School to School Support 2019 – 2020

As a Teaching School, our family of schools is passionate about school to school support. We believe that all students deserve a high- quality education and that our schools collectively have the skills and knowledge to support each other. Please find below our process for the deployment of SLEs and the details of our SLEs committed to developing leadership in their areas of excellence. If you have any questions, please don’t hesitate to email us.

Tammy Elward Director of the George Spencer Teaching School Alliance [email protected]

Table of Contents The Deployment Process ...... 4 Our Primary SLEs – An Overview ...... 6 Our Secondary SLEs – An Overview ...... 8 Our SLE Profiles – Primary ...... 13 Our SLE Profiles – Secondary ...... 33 Our LLE Profiles ...... 84

Our NLE Profiles ...... 90

The Deployment Process Our team of SLEs, LLEs and NLEs come from a range of schools including primary and secondary phases. They are outstanding leaders across all phases with the skills to support individuals and teams in other schools. They can help enhance outcomes, systems, resources and people. Their expertise covers a range of subject areas; English, maths, SEN, Languages as well as middle and senior leadership support. SLEs will work with you to improve an area together – whether it's in the classroom, walking the corridors or playgrounds, or leading and managing a school.

SLE 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 SLE role was created to help raise standards and improve the quality of school leadership through school-to-school support and peer-to-peer learning. This new designation recognises the important role that senior and middle leaders play in improving schools and outcomes for children.

All deployments will be negotiated between the employing school and GSA TSA and funding will be reimbursed to schools for release. Rates, charged to the school receiving the support, start from £150-£200 for half a day to £250-£350 for a whole day.

LLE Local Leaders of Education (LLEs) are successful Headteachers who work as system leaders to support school improvement. LLEs are all serving Headteachers who have been trained to support fellow Headteachers through a coaching and mentoring approach, acting as critical friend. As a Teaching School Alliance, we have a growing team of LLEs and we broker deployment of LLEs across the Alliance of schools.

NLEs NLEs are outstanding headteachers who, together with the staff in their national support school, 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.

NLEs deliver support to underperforming schools, helping them to identify and address areas in need of improvement, including:  leadership  governance  financial health

All deployments will be negotiated between the employing school and George Spencer TSA. Rates, charged to the school receiving the support, are £225 for half a day and £450 for a full day.

Commissioning an SLE, LLE or NLE If you would like to commission an SLE or LLE contact the Teaching School Alliance team for more information.

Tammy Elward Lisa Wilshere Director Coordinator [email protected] [email protected]

Our Primary SLEs – An Overview

Aimee Portland Spencer Allen Academy X Sunnyside Daniel Spencer Oyston Academy X X

Debbie Fairfield Primary Botting Academy X X Sunnyside Emily Spencer Hall Academy X

Euan Wyndham Holden Primary Academy X X X X

Hannah St Peters Junior Roberts School X

Katherine Chetwynd Bulleid Primary Academy X X

Leanne Portland Spencer Sheehan Academy X X X

Mark Portland Spencer Hibbert Academy X

Michelle Wyndham Primary Garton Academy X X X X X

Natasha Portland Spencer Birch Academy X X X X

Nicol Wyndham Primary Winfield Academy X

Paula Portland Spencer Chattin Academy X X

Rebecca Chetwynd Primary Mitchell Academy X X Shelley White Hilton Primary X X

Tracey Chetwynd Primary West Academy X X X X Tricia Edwards Hilton Primary X X

Sunnyside X X Verity Lee Spencer Academy X X

Victoria George Spencer Cavill Academy X

Our Secondary SLEs – An Overview

Maths English Geography History Drama Art Design MFL Science RE Sixth Form Computing PSHE STEM EYFS Phonics Teaching for Memory Teaching and Learning Assessment for Learning Assessment Data SEND EAL Collaborative Learning Behaviour for Learning Curriculum ITT CPD NQT Leadership Coaching Research in Education Aspiring HOD PP Wellbeing Pastoral Bid Writing

Alison Frederick Gent Bolton School X X

Alison George Spencer Brown Academy X Alison George Spencer Eddy Academy X Amy Farnborough Higgs Academy X X Andrew Friesland Morgan School X Andrew Bluecoat Robinson Wollaton X Babington Asha Community Vivekanand College X Babington Baljit Community Kumar College X X X Becki Bluecoat/Archway Sanders Learning X Brendan Wilsthorpe Parker School X

Bryan Ashfield Sluman School X Cathy Hind Leys McMahon College X X X Chris Shepshed Chisholm Hindleys X X X Chris Ashfield Foulk School X Chris Manor Hudson Academy X Christopher Rushcliffe Malloney School X Claire Swanwick Hall Nulty School X X Bluecoat Daljeet Academy Sandhu Aspley X X X Dan Friesland Goodall School X Dave Fernwood Jones School X X X X Babington Ed Community Herbert College X

Emma Arnold Hill Collins Academy X Garry Richardson Manor Academy X X X X X

Gemma Bluecoat Aspley Baxter Academy X X X X Gemma Ashfield Heald School X Helen Spencer Collins Academies Trust X X X

James Spencer Bonella Academies Trust X Jamie Thompson Fernwood School X X X X Jim Hardy Rushcliffe School X X

Jonathan Spencer Wright Academies Trust X Jules George Spencer Gordon Academy X X X X X X X X X X Kate Selston High McKinlay School X

Kim Ashfield Sutcliffe School X X

Lauren Rushcliffe Carter-Cooke School X Babington Mary Community Green College X

Matt Ashfield Cartwright School X X X X

Matthew Spencer Academies Lister Trust

Meg The Nottingham Norridge Emmanuel School X Michelle Bluecoat Harrison Aspley X X X Paula Manor Varley Academy X

Rob Manor Gladwin Academy X X X 11

Sophie George Spencer Gooderham Academy X X X X George Sue Spencer Clayton Academy X Tara Arnold Hill Box Academy X

Vanessa Spencer Roper Academies Trust X X George Spencer Victoria Jones Academy X X X X

Our SLE Profiles – Primary

Name: Aimee Allen

School: Portland Spencer Academy

SLE Area of Specialism: ‘Closing the Gap’ Finding innovative approaches that close attainment gaps NQT Support Experience and Skills

What roles and responsibilities have you had in school? I have been teaching for 10 years and have taught and led many year groups and phases including year 6, 2 and FS. I have been an NQT mentor for the last 5 years and have recently led on planning CPD for NQTs across the trust. I am especially interested in reading and writing and have led research projects in this area including loose parts theory to develop communication and the impact of oral storytelling on children’s vocabulary.

 NQT Mentor and NQT Programme lead and co-ordinator for the trust- Planning and delivering a CPD programme for NQTs inside the Trust and for schools in the local authority.  Pupil Premium coordinator – planning and delivering an engaging project based approach for Pupil Premium groups that rapidly raised attainment.  Teaching and leading learning in years 2 and 6  Year 6 intervention teacher. Previously a year 6 literacy support teacher for the LA supporting schools with planning and delivering writing and reading.  I have lead research in the Early Years looking at loose parts  I have conducted a research project into the effects of oral storytelling on children’s vocabulary

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Good practice in nursery and FS2  Improving reading and writing  Closing the attainment gap.  NQT Support

Name: Daniel Oyston

School: Sunnyside Spencer Academy

SLE Area of Specialism: Positive behaviour management Active learning strategies

Experience and Skills

What roles and responsibilities have you had in school?

 Assistant Head teacher  Maths Lead  Behaviour lead  Key Stage 1 lead  Key Stage 2 lead  SLT

Sunnyside Spencer Academy is a small but growing school located in Chilwell, Nottinghamshire. We converted to Academy status on 1 May 2014, joining the prestigious George Spencer group of schools, known as the Spencer Academies Trust. We welcome children from 3 to 11 years of age and offer a rich educational environment comprising of a well-balanced SHINE curriculum and many varied extracurricular experiences. We have high expectations of the children academically whilst at the same time acknowledging that many of our children have strengths which lie in other areas. We endeavour to recognise and develop these strengths in order to give our children the best foundation possible upon which to base their future.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Maths mastery  Positive behaviour management  Active learning strategies – Kagan structures

Name: Deb Botting

School: Fairfield Primary Academy

SLE Area of Specialism: ITT (Initial Teacher training) NQT

Scitt support

Experience and Skills

What roles and responsibilities have you had in school?

 ITT Coordinator, School Based Tutor for Scitt trainees.  I devised a structure for termly and weekly objectives for NQTs.  Arranged and supported lesson observation of NQTs-re-designing Lesson Observation and feedback forms/meetings.  Re-design of lesson planning for trainees (for GSA Scitt).  Improvements to documentation (for GSA Scitt).

Our innovative approach to learning helps us to SHINE at Fairfield! We nurture and inspire all children to reach their full potential and give children every opportunity to succeed. We celebrate the achievements of our pupils, both in school and beyond.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Support visits for GSA Scitt.  Primary programme design for Scitt.  Support/follow up visits to NQTs for GSA Scitt.  Interviewing for Scitt.  Curriculum moderation visits for trainees.  Support for mentors.

Name: Emily Hall

School: Sunnyside Spencer Academy

SLE Area of Specialism: Phonics

Experience and Skills

What roles and responsibilities have you had in school? My current role is Assistant Head. Current responsibilities are:

• Deputy Designated Safeguarding Lead & Designated Teacher for LAC • Wellbeing: Nurture Provision / Forest Schools / Support SENDCo • Outcomes: Progress Analysis (leading on assessment of EYFS & Phonics) • Teaching, Learning & Assessment: Phase Meetings & EYFS/KS1 Book Looks, Learning Walks/observations • SLE: Phonics • Mentoring / Coaching Support: Supporting TAs and teachers within phase • Performance Management • Leading Interventions responsive to individual needs of the children – diminishing the difference

What areas of specialism and topics do you feel you can share with other schools as an SLE? My main area of specialism is developing the teaching and learning of phonics as a whole school approach. I have introduced phonics schemes and programmes for schools to implement across the school. I am also able to support schools to develop leaders to ensure continuity and sustainability. This has also involved developing learning walks, book looks, pupil voice etc to ensure phonics is being taught to a high standard. I have worked with schools develop effective assessment processes to ensure pupil progress is being monitored and tracked in order for pupils to achieve the Year 1 phonics screening standard. I am also able to provide effective teaching strategies to promote a creative phonics approach to engage all children and provide targeted interventions to key pupils.

Name: Euan Holden

School: Wyndham Primary Academy

SLE Area of Specialism: SEND

Experience and Skills

What roles and responsibilities have you had in school?

 Y1, Y2, Y4 class teacher  SENCO  Phase Leader  Vice Principal

Wyndham is an active school where everyone has a real thirst for learning. We believe that children only have one chance at having a successful start to their education, and all our staff are determined to provide all children and pupils with the very best learning opportunities. We have the highest expectations of ourselves and the children, particularly in relation to their learning, progress, behaviour and attendance. We want all our children to aim high and achieve personal GREATness: we provide them with opportunities, skills and belief to reach their full potential, dreams and goals.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Provision for SEND  Systems and strategic leadership of SEND  Identification of SEND  Inclusive teaching practice  Trauma and Attachment needs  Developing strategies within the classroom to support teaching and learning for children with SEND

Name: Hannah Roberts

School: St Peter’s Junior School

SLE Area of Specialism: SEND

Experience and Skills

What roles and responsibilities have you had in school? I have been Assistant Head Teacher for 7 years and the Special Needs Co-ordinator for 4 years. I have held these roles in both a Nottingham City school (Heathfield Primary) and Nottinghamshire, where I currently work. In addition, I am Designated Safeguard Lead, Looked After Children lead, attendance and behaviour lead. I don’t currently have classroom responsibility but support the Year 3 teachers and mentor a colleague in her leadership capacity. Previously I have experience teaching in Year 1 through to 6 and work closely with the infant and secondary school on transition support and provision.

