School Improvement

Janis James

School: Bentley High Street Primary School and Rosedale Primary School
Role: Executive Headteacher
Specialisms: Curriculum Development, Teaching and Learning, Leadership Development, Succession Planning, SEN/Inclusion/Provision Mapping, Support for the More-Able

Designation: NLE

I have been the Headteacher of Bentley High Street Primary School for the past nine years. Our school was judged as Outstanding in 2015 and in March 2015 and I was designated as an NLE in February 2015. Our school is a National Support School and I have a personal passion to ensure that all children have the very best education. My school’s key strengths are; Curriculum Development, Teaching and Learning, Early Years Education, Succession Planning and Supporting Staff Development, Inclusion and Safeguarding, Initial Teacher Training and making the most of the Pupil Premium Grant. As part of the support, we lead on delivering CPD for Partners in Learning. To support this the school has four Specialist Leaders of Education (SLEs) who offer one to one bespoke support for individual schools as well as offering the Improving and Outstanding Teaching Programme at our school. The SLEs and I are also involved in supporting off the peg professional development opportunities for students, NQT’s, experienced teachers and Senior Leaders across a wide range of school improvement aspects.  

Bev Lockwood

School: Kirkby Avenue Primary School
Role: Headteacher
Specialisms: Pupil Premium, Teaching and Learning, Inclusion, Phonics, Succession Planning, Use of and training of LSAs, Behaviour

Designation: NLE

I have been Headteacher at Kirkby Avenue Primary School for nine years. I am a Local Leader of Education and a National System Leader for Pupil Premium. Kirkby Avenue is also a strategic partner in the Partners in Learning. Our school was judged to be Good with Outstanding aspects in July 2010 and in May 2015 the school was judged as Outstanding in all areas. I have worked as an Executive Headteacher and have supported as an LLE in several schools in Doncaster, assisted by my very able staff. I have conducted Pupil Premium reviews across Doncaster, Hull and North Lincolnshire. We are committed, as a school, to the agenda of all children accessing the best that education can offer. As part of our drive to engage parents and streamline training for our own staff we are now an accredited Teaching and Learning Centre for the delivery of First Aid, Food Safety, Safeguarding and E-Safety courses for parents and staff. We are also a National Model School for Read, Write, Inc.

Beryce Nixon

School: Hill Top Primary School and Edlington Victoria Primary School
Role: Executive Headteacher
Specialisms: Assessment for Learning, Curriculum Development, Leadership Development, Data Analysis, Monitoring and Evaluation, School Improvement Planning, Teaching and Learning

Designation: NLE

I have been the Headteacher of Hill Top Primary School for the last eleven years. I am a National Leader of Education and the school has National Support School Status. The school was judged as Outstanding in 2011 and continues to raise attainment and progress as a main priority. The many strengths of the school are; Teaching and Learning, Inclusion and Safeguarding, Curriculum Development, Early Years Education, Assessment, Data and Tracking, Initial Teacher Training, Outcomes and Provision for Pupil Premium Children. As part of the support, we lead on school to school support for Partners in Learning. We have undertaken many intensive projects with schools who have been identified as at risk of a category or within category. This support work covers all aspects of the school with the main focus being on raising attainment and progress of learners by improving the quality of Teaching and Learning. To further this, the school has three Specialist Leaders of Education who work on a one to one basis covering a range of development priorities. As part of our work, we have offered bespoke training for individual schools. Within school our ethos 'Every Child, Every Chance, Every Day!' is fostered in all aspects of our work in order to ensure that we strive for the very best education for the pupils within our care.

Susie Arnold

School: Branton St Wilfrid’s C of E Primary School 
Role: Headteacher
Specialisms: Leadership Development ,Improving Teaching and Learning  , Curriculum Development,  Data Analysis, Monitoring and Evaluation, School Improvement Planning,

Designation: LLE

I have been a Headteacher for 11 years across South Yorkshire but over the last year I have been the Headteacher at Branton St Wilfrid’s C of E Primary School in Doncaster and have thoroughly enjoyed my first year both at the school and in Doncaster itself. Although the school has a judgement of RI it is improving rapidly with results this year above national across all subjects. Prior to my current role I was a School Improvement Advisor in Rotherham for three years, supporting over 30 schools in a range of different phases and contexts and on different stages of their journey to excellence.

I started my headship career in Sheffield in an inner city school and took it to good despite the challenging and complex nature of the school context. We maintain the Ofsted judgement of ‘Good ‘three times despite the changing Ofsted framework and more challenging accountability measures.

The main focus of the work I have been involved with is school improvement including raising attainment and progress of learners by improving the quality of teaching and learning. I have supported leaders at all levels to develop their leadership and management skills and also supported many schools with Ofsted preparation.

