We have a substantial team of National, Local and Specialist Leaders in Education, who are dedicated to working with schools to improve outcomes for young people. Our leaders support individuals and teams and develop the skills of colleagues in other schools.
Specialist Leaders in Education (SLEs)
Our team of Specialist Leaders in Education are our professional innovators. Drawn from our Alliance of partner schools, they are well qualified and experienced in providing support to schools, faculties/departments and individual teaching staff.
Our aim is to offer innovative, creative and practical solutions to ensure the best outcomes for students and to address the recent changes to the curriculum. Staff enjoy our collaborative and workable input sessions and feel they are empowered with the tools to revitalise their approach.
Our SLEs recognise the importance of building on the enthusiasm created by good training sessions, instilling confidence in implementing new initiatives, and troubleshooting any barriers that may be encountered in embedding new ideas into everyday practice. Ongoing support and coaching is a crucial element of our support programme, which ensures that training and personal development are not isolated activities but an investment in your staff and the outcomes for our young people.
After six years as Head of department at Hagley Catholic School, I have recently moved into a subject specialist role to further support school to school improvement specifically in the sciences. I have been regularly working with other schools as an SLE for the last 3 years specialising in Science Leadership and management.
My experience of effective leadership and management has come first hand from my role at Hagley where under my vision and guidance the department moved on significantly seeing an overall rise in the percentage of A*-C’s in a single Science GCSE from 72% to a sustained 86% and an increase in the percentage of students achieving A*-C in two GCSE sciences from 47% to 75%. Triple science was successfully introduced as an option resulting in a peak in A-level numbers with the department currently running seven AS groups and six A2 groups (split between Biology, Chemistry, Physics and Applied Science). The department’s impressive journey was recognised by Ofsted in February 2013 when it achieved outstanding judgements for achievement, teaching and learning, quality of curriculum and leadership and management from the lead HMI Science Inspector Brian Cartwright. His previous visit seven years earlier had seen the department graded satisfactory.
Working with other schools is always a rewarding experience. I originally became a head of department to have an impact of the science education of all the students in a school not just my own classes. Through the SLE role I am now able to have an impact on the science outcomes of students in lots of different schools across the area. At the end of any deployment I aim to leave sustainable and measurable changes which allow the continued improvement and development to be implemented by the science department in the school.
One the head teachers I have recently worked with described the impact of my SLE visits: "Ellie developed an open, trusting and professionally challenging dialogue with the science management which allowed for genuine debate and the acceptance of new ideas, strategies and systems.
Some examples of the services I can offer include:
- mentoring and/or coaching of TLR holders in science
- guidance on effective assessment to promote and demonstrate progress in science
- managing change effectively
- strategic planning of the science curriculum to maximize exam results
- guidance on planning for the new A-levels and GCSEs in science
- analysis of data to improve accountability and target setting within the science department
- mentoring of Science NQTs
- introducing triple science to a curriculum
- department reviews to identify areas of strength and development; how to set up effective monitoring systems within the science department
As an outstanding teacher of Art & Design, I have led an inspiring and stimulating Art & Design department for many years. The department has been consistently outstanding year on year. My expertise in assessment for learning, visible assessment systems and student tracking and monitoring is something that I am keen to transfer to other subject areas.
I can offer expertise in leading and driving forward an Art department, in particular with a focus on personalised curriculum planning to suit individual student interests and strengths. I am also keen to share the outstanding teaching and assessment for learning techniques found in the Art department across into other subjects in order to inject the vibrancy and passion found in an Art department across a school. My emphasis is on the student – what inspires them, what makes them feel valued and what makes them want to work to the best of their ability.
As a Senior Leader, Lead Practitioner and Advanced Skills Teacher for the past 12 years I have developed a proven track record in developing close collaborative working partnerships with individual Head Teachers to raise the standards of teaching and learning within their schools.
My support and guidance ranges from the creation of literacy based policies and schemes of work, planning and leading staff inset days, one to one coaching, NQT staff mentoring, performance management, development and implementation of effective phonics delivery, induction tutoring, , lesson observations and team teaching events.
In my teaching career to date nothing has motivated me more than having the opportunity to have a greater impact on the standards in teaching and learning through the dissemination and sharing of my enthusiasm and passion for teaching with other professionals, in the wider context outside of the school I currently work in.
I place high expectations on myself, all of my colleagues and the children that I work with and always expect to make a positive impact upon them through self-reflection and evaluation.
In order to keep up to date with the very latest thinking on Key Stage 1 pupil assessment and maintain my current levels of professional dialogue with my senior management peers I undertake work as an Independent Consultant for Birmingham Local Authority, representing them in the Key Stage 1 moderation process.