What areas of specialism and topics do you feel you can share with other schools as an SLE? I feel I have a strong knowledge base on SEND provision and processes both in Nottingham and Nottinghamshire, including funding streams, Education Health Care Plans and engagement of outside agency professionals. I can confidently discuss and share the role of the SENCo in ensuring policy is embedded to secure positive outcomes with all stakeholders including governors. I have experience of using different tools for assessment of SEN, including Pre-Key Stage Standards, B Squared and Boxall and how these can inform progress and next steps. Within my current setting I have set up a nurture base classroom and sensory circuits to provide alternative learning opportunities for children with additional needs. I am a trained SEND Reviewer so I am able to support schools in reviewing their SEND provision and support in making some adjustments in line with the SEN Code of Practice.

Name: Katherine Bulleid

School: Chetwynd Primary Academy

SLE Area of Specialism: Phonics KS1 English Experience and Skills

What roles and responsibilities have you had in school?

 KS1 English lead  Phonics lead  Spelling lead  Vice Principal  KS1 standards leader Everything we do at Chetwynd is about providing our children with an excellent education and enriching experiences to promote a love of learning. Our aim for our school community is to strive to be better than our best! We think Chetwynd is a very special place to be because of our wonderful children. We strive to provide the very highest standards of education within a caring, exciting and stimulating environment. We want our children to be excited by the curriculum and challenged to achieve their full potential. We want our children to enjoy their learning and feel valued. By working closely with our parents and governors, we ensure that all our children have an excellent start to their educational journey.

What areas of specialism and topics do you feel you can share with other schools as an SLE? As leader of KS1 English, I have worked with colleagues to develop and drive high quality teaching and learning in phonics, reading, writing and spelling. As Phonics Lead, I have led whole school training on phonic subject knowledge. This has included knowledge of phonemes, pure sounds and curriculum progression. I have supported staff with the planning and delivery of lessons to ensure pace, content, consistency and progression within and between lessons. I have developed the pedagogical knowledge of colleagues so that phonics is now an intrinsic part of their teaching across the curriculum. Complementing this, KS1 staff’s grammatical knowledge is now applied and embedded through all subjects.

Name: Leanne Sheehan

School: Portland Spencer Academy

SLE Area of Specialism: KS1 teaching pedagogy

Experience and Skills

What roles and responsibilities have you had in school? I am currently responsible for leading the How? of the curriculum at Portland Spencer Academy. I am also the Assistant Head teacher, EYFS lead and KS1 senior leader link. Within school, I have been the Assistant Head for the last 3 years. Prior to this, I was the EYFS and Key stage 1 phase leader for 4 years where I was responsible for teaching and learning within the phase. Furthermore, I have also been Maths and Phonics lead in school and so have a wealth of pedagogical and subject specific pedagogical knowledge to enhance teaching and learning to impact upon outcomes. This year, I have facilitated the 3 day ‘teaching for memory’ course which is run by Derby Research school. I have delivered 3 days of content and coached delegates on implementing the training in to their schools and settings.

At Portland Spencer Academy we truly believe in working together for success for each and every child. We ASPIRE in everything we do by providing a curriculum that inspires, builds curiosity and challenges all to fulfil their potential. By forming excellent relationships, having a great understanding of our children's strengths and individual development needs, we challenge the children to make their own choices, building learning behaviours which will set them up for life. Together, staff, parents and children are on a journey together, where giving children the best chance to succeed is our only destination.

What areas of specialism and topics do you feel you can share with other schools as an SLE? My specialisms lie in Key stage 1 teaching and learning and phonics and how to design a memory friendly curriculum.

Name: Mark Hibbert

School: Portland Spencer Academy

SLE Area of Specialism: Disadvantaged Children

Experience and Skills

What roles and responsibilities have you had in school? I started off as a Year 6 class teacher with a responsibility for Pupil Premium Children across the school (400 children 50% PP). I was Phase Achievement Lead which made me accountable for the progress and attainment of multiple year groups and the deployment of staff within. I am currently Assistant Head with responsibility for the curriculum content.

What areas of specialism and topics do you feel you can share with other schools as an SLE? As SLE, I feel I can contribute to schools delivery, support, challenge and provision for its disadvantaged cohort as well as the non-disadvantaged cohort. I have excellent knowledge of formal assessment methods that KS2 children go through and the preparation required to achieve excellent results. My recent development means I can now support with creating a memory friendly curriculum that is progressive, knowledge engaged and experiential. All the key ingredients for making children engaged in their learning.

Name: Michelle Garton

School: Wyndham Primary Academy

SLE Area of Specialism: English

Experience and Skills

What roles and responsibilities have you had in school? Michelle Garton is a Vice Principal at Wyndham Primary Academy, part of the Spencer Academies Trust. Michelle is a SLE in English and leads the subject across Wyndham as well as the Derby Research School. Her role in driving innovation alongside supporting staff subject knowledge, curriculum design and pedagogy across schools is underpinned by a passion for being outwardly looking and evidence informed. This has been recognised by TES who awarded Wyndham ‘English Team of the Year’ (2018). Michelle works across the Trust, including SCITT, NQT Programmes and the Teaching School as well as Derby Research School, sharing best practice and supporting other schools. She is also a KS2 English Writing moderator for Derby City.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 English – Subject knowledge and leadership  Reading  Writing  Use of IT in English teaching  Spelling, Punctuation and Grammar  Assessment  Leadership

Name: Natasha Birch

School: Portland Spencer Academy

SLE Area of Specialism: Behaviour, nurture and wellbeing

Experience and Skills

What roles and responsibilities have you had in school? I am currently working as Assistant Headteacher at Portland Spencer Academy with responsibility for behaviour for learning. I have been in this role for six years. This role encompasses promoting behaviour for learning through developing emotional intelligence in learners, understanding learners’ needs and positive behaviour management strategies. As part of this role, as well as supporting teacher with behaviour management, I also lead the nurture program in school. Prior to this, I have been phase leader for Key Stage Two as well as English and Maths lead. I am a Key Stage Two writing moderator and a maths specialist teacher.

What areas of specialism and topics do you feel you can share with other schools as an SLE? I can offer a variety of support approaches, for example, working with SLT, reviewing, developing and evaluating whole school behaviour strategy and nurture provision. I can also facilitate CPD during INSET days, staff meetings or network meetings on different aspects of behaviour management including emotion coaching and positive behaviour strategies both inside and outside the classroom. Another area where support can be offered is through coaching individual teachers and creating and implementing personalised programmes for children.

Name: Nicol Winfield

School: Wyndham Primary Academy

SLE Area of Specialism:

Mathematics

Experience and Skills

What roles and responsibilities have you had in school?

 Maths Lead  Curriculum Director for STREAM subjects  National Centre of Excellence in the Teaching of Mathematics (NCETM) Mastery Specialist  Co-Primary Lead for the East Midlands West Maths Hub  Creator of ‘Maths Masterclasses’ for parents (funded by SHINE)

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Developing subject knowledge for teaching mathematics (FS – Year 6)  NCETM’s ‘Five Big Ideas in Mastery Readiness’ – vision and culture, systems, mathematical mindsets, subject knowledge and arithmetical proficiency  NCETM’s ‘Five Big Ideas in Teaching for Mastery’ – coherence, fluency, representations and structure, mathematical thinking and variation  Knowledge of EEF’s guidance on ‘Improving Mathematics in Key Stage 2 and 3’, ‘Early Years and KS1 Mathematics’, ‘Metacognition and Self-Regulated Learning’ and ‘A School’s Guide to Implementation’  Planning for and leading PD  Working with parents

Name: Rebecca Mitchell

School: Chetwynd Primary School

SLE Area of Specialism: Leadership of the Curriculum; History

Experience and Skills

What roles and responsibilities have you had in school?

In my role as Curriculum Lead at Chetwynd Primary Academy, I have worked alongside subject leaders to develop an engaging, knowledge-rich curriculum, which is now embedded across our school. Part of my role involves coaching subject leaders, supporting them to identify clear skills and outcomes for each year group. Subject leaders and I are now able to set high standards and monitor our subjects effectively. This has resulted in outstanding teaching and learning being observed in all phases of our school, in every subject area. Please see our curriculum mapping structures on our school website.

I have also developed a variety of Knowledge Organisers for each of our half-termly topics, which have brought clarity of each topic to staff, children and parents. In addition, I have worked with my team to develop assessment strategies for the foundation subjects, helping to ensure consistency in age related and greater depth expectations across each year group.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

Any support would include: progression mapping, planning, the use of Knowledge Organisers and how to prepare for the new Ofsted framework.

Name: Shelley White School: Hilton Primary School

SLE Area of Specialism: Special Needs; Early Years

Experience and Skills

What roles and responsibilities have you had in school? I am currently Assistant Head at Hilton Primary School with responsibility for:  Assessment and data  Attendance  Support staff line management  Pupil premium  KS1 achievement lead  Deputy designated safeguarding lead  CPD  NQT induction  Educational visits

If you are looking for a school that will provide a caring and nurturing environment; where your child can grow and flourish, a place where their happiness and safety is our prime concern and where they will have every opportunity to grow socially, emotionally and academically, then HPS is just the learning community you are looking for. Children are encouraged to become super star learners and to take on a wide range of additional responsibilities as they pass through the school. We have a house system that provides a real sense of belonging, promotes teamwork and supports children’s social and emotional development. We offer a wide range of extra-curricular activities and enrich our curriculum through a wide variety of spiritual, cultural and social experiences.

What areas of specialism and topics do you feel you can share with other schools as an SLE?  Special Educational Needs – 15 years experience as SENCo  Early Years  Phonics

Name: Tracey West

School: Chetwynd Primary Academy

SLE Area of Specialism: Primary English, Teaching and Learning, Behaviour Management

Experience and Skills

What roles and responsibilities have you had in school?

 Senior Vice Principal  English Lead  Teaching and Learning Lead  Behaviour Lead

What areas of specialism and topics do you feel you can share with other schools as an SLE? As an experienced teacher who has taught across both Key Stages (but predominantly Upper Key Stage Two) I have specialist knowledge in the areas mentioned above, and have played a major in driving whole-school improvement. Having been English Lead for many years, I am currently leading on Writing within the school, including developing the structure for writing, planning, looking at moderation and Greater Depth writing, as well as a very keen obsession with grammar! I have been involved heavily in the SCITT programme, delivering sessions on grammar subject knowledge and writing across the curriculum. I am passionate about the teaching of English in a creative and innovative way, developing the use of deliberate practice and mnemonics as a tool for ‘interrupting the forgetting’. As Teaching and Learning Lead, I am incredibly passionate about what happens on the ‘shop floor’, observing lessons and providing feedback in a supportive but constructive way in order that all children experience Quality First Teaching and that no child is held back. I previously worked for twenty years in Inner City Nottingham, and this is where I developed my Behaviour Management skills. Relationships are at the heart of Behaviour Management and I lead by example, offering suggestions and developing relationships with those children who need additional support with their behaviour in order to access our curriculum.

Name: Tricia Edwards

School: Hilton Primary School

SLE Area of Specialism:

English and Assessment Experience and Skills

What roles and responsibilities have you had in school?

