Specialist Leaders of Education

Specialist leaders of education (SLEs) are outstanding middle and senior leaders who have the skills to support individuals or teams in similar positions in other schools.

They understand what outstanding leadership practice in their area of expertise looks like and are skilled in helping other leaders to achieve it in their own context.

The Woodfield Teaching School Alliance has appointed twelve SLEs who, from April 2014 will be available for commissioning as follows:

Specialist Leaders of Education Designated specialism

Bonnie Burkell, Fawood Children's Centre Early Years, SEN

Frances Barrett, Jewish Free School Geography

Sue Jones, The Village School SEN, Staff Training and Performance

Matthew Parker, Woodfield Sports College SEN

Parveen Rufo, Alperton Community School Secondary Mathematics

Ophelia Vanderpuye, Oakington Manor Primary School Primary ICT & Computing

Ruby Vernalls, Oakington Manor Primary School Early Years, Literacy & Phonics

David Ansong, Oakington Manor Primary School Primary Mathematics

Shalina Patel, Claremont High School History

Johanna Khawam, The Convent of Jesus and Mary Language College Secondary English

Paul Kelly, The Convent of Jesus and Mary Language College Secondary Mathematics

Katie Mcmanamon, The Convent of Jesus and Mary Language College Religious Education

SLEs profiles

Bonnie Burkell – Fawood Childrens’ Centre, Early Years/ SEN designation

I work at Fawood Children’s Centre as the lead teacher in our borough- wide nursery provision for children with autism. I have experience teaching across key stage 1 and 2 in both mainstream and special schools but my heart lies in early years. My speciality is in working with young children with special needs. In my current post I have worked with other early years settings in a variety of ways including supporting the development of action plans, coaching, team teaching, training, INSET, etc. and have found the most effective outreach work happens when everyone is on the same page and working towards an agreed goal. I am looking forward to working as an SLE so I can continue to support other schools and settings in helping children with special needs achieve their potential. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐- Frances Barrett – JFS, Geography designation

I have been teaching Geography from Year 7 to Year 13 students for the last 13 years. JFS was designated a Humanities Specialist School in 2004 and the Geography Department was the lead department in this specialism. I have been both Deputy Subject Leader and Subject Leader for Geography and have really enjoyed contributing to the leadership of such a dynamic and exciting department. I am still very much part of our Geography team of seven Geography specialists. We are department who plan a lot of our lessons collaboratively to ensure that Geography at JFS is motivating and challenging. For the last three and half years I have been Director of Teaching and Learning at JFS. This means that I support the development of outstanding Teaching and Learning across the School. Therefore I can be found collaborating with colleagues to develop our understanding of pedagogy, I work with individuals and departments to support and develop Teaching and Learning and I contribute to planning and leadership of CPD opportunities both within the school and sometimes externally. I am passionate about being an outstanding teacher and I strive to achieve outstanding outcomes for all of my students by being creative, working collaboratively and learning all of the time. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐- Sue Jones – The Village School, SEN, Staff Training and Performance designation

I am an assistant head in the Village School, which is a school for pupils with Complex Learning Difficulties and Disabilities. My area of expertise is in supporting children with CLDD and staff development generally. In addition I have just secured the ‘Gold’ award for CPLD, which recognised the quality of CPLD that I have set up in school. I am already supporting schools in an informal way and as a result of this outcomes are improved for pupils with special needs have been improved. Impact of this support can be measured by: improved inclusive provision; specific skill development of staff; improved behaviour of pupils; clear understanding of particular paperwork; joint Practice development between schools; CPLD opportunities for Teaching Assistants. In a 360-degree survey I was judged by the ten middle leaders in my own school as having outstanding coaching skills. I have set up CPLD activities through joint Practice Development, which have been enabled coaching to be a key factor in staff development across the school. A major role where I have had a significant impact in school is developing a CPLD programme that brings into play the most innovative practice and embeds CPLD firmly in the heart of school improvement. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐-

Matthew Parker – Woodfield School, SEN designation

Matthew is an assistant head teacher for SEN and Pastoral Care. He works in 11-19 Special (Key Stage 3-5). Relevant Training that Matthew undertook: Masters in Education in Inclusion and Diversity (OU), Outstanding Facilitator and Teacher Training (OLEVI), School Review Training (Challenge Partners), Aspiring Deputy Headteachers (Brent CSD). Currently studying for the National Qualification for Senior Leaders (National College). In his current role Matthew oversees the strategic provision across the SEN spectrum, including Autism Spectrum Conditions, Attention Deficit Disorders, Behavioural difficulties, Global and Specific Learning Difficulties, Developmental Disorders and Mental Health Needs. This role includes overseeing specialist guidance, coordinating with local government services and assessment, managing communication with home and social care, and cascading this into whole-school provision to impact the quality of pupils' teaching and learning. A key indicator of success for SEN provision is its ability to translate from a specialist environment and create pathways for learners into mainstream education and the wider world. Matthew is committed to school-to-school support work, and has completed two sustained projects of SEN development with secondary mainstream schools. While each school is unique by its context, Matthew's approach is defined by system leadership for manageable change, to bridge the gap between specialist theory and day-to-day practice so it can be understood, utilised and adapted for the best interests of the child. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐-- Parveen Rufo – Alperton Community School, Mathematics designation