I am an experienced SENDCo who has the necessary skills and understanding to support staff to look at SEND from a new perspective. Since my appointment, there has been transformational success in my own school; working with staff who were disillusioned by SEND, and pupils who were not making progress, has enabled me to gain the experience required to help staff identify strengths and weaknesses and support them in formulating an action plan of improvement they feel involved in.
My support and advice covers provision mapping and case studies, pupil tracking and data monitoring, coaching and mentoring staff, and inclusive practices with universal strategies at the heart of every classroom. I am aware every school's journey will be unique and I will guarantee to tailor my support accordingly.
I keep myself up to date with all new initiatives and am a member of a number of networks so you can be sure that the information I provide will be up to date.
I am an experienced early years practitioner with more than 30 years of involvement working in and/or managing early years teams and classrooms. I have worked in a variety of settings ranging from a nursery in the heart of Birmingham to a rural primary school on the edge of Kidderminster. I have been involved in supporting a school going through a new build and research into transition from early years to year 1.
I have an excellent working knowledge of child development and can support staff through training, modelling teaching and learning, and providing case studies. I can recommend outstanding reading material and settings to visit to support improvement.
I have worked for many years in the education sector as an experienced teacher of Economics and Business Studies, a Head of Department and a Director of Sixth Form. My current role as Director of Teaching School and SCITT at Haybridge High School & Sixth Form has given me the opportunity to become more greatly involved in initial teacher training, system leadership, school-to-school support and CPD. In this capacity I have coordinated the activities of the Teaching School team to support many schools in category to becoming good and outstanding. As a result of being a trained facilitator for Edgehill University in the delivery of both NPQML and NPQSL I have worked with numerous colleagues with diverse educational backgrounds across a wide selection of educational settings.
Prior to my teaching career I gained valuable managerial skills and experience in the business world. This combination of knowledge and expertise equips me to offer insight, resources and practical support to staff and schools who are seeking to develop and improve.
I am currently the Director of Science and Assistant Headteacher in a successful Dudley school. I have been in this role for 12 years and was previously Head of Science in the same school. I have also worked in two previous schools, both in challenging areas. In my present school, results in Science have improved rapidly over the years since I was appointed. I have implemented many curriculum changes and improved teaching standards in the department over time. The school has improved and is now an ‘Outstanding’ school and lead school in a Multi Academy Trust. I have enjoyed the challenge of improving the Science department and have worked closely with three Heads of Science to develop their skills in the role.
I have worked in challenging areas throughout my teaching career and I have a wealth of experience and ideas to improve attainment, standards and teaching in Science. I believe that all students should have the same opportunities and high academic standards in any school Science department. I have experience of supporting staff to develop their leadership skills and I regularly work collaboratively with the other schools in our Multi Academy Trust and Dudley Heads of Science.
The SLE role is an exciting opportunity to work with other schools and share good practice and advice, working collaboratively towards improvement in Science education.
Before embarking on my teaching career I worked for 14 years as a Barrister's Clerk, supporting and developing lawyers to establish and improve their practice. Since qualifying as a teacher I have utilised these skills by mentoring new trainee teachers, I find this role immensely satisfying. The opportunity to work with enthusiastic, creative and determined teachers is both inspiring and challenging. This role drives me on and keeps me fresh; it also provides a network for developing ideas for teaching and learning across the school.
For the last 2 years I have been Lead Professional Mentor for the Haybridge Teaching School Alliance, supporting Initial teacher training via the PGCE, School Direct and Straight to Teach programmes. This has involved creating a comprehensive professional studies programme which dovetails into the ‘on the job’ learning about life in school and becoming an outstanding teacher. I am passionate about creating the right environment for new teachers to grow and flourish. I am immensely proud of the work that we are doing at Haybridge in supporting outstanding teachers of the future. On a personal level I am humbled by the response that I have received from my trainees.
“I wouldn’t have survived this course if it wasn’t for you; thanks for always believing in me.”
“I want to say a huge thank you for all your help, support and guidance. Your energy and enthusiasm are infectious.”
In 2014 I have been instrumental in creating a bespoke NQT support package, which is individualised to the needs of emerging teachers in their first qualified year. This programme encourages NQTs to reflect on their practice whilst also carrying out research projects which support the development of their own school.
Finally, during 2015 I have been heavily involved in creating the Haybridge Teaching School Alliance bid to become a School Centred Initial Teacher Training Centre (SCITT). This is a project that I am incredibly excited about, it is an opportunity for schools to drive the recruitment, training and development of teachers in order to improve the quality of teaching and learning for all our young people.
As an expert in Modern Foreign Languages, Head of Faculty and Advanced Skills Teacher, I lead a vibrant Modern Foreign Languages Department where the number of students and results have increased dramatically over the last five years. We teach a range of languages, with a particular strength in German which goes against the national picture.