 Safeguarding Lead  SLE (NEDSTA) for Assessment/ English  DSL  Achievement Lead for Reception and Y6  Attachment Aware Lead  Midday supervisor line manager  Student placements  Volunteers  Wellbeing lead  Induction of new staff

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 English  Transition from Y6 to Y7  Assessment

Name: Verity Lee

School: Sunnyside Spencer Academy

SLE Area of Specialism: Curriculum Leadership and Design

Experience and Skills I have worked within the Spencer Trust for the past 9 years and have experienced a variety of roles. In my current role at Sunnyside Spencer Academy, I am the Assistant Head and Curriculum Champion. I have also taught effectively in Foundation Stage 2, Key Stage 1 and Key Stage 2. During 2018-19, I also gained valuable experience as acting Head of School.

I have led on curriculum design at all primary key stages and have introduced new strategies such as IT using a cross curricular approach. I have been instrumental in the implementation and use of Ipads across school leading the project from initial infrastructure requirements of the school to the pupils leading the learning and supporting the adults. I run a successful Digital Leaders club for Key Stage 1 and 2 children and network meetings for ICT and Computing Leaders from the Local Area and Teaching School Alliance. I also lead whole trust Year 6 network meetings that allow Year 6 teachers to network, moderate and access valuable CPD. In addition, I have led sessions for SCITT and NQTs in a variety of subjects.

In my current role as a Curriculum Expert, I have redesigned a broad and balanced curriculum using current research and to meet the requirements of the recent OFSTED framework. I have developed a curriculum that is planned around the knowledge, skills and understanding of history and geography. I use global themes, such as: Global Awareness and Sustainability which I thread throughout the curriculum to help develop pupils moral, spiritual, social and cultural understanding. I am also skilled in developing the use of knowledge organisers and strengthening links within and across the curriculum. I have experience in whole school curriculum design, supporting staff with medium term planning and weekly planning. This has also involved developing capacity for subject leaders to have an overarching understanding of their curriculum area’s learning journey throughout the school. I also have experience in the use of ICT across the curriculum and for assessment. I have taken part in a number of peer reviews and whole school improvement where I have used my coaching skills to develop staff. I am also a moderator for the local authority and have valuable Year 6 experience.

Name: Victoria Cavill

School: George Spencer Academy

SLE Area of Specialism:

Primary MFL Experience and Skills

What roles and responsibilities have you had in school? I have led provision of French across a number of primary schools in the Trust for many years. This has involved development and delivery of the curriculum myself as well as mentoring of staff who have begun to teach French themselves. I have delivered training to facilitate appropriate and effective curriculum development and subsequent implementation. Some of this has been in collaboration with ALL (Association for Language Learning). I also work with SCITT trainees giving them actual classroom experience of primary MFL and relevant phonics training. I am actively involved in ensuring meaningful transition between KS2 and KS3 and run a Year 6 French transition event at GSA annually. In addition, I am a trained ITP/OTP facilitator. What areas of specialism and topics do you feel you can share with other schools as an SLE? Primary MFL: Curriculum design and development Assessment Effective resourcing Subject knowledge upskilling Running activities to combine MFL and other subject areas Raising the profile of MFL in school Preparing for Ofsted from an MFL perspective Enabling non-specialists to engage actively with MFL

Our SLE Profiles – Secondary

Name: Alison Bolton

School: Frederick Gent School

SLE Area of Specialism: English/PP Experience and Skills

What roles and responsibilities have you had in school? Head of Curriculum Area for English and Drama. Whole school lead on PP. Line manager for Literacy.

Frederick Gent School aspires to be outstanding in all aspects and is committed to quality, care and success in all that it does. The school continually strives to improve and works hard to ensure that every student has a happy, successful and memorable time at the school. We are proud of our achievements and proud of our progress, and are confident that together as a school and wider community we will continue to set, and meet, the highest standards possible as we aim to make the difference that enables us to be outstanding.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Building teams.  Promoting and sustaining change.  Rapid and sustained departmental improvement.  Building a reading culture.  Developing whole school Literacy.  Curriculum design.  Liaison.

Name: Alison Brown

School: George Spencer Academy

SLE Area of Specialism: Sixth Form

Experience and Skills

What roles and responsibilities have you had in school? ▪ Joint Head of Psychology ▪ KS5 TLR holder for Social Sciences ▪ SCITT – many roles from mentoring, moderating, SBT, trainer & Final Assessor ▪ Training School role - designing and delivering Dynamic Sixth Form Teaching training sessions

What areas of specialism and topics do you feel you can share with other schools as an SLE?

My specialism in KS5 teaching means that I am well placed to develop teacher skills and confidence in how to effectively teach subjects at sixth form. Having received excellent feedback on the Dynamic Sixth Form Teaching training sessions, I can offer sessions / support in:-

▪ General strategies for successful teaching and learning, including adapting teaching to new research in cognitive load and retrieval practice. ▪ Stretch, challenge and support to enable a range of learners to effectively study ▪ Effective and efficient assessment ▪ Independence and motivation e.g. effective transition from GCSE to A level I can support a range of teachers, from those new to KS5 teaching to those with many years of experience who want to make improvements.

Name: Alison Eddy

School: George Spencer Academy

SLE Area of Specialism: Art and Design Independent Working Student Leadership/Prefects Positive Behaviour and Rewards Experience and Skills

What roles and responsibilities have you had in school?

 Head of Art and Photography  Student Leadership and Prefect Co-Ordinator  Student Voice  Reward systems  Subject Leader Network; Art Co-Ordinator  Primary Art CPD  Whole School CPD Delivery  SCITT Mentor/Subject Knowledge Tutor

What areas of specialism and topics do you feel you can share with other schools as an SLE? Alison has been the Head of Art at George Spencer Academy since 2003, alongside experience in the teaching profession for 14 years. Alison has a positive and creative thinking outlook which centres on staff and students. Through the variety of subject specific and whole school initiatives Alison has a wealth of ideas and knowledge that can be drawn upon to analysis and reflect upon current practice, as well as bring fresh ideas to create positive improvements for the future.

Alison is highly praised for her support and initiatives that she has delivered in her SLE role.

Name: Amy Higgs

School: Farnborough Academy

SLE Area of Specialism: Religious Education Teaching and Learning

Experience and Skills

What roles and responsibilities have you had in school?

Re, Head of Department: As part of this role I managed to increase pupils interests in RE and as a result I recruited GCSE pupils, as oppose to then short course. RE has continued to grow as a subject and I have continued to raise the profile of RE not just within Humanities, but also within the whole school.

Being the only RE specialist in the academy has meant I have had to manage and lead many non- specialists; including learning walks; book looks; feedback on quality of teaching and learning; and assessment moderation and standardisation.

Whilst at Farnborough I have created opportunities to work with other RE specialists from other schools within the trust to ensure consistency of marking and to work collaboratively to create schemes of work and offer support to new, inexperienced Head of Subjects.

I previously covered maternity leave for my Head of Faculty and carried out all the duties which go with being a HoF which included supporting NQTs.

Lead teacher for Humanities: I work with the Head of Faculty to carry out learning walks and work sample focusing on raising achievement. We have also founded the ‘BUZZ’ (T&L group). This group meets on a weekly basis where we discuss new initiatives, share ideas we have trialled and plan CPD sessions on a variety of themes such as marking, feedback, questioning, differentiation etc. Alongside planning these CPD sessions, I have delivered whole school sessions on the above areas, along with behaviour CPD and PSHE CPD.

Coaching: One of the roles I have taken on beyond my classroom is coaching / supporting others to develop. I have completed coaching qualifications and have used these to work with RQTs who have been issues in their lesson in areas such as stretch and challenge and also behaviour management. Alongside using the coaching qualification to support RQTs, I am also deploying coaching strategies whilst working with members of staff who, following observations etc are in need of some additional support in certain areas. This is part of a process which SLT have actioned and I am an integral part of this process.

Name: Andrew Morgan

School: Friesland School

SLE Area of Specialism: Leadership and Management: Director of Maths, Business and IT; Pupil Achievement;

Behaviour Management

Experience and Skills

What roles and responsibilities have you had in school? In his previous post as Head of Mathematics at West Park School Andrew led the department from GCSE A*-C results of 52% to a high of 83% over a five year period. During this period West Park School moved first to a good OFSTED judgement and then to an outstanding one. For the past 18 months Andrew has been Director of Mathematics, Business and ICT at Friesland School. In this time he has led the Mathematics department from a previous RI judgement to both a section 5 and section 8 good verdict. As part of the Wider Leadership team Andrew has also helped to introduce a new whole school behaviour management system as part of the drive to move towards being an outstanding school. Andrew is able to provide guidance on all of the key elements needed to drive mathematics forward in a secondary school. Support can be offered with data tracking, high quality and impactful quality assurance as well as formative written feedback.

Name: Andrew Robinson

School: Bluecoat Wollaton Academy

SLE Area of Specialism: Science

Experience and Skills

What roles and responsibilities have you had in school? What roles and responsibilities have you had in school? As a head of science with over 15 years of experience working in a range of different schools I believe I have a wide range of skills and experience, which to draw upon and share with others. Particular areas of development have been curriculum implementation of the 2008,2012 & 2016 science curricula at GCSE. The support of NQT’s and staff development has also figured significantly in raising standards of quality of teaching & learning in science.

What areas of specialism and topics do you feel you can share with other schools as an SLE? Current roles and responsibilities on a wider scale I am responsible for:

 Writing the whole school timetable and implementation of the options & curriculum  Intervention and support primarily targeted to KS4  Data and tracking of key exam groups  Target setting and data analysis

Name: Asha Vivekanand

School: Babington Academy

SLE Area of Specialism: Science

Experience and Skills

What roles and responsibilities have you had in school? What roles and responsibilities have you had in school? I have been a Head of faculty for 10 years at my current school and for 6 years at my previous school. I am currently the Science Hub leader and STEM co-ordinator across the MAT. I have worked across secondary schools looking at the new specification, assessments and have supported with staff development. What areas of specialism and topics do you feel you can share with other schools as an SLE? I can share/support with the following: - Secondary science – Biology, Chemistry and Physics. - Schemes of work - Curriculum progression - Organisation and structure of assessments - Tracking and monitoring progress - Teaching and learning strategies which impact on the effective embedding of knowledge in long term memory - Supporting teachers including, NQT’s, RQTs and non-specialists

Name: Baljit Kumar

School: Babington Academy

SLE Area of Specialism: Assessment Use of data

Reporting Experience and Skills

What roles and responsibilities have you had in school? I have been responsible for data collection, analysis and reporting at Babington Academy

Babington Academy is an 11-16 Academy in North-West Leicester. Previously known as Babington Community College, the school became an academy on October 1st 2016. Babington is the lead school in 'Learning without Limits Academy Trust' and is also sponsoring two schools in the Trust. We support many schools locally, nationally and internationally. We were graded as ‘outstanding’ by Ofsted at our last inspection in March 2013 and feel that we have continued on a trajectory of improvement since the inspection.

We are designated as a centre of excellence for inclusion following our re-accreditation for the Inclusion Quality Mark (2018 & 2019), and are currently striving to become a Flagship school. In June 2018, we achieved the National Association for Able Children in Education (NACE) Challenge Award for their provision for More Able Gifted and Talented Pupils. This was followed by being re-accredited with the E-Qualities Award for the third time. The EQualities Award is a national scheme aimed at all schools who want to demonstrate their commitment to equality. Finally, in July 2018 we were re- accredited with the International Schools Award by the British Council. What areas of specialism and topics do you feel you can share with other schools as an SLE? I have been responsible for updating systems of data collection, analysis and reporting and am very familiar with the use of SIMs, Excel spreadsheets and commercial packages to produce effective analysis. I can provide guidance and advice on establishing and refining school systems to ensure that data processes are efficient and provide high quality analyses that lead to an impact on pupil progress.

