU0TYnNsZo

Take a tour of our Website: https://sparkschools.co.za/

SPARK Schools is a social impact disruptor and is leading change in the education space through its network of affordable private schools. The SPARK Schools network provides transformational education innovation through Africa’s first blended learning model, which elevates student achievement and provides the tools teachers need to serve their students effectively.

The blended learning model, which combines classroom teaching and online instruction, allows teachers to anticipate student needs and equips schools to provide personalized education at an affordable cost. SPARK Schools is pioneering this transformative education model to ensure the accessibility of university and careers for all.

SPARK Schools has a culture of collaboration, because getting South Africa to lead global education takes a team effort. We are innovators who strive for excellence through persistence and a sense of urgency to achieve SPARK Schools’ vision, mission and social transformational objectives. Our work environment is vibrant/cheerful, fast-paced/dynamic, engaging/stimulating, tech-enabled and data driven.

SPARK Schools is a high growth, mission and values-driven, entrepreneurial organisation, operating 21 primary schools and 5 high schools and serving over 16 000 families. We are looking for dynamic people to join our team.

Reports To: Learning Design and Pedagogical Manager

Purpose of Role:

The Foundation Phase Academic Lead is the academic and compliance lead for the Foundation Phase, with direct and primary accountability for Grade R–3 outcomes. The role exists to ensure excellent foundational literacy and numeracy results, rigorous curriculum delivery, and full compliance with DBE and CAPS requirements.

While the role spans Grades R–3, the non-negotiable priority is foundational academic achievement, school readiness, and statutory compliance — ensuring every SPARK Foundation Phase scholar exits Grade 3 with strong literacy, numeracy, and the skills to access the Intermediate Phase with confidence.

Responsibilities:

1.Grade R–3 Academic Ownership (Primary Accountability)

• Serve as the single point of accountability for Foundation Phase academic outcomes.
• Drive:

• Phonics progression and early reading benchmarks (Grades R–2)
• Numeracy fluency and concept mastery across the phase
• Grade 3 Benchmark Assessment readiness and subject-level targets

• Lead early identification of at-risk scholars and coordinate high-impact academic interventions.
• Ensure full curriculum coverage and depth aligned to the Launchpad Model and DBE standards.

2. Foundation Phase Curriculum & Assessment Leadership

• Lead curriculum and assessment implementation across Grades R–3, ensuring:
• Curriculum coverage, pacing, and Launchpad Model fidelity
• Alignment between teaching, assessment, and learning progression requirements
• Oversee all Foundation Phase assessment systems, including:

• Continuous assessment task design and scheduling
• Informal and formal assessment moderation and internal quality assurance
• Portfolio-of-evidence management and compliance
• Ensure all academic processes meet SPARK school and DBE compliance requirements.

3. School Readiness & Transition Readiness Management

Design and lead the Grade 3 transition readiness strategy, including:

• Structured reading and numeracy benchmarking assessments
• Promotion and retention review processes
• Grade R school-readiness screening and support

Work closely with the Learning Design and Pedagogical Manager to ensure:

• Accurate scholar records and progression documentation
• Compliance with school and DBE reporting requirements
• Assessment integrity and risk management

4. Instructional Leadership & Teacher Enablement

Provide instructional leadership to Foundation Phase teachers through:

• Curriculum pacing oversight and lesson plan quality reviews
• Assessment quality checks and feedback cycles
• Targeted academic coaching based on scholar data
• The selection and procurement of high-quality instructional materials and concrete manipulatives, ensuring all classrooms are equipped with the correct tools to support multisensory learning and conceptual understanding.

Support teachers to strengthen:

• Subject and phase content mastery
• Structured literacy (phonics, guided reading, writing) and early numeracy pedagogy
• Differentiation, small-group instruction, and intervention strategies
• Lead Foundation Phase academic meetings, data reviews, and performance planning sessions.

5. Scholar Tracking, Intervention & Support

• Monitor individual scholar performance trajectories across Grades R–3, with intensified focus in Grade 3.
• Design and coordinate:

• Catch-up and remediation programmes
• Small-group tutoring and targeted phonics/numeracy support
• Beyond the classroom academic interventions
• Collaborate with learner support and guidance teams to address barriers to learning, including LSEN identification and referral.

6. Data, Reporting & Accountability

• Own the accuracy and integrity of Foundation Phase academic data, with specific accountability for Grade 3 reporting.
• Analyse and report on:

• Subject and cohort performance trends across the phase
• Risk indicators and intervention impact
• Provide clear, timely academic reporting to:

• Learning Design and Pedagogical Manager
• School leadership and network academic teams (where applicable)

7. Foundation Phase Exit Readiness & Pathways

• Ensure Grade 3 scholars are academically prepared for:

• A strong transition into the Intermediate Phase
• Meeting or exceeding CAPS performance standards in Literacy and Numeracy

• Support alignment between academic results and progression decisions in partnership with the school leadership team.
The Academic Lead is responsible for investigating and intervening in any foundational academic gaps identified in the Intermediate Phase, ensuring that pedagogical adjustments are made in Grades R–3 to prevent recurring deficits.

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Qualifications:

The ideal candidate will possess the following qualifications:

• English language fluency.
• Police clearance certificate.
• BEd in Foundation Phase or equivalent (essential)
• SACE registration (essential)
Foundation Phase subject specialisation in Literacy, Mathematics, or Life Skills (preferred)

Experience:

• Minimum 5 years' teaching experience, with significant Grade R–3 exposure
• Proven track record of improving foundational literacy and numeracy outcomes
• Strong experience in Foundation Phase assessment, moderation, and DBE compliance
• Prior academic leadership or coordination experience within the Foundation Phase

Skills and Mindset:

• Strong desire to be part of a vibrant and dynamic technology-driven work environment fostering creativity, collaboration and an atmosphere that encourages and allows top performers to thrive.
• Deep expertise in Foundation Phase CAPS and structured literacy/numeracy pedagogy
• Strong assessment literacy and compliance orientation
• Advanced data analysis and intervention planning skills
• High attention to detail and operational discipline
• Ability to lead high-stakes academic delivery under pressure
• Clear communicator with strong stakeholder management capability

Values: Service, Persistence, Achievement, Responsibility and Kindness (SPARK)

SPARK offers:

• fair market linked remuneration
• performance-based annual bonuses and increases
• above average/good annual leave
• life, disability and funeral cover
• employee wellness support
• educational support & study leave
• individualised professional development, support and mentorship
• employee discount on school fees
• opportunities for career growth

Compensation: Consummerate with experience

Position Type: Permanent

Location: Randburg,Gauteng

SPARK schools is an equal opportunities employer and preference will be given to candidates from designated groups with due consideration of the company’s Employment Equity goals and targets.

SPARK schools encourages persons with disabilities to apply.

SPARK Schools may expire the posting of this advertisement at their own discretion.

Kindly note that should you have not heard from us within two weeks of the closing date please consider your application unsuccessful.