I am able to provide high quality teaching advice with expertise in curriculum planning, student tracking and monitoring of data.
I am currently involved with the DfE ‘Language Support Programme’ which promotes language learning in schools, I am now working towards the Prince’s Trust Initiative kitemark.
I am currently Head of the Expressive Arts Faculty at Haybridge High School. Being a subject leader for Music for over 26 years in a variety of schools has given me considerable experience across all aspects of music education, including GCSE and A Level Music and A Level Music Technology.
During my time at Haybridge High School I have led the department to become an exciting and flourishing area of the school, focusing on high standards in everything we do. My role has involved designing and leading cross-curricular projects both within school and with our primary partners. In leading change I understand the necessity of combining strategic planning, the design of processes and creativity to secure improvement and success.
“This is a very strong department and one that the school should be proud of. The level of commitment and professionalism is not found in many schools and the students are fortunate to benefit musically from attending Haybridge.”
Feedback from a recent subject inspection by the local music hub
Possessing a strong vision about what music should be and its role in a modern and vibrant curriculum, I am especially experienced in curriculum construction and change, building the music provision within a school, and the impact that music (and the arts) can have on other areas of the curriculum. Recently I have been working to develop a highly effective assessment system which provides students with quality feedback, whilst tracking their progress over time.
I have succeeded in developing and growing student teachers, NQTs and colleagues over a number of years as well as successfully supporting colleagues in other schools. Recently assisting a school who had received an inadequate judgement in an Ofsted subject inspection, I helped to redesign their KS3 curriculum and embed assessment to ensure progression across the Key Stage. I worked with another school to develop their delivery of the A-level Music course, focusing on ensuring students gained the highest grades in the composition unit of the exam. My work has also involved aiding schools in the delivery of the composition and listening components of the GCSE Music course.
My role as an SLE is an exciting opportunity to work with other schools. I enjoy working collaboratively and analytically with others to find a shared approach to improvement. I feel strongly that whilst I can offer skills and advice that will be of use to others I will also be able to gain a lot from the schools and colleagues with whom I interact.
I have a passion for working with students at a group and individual level; in trying to find ways in which students are enabled to choose their future because of the support they have received.
For 13 years I have been a Senior Leader in 2 different schools: in Oxfordshire as an Assistant Headteacher (Director of Key Stage 3) and now in Dudley as Deputy Headteacher (Achievement and Standards). In both schools I was responsible for the National Strategy and now currently for all students’ progress. In the past, my current school was part of the Gaining Ground and Black Country Challenge initiatives for which I was lead staff member. I have now completed the NCSL Pupil Premium Reviewer course.
Through these roles I have worked with staff in groups and individually on using data management systems to track students at cohort, group and individual levels, work praised by OFSTED in my current school as impacting on school improvement. In conjunction with this tracking and analysis, I have then implemented a variety of teaching and learning initiatives and intervention strategies with students and, where appropriate, some staff. I have ensured that, at all times, any strategies that I have initiated have been carefully researched, discussed and then tailored to meet the individual situation and needs of my school, staff or students.
I look forward to working with colleagues to provide support for the benefit of all the students and staff it affects.
I have been a teacher of Psychology for a number of years and in my current role am Head of an outstanding Social Sciences department. As a specialist KS5 teacher I understand the unique challenges that come from teaching A level. As a department we have a particular focus on making the material accessible to the students, whilst still challenging the higher end. We design all activities with care, ensuring they serve a direct purpose in terms of ensuring success in exams. We have a rigorous monitoring system with regards to student attainment and a successful intervention programme for underachievers. In addition to my Head of Department role, I examine many components for the AQA. This insight has a significant impact on the teaching within the department and on student results.
I have had a lot of experience in supporting other Psychology departments. I have helped provide insight into how work should be marked, how to interpret mark schemes and what full mark responses look like. I have shared good practice in lesson planning, writing schemes of work, and behaviour for learning. I have accumulated a lot of knowledge in terms of how to best teach A level Psychology in the past eleven years and enjoy sharing this with colleagues in the hope it will make their job more manageable and enjoyable.
In addition to my role as Head of Social Sciences, I act as the EPQ co-ordinator for the school. As part of this role I co-ordinate and am actively involved in the delivery and marking of the extended projects. We have an excellent track record of marking accuracy as our marks have not been adjusted in moderation for a number of years. This is in part due to my work with the AQA as an EPQ moderator. This additional role has given me a vast insight into the expectations regarding how the EPQ should be delivered and marked. I am able to pass this information onto both my colleagues within school and those from other centres as part of my SLE role.