Name: Becki Sanders

School: Bluecoat Aspley

SLE Area of Specialism:

SEN

Experience and Skills

What roles and responsibilities have you had in school? What roles and responsibilities have you had in school? Special Educational Needs Coordinator

At Bluecoat Aspley Academy, everyone is open to express themselves and celebrate who they are, with no judgement. We believe that the enriched student diversity is what makes our Academy such a motivational place to be: there is no one that doesn’t have a valued role in our family. Our Academy is filled with endless opportunities to explore our passions and talents and we are encouraged to support each other to be the best that we can possibly be. Our faith in love, in learning and in God allows us to face our futures with a true belief of making a difference to the world we live in.

What areas of specialism and topics do you feel you can share with other schools as an SLE? SEN provision Curriculum for lower level learners Promoting inclusion

Name: Brendan Parker

School: Wilsthorpe School

SLE Area of Specialism:

English

Experience and Skills

What roles and responsibilities have you had in school? - Progress Manager (Head of Year / 7 through to 11)  2008-2013 - Curriculum Area Leader for English  2013-2019 - Assistant Headteacher  Sept. 2019

The English Curriculum Area has gone from strength to strength in recent times, with students levels of progress improving year upon year. A passionate, supportive and approachable set of teachers work hard to ensure that achievement can be made both collaboratively and independently by the students in their care.

The Curriculum Area teaches a wide range of subjects in all Key Stages; such as: English Language, English Literature, Drama and Film Studies. A progressive approach linking to Bloom’s Taxonomy is incorporated into all lessons. The school’s Information Centre (Library) has strong ties with the English Curriculum Area and it is not uncommon for the two to work on projects in unison.

Pupils in English at Wilsthorpe can expect to be equipped with all resources necessary to make their learning experience ‘spring’ to life – whether it is reading books, laptops, or video cameras – there is no shortage of methods to achieve.

What areas of specialism and topics do you feel you can share with other schools as an SLE? - Leading a team forward - Embedding a new T&L system in a department - Curriculum design - The importance and role of Q

Name: Bryan Sluman

School: Ashfield School

SLE Area of Specialism: Curriculum Development for Drama at GCSE and A-Level

Experience and Skills

What roles and responsibilities have you had in school?

I have been Head of Drama for five years and before that, held a whole school responsibility for the provision of our ‘Most Able and Talented’. I have been a subject mentor for trainee teachers and led workshops for our NQT provision at Ashfield. I have directed our whole school production for the past eight years and have raised the profile of Drama within both the school and within the local community. I have led a large team of performing arts staff, who have been responsible for achieving excellent results over a number of years. I am also an active member of a core team of Head’s of Drama across our MAT, where we share best practice and support one another. At Ashfield School, we are very proud of our reputation for the high standard of teaching, behaviour and academic achievement. We have high expectations and encourage all students to meet them. As a school, we aspire to ensure that all of our students develop their full range of talents and fulfil their academic potential.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 The curriculum implementation and development at both GCSE and A-Level. (AQA GCSE Drama/Edexcel A-Level Drama and Theatre).  Strengthening the provision of Drama as a subject in school.  School production set up/format.

Name: Cathy McMahon

School: Iveshead School

SLE Area of Specialism: English, Mindfulness/ Wellbeing, Quality of Education (Teaching and Learning)

Experience and Skills

What roles and responsibilities have you had in school? What roles and responsibilities have you had in school? Head of English, Director of KS4, Lead on Progress and Intervention Assistant Headteacher, Teaching, Learning & Assessment

Iveshead School

We have built on the reputation and results we have achieved in recent years and continue to provide a caring place of learning for our students. Here they can develop the skills and confidence they need to make their way through to the next stage of their lives whether that is higher education, an apprenticeship or employment. The character of our school can be defined by our three core values – ‘respect’, ‘enrich’, ‘succeed’. We offer a supportive and welcoming community environment with respect for all, a dedicated staff and a strong blend of activities, which create an enriching and successful education for all students at Iveshead.

What areas of specialism and topics do you feel you can share with other schools as an SLE? English, Wellbeing/ Mindfulness Quality of Education

Name: Chris Chisholm

School: Iveshead School

SLE Area of Specialism: Mathematics Curriculum Models

Data Analysis Experience and Skills

What roles and responsibilities have you had in school? Currently: ● Deputy Head Curriculum (including timetabling, curriculum costing, data analysis) Previously: ● Pupil Premium Coordinator ● Director of Mathematics ● Lead teacher for more able ● Tutor at the University of Warwick on Student Associate Scheme for final year undergraduates. ● Tutor at the University of Warwick on Subject Knowledge Enhancement course for pre- PGCE students

What areas of specialism and topics do you feel you can share with other schools as an SLE? ● Mentoring and supporting those new to timetabling and curriculum planning ● Mentoring and supporting those new to data tracking ● Mentoring and supporting new head of mathematics ● Improving outcomes in mathematics ● Developing mathematical subject knowledge

Name: Chris Hudson

School: The Manor Academy

SLE Area of Specialism: SEND

Experience and Skills

What roles and responsibilities have you had in school? Head of Year, SENCo, Assistant Headteacher with responsibilities for: SEND, behaviour, attitudes and wellbeing, attendance, most able.

Through challenging aspirations we are going to inspire each child to succeed in a high-achieving and caring environment. Every child’s happiness, today and in the future, is at the centre of everything we do. Through an inspirational curriculum we aim to ensure equality throughout their experience by giving each child a powerful voice and ensuring we provide excellent learning opportunities for all.

What areas of specialism and topics do you feel you can share with other schools as an SLE? ● SEND and restorative practice.

Name: Chris Malloney

School: Rushcliffe School

SLE Area of Specialism: Pupil Achievement in Science & Faculty Leadership

Experience and Skills

Roles: Head of Physics (9 years) and Head of Science Faculty (4 years)

Responsibilities:

 Management of people:

I have line managed many different members of staff with a range of skills and experience. I have worked with them as individuals and teams to develop T&L and to introduce various strategies to improve achievement. I have experience in many different aspects of managing a people and have encountered a range of challenging situations, the majority of which have had positive outcomes.

 Developing and Leading Teaching and Learning: I have delivered CPD on nearly every aspect of teaching and learning during my career. I have been able to have positive impacts on individuals and teams in a wide variety of contexts. My real passion has been championing the teaching of Science through Inquiry Based Learning (IBL). I have worked with academic research professionals to develop an understanding of how to design and implement the best inquiry based curriculum (based on research findings) and I am in the process of implementing this approach in my current school. I have led IBL CPD sessions at Nottingham University School of Education and across various schools within my MAT.  Maximising Achievement: I have worked with teams in a high performing school and have been successful in leading them to the highest levels of achievement, progress and outcomes. Progress of students within my Physics and Science cohorts have been excellent in relation to national average and in comparison to other faculties. I believe this is down to my ability to identify the smallest leavers of change that will have the biggest impact and to find ways to make these changes manageable and sustainable.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 All aspects of maximising pupil achievement.  Faculty leadership.  Inquiry based learning to improve Science skills.  Strategic use of achievement data.  Improving T&L  Developing and leading on Quality Assurance systems.  Writing and implementing Marking and Feedback policies.  Designing a research informed curriculum.  Developing leaders

Name: Claire Nulty

School: Swanwick Hall School

SLE Area of Specialism: PSHE RE/RS (Philosophy and Ethics)

Experience and Skills

What roles and responsibilities have you had in school? Since September 2015 Claire has provided the programme, lesson plans and resources for the teaching of PSHE across Years 7 to 13 at Swanwick Hall School. She has led on the training of the whole school staff, all of whom teach PSHE and Citizenship and are therefore all teaching out of their specialisms. Prior to this Claire led the Humanities Faculty as well as having experience as a seconded Teaching and Learning consultant within Derbyshire. Claire leads on all aspects of SMSC across the school and has developed a strategic vision of how to ensure that students are being challenged by new ideas to supplement their curriculum work. She has implemented and plans a school wide weekly, meaningful reflective thinking session that focuses, alongside the assembly themes she plans, on issues and philosophical questions.

What areas of specialism and topics do you feel you can share with other schools as an SLE? The guidance Claire is able to offer covers how to develop, implement and plan high quality provision in the much under represented areas of PSHE and RE. She can offer practical advice on the strategic planning of the spiral curriculum in these areas and on the planning and delivery of lessons. This advice would also extend to quality assurance. She can also offer training in these areas to specialist and non-specialist staff to ensure staff are fully prepared for the challenges of supporting students to be ready for life in the 21st century.

Name: Daljeet Sandhu

School: Bluecoat Academy Aspley

SLE Area of Specialism: Data systems/Use of data

Leading a faculty Experience and Skills

What roles and responsibilities have you had in school? - Assistant Principal – Curriculum and Timetabling - Trust Director for Data and Achievement - Head of Mathematics - Lead Practitioner - STEM Coordinator

Our Bluecoat Aspley family is proud of its inclusivity, in welcoming all people regardless of background who each form an important role within our community. Our mission statement of ‘Believe in yourself, in others, in God’ is at the heart of everything we do at the Academy. We are proud of our continuing mission to serve the young people of Nottingham, in preparing them for future success.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

- Coordinating data systems inc. reporting, either across a Trust or within a school. - Using data to plan effective intervention, at both whole-school and faculty level. - Building and leading a faculty.

Name: Dan Goodall

School: Friesland School and The Two Counties Trust

SLE Area of Specialism: English

Experience and Skills

What roles and responsibilities have you had in school? I am currently Head of English at Friesland School, which is a position I have held for six years. Prior to this I was an Assistant Head of English, with responsibility for Key Stage 3. I am also a Director of English for The Two Counties Trust, where I oversee English across the nine schools in The Trust. My Director of English role involves working in partnership with the schools across the Trust, with a view to challenge and support all schools to continually improve thus raising the educational standards and life chances of students within the MAT.

What areas of specialism and topics do you feel you can share with other schools as an SLE? At Key Stage 3, I am able to assist with curriculum planning, particularly in light of the new OFSTED framework. At GCSE, I am very familiar with both AQA GCSE English Language and AQA GCSE English Literature where I can assist with planning, moderation and ‘tried and tested approaches’ for GCSE. In addition, I have plenty of experience of coaching/mentoring staff as well as managing a Department and the various strands of Quality Assurance which allow me to create clear and manageable plans to further drive student progress. I have offered numerous CPD sessions which have included: challenge in the classroom; improving the ‘cultural capital’ of students etc.

Name: David Jones

School: The Fernwood School

SLE Area of Specialism: Leadership of larger teams, Design & Technology, CPD,

Middle Leadership, Educational Technologies, KS3 Assessment

Experience and Skills

What roles and responsibilities have you had in school?

 Head of Faculty – Art, Design & Technology (D&T being a Leading Edge specialism for the school, and I am also the national winner for leadership of D&T for 2019).  Associate Assistant Head – Educational Technologies

Fernwood is a high performing, 11-16 multi-cultural school recognised by Ofsted and the DfE for excellent academic standards and outstanding care and discipline. Each child in our community is unique and precious, equally valued for their culture and contributions. We have very high expectations of all; hard work and self discipline, courtesy and respect are all key values which we instill in children right from the start. At the heart of our ethos is equality of opportunity and shared understanding, respect and tolerance for each other’s differences and needs. What areas of specialism and topics do you feel you can share with other schools as an SLE?

 I have been recommended as a strong leader of large teams, including broad faculties of multiple sub teams, engaging them to work together as a cohesive team.  I have been engaged in significant work relating to KS3 assessment strategies, and making systems relevant and child accessible. I have extensive knowledge of AFL, mentoring, coaching, working with PGCE students to empower a department, use of EdTech to streamline staff time, Google Classroom (setup, deployment and engagement).