My name is Parveen and I am Head of Mathematics and whole-school Numeracy at Alperton Community School. It is my fourth year at the school and I lead a team of 12 teachers, teaching over 1200 students between us! I have always wanted to teach but was in no rush to move from one side of a school desk to the other straight after my degree. I took a short break to travel that turned into ten years! I eventually started a PGCE course in 2000 with a three year old in tow! At school I understood maths with little effort so it was a natural choice of subject. However once I started teaching I soon realised what I had been good at was rote learning! Working out how to teach maths has been the key to really understanding it. Since my PGCE course I have taught in 3 London schools. I have worked as a lead teacher for maths developing maths resources to help the transition from primary to secondary school. I have also worked part-time with 3 London Universities to deliver PGCE programmes and managed the Student Associates Scheme at my previous school. I can honestly say that I love teaching and no two days are alike but everyday makes a difference to the students we teach. I’m hoping that through my SLE role I can work with lots of like-minded colleagues to continue to make a difference. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐-- Ophelia Vanderpuye – Oakington Manor Primary School, Primary ICT & Computing designation

I have worked for over 23 years at Oakington Manor, a large primary school in Brent. I have been coordinating Information and Communication Technology (ICT) there for the past 21 years and achieved Advanced Skills Teacher (AST) status in 2006. The school is a high performing specialist school and is committed to raising achievement through the use of ICT and e-learning. I hold a Masters degree in IT in Education and a B.Ed. (Hons). I worked three-days a week on secondment to the Brent Local Authority School Improvement Service, as a Teacher Adviser supporting 18 primary schools in their use of ICT and new technologies (EYFS, KS1 &2) for 17 years. In 2009, I designed Oakington Manor’s state of the art multimedia ICT suite that utilises 3D technology to aid learning and teaching and decided to go back to school full time to support staff in their use of this fantastic facility. In 2012, I designed the ‘Art in Nature

Through the Eye of a Lens’, Comenius project with four countries and five other schools which is still in progress. Also in 2012, my passion for ICT received national recognition when I won the Naace Primary Impact Award for my work in supporting schools in ICT, locally, nationally and globally. More recently I have been working with local and regional schools in amending their ICT planning in light of the 2014 Computing Curriculum. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐- Ruby Vernalls – Oakington Manor Primary School, Early Years Foundation Stage – Literacy and Phonics designation

I currently teach at Oakington Manor Primary School where I am leader for Year Two and hold responsibility for Literacy for EFYS and KS1. As part of this role I lead school training in Literacy and Phonics. I observe and coach teachers in making improvements to their practice. Since taking on this role, over 96% of our children have passed their phonic screening check. I provide support for teachers across all the key stages in Literacy and especially phonics for key stage 2 teachers. Additionally, I lead training of all Teaching Assistants in Phonics and the running of interventions. I am a student mentor for GTP, PGCE and now SDT (Schools Direct Trainee) mentor. In my previous role, I was Key Stage One co-ordinator and coached team members in improving our teaching of children with EAL. I was part of a training programme in Brent for Assessing children with English as an additional language, which was recorded and used for training in the borough. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐-- David Ansong – Oakington Manor Primary School, Primary Mathematics designation

Born in 1976, to educate and be educated has held a slice of my life. Graduated with a first class honours degree (in Economics and Sociology); a part qualified member of The Association of Chartered Certified Accountants (ACCA) and qualified with a Post Graduate Certificate in Education. In my seven-year journey in educating others, fuelling outstanding progress has become a frame in which my portrait is well planted. As Head of Mathematics and Head of Year 6, my unquenchable vision - in ensuring all pupils make better than expected progress - embraces all interested parties. I have fronted several changes in line with enriching pupils’ mathematical experiences and developing teacher character confidence of the subject. Changes, if positive and encircling – I willingly welcome after [...]; conscious of the natural reluctance to embrace change, particularly in this profession – which can be rightly said, has been battling changes frequently, I have learnt to accommodate concerns but not dilute a vision. I share my life with my wife and three daughters aged: 8, 5 and 3. When time permits, I delight in playing football, table tennis or watching movies. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐- Shalina Patel – Claremont High School, History designation