As an AST, Lead Practitioner and now SLE since 2008, I have a wealth of experience supporting both teachers and leaders and am able to bring experience of the best pedagogy and leadership to my role in supporting colleagues. In 2015 I was privileged to become a Silver Award winner in the category Teacher of the Year in a Secondary School at the Pearson Teaching Awards and I am an NCETM Accredited PD Lead.
I am a Head of Department myself, and my support and advice covers Key Stages 3 & 4 and A Level, considering curriculum planning, teaching for mastery, student tracking and data monitoring, coaching and mentoring staff, and strategies in the classroom. I have supported schools in a variety of settings and will tailor my support accordingly. You can find a case study on the NCTL website.
As Lead Consultant of the SUM Centre at Haybridge, I coordinate and deliver a number of training courses designed for mathematics teachers across the Primary and Secondary phases, and have presented at national mathematics conferences on a number of occasions.
I am an experienced mathematics teacher with fifteen years mathematics teaching experience across the whole range of ability and age. I have worked across a wide cross-section of educational settings. Currently I am second in department at Haybridge High School where my students continue to achieve fantastic results.
During my career I have worked as a successful Head of Department where I led my department to some of the best results the school has ever seen. I also have experience of supporting students pastorally when I was a Head of House. It is this all-round practice that means that I am able to transfer my knowledge to staff and departments in a variety of situations.
My school-to-school support has been delivered in a variety of ways to suit the needs of each school, from departmental investigations, data analysis and SoW planning to one-to-one support sessions.
I am firm believer in the principle that with support and guidance all staff and students can achieve. Whilst some pick up ideas quicker than others and can recall concepts with greater ease, with the right amount of support and training all students can become accomplished mathematicians. It is this desire to help as many staff and students realise their potential that leads me to work as a Specialist Leader in Education. I can support departments in pursuing their goals and helping their students to achieve outstanding results.
Studies into FSM/PP student attainment have focused on areas of widespread socio-economic deprivation – however relatively affluent rural and coastal regions can fare worse than those areas deemed as socio-economically deprived. Counties like Worcestershire can fit that profile with pockets of poverty, a lack of awareness of the issues facing PP students, and a lack of strategies to address the needs of PP students within school.
Since 2010, I have been researching, designing and delivering programmes for schools to close the attainment gap between students highlighted as qualifying for Free School Meals/Pupil Premium and those who do not.
I designed a pilot programme for Worcestershire schools to carry out action research on how academic gaps can be narrowed in rural counties. My aims were:
- to develop expertise
- to model a self-sustaining system
- to share best practice
- to help other schools develop strategies to suit their own needs
Following my research I devised a 3 stage approach:
- 1. Know the gap – raise awareness of issues in your school
- 2. Narrow the gap – pro-active interventions linked directly to Teaching and Learning
- 3. Mind the gap – feedback and strategies for development for all, at every stage
I then developed a practical support system for teachers – including materials and classroom resources, workshops and follow-up sessions which have been shared in schools across and beyond Worcestershire, and presented at the Worcestershire Learning & Teaching Conference.
Using an observation classroom, I can offer direct and practical experience through CPD sessions which complement the workshops and written materials. Department, Faculty and whole-school presentations can also be organised to run at individual schools on request. Let me share with you some of my recent feedback from colleagues attending these sessions:
It highlighted some very interesting facts about FSM that we weren’t aware of.
Evesham High School
I attended ‘Narrowing the Gap’ and was very impressed and inspired. The policy for actively working to improve the performance of all underachievers in now in place in my school.
Pershore High School
An excellent CPD opportunity; practical and informative...thank you!
Blessed Edward Oldcorne Catholic College
I am confident that we can work together as colleagues to develop a programme and strategies that will ‘Narrow the Gap’ in your school.
Since 2012 I have been subject leader for History at Hagley Catholic High School. Under my guidance and leadership, the department has developed significantly in a range of areas. A continued focus on teaching and learning has led to a sustained improvement in results at GCSE and A Level. At GCSE, the A*-C performance increased to 82% in 2015 from 72% in 2013 and similar improvements have been seen at A Level. During my time as subject leader the popularity of the options subject has also increased. In 2015 there were seven groups at GCSE and four at A Level making the subject the most popular options subject within the school. This was not only the outcome of an unrelenting focus on teaching and learning but also the result of deploying coaching techniques such as modelling and evaluation in order to develop the performance of all staff within the team.
Prior to becoming a subject leader, I was a school based teaching and learning AST for three years, which underlines my commitment to teaching and learning and also my desire to share effective practice. My role here included devising and delivering whole school CPD as well as helping to embed a peer to peer coaching system within the school based on the latest pedagogy. Both of these initiatives received positive comments regarding their value in the school's most recent Ofsted. The effectiveness of the coaching initiative in particular has been clear to see within the school. The process allows coaches to model excellent practice before using prompts based on the STRIDE model to encourage participants to devise and use creative methods within the classroom before evaluating their success. Of all the NQTs who have undertaken the initiative all have progressed to QTS standard and many other teachers who have taken part have gone on to deliver outstanding lessons in subsequent observations.