Name: Ed Herbert

School: Babington Academy

SLE Area of Specialism: English and literacy across the curriculum

Experience and Skills

What roles and responsibilities have you had in school? Ed’s substantive role is Faculty leader – English, media and communications at Babington Academy. He has been in post since January 2016. Ed worked as the 2nd in English faculty from September 2012 and was the school’s Literacy coordinator from 2014, a role that he now line manages. Ed has worked as an Assistant Principal, with responsibility for teaching and learning at Babington Academy and now holds the position of Associate Leader to the senior team with responsibility for NQTs and ITT. Ed has led on the development of a new curriculum designed to sequentially develop knowledge and to promote key skills needed by students to succeed in both GCSE English language and GCSE English literature examinations. His work with the Education Endowment Fund led to the development of strategies to diminish the difference between attainment and progress gaps for Pupil Premium and non-Pupil Premium students. He helped devise a school- wide policy for peer feedback and has introduced numerous wave-one strategies for the teaching of literacy across the curriculum. Ed has worked with individual teachers on support plans that have delivered improvements in classroom practice and is available to provide objective feedback through observation and work scrutiny.

Name: Emma Collins

School: Arnold Hill Academy

SLE Area of Specialism: Geography

Experience and Skills

What roles and responsibilities have you had in school? ROLES

 Head of Geography  Teacher of Geography and Humanities  Lead of subject leader networks  Deployed to support other subjects across the academy  Mentor and coach to Heads of Subjects  NQT, PGCE and SCITT mentor  Exam marker for AQA

RESPONSIBILITIES

 Lead Geography department and responsible for exam outcomes  Mentoring and coaching staff to improve teaching and learning  Curriculum development, mapping, intent and implementation  Mentoring heads of subject across the academy and in the trust  Lead QA across the Geography department: assessment, SOL, teaching and learning, exam outcomes  Lead moderation of exam materials

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Quality assurance of key areas within departments  Moderation of work  Delivering subject specific CPD  Curriculum mapping, sequencing and implementation  Mentoring/coaching- TLR holders and teachers  Planning, delivering and embedding teaching and learning initiatives- e.g. ‘top down planning’, knowledge retention

Name: Garry Richardson

School: The Manor Academy

SLE Area of Specialism: English & Teaching & Learning

Experience and Skills

What roles and responsibilities have you had in school? During my career, I have held numerous positions of responsibility. I was Head of English during the Academy’s Special Measure’s journey which resulted in record results. I became Deputy Head of Department for English and Maths which resulted in improved results and quality T&L for Maths. Currently, I am a whole school Lead Teacher with responsibility for ITT/NQT/RQT provision, whilst delivering whole school CPD and leading the coaching programme to support staff to re- focus their practice to achieve the required outcomes. (which saw science attainment raise)

What areas of specialism and topics do you feel you can share with other schools as an SLE? I have been a successful coach for numerous years which has moved on T&L within the institution. This coaching has been with staff and Heads of Faculties who are new to post. When the institution made combined faculty areas, I helped lead English and Maths which consequently raised attainment in Maths. As a result, I was asked to support Science; which resulted in a raise in attainment too. I have delivered a presentation of ‘my journey’ on the NPQML programme for the last two years, which, according to feedback, has helped others develop in their practice.

Name: Gemma Baxter

School: Bluecoat Aspley Academy

SLE Area of Specialism: Use of Data, Interventions, QA processes, Leadership, History

Experience and Skills

What roles and responsibilities have you had in school?

I have been the Assistant Principal for Assessment and Progress at Bluecoat Aspley Academy. Prior to this I worked as Associate Assistant Headteacher and a Lead Practitioner for Humanities. Other positions of responsibility I have held include Head of Department, Head of Year 11 and KS4 Progress Leader.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

I have worked to develop a new KS3 assessment framework across the school and applied it to the History Department though developing new assessment resources and lessons. This began with KS3 and has evolved to support changes with the new GCSE specifications at KS4, ensuring pupils are “GCSE Ready” and “Exam Ready”. I have led with the Senior Leadership Team on developing whole school curriculum intent and implementation.

I have developed robust quality assurance processes across a school and departments and designed and implemented a whole school feedback policy. I currently work across the school to develop staff data fluency and use of data to inform quality first teaching as well as developing intervention programmes and personalised routes of study.

Name: Gemma Heald

School: Ashfield

SLE Area of Specialism: Maths

Experience and Skills

What roles and responsibilities have you had in school?

I have been Director of Maths for the Two Counties Trust since September 2019. Within this role I oversee Maths across the 9 Schools in our Multi Academy Trust. As Director of Maths I have to work alongside and support the Heads of Maths and their teams in their very different schools. The main goal is to improve the students’ understanding of maths and thus their outcomes and ultimately their life chances. I have strived to create a team ethos amongst the Heads of Faculty for Maths, leading with clarity and transparency; we learn from and support each other as we look to constantly improve. Prior this I was Head of the Maths Faculty at Ashfield school; with a team of 24 permanent maths staff I ran one of the largest faculties in the country for 6 years. I now line manage maths and am responsible for Disadvantaged Students at Ashfield School.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

As an experienced leader I can offer guidance and support with:

• New/struggling HOFs/TLR holders

• Developing a capable, reliable and skilled TLR team

• Establish a team ethos and moving a faculty forwards

• Developing and promoting quality first teaching in the maths classroom and improving standards of teaching and learning

• Coaching/mentoring Maths teachers

• Strategic planning for both processes and systems as well as effective new curriculum design and implementation.

I have lead a variety of Maths, whole school, MAT, and Subject Leader CPD on a variety of maths pedagogy, faculty priorities and general good practice

Name: Helen Collins

School: Trust Director of Maths for Spencer Academies Trust

SLE Area of Specialism: Maths and Assessment

Experience and Skills

What roles and responsibilities have you had in school? I have a wealth of experience of teaching Maths within a classroom and have a clear understanding of how the knowledge our teachers bring to their teaching can have an impact on the life chances of each student in our care. I have been involved with a number of Ofsted visits and have taken an active role with the preparation of data in advance of the visit. I take a lead role in implementing new systems and structures across a variety of different schools to facilitate change and improvement. I have a relentless approach to embedding successful teaching and learning styles across classrooms and model strong leadership and management to support staff improvement.

I have embedded common assessment structures, carried out trust analysis and provided example of effective data management to support schools with identification of underperformance, and have supported with putting impactful interventions in place to sustain student attainment. I have an uncompromising approach to ensuring that the Maths curriculum provides the necessary requirements for students and have worked with staff across schools to further develop their monitoring and evaluation processes. I have worked with underperforming staff to make sure that departments are able to offer a balanced and well rounded learning experience to all children. What areas of specialism and topics do you feel you can share with other schools as an SLE? I am a credible leader of training for Maths teachers and leaders across Yorkshire, Nottinghamshire, Derbyshire and Leicestershire. I am an Accredited Professional Lead through the NCETM and lead professional development for others, both within the trust and across the region. I have a real passion for Maths and I am a firm believer that pedagogy is behind the high quality of teaching we should see within each of our schools nationally. I currently work at a strategic level to embed change across a variety of schools within a Trust setting, and always have a laser sharp focus on how this change will impact on students. I have a passion for data analysis and train subject leaders on how to utilise this data to sustain improvement in attainment.

Name: James Bonella

School: George Spencer Academy

SLE Area of Specialism:

Mathematics Leadership Experience and Skills

What roles and responsibilities have you had in school?

I am an outstanding teacher who has been an NQT mentor, KS3 maths lead, KS4 maths lead, head of department at a world class school. I am now a Maths Director for the Spencer Academies Trust.

I have been accountable for the outcomes of a maths department at a world class school and am now responsible for the maths outcomes at multiple schools.

My responsibilities include the tracking of pupils’ progress, delivering targeted CPD and supporting leadership development.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

I was an outstanding head of department at a world class school and led my team successfully through the challenges of the new G.C.S.E. Through strategic planning, effective delegation, empowerment and highly effective coaching programs, I was able to develop a team that performed well beyond their natural abilities. This enabled us to add, on average, 0.62 of a grade to each child, significantly improving the life chances of these children. I desired to become a subject director for the Spencer Trust so that I could continue to add value to many more children, hence why I am also looking forward to supporting yet more people in my role as an SLE.

I have been able to continue to develop my skill set to support leaders across different schools. The recent support that I gave to one of our heads of department helped them to become the best maths department in Derby (Maths GCSE progress). I was able to do this through high challenge/low threat support with the head of department. Working with the senior leadership team to ensure that there was a shared vision around improvement.

As an SLE, I am eager to support others in a career that is one of the most valuable to our society in the ways mentioned above.

The way in which I develop others is a strength that has been cited by head teachers I have worked for. I want to give people the opportunities and the support to be the best they can be. Working in this way, enabled one of the team at my previous school to successfully take on the head of Maths role as I left to become a Director for Spencer Trust. All of this was achieved by giving others opportunities to lead, leading by example and coaching.

Through a balance of accountability, empowerment and support I can enable others to be the best that they can be.

Name: Jamie Thompson

School: The Fernwood School

SLE Area of Specialism: Science Leadership

ITT Experience and Skills

What roles and responsibilities have you had in school? I have been Head of Science for 6 years. 2 of those years I also worked as part of the Extended Senior Leadership working on a project to increase levels of engagement with research in school and using Lesson Study as a structure for staff development. Before this I held a role as a ‘Lead Learner’- with a view to supporting the teaching and learning of students by sharing innovation and ideas with staff. I also acted as Head of Year for a term in a member of staff’s absence and was an Assistant Head of Year for a year in 2012.

What areas of specialism and topics do you feel you can share with other schools as an SLE? -Instigating change in a faculty -Faculty marking policies- how to form, embed and quality improve -Developing a faculty vision and/or intent statement -Staffing and timetabling -Health and safety in science -Staff development and CPD- early career teachers/ITT

Name: Jim Hardy

School: Rushcliffe

SLE Area of Specialism: A Level Maths and GCSE Further Maths Using Geogebra in (A Level) Maths Teaching Computer programming to solve maths problems

Teacher Training (Mathematics) Embedding Personal Finance into the Curriculum Experience and Skills

What roles and responsibilities have you had in school? - KS5 Maths Coordinator - NCETM Accreditation - TSST Maths Coordinator - Sixth Form Boarding House Parent - Led a year-long project to gain the school a national qualification Embedding Personal Finance Skill within the curriculum. - SCITT Mentor/NQT Mentor for 4 years

What areas of specialism and topics do you feel you can share with other schools as an SLE? - Use of Geogebra to enhance A Level teaching - A Level Experience – especially within Pure and Mechanics - Teacher training, upskilling new teachers

Name: Jonathan Wright

School: Spencer Academies Trust

SLE Area of Specialism: Geography

Experience and Skills

What roles and responsibilities have you had in school? Associate director of Geography – Trust wide. Working across multiple schools to improve outcomes, curriculum and staff development. Associate assistant Principal – lead on Personal Development, CEIAG and faculty reviews. Main responsibilities were managing curriculum change, line management of 2 faculties, quality assurance and planning CEIAG for pupils. Head of faculty – leading a team of 11 members of staff across 8 subjects. Head of department – leading a team of 5 members of staff in Geography. NQT mentor

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Developing staff  Improving outcomes at key stage 4 and 5.  Improving quality assurance procedures using them effectively.  Improving data tracking and intervention  Curriculum development and design  Middle leadership development

Name: Jules Gordon

School: George Spencer Teaching School

SLE Area of Specialism:

Science; Teaching and Learning, ITT, Leadership p

Experience and Skills

What roles and responsibilities have you had in school? Currently Vice Principal at George Spencer Academy with previous roles and responsibilities including Assistant Principal, Curriculum Leader for Science and Deputy Director of Teaching School. I have been a local authority consultant for Teaching, Learning and Assessment which was funded by National Strategies to support schools in the East Midlands area to improve. I continue to support science education as a Chartered Science Teacher through the Association of Science Education and run the NQT coordinator network supporting beginning teachers. I have established of networks, supported the teaching in both primary and secondary schools and delivered CPD to ITT trainees, pre-ITT students, NQTs and leaders equally. This also includes supporting leaders with quality assurance regarding aspects of teaching and student achievement.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Middle leader development  Leading STEM  Data  QA  Curriculum  AFL  Assessment  Literacy in Science  Science  Differentiation  CPD  Research in Education  High achievers

Name: Kate McKinlay

School: Selston High School

SLE Area of Specialism: Art & Design

Experience and Skills

What roles and responsibilities have you had in school?