I believe that outstanding practice thrives when it is underpinned by a commitment to support and collaborate. I have experience of supporting and collaborating with colleagues within departments, on a whole school level and individually. Through my role as History Department Key Stage 3 Co-ordinator I oversaw the development of new methods of assessment, the introduction of innovative schemes of work and the embedment of skills across all key stages, all of which ultimately improved outcomes for the students. As Senior T+L Leader I manage a team of outstanding practitioners from across the school to share and promote outstanding practice. Endeavours pursued by the team range from projects like T+L newsletters to leading whole school INSET days. This had led to the production of a school wide Teaching and Learning Policy as well as the creation of a Teaching and Learning ‘Toolkit,’ a comprehensive catalogue of ideas, tried and tested by our staff. I have led CPD sessions on a variety of topics including creativity in the classroom, how to go from Good to Outstanding and

planning effectively. I also have experience in supporting individuals, both as a mentor (STs, NQTs) and as a Coach. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐- Johanna Khawam – The Convent of Jesus and Mary Language College, Secondary English designation

I began my teaching career over 18 years ago and during this period I have held a number of responsibilities within a variety of schools and contexts. Posts undertaken include: Acting Head of Department, Second in English, Gifted and Talented Coordinator and Aim Higher Coordinator. Currently, I am an AST in charge of whole school literacy as well as moving forward the school’s teaching and learning agenda, delivering regular and pertinent CPD at whole school and individual level. It has been a privilege to work closely, confidentially and convivially with colleagues coaching, mentoring and leading towards common objectives. The wealth of expertise, ideas and knowledge exchanged has been invaluable. I relish the opportunity of being able to take part in outreach work; to develop and improve both students’ and teachers’ experiences and outcomes within education. As a teacher, you never stop learning. I believe once you think you have nothing to learn, you cease to be an outstanding teacher or leader. The demands and contexts of working in education are ever- evolving and it is our duty to be open to change, embracing new ideas and different strategies. It is vital that schools become inclusive of other educational establishments and strong links are made in order that we can support each other. Hence, we are able to contribute to the education of as many students as possible; not just those within our care. It is the right of every child to have an excellent education whereby they enjoy learning and success. This belief has been my raison d'être for being a teacher as well as my love of the written and spoken word. An outstanding education is the very foundation upon which all students can pursue their aspirations in order to lead fulfilling and fruitful lives as adults. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐

Paul Kelly – The Convent of Jesus and Mary Language College, Secondary Mathematics designation

Since beginning his teaching career over 20 years ago Paul has held positions of responsibility within a number of schools, undertaking posts including Assistant Head teacher, Head of Mathematics and Advanced Skills Teacher. In all of his roles the main focus has been to improve pupil achievement, often in challenging circumstances and with challenging or deprived pupils. Paul has also made a significant contribution in the support of associated schools in raising achievement. Examples include sharing good practice in the use of the data to raise attainment through developing and implementing intervention strategies and supporting colleagues from other schools through coaching. Paul is currently an AST where his main focus is to improve achievement in Mathematics at a strategic level. As well as raising achievement in Mathematics, Paul ’s role of AST includes responsibilities for leading NQT induction, strategic data analysis in Mathematics and English and supporting associated primary schools with G&T outreach work. Paul has demonstrated the ability to work sensitively and respectfully with colleagues in other schools to empower and support improvements. He has excellent leadership, management and personal qualities and, leading by example, has experience of successfully coaching and mentoring staff. He is passionate in supporting others to achieve their potential as educators and through developing colleagues as teachers, improving the life chances of pupils. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐-

Katie Mcmanamon – The Convent of Jesus and Mary Language College, Religious Education designation

As faculty leader, I have supported the department, working collaboratively in our aim for consistency to raise attainment. This was undertaken through a variety of initiatives to standardise KS3 assessments in line with GCSE style questions and a focus on support for more able students with A*-A grades. I look upon the SLE role as a new challenge and opportunity for me to support others across the alliance. An important aspect for leadership is the ability to communicate clearly and develop inter-personal skills. Opportunities to work with external agents have supported my ability to coach whether with staff from Cardinal Pole, offering training to NQTs at St Mary’s Twickenham, PGCE students, GTP placements or future teachers enables me to provide opportunities in which I oversee and set appropriate goals for their professional development in a sensitive and mutually respectful manner. Working collectively with my peers calls for an understanding and sensitive nature in which all ideas are reviewed and respected, it is fundamental to my work ethos that all views are listened to and deliberated in order to ensure motivation and appreciation. I have involved myself in various other areas to support with Outreach work. Completing a TLA in which I mentored and supported students from my form class and their overall performance thorough-out school to ensure achievement. --‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐--‐-

Before an SLE is deployed there would be a brokerage contract completed to outline specifically what the area of focus is, the agreed duration/scope of the deployment and impact indicators.

All SLE commissioning need to be brokered through Woodfield Teaching School Alliance - telephone (020 8205 1977 ext 213) or email [email protected] The cost to schools is £300 for one day or £150 for half a day.