My role as an SLE will now enable me to use the skills and experiences I have developed over my career so far, to assist in the process of ensuring sustained improvement in other schools.
As Head of English at an outstanding school, I know what the day to day experiences are like for a core department where there are many opportunities for enjoyment, creativity and rigour, but also significant challenges, constant changes and great responsibilities. I also understand what it means to relate to the whole school picture and how our work in English has an impact on everything from whole school data targets to whole school literacy. At my current school I have worked through a significant time of change and improvement with the English Department so that we have been recognised as Outstanding: it is now my passionate intention to take the best of what we have worked on and share it with other schools so that all students, no matter which school they are in, have access to the highest quality education which sets them up as lifelong learners with a love of the subject, as well as ensuring they are adept in the English skills they need to survive in the world of work.
I have already worked in schools to support them in a variety of ways, including on subjects such as curriculum design, new GCSEs and A levels, data tracking and monitoring, support for NQTs and coaching for staff looking to take on positions of responsibility. I have created tailored programmes designed to meet the needs of the specific schools I have worked in; I have also created and delivered CPD training sessions for a variety of colleagues from different contexts.
I believe that collaboration and mutual support only makes us stronger as teachers and better at the job we are passionate about – qualities our students need and deserve as we strive to support them to be the best that they can be.
As Head of Biology and Second in Science I can fully appreciate the challenges that a Science Department is met with. Since starting this role nearly 4 years ago, I have improved the systems within the Biology department, and worked with my team to develop more effective systems in the whole Science Department. I am keen to share my experiences and ideas, and believe strongly that collaboration within and between schools can greatly improve student progress.
My passion for teaching and helping young people has always motivated me to reflect on my own practice, and I am keen to share these values with others to maximise progress of students in the local area. I worked with a school last year to help identify the roles within the department, so that that leadership could be more effective. I can also offer guidance and advice in a range of areas within the Science department including:
- Writing effective schemes of work at GCSE and A Level
- Assessment systems and tracking models to monitor progress
- Identifying students for intervention and intervention strategies
- Effective marking and feedback leading to better student progress
- Making the most of department meeting time and staff within the department
- Delivery of the new A Level biology AQA specification (including the new Practical Endorsement)
I am now also a member of the Senior Leadership Team as an Associate Assistant Headteacher, and have gained experience at a more strategic level. I am currently SLT link for the PE department which has allowed me to guide other Heads of Department.
I have been a teacher of Mathematics for eight years, in that time I have held multiple responsibilities and working in many parts of the school. For five of those years I mentored the Mathematics ITTs and NQTs. The past three years I have been a Head of House in a newly developing vertical tutoring system. I believe student progression stems from outstanding classroom practice and I have been part of many different teaching and learning working parties, which help to improve the level of teaching across the school.
I was responsible for setting up a Haybridge Teach Meet which was excellent in sharing exciting and innovative practice. I have facilitated numerous CPD training sessions on such topics as numeracy across the curriculum, KS2 to KS3 progress in Mathematics and tips and tricks with an iPad in lessons. I have been to other schools to support other teachers, both primary and secondary, with their practice and improving their numeracy lessons.
I am able to provide high quality teaching advice specialising in Mathematics, especially transition between KS2 to KS3, student monitoring and tracking and numeracy across the curriculum.
I have worked at Haybridge for almost three years as an English teacher and as Assistant Director of Sixth Form; I also recently took up a secondment as Assistant Headteacher with responsibility for Teaching and Learning across the school. Before Haybridge, I worked at a secondary school in more challenging circumstances, having trained through the Teach First programme. Having taught in such varied contexts, I have a solid foundation in classroom and engagement strategies, behaviour for learning techniques, and experience in supporting students in making competitive university applications. I understand the necessity of adapting one’s style to suit the needs of individual students and I am keen to help others to develop this skill.
As part of my Sixth Form role at Haybridge I oversee the provision for Gifted and Talented Sixth Form students, supporting them with study strategies, Oxbridge applications, interview preparation, and skills development. I can offer support in enhancing the provision for the most able students across the curriculum as well as within the English classroom. Having taught English extensively across all three Secondary Key Stages, I am also keen to share my skills in developing schemes of work in light of the new GCSE and A Level specifications, teaching increased content, and differentiating for the most able students. In offering an appropriate level of stretch and challenge I believe that it is vital that we model high expectations ourselves; being constantly ready to extend our perceptions about what students can achieve, and embrace change and challenge. I look forward to tailoring my support to the needs of other schools and sharing my deep-rooted enthusiasm and belief that a quality education can change a child’s life irrevocably.