 Currently Subject Leader of Art, Design and Photography.  Subject Leader of Art, Design and Technology  Quality Nominee and lead IV for BTEC courses  Have been a middle leader for 16+ years  Mentor to new middle leaders  Pastoral mentor  Lead teacher of Careers information and guidance.  Form tutor  External moderator for AQA GCSE Art & Design- 5 years’ experience. What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Delivering a strong and progressive art curriculum which leads to higher outcomes.  Writing schemes of work for improved skills in Art and Design  Boys engagement in Art and Design.  GCSE Art and design assessment and moderation-all endorsements.  Improving outcomes for pupil premium and SEND students in Art and Photography.  How to be a creative teacher and the importance of creativity in every day teaching and learning

Name: Kate Palmer

School: Friesland School

SLE Area of Specialism: English

Experience and Skills

What roles and responsibilities have you had in school? - Head of English - Director of Communications - Assistant Headteacher – Teaching and Learning (current role)

What areas of specialism and topics do you feel you can share with other schools as an SLE?

- Supporting NQTs/RQTs - Pace and Challenge - Curriculum development - Improving results for English language section B - Getting the grade in GCSE English Lit

Name: Kayleigh Sanghera

School: Arnold Hill Academy

SLE Area of Specialism: Literacy Reading Oracy

Experience and Skills

What roles and responsibilities have you had in school? ROLES

 Teacher of Sociology and Humanities  Lead Practitioner- academy Literacy lead  Whole school Voice 21 Oracy leader RESPONSIBILITIES

 Reading for Pleasure co-ordination and lead  Mentoring and coaching staff to improve teaching and learning academy wide  Planning and delivering whole school CPD  Co-ordinating Literacy academy wide and through a discreet Literacy Curriculum  Researching, developing and managing oracy development academy wide

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Developing and implementing Oracy practices across the curriculum  Secondary ‘Reading for Pleasure’ implementation and structures  Co-ordinating/planning/delivery of whole school CPD  Mentoring/coaching- TLR/teachers  Planning, delivering and embedding whole school teaching and learning initiatives- e.g. ‘top down planning’/Enquiry Based Practice/

Name: Kim Sutcliffe

School: Ashfield School

SLE Area of Specialism: Languages T & L

Experience and Skills

What roles and responsibilities have you had in school? I am currently Head of Languages at Ashfield School. I worked previously as Head of Languages across a multi-academy Trust. I have also been Associate Assistant Principal i/c New staff induction and Middle Leaders’ CPD (SSAT NAML trainer). I have worked as Director of a Language College and a Leader for Learning and have been a Lead Practitioner for Languages for the SSAT. I have 26 years’ experience teaching Languages in Secondary schools. What areas of specialism and topics do you feel you can share with other schools as an SLE? I manage a team of 12 Linguists in French, German and Spanish and have implemented changes in both curriculum design and assessments in MFL, in line with the new OFSTED Framework and recent research into Language acquisition to increase our VA and uptake significantly during the last two years. I have developed faculty policies and created comprehensive – yet concise, handbooks for MFL teachers to help manage workload. I have worked with other colleagues within our MAT to help facilitate change and improvement in their schools. I currently run the GSA Subject Leader Network for Languages and we meet three times a year to share good practice and work together on the latest languages initiatives and respond to the needs of our staff and learners.

Name: Lauren Carter-Cooke

School: Rushcliffe School

SLE Area of Specialism: English Experience and Skills

What roles and responsibilities have you had in school? Lead Teacher of English Head of English Faculty Spencer Academies Trust Associate English Subject Director Assistant Principal – Staff Development

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 English (English leadership, teaching and learning, curriculum mapping, marking and assessments, intervention, quality assurance)  ITT  NQT  New leaders

Name: Mary Green

School: Babington Academy

SLE Area of Specialism:

Geography Experience and Skills

What roles and responsibilities have you had in school?

 Assistant Principal- for Pupil Premium and KS3 Progress, Line management of Humanities, Chair of Humanities Hub. Using experience as Geography AQA examiner to support in the Geography Dept.  Curriculum Leader for Humanities in 2 schools- writing scheme of learning, quality assuring provision of Humanities across 11 staff, raising KS3 and KS4 outcomes (results moved from very low when post was taken up to above national average).  Head of Geography- Writing schemes of learning, supporting non specialists, delivering GCSE Geography.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Supporting underperforming Geography teachers  Supporting Geog HODs/ Heads of Humanities to improve outcomes  Intent and implementation of the Geography Curriculum  Supporting non specialists with the requirements of Geography GCSE, including the fieldwork unit.

Name: Matt Cartwright

School: Ashfield School

SLE Area of Specialism: ITT, English, Leadership and Management

Experience and Skills

What roles and responsibilities have you had in school?

Matt is currently the Leader of Ashfield School Direct at Ashfield School, having previously been a whole- school Lead Teacher and KS3 Coordinator in an English faculty of 29 members of staff. Matt has lead whole-school sessions at Inset days at Ashfield and has lead twilight sessions at GSA and Nottingham Trent University. In his role as Leader of Ashfield School Direct, Matt is responsible for recruiting, interviewing and leading the training provision of student teachers across the school. In addition to this, Matt has led sessions for NQTs and trainees both at Ashfield School and GSA.

Matt has taught KS4 and KS5 exam classes for ten years, achieving excellent results with a range of ability groups. Matt’s academic achievement has been recognised by governors with an ‘Outstanding Exam Performance’ trophy after the 2016 results. Matt has planned and delivered sessions at Nottingham Trent University’s Raising the Grade conference for four consecutive years.

Matt is able to offer a non-judgemental, positive approach to mentoring, coaching, QA and consultancy in teaching and learning. Having lead whole-staff Inset days at Ashfield School and through experience of coaching and mentoring, Matt is confident in raising standards of teaching and learning through positive behaviour management, behaviour for learning strategies, and effective questioning, planning and marking within the English subject area and cross-curricular. What areas of specialism and topics do you feel you can share with other schools as an SLE?

Name: Matt Lister

School: George Spencer Academy

SLE Area of Specialism: Maths Assessment/Leadership of Curriculum

Experience and Skills

What roles and responsibilities have you had in school? Since September 2019 I have worked as Associate Director of Maths for Spencer Academies Trust, and my responsibilities within this role include implementing systems and structures within Mathematics faculties to facilitate improved outcomes for students. These include rigorous intervention systems, concise and accurate assessment strategies and effective data management to support with identification of student underperformance. I have implemented common assessment structures at Key Stage 3 across the trust, in line with a common programme of study, with detailed analysis and question level analysis of student performance provided to Maths Leads after each assessment in order for them to accurately intervene with students and improve outcomes. Previously I worked as a Faculty Leader of Mathematics, where I oversaw the design and implementation of Key Stage 3 and 4 curriculums, again accompanied by precise assessments and analysis strategies, which was designed to ensure students were provided constructive and informative feedback, and improvement was facilitated through focused intervention strategies. I have also worked extensively with underperforming staff in assisting them to improve their practice in order to ensure that faculties are able to provide a good quality, balanced learning experience for all young people, regardless of teacher or classroom. What areas of specialism and topics do you feel you can share with other schools as an SLE? Further to the points made previously, my passion and expertise lies within assessment design and the accompanying feedback, analysis and follow-up intervention strategies that schools can employ in order to improve student knowledge. I am also able to design and implement programmes of study that meet the needs of all students across the different Key Stages, including the order of objectives to allow students to effectively build on prior knowledge and deepen mathematical understanding.

Name: Meg Norridge

School: The Nottingham Emmanuel School

SLE Area of Specialism: Curriculum

Subject specialism: Design and Technology Experience and Skills

What roles and responsibilities have you had in school? Director of Learning (Art, Drama, Music, D&T, Media)

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 I bring a wealth of leadership experience to the role from a variety of contexts. I currently lead the Arts, Design & Technology Learning Community within my school and I have a proven track record of bringing about cohesion, stability, change leading to an increase in student progress across all areas.

 I have attained an extensive grasp of qualifications, curriculum and assessment frameworks across a broad range of subjects.

 My key achievements in teaching include consistently excellent teaching leading to my students achieving positive residuals in all of my own classes. I have also driven up standards and outcomes across my Learning Community

 Developing subject leaders: mentoring, coaching, supporting

 Subject area specialism: Design and Technology related subjects

Name: Michelle Harrison

School: Bluecoat Aspley Academy

SLE Area of Specialism: Teaching and learning/CPL/ Science

Experience and Skills

What roles and responsibilities have you had in school? Assistant principal for teaching and learning (in-charge of whole school CPL, appraisals, QA, Curriculum design). I was also a head of Science.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 Supporting underperforming staff  Improving QA and using it more effectively  Developing whole school CPL packages  Working with underperforming departments and developing support packages Specialist support within Science departments.

Name: Paula Varley

School: The Manor Academy

SLE Area of Specialism: Geography and Differentiation

Experience and Skills

What roles and responsibilities have you had in school?

My current role is Head of Humanities at the Manor Academy which I have been in the position for two years, however I was acting Head of Humanities prior to this for two terms. I am responsible for pupil performance and achievement across History, Geography, Business, R.E and PSHE.

Prior to this I was Head of Geography for two years responsible for the development and leadership of the geography curriculum and whilst in this role have improved the outcomes and redeveloped the GCSE and A Level curriculums which have led to rapid improvements in the pupil progress in the geography outcomes.

I have worked on building new curriculums in KS3/4 which comprehensively covers the core curriculum but also one which stretches and challenges the students. The impact of this has been seen in an improvement in the grades at GCSE in Geography (higher than national average in 2018) but also a large increase in the number of students wanting to take Geography at GSCE with the option numbers demonstrating a 111% increase in uptake. Greater consistency has been seen in History following the developments in stretch and challenge and differentiation which has been clearly seen in all lesson observations and learning walks which have taken place since my role in leadership. The quality of assessment for learning in the faculty is seen as a real strength within the school and this has bled into other faculty areas. I have successfully transformed the teaching staff and the overall dynamic of the team which are now well regarded in terms of quality of teaching and learning which has been verified through internal, MAT and recent Ofsted inspection with 100% of staff good or better now in the faculty. What areas of specialism and topics do you feel you can share with other schools as an SLE?

I am currently working with a local partner school in order to develop the geography curriculum to improve quality of schemes of learning and improve academic achievement. I have worked with the Head of Faculty to review the GCSE curriculum to offer support to build the quality of teaching and learning in line with the greater demands of the new specifications. Following the review I have led training and coaching on how to build challenge into lessons as well as to improve quality of exam responses. Following this the geography department were able to look at clear specific examples of how to improve challenge in lessons and are working towards using these ideas to enhance the schemes of work. The staff are extremely positive about the new developments and have been given simple strategies that they are easily adaptable for students to improve pupil progress.