I am Second in Science at George Salter Academy, in charge of KS5 and I also have some whole-school T&L responsibility. I coordinate and deliver sessions which take place on a fortnightly basis. These sessions allow staff from all departments to share good practice. I am also the lead mentor for all new staff to the school and for any visiting PGCE or ITT students. I have strong links with local primary schools and help deliver a variety of outreach sessions throughout the year.
Within the Science Department I took the lead in initiating and coordinating changes for the new KS3 specifications that were introduced. These schemes of work include effective strategies to ensure progress is made by all students and that there is an adequate number and form of assessment throughout each course. I have also lead similar initiatives with regards to KS4 & KS5 practical skills. Planning, effective delivery and monitoring of these practical skills is important, but the key is to ensure that there is emphasis on developing exam technique with regards to these skills.
Across the Dudley region I have delivered a series of successful masterclasses in practical science, with the aim to raise attainment, provide opportunity and enthuse disadvantaged pupils; and ensure the uptake of science at KS5. I have also helped to develop and co-ordinate a new programme of maths in the science curriculum from KS3 through to KS5. The programme has been developed with staff at local schools to embed key, non-negotiable skills early and then develop them in preparation for exam success.
As an SLE, I would like to help provide support for other departments that need to develop effective schemes of work to incorporate the new demands of practical skills and maths from KS3 through to KS5. I am also happy to work with departments to raise attainment and encourage uptake of science at KS5.
In my teaching career to date, I have had the opportunity to work in two Primary Schools in very different settings in terms of size and proportion of Pupil Premium students. This has given me a good understanding of the challenges that a leader can face in different circumstances. In both of these schools, I have developed my practice and leadership experience, particularly in curriculum design, improving teaching and learning, mathematics, English and the humanities subjects. I have also mentored teaching placement students on two separate occasions. I thoroughly enjoy both the challenge and satisfaction of seeing a young teacher grow in the first steps of their career.
The teaching of English has always been an interest of mine which is why I decided to complete my Masters in Teaching Studies with Birmingham University. I undertook this in my second year of teaching which required a great deal of dedication, commitment and management of my time. I was successful in gaining the degree by completing a research project into handwriting and writing attainment.
When the new National Curriculum was first introduced in 2014, I took the lead in designing an exciting skills-based curriculum across the whole school alongside the Assistant Headteacher. In the following year, I monitored the teaching of this curriculum, focusing specifically on the humanities subjects. This included evaluating the teaching and regularly completing monitoring activities including pupil voice. In my current setting, I have had the opportunity to share my expertise with members of staff within the school in order to improve teaching and learning. I have worked alongside both the Mathematics and English Coordinators to help drive relevant school improvement priorities in writing and the implementation of a mastery approach to mathematics teaching. Currently, I am working with a school in the local area to develop editing in writing. This has been a fantastic experience so far and has furthered my belief that school to school support is one of the most beneficial ways to drive school improvement.
I am extremely passionate about teaching and learning and I am always looking for ways to innovate practice. In the last year, I have delivered a number of staff training sessions, including the use of digital mapping in geography and QR codes across the curriculum. These sessions were received very positively and it has been wonderful to see both of these strategies used so widely across the school. At the heart of all of this innovative practice is the desire to achieve the very best outcomes for the children.
My new role as SLE will allow me to take the skills I have already developed and apply them to other contexts. I am excited by the opportunity to work with other schools and share my enthusiasm and passion for such a demanding yet rewarding career.
As an experienced Head of Department and AST I was able to work collaboratively with The Marches School in Oswestry, within my specialism as Director of Technology College.
Working with the teaching team, we developed bespoke strategies for KS3 and KS4 GCSE Resistant Materials including:
- schemes of learning
- teaching and learning
- formats for assessment for learning
- creativity strategies
At George Salter Academy in West Bromwich I again worked with the teaching team for KS5 A-level Product Design, where we drew up innovative:
- schemes of learning
- curriculum materials
- moderation packages
- preparation for examinations
As a SENCo, and now SLE, I have a wealth of experience supporting students, parents/carers, teachers and leaders in a range of settings including primary and secondary schools, pupil referral units and alternative provision settings. I am able to bring my experience of the best research, pedagogy and leadership to my role in supporting colleagues.
I am a Head of Department myself and can advise, coach and model inclusion and support across Key Stages 3, 4 and 5, advise on inclusive and alternative curriculum planning, student tracking and data monitoring and analysis, support staff accountability, coaching and mentoring of staff, and strategies in the classroom. I have supported schools across a number of local authorities and in a variety of settings and will tailor my support accordingly.