Name: Robert Gladwin

School: The Manor Academy

SLE Area of Specialism:

QA / T&L

Experience and Skills

What roles and responsibilities have you had in school? Deputy Head Teacher responsible for whole school quality assurance, CPD and Staff Appraisal

Through challenging aspirations, we work hard to develop high-achieving young people in a caring environment. Every child’s happiness, today and in the future, is at the centre of our provision at Manor Academy. Through an inspirational curriculum, we provide an educational experience which promotes equality, individual student voice and academic progress, ensuring excellent learning opportunities for all. With our strong core values, a broad and balanced curriculum, expert teaching staff, excellent pastoral care, strong leadership and first-class facilities, Manor Academy really is an inspirational learning environment in which your child will thrive.

What areas of specialism and topics do you feel you can share with other schools as an SLE? Developing quality assurance programmes in a wide range of setting and supporting departments to improve their teaching and learning provision for a wide range of staff. Able to provide support for developing MLT staff through coaching and guidance programmes.

Name: Ryan Metters

School: John Port Spencer Academy

SLE Area of Specialism: Teaching and Learning CPD

Geography Experience and Skills

What roles and responsibilities have you had in school? Vice Principal in two schools (for T&L and post 16). Director of Teaching School / Maths Hub / SCITT. Trust Lead for T&L in another trust.

At John Port Spencer we prepare our students for a fast moving and rapidly changing world. We have a culture of high expectations, and our values – aspiration, resilience, responsibility – are those which allow students to succeed both in school and beyond. We challenge and motivate students to ensure that they reach their full potential. While there is a strong emphasis on academic achievement, students are given the support and guidance to develop as individuals. The high standards observed at John Port are made possible by close collaboration between staff, students and parents.

What areas of specialism and topics do you feel you can share with other schools as an SLE? T&L CPD development Action planning

Leadership development

Name: Sarah Brennan

School: George Spencer Teaching School Alliance

SLE Area of Specialism: Initial Teacher Training; Coaching and Mentoring

Experience and Skills

What roles and responsibilities have you had in school? As Teacher Pathways Leader, I have coordinated and delivered on our pre-ITT programmes such as the Future Teaching Scholars (FTS) programme and the Teaching Internship programme. FTS provides mathematics and physics undergraduates at our local universities with training opportunities and school experiences to help prepare them for a career in teaching. The Teaching Internship programme provides opportunities for undergraduates in mathematics and physics to complete a month-long paid internship to support teachers in the classroom. As an Outreach Tutor for GSA SCITT for the past three years, I have supported trainee teachers as part of their coaching network. Working closely with trainees and their mentors has been a privilege, watching new teachers develop across their training year to help students make progress in an exciting learning environment. Within my role, I also coordinate and deliver on some of the Teaching School programmes such as the Leadership Pathways Programme, supporting early years colleagues to realise their leadership potential. Through this scheme, participants will contribute to the success of their schools’ Action Plan through the completion of an innovative leadership project. Working with Senior Leaders from across partnership schools will provide the opportunity to Competencies required to make progress as a future leader. Recent training provision for 2019/20 has included the Teacher Educator Programme; Developing Excellence in Practice; School-based Research; Developing Academic Literacy and Sixth Form CPD. Subject Leader Networks have also expanded this year, particularly for primary provision to cater for Ofsted’s focus on the foundation subjects. What areas of specialism and topics do you feel you can share with other schools as an SLE? The Teacher Educator Programme (TEP) is a new training opportunity accredited by NASBTT. As a NASBTT accredited provider, I have co-delivered the Level 1 and Level 2 coaching and mentoring programmes as part of the SCITT and Teaching School offer.

Name: Sarah Fox

School: Bluecoat Wollaton Academy

SLE Area of Specialism: English

Experience and Skills

What roles and responsibilities have you had in school? I have been in education all of my career; working as specialist English TA (reading support assistant) to English teacher, followed by roles as KS5 Achievement lead, T&L lead of an English faculty, KS4 English Intervention co-ordinator and Head of English. I have lead a successful English department for the last 4 years as Head of Faculty, with very strong results that have increased year on year to now +0.84 (English Language and Literature combined) – I have worked in a range of schools in terms of demographic and Ofsted grading, and across the county from Nottingham City, Nottinghamshire incl. Mansfield and Selston. I will be moving on to a role as an Assistant Principal next year with a focus on Curriculum.

Bluecoat Wollaton Academy offers a caring, nurturing and secure environment that enables every member of our academy ‘family’ to be the best they can be in all that they do. Moreover, our relatively small size is an asset to ensure that all of our students are known as individuals. We have high aspirations for ourselves, our students and the community we serve and our intention is for our students to get into the best universities in the country. We are here to transform their life chances.

What areas of specialism and topics do you feel you can share with other schools as an SLE? I would very much enjoy supporting a school, team, or leader with any aspect of English at KS3- 5; whether in terms of curriculum, teaching and learning/mentoring, intervention practicalities or data tracking, or developing strategic vision. I have become quite proficient at problem solving, and would really love to be a sounding board and offer my experience/advice to help make a difference to the students across Nottingham(shire) or beyond.

Name: Sophie Gooderham

School: George Spencer Academy

SLE Area of Specialism: Pupil Premium; Quality First Teaching to Support Disadvantaged Learners

Experience and Skills

My motivation comes from the children that I teach and support. I believe a child’s wellbeing and happiness plays a vital role and one that can make a real difference to their progress. I take pride in supporting people and schools and this is the aspect of my career that I am looking to pursue further. I have never just been a ‘teacher’; I am proactive and love to work under pressure. I have always taken on tasks ‘above and beyond’ my teaching role to expand my experience and improve the experience of those that I teach. Secondary school is overwhelming. All too often students experience too much pressure, robust rules and combine this with the difficulties they are experiencing at home, it all becomes too much. It is my aim to provide a network of support which focuses on a four-pronged approach.

1. Raising aspirations 2. Improving confidence/self-esteem and supporting mental health issues 3. Academic strategies 4. Social support

This holistic and joined up approach allows Pastoral, IND and PP to work collectively to support the most vulnerable students within the school. At the moment we work individually, yet I strongly believe if we offer a triangular support system our students will thrive. It is our aim to build resilience, confidence and academic capability in our students so they feel they can cope within the school setting.

I have delivered CPD on numerous occasions within differing school contexts. These have included ‘Closing the gap’, ‘Myths around Pupil Premium’ and best practice. These CPD sessions have not only been within my own school but other Trust schools, and within the Training School Alliance. I take pride in my CPD sessions, and enjoy making each one personal. I have been highly praised recently for my passion, drive and knowledge within the subject I deliver. Furthermore, participants rate my delivery as excellent as I often talk from the heart and highlight successes and failures which they can relate too.

I am in charge of coordinating the Trust PP network. We meet every half term and share good practice, analyse results and I ensure that schools are focusing on their specific needs within their own context. This year, we have seen some fantastic results involving PP across the Trust, and I do feel this is due to the fact that we are now networking better as a Trust.

I have recently co - delivered the ‘Effective use of the Pupil Premium’ course with Derby Research School. I am also performing a number of coaching visits to Derbyshire Schools, to improve their funding and strategy documents

Name: Sue Clayton

School: George Spencer Academy

SLE Area of Specialism: English

Experience and Skills

What roles and responsibilities have you had in school? Head of English Assistant Principal Vice Principal Trust Subject Director

George Spencer has a national reputation for providing high quality education for students of all abilities which has been recognised in Ofsted inspections, culminating in the most recent outstanding inspection where we achieved grade 1s in all categories. Our mission is: "To improve the life chances of children and young people by challenging and supporting all the schools within the Trust on their journey to and beyond outstanding". It enables all of the schools involved to share resources, ideas and best practice.

What areas of specialism and topics do you feel you can share with other schools as an SLE? School improvement English improvement

Name: Tara Box

School: Arnold Hill

SLE Area of Specialism:

Transition Experience and Skills

What roles and responsibilities have you had in school? Progress leader Y11 Head of Year (KS3 and KS4) Transition manager

What areas of specialism and topics do you feel you can share with other schools as an SLE? Developing a challenging transition/induction programme. Developing pastoral and curriculum links between KS2 and KS3. Building relationship with family schools, staff, parents and pupils. Raising the profile of a school within the local and wider community. Marketing and publicity – Open Evenings, Bright Days, Year 5 tours. Admissions. Pupil Premium mentoring and engaging with parents.

Name: Vanessa Roper

School: Spencer Academies Trust

SLE Area of Specialism: Maths Assessment

Experience and Skills

What roles and responsibilities have you had in school?

I have been part of the leadership team within an outstanding mathematics department in different roles including Head of Faculty. I have had experience of planning curriculum and assessment structures throughout key stages 3, 4 and 5.

Since 2014, I have worked for the central school improvement team in a multi-academy trust where my primary focus is mathematics. As part of this role, I have worked with curriculum leads and SLT within schools to improve the quality of maths provision.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

I have first-hand experience of the power of setting high expectations and engaging with challenging target setting processes and have seen how the introduction of systems of accountability and curriculum structure can improve the situation.

I have experience of shaping the curriculum and ensuring the internal assessments support both the tracking of pupil attainment and setting the expectations of teaching and learning within the department.

I have a passion for ensuring that all pupils are exposed to mathematics teaching that enables them to develop fluency, understanding and problem solving and have delivered training on this on numerous occasions.

I am currently leading Post 16 Mathematics strategy within the Trust I work for and am supporting departments to address the challenges of the new A Level specification.

Name: Victoria Jones

School: George Spencer Academy

SLE Area of Specialism: SEND

Experience and Skills

What roles and responsibilities have you had in school?

For the past 10 years Victoria has been the SENCo at George Spencer Academy, she has led on all aspects of SEND policy and provision. Since 2018 she has been an Assistant Principal. Her previous roles have included Pastoral management, Primary Transition and Initial Teacher training. Victoria has been instrumental in the development of the Academy’s Learning and Inclusion Centre from conception to realisation, as well as the nurture group for Year 7. She has also mentored a number of new SENCo’s and has a wealth of experience on delivering training to Initial teacher trainees and Teaching Staff on all aspects of SEND and pastoral provision in schools. Victoria is able to provide guidance on setting up coherent, high quality and impactful support for your SEND learners and offer structures for Quality assuring this provision. She can also offer advice on setting up successful nurture provision and transition for vulnerable learners and developing Inclusion in your establishments, as well as mentoring new SENCo’s.

What areas of specialism and topics do you feel you can share with other schools as an SLE?

 SENCo role  SEND

Our LLE Profiles

Name: Lorraine Tonks Title: Headteacher

School: Chetwynd Primary

Academy Insert Photo Here

Throughout my time in teaching, I have always enjoyed working in collaboration with colleagues to help improve outcomes and share excellent practice. As leaders, it is imperative that we support one another in the drive to achieve excellence for all of our children.

Chetwynd Primary Academy (CPA) is an Oustanding above average sized primary school that serves the areas of Toton and Chilwell on the border between Nottinghamshire and Derbyshire. The school became an Academy and part of The Spencer Academies Trust (SAT) on 1st April 2012 as a converter academy. The school has an overall capacity of 301 children about 20% of pupils are drawn from Service families based at nearby Chetwynd Barracks. The proportion of pupils who leave and join part way through the school year is much higher than the national average.

One of our areas of strength is our teaching strategies to support the outcomes and progress of the more able children. Our Guided Reading structure has seen an improvement from 53% at Level 5 in 2013 to 71% at Level 5 in 2015. We have also seen an improvement in maths at Level 5+ from 28% in 2013 to 56% Level 5+ in 2015.

We are using the Maths No Problem text books throughout the school and have implemented the Chinese style approach to maths which we await the outcomes this summer!

We have supported other schools with phonics over the last two years and one school has increased from 33% Year One pass to 68% in 2015. Chetwynd also host and train SCITT students in phonics teaching.