I am currently Head of Religious Education and Personal Development at Haybridge High School. I am an experienced subject leader and have led RE and PD (which incorporates PSHE and Citizenship) through a period of transformation to being valued and integral parts of school life. I am able to bring a passion for subject pedagogy and a solutions-focused approach to my role in supporting colleagues.
Prior to Haybridge, I worked at a secondary school in more challenging circumstances, having trained through the Teach First programme. Teaching in such varied contexts, has enabled me to have a solid foundation in classroom and engagement strategies which can be invaluable to the design and provision of an engaging curriculum in both RE and PSHE/Citizenship.
I am passionate about teaching and learning and enjoy researching different approaches. I have previously been involved in embedding flipped learning into the classroom and have delivered seminars at the annual SSAT conference in 2014, as well as staff CPD sessions. Additionally, I am an accredited trainer for Stonewall as well as being a Mental Health First Aider.
I can offer guidance and advice in a range of areas including:
- creating engaging schemes of work
- accessing the guidance from the SACRE and creating innovative schemes of work from it
- RE and PD as core subjects
- GCSE RE and the accessibility of the new GCSE specifications
- making the most of department meeting time and supporting staff within the department
- GCSE RE and the accessibility of the new GCSE specifications
- current initiatives for PSHE and Citizenship
- application of the new RSE guidance for 2019
- supporting colleagues teaching RE and PD outside their subject specialism
My role as an SLE is an exciting opportunity to work with other schools and I look forward to working collaboratively and analytically with others to find a shared approach to improvement.
I am an innovative, forward-thinking subject leader of Physical Education who strives to achieve the best experience for all students within PE and school sport. I am a very experienced practitioner who has worked within education for well over twenty years as Deputy Head, Subject Leader and Head of Community.
I have a real passion for Physical Education and I attempt to produce the highest of standards in all lessons. I firmly believe in the power of PE and how it can provide a vehicle for the holistic development of all students. PE has a unique place within the curriculum and is able to forge a real sense of community within any school. Using assessment to create a culture of success, aligning curriculum, PE assessment, positive behavioural strategies and a back-to-basics approach to PE are the topic areas where I have delivered recent CPD sessions which have led to ongoing coaching and mentoring in schools.
I am able to provide high quality teaching support in all aspects of PE and have represented the association for Physical Education (AFPE) in a consultancy capacity. I also provide support for many students at Worcester University and Birmingham City University.
I lead a vibrant team of dedicated staff who are passionate about providing the very best of opportunities for all students in every lesson. We are able to address their needs on an individual basis and really place the students at the ‘heart’ of the learning experience. By creating a ‘success culture’ within PE all students are encouraged to develop a very positive attitude and not be afraid to fail, allowing them to make progress at their own pace.
I am very keen to help support teachers who are currently practising within Physical Education and trainee teachers who are entering the workforce for the first time. I am able to offer mentoring or coaching to support individual teachers within a department who are looking to develop further.
I have been a teacher of English for a number of years at King Charles I School and now have the privilege of leading a dedicated team as Head of English. As a department, we have implemented a range of strategies to improve the quality of provision that we offer, especially at KS3 and 4. I believe that an effecitve leader is one who inspires and empowers others by working collaboratively, ensuring that contributions, ideas and questions are valued and developing all members of the team.
Strategic planning, review and evaluation are all vital to school improvement and, as a middle leader, I am a key driving force. Since leading the department, I have led new initiatives and built a strong and resilient team. Through rigorous review, evaluation, actioning and monitoring, I have supported many teachers within my department to improve their practice thus securing significant improvements in both teaching and learning and student outcomes. Notably, we have seen an increase in the percentage of grades 9-4 and 9-5 achieved in English Language and Literature year on year.
At whole school level, I have led a range of approaches in relation to reading and writing; shared best practice with other heads of department in relation to assessment, evaluation and strategic approaches; coached other teachers to improve their practice and have implemented successful change across the school as part of the Teaching and Learning group. We have focused on the improvement of explanation, modelling, homework and feedback and I have played an integral part in launching these from initial ideas to whole school implementation. Working with colleagues within my department and across the wider school provides great satisfaction as I support and influence positive change to benefit all students.
The SLE position is an opportunity to use my experience for the benefit of other schools. I am keen to work alongside others to challenge perceptions, improve practice and provide sustainable solutions and look forward to offering support with regards to curriculum design, attainment, mentoring, and review and evaluation.
I am currently head of MFL at King Charles I School in Kidderminster. Since joining the department four years ago, the department has gone from strength to strength. We are now part of the core curriculum and offer two languages form Year 7 with a number of students remaining dual linguists at KS4 and an increased cohort at KS5.