Name: Peter Monk

Title: Headteacher

School: Friesland School

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“I have become an LLE because I have been carrying out School Improvement Work across Derbyshire Secondary Schools for several years now. Becoming an LLE will enable me to complete this work across a wider range of schools. I believe passionately in the principle of school-to-school support and always enjoy visiting and working with colleagues in other schools. It is a rewarding experience to be able to contribute to the school improvement journey of another school – sharing best practice is vital to the future of education in the East Midlands’

Friesland School is an 11-18, co-educational, genuinely comprehensive school on the Derbyshire/Nottinghamshire border. We are highly regarded in the local community for our traditional values across time. The school was judged as ‘good’ in all areas by OFSTED in May 2015. We are a Foundation School that has had a specialism in the Performing Arts. The school has a big extracurricular offer and has long standing student exchanges established to Germany and America.

My particular areas of expertise are in Post-16 and English. I have given support to a number of Derbyshire schools for the LA in these areas. Having successfully completed my OFSTED training with SERCO from 2013 – 2015, I am now in the final stages of completing OFSTED’s own in-house training and hope to be able to inspect from Easter 2016.

As a school, we have supported a number of other schools both for the LA and most recently from within the George Spencer Teaching School Alliance of which we are a member. We have been able to help schools move forward with their outcomes in English, Maths, teaching and learning and Post-16 at different times.

Name: Kirsty Ryan

Title: Headteacher

School: Wyndham Primary Academy

My passion for school improvement comes from seeing the difference it makes in the

lives of our pupils and their families. I have worked with fabulous leaders who have

inspiredInsert me Photo to drive Here change. I’ve had the opportunity to work with school leaders as an SLE and a Primary Lead for the Spencer Academies Trust. Coaching is a powerful tool to open up thinking and honest dialogue.

Kirsty is headteacher of Wyndham Primary Academy, an outstanding primary school at the heart of Derby city. As a Research School, a World Class School and Ofsted outstanding school, we are committed to creating systems which are transparent and owned by all staff. This results in me, as Principal, being able to leave the school, safe in the knowledge that systems will continue. Our ethos of ‘Everyone a Leader’ is a strong thread, ensuring that all staff are accountable and responsible, and work with integrity. The vision and values for our school are shared and simple, ensuring continual ownership and drive from all stakeholders.

The two Vice Principals are clear with the strong system leadership necessary to continually lead and manage our school in my absence. As a trained Olevi coach, I have had many opportunities to coach a substantial number of colleagues. This has included teachers, Assistant Heads, Deputy Heads, and (informally) Heads. I have also trained a wide number of teachers in coaching so they could better support the progression of NQTs. I am passionate about delivering the NPQs and supporting the next tier of leaders. This is where we can benchmark excellence and support all our schools to achieve the best outcomes for all our leaners.

Name: Derek Hobbs

Title: Headteacher

School: The Nottingham Emmanuel School Insert Photo Here

As an LLE, I enjoy working with other school leaders – I passionately believe that all schools have positives to offer and it’s a privilege to work in other schools to support their school improvement journey and also to continue to be outwardly looking, to grow and learn from others. This is the heart of the school-led system.

I began as Principal at The Nottingham Emmanuel School in 2015 and led the school to join Archway Learning Trust in 2018. I had previously worked with Archway, as a year leader, Head of Sixth Form, Vice Principal and, latterly, as Head of School at Bluecoat Beechdale Academy. I began my teaching career at a comprehensive school in Derby, where I became subject leader for Music

Over the past few years, Emmanuel’s GCSE and A Level results have moved from below national averages to well above average. Absence and exclusions are below national averages and the school has become oversubscribed in every year group. Similarly, Bluecoat Beechdale moved from Special Measures to be graded a ‘Good’ school. I can bring experience of and lessons learned from the exciting and demanding journeys of these schools!

Name: Stuart Anderson

Title: Headteacher

School: Bluecoat Wollaton Academy

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We have high aspirations for ourselves, our students and the community we serve and our intention is for our students to get into the best universities in the country. We are here to transform their life chances. I bring the same values to my work as an LLE.

I have been principal at Bluecoat Wollaton Academy since 2015 and as Principal, I am passionately committed to excellence for all. We make no apologies for the unequivocally high standards that we have at Bluecoat Wollaton Academy; we expect students to have excellent behaviour, attendance and attitudes to learning. We also expect our staff to be excellent too, by delivering inspirational teaching that ignites a love of learning and instils a belief in learners that anything is possible. Belief is central to all we do as a church school: we believe “in ourselves, in each other and in God” and it is this belief that ensures Bluecoat Wollaton Academy continues to offer the best educational experiences possible for our students, our staff and our community. “The principal leads this school exceptionally well, ably supported by a strong team of senior leaders. He has a clear vision and a strong moral purpose, ensuring that no pupil is left behind. Pupils, staff, parents and carers value and respect him. Put simply by members of staff, ‘The headteacher is making this a better school year on year and he listens to you when you knock on his door to share your views.’ “ Ofsted Report 2018

My passion for school improvement comes into my work as an LLE as I believe all pupils deserve an excellent education.

Our NLE Profiles

Fraser Mitchell Director of Secondary Education Spencer Academies Trust

Fraser Mitchell is a career teacher, Principal and Executive Principal overseeing delivery of secondary education across Spencer Academies Trust schools. A trained Teacher of English, Fraser Mitchell started his NQT career at the Mundella School in Leicester in 1995, before joining George Spencer Academy in 1996. In 2010 George Spencer Academy became the lead school for the newly established Spencer Academies Trust.

Leadership roles followed at the King Edward VII school in Melton Mowbray (Assistant Principal, Post 16 Director) and then again as Vice Principal at the George Spencer Academy from 2008 to 2013. In 2012 George Spencer converted to academy status and from 2013-15 Fraser Mitchell returned to the school to lead George Spencer Academy first as Principal and then as Executive Principal with a broader role leading secondary delivery within The Spencer Academies Trust.

In 2015 George Spencer Academy was inspected by Ofsted as outstanding in all categories, with the calibre of support offered by the Executive Principal marked out for comment by the inspection team. Under Mr Mitchell’s leadership, George Spencer obtained World School status, Maths Hub status and teacher training at the George Spencer SCITT became a top ten ranked provider across country. In 2016 Fraser Mitchell became a National Leader of Education.

As Executive Principal and Director of Secondary Education Fraser Mitchell has overseen five successful Ofsted inspections, leading secondary provision in trust schools on a journey of rapid and sustained improvement. In 2018, rapid improvement at the former Ofsted ‘inadequate’ John Port school, which joined Spencer as John Port Spencer Academy under an academy order, attracted local regional attention for an ‘outstanding turnaround story.’

On behalf of The Spencer Academies Trust Fraser Mitchell now leads eight secondary schools, six with sixth form provision and holds responsibility for the attainment of nearly ten thousand students and young people across Derbyshire, Nottinghamshire and Leicestershire.

Angela O’Brien Director of Primary Education Spencer Academies Trust

Angela is a National Leader of Education, Executive Headteacher and Director of Primary in The Spencer Academies Trust. Many of the 12 primary schools currently in the Trust serve disadvantaged communities including Wyndham Primary Academy, an outstanding school which has been awarded Research School status in the Derby Opportunity area.

Angela took Wyndham from a bottom 200 school to Outstanding in three years through transforming the culture to one that places an exciting relevant curriculum and shared vision at the heart of everything at the school.

She is a strategic member on the Primary group of the Derby Opportunities Area board with responsibility for improvement programmes within the locality. Angela is passionate about values based leadership and using coaching to develop leadership.

Clive Lawrence Principal, St Giles Special School

Clive Lawrence is a registered Ofsted Inspector for Primary & Special Schools. He is currently Executive Headteacher of St. Giles School in Derby, which is graded outstanding by Ofsted. The school is a National Support School (NSS) and leads the Inclusive Teaching School Alliance (iTSA). His school is part of a larger organisation with Spencer Academies Trust. In 2019 St. Giles was awarded ‘Special School of the Year’ as part of the national ‘shine a light awards’.

In May 2014; at the age of 28, Clive received formal commendation from the governments Secretary of State for Education, for becoming the youngest Headteacher in the UK. Clive is currently Chair of Derby City Schools Forum and is a strategic member on the Primary Strategy Group, which supports the delivery of the Derby Opportunities Area work.

Clive is a qualified teacher, has a masters degree in Special Educational Needs & Disabilities (SEND) and holds a diploma in Executive Leadership. Clive has previous Headship, leadership and teaching experience in a range of settings. This includes mainstream primary schools, all-through special schools and an independent secondary special school for pupils with Social, Emotional and Mental Health (SEMH).

Clive is designated a National Leader of Education (NLE) and provides school-to-school support locally and nationally to mainstream primary, secondary and special schools in challenging circumstances. His particular areas of expertise include leadership and management, school improvement, disadvantaged pupils, behaviour, inclusion and SEND.

Kevan Lomas Principal, Hilton Primary School

I have been Hilton Primary School since February 2014 returning to headship after an 11 year spell as a senior adviser for school improvement in Derbyshire. In total I have been the headteacher of three schools – the first two serving communities in with much higher levels of disadvantage than Hilton.

My strengths lie in leadership and management, teaching and learning, strategic planning and pupil achievement tracking. Much of my work as an adviser focused on supporting schools subject to special measures and those with significant weaknesses. However, I was also privileged to work with many good and outstanding schools, sharing their best practice through a variety of collaborative ventures.

Hilton Primary is the largest in Derbyshire with over 800 pupils on roll. I am fortunate to lead an amazing staff team with a wealth of experience and talent. We work hard to provide a relevant, pupil focused curriculum that engages learners and enables them to achieve highly. My team are committed to system wide development, keen to extend their own practice and share their professional learning with others.

The school became an academy and joined the Spencer Academies Trust in October 2019. This has really supported our school’s improvement work and provided access to a network of highly motivated, capable and creative partners – highlighting the importance and benefits of professional collaboration.

Hilton Primary school has been inspected twice under my watch – returning to good in July 2014 and strengthening this judgement again when inspected in January 2018.

I have been an NLE since 2016 and successfully supported a number of schools identified by the local authority or by the DfE through its new school improvement offer. I believe in empowering school leaders through tailored coaching and mentoring. Supporting them to establish a culture of continuous improvement in their own schools.

Paul West CEO, Spencer Academies Trust

Paul is the Chief Executive Officer and Accounting Officer of Spencer Academies Trust, one of the leading multi-academy trusts in the UK with 20 Academies and over 16000 students. Spencer Academies Trust also features a multi-structure Teaching School Alliance, and one of only 22 Research Schools in the UK. Spencer Trust provides educational leadership development programmes for all levels of leadership including executive leadership.

Paul was previously the Executive Director of Education and Executive Principal for Delta Academies Trust, an educational charity and one of the UK’s largest Multi-Academy Trusts with 40 primary and secondary academies and three Free Schools. Paul’s career covers significant experience in school and system leadership as a Principal, Executive Principal and Director in a range of schools in the UK and internationally.

Paul is a trained Ofsted Inspector and in 2011 was recognised as an outstanding system leader through his designation as a National Leader of Education. In 2012 Paul was invited to participate in the National College for Teaching and Leadership’s flagship Fellowship Programme, working with the Bill and Melinda Gates Foundation to look at curriculum driven solutions to enable all children and young people to access learning and progression to drive social mobility.

Paul has spoken at national conferences on the impact of System Leadership and improving education outcomes and standards through multi-school collaboration. Paul regularly works with the DfE at a regional and national level supporting the development of effective Multi-Academy Trust strategy structures and operating procedures. Paul is a member of the Institute of Directors and a Fellow of the Royal Society of Arts.