When I first started in my role as head of department, I felt it important to spend time reviewing and evaluating the department so that I can identify the strengths and areas for development. Using this knowledge, I was able to work alongside my team to improve the department. I fully understand that change takes time, especially when challenging the hearts and minds of your team. This is a skill I can bring in order to help and support other departments that may be facing challenges and/or transition.
Finding areas of improvement, looking at what the research indicates and trialling new strategies and innovative ideas is very rewarding and is what drives me forward. I am passionate about what I do, what I teach and helping others. Teaching and learning is always at the heart of everything I do and I am a teaching and learning leader for the school.
For the past two years, I have also taught KS2 in one of our feeder schools in order to support them with the demand of languages at primary level. I have helped and supported other primary schools and held meetings and training sessions to enable them to deliver languages. I have also written the KS2 French SOW for primaries, which are now fully implemented in those schools.
I would be delighted to help and support through high quality teaching and language knowledge.
Since becoming head of history in December 2014, I have helped to improve both progress and attainment significantly at KS4, an area in which the department had historically struggled. In 2015, A*-C was just 50%. By 2017 it had risen to 75%. This has coincided with an explosion in numbers - in 2015 and 2016 students opting for the subject numbered fewer than 50. In the last two years cohorts have both exceeded 100, bringing with it new and fresh challenges.
Improvements have been achieved (and sustained) through a number of methods and using techniques including:
- those borrowed from cognitive science aimed at boosting retention and understanding
- paring back the curriculum to the key elements for success but also developing the key historical skills necessary to succeed
- promoting a mastery approach to first order concepts and chronology
- relying on the latest thinking within the history teaching community
As results in the school more generally have improved, I have been integral part of this, helping to drive improvements through innovations first used within history, which have later been rolled out across the school. This has been indicative of the flexible and creative approach I bring to challenging situations.
My passion in education is ultimately helping students enjoy and succeed at history. Having successfully achieved this in a local setting, I now relish the opportunity to do so in other schools. I will bring a fresh and innovative approach based on the most recent thinking within the history teaching community fused with techniques based on empirical science and how students learn and understand. Having tackled many of these problems in my own setting I look forward to helping others to also do so.
National Leaders in Education (NLEs)
The goal of National Leaders in Education is to increase the leadership capacity of other schools to help raise standards. This is one part of the government’s plan to give schools a central role in developing a self-improving and sustainable school system.
NLEs are outstanding headteachers or principals who, together with the staff in their schools, use their skills and experience to support schools in challenging circumstances. In addition to leading their own schools, NLEs work to increase the leadership capacity of other schools to help raise standards.
I am Headteacher of Lutley Primary School, Principal of Hales Valley Teaching School and a Local Leader of Education. I have been fortunate to have been an educationalist for the past 18 years and every day I still enjoy the challenge of educating children. Whilst the more recent school-led system has enabled me to work wider than my own school, to ensure all children get a good education, I have been taking part in school-to-school work since I was an Advanced Skills Teacher 12 years ago.
I specialise in helping other schools to improve, especially if they are in an Ofsted category. I enjoy data analysis and have welcomed the introduced of life without levels, as it has enabled us to develop an assessment system that truly means something to both children and parents.
I am a member of the Headteachers Roundtable which is a national group of Headteachers who work together to challenge Government policy. I am currently working with a new Headteacher board established in Dudley to look at how we can further improve schools in Dudley. Within this I am also working with a group of Teaching Schools across the West Midlands to see how Teaching Schools can play a role in getting more schools to an OfSTED 'good' category.
I have been the Headteacher of Haybridge High School and Sixth Form since 2007 and we became a National Support School in 2011. Our work since then has been varied and has included seconding an Assistant Headteacher to work with a school in challenging circumstances, supporting the Mathematics departments in a number of local schools and undertaking extensive training of middle leaders.
As a Teaching School (designated in 2011 and 2014) we have also been able to offer a range of bespoke CPD opportunities and the support of a number of SLEs in key subject areas including Mathematics, English and Modern Languages.
We are a highly collaborative school committed to ensuring excellence in all that we undertake and have systems in place to help build capacity for those we support.
Haybridge is an 11-18 comprehensive school in North Worcestershire of some 1200 students with 300+ in the Sixth Form. The most recent Ofsted Inspection graded the school Outstanding. We pride ourselves on adding value to all our students which in RAISE terms equates to VA Sig+ figures of 1,037, 1,023 and 1,028 in 2012, 2013 and 14 respectively as well as Sig+ progress for Best 8 and all Ebacc subject areas in 2012, 2013 and 2014.
As a Pupil Premium reviewer I can support schools with this key area and have successfully written bids to secure school-to-school support funding.