Jo Ayres

 

School: St Alban’s Catholic Primary School
Role: Headteacher
Specialisms: Curriculum Development, Independency and attitudes to learning, Safeguarding, Health and Safety, Attendance, School improvement plan, Contingency planning (maternity and long term sickness absence), Refurbishment on a (tight) budget

Designation: LLE

As Headteacher at St. Alban’s Catholic Primary I believe I hold a privileged position that allows me the opportunity to educate, nurture and inspire a future generation. Since taking up my post in September 2006, the school has faced significant challenge due to, ‘unique circumstances beyond anyone’s control’ (an Ofsted observation in 2011). However, the sometimes-precarious situation the school has found itself in has never been seen as a barrier, or used as an excuse. On the contrary, we have maintained a ‘can do’ culture and worked hard to realise our ambition to drive improvement across our school. This commitment and determination led to our Good Ofsted judgement in September 2014, an achievement the school had not previously gained.

I was designated as an LLE in December 2015.

Nurture is at the heart of our school’s mission and provides tailored support to ensure all of our children are equipped with the social and emotional skills and spiritual maturity they need to help them become more independent learners. Our holistic topic approach is popular with parents because it engages and inspires our children, who are excited about their curriculum leading to positive attitudes to learning.

Creating opportunities that allow the whole child to grow and develop are at the centre of my practice. If it’s going to benefit the children, enrich their experience and lead them towards life long learning, I will find a way to make it happen. Facing challenges with both determination and resilience, I think and plan strategically and always have a backup plan that isn’t always conventional!

 

Steve Bowler

School: Plover Primary School
Role: Headteacher
Specialisms: Attainment, Progress, Different group underperformance, Not enough good teaching, Consistency, Attendance, Monitoring, Leaders and Teaching, School Improvement Planning, Key Stage Two

Designation: LLE

I became Headteacher at Plover Primary School in January 2013 when the school was in Special Measures. We were removed from this category in July 2013 and in June 2015 we were judged as a Good school. Since this time, I have been supporting other schools in the Local Authority who have been identified as at risk of a category or within category. Previous to this, I was an Executive Headteacher in Nottinghamshire for over ten years. In 2007, I was designated a LLE and a NLE. My role was to support and advise senior management colleagues in less effective schools. The school is also a Partnership School, so we help other schools improve attainment and provision. This involves; auditing present provision, implementing a variety of Teaching and Learning strategies to improve attainment and assessing the impact of any initiatives.

Neil Butler

School: Green Top Primary School, Thorne
Role: Headteacher
Specialisms: Not enough good teaching, Pace and productivity, Independency and attitudes to learning, Monitoring, Leaders and Teaching, School Improvement Planning, Mathematics

Designation: LLE

I have been Headteacher of Green Top Primary School, Thorne, for three and a half years. Previous to this, I led Penshurst Primary School in Hessle for three years. Both schools were judged to be Requires Improvement / Satisfactory when I arrived and are now both are ‘Good’ schools, Green Top was judged in November 2014. Green Top has many strengths in particular Inclusion, Safeguarding and Behavior, which all were judged Outstanding in November 2014. These strengths are built on strong leadership at all levels, rigorous evaluation and a passion for Teaching and Learning. I was designated as a Local Leader of Education in December 2014 and became supporting schools along with my staff, in areas of; leadership development, accountability, learning behaviors and polices, restorative practice and Teaching and Learning. Our support with other schools is based around working ‘with’ teachers, communities and the children, seeking their views on how improvement can be made. Through building relationships with school communities the learning process can be dramatically improved and more importantly be sustained.

Shelley Fisher

School: Arksey Primary School
Role: Headteacher
Specialisms: Attainment, progress, differentiation, pace and productivity, independence and attitudes to learning, health and safety, attendance, monitoring, mathematics and key stage two

Designation: LLE

I am delighted to continue to be the Headteacher at Arksey Primary School, having recently celebrated my tenth year in the post. Our school is one of the smallest in Doncaster and I have a real passion for developing and supporting staff through challenge and encouragement, to ensure pupils are given the best opportunities to learn. This led to a good OfSTED judgement in 2012 and continued LA judgement of good leadership. I am keen to ensure individualised assessments of need and appropriate personalised responses are secured for all children, through robust tracking procedures. I am particularly eager to ensure that the children's learning is personalised and relevant as our small cohorts and the high proportion of children from travelling families make a huge difference to the way the school operates and the outcomes the pupils achieve. The behaviour and attitudes of our children is key to the school's success and I lead the work of the school in this area to enable everyone at the school to have a great attitude for learning, for life.

Jeremy Harris

School: Hatchell Wood Primary School
Role: Headteacher
Specialisms: Attainment, Progress, Different group underperformance, Monitoring, School Improvement Planning

Designation: LLE

I have been a Headteacher in Doncaster for five years. I previously worked in Nottinghamshire and Doncaster in a range of schools mainly in socially deprived areas. Having been through a baptism of fire of three Ofsted inspections in four years, we well know the journey of ‘Getting to Good’ in our school going from Satisfactory to Requires Improvement to Good. It was a long journey of restructuring personnel, processes and values. Although we are now officially classed as a Good school by Ofsted there were many elements of our school that were good before that and those are what we built on.

Adrian Hayes

School: Norton Junior School
Role: Headteacher
Specialisms: Data Analysis, ICT, Empowering Leadership, Developing Systems and Strategy, Creativity, Behaviour and Relationships

Designation: LLE

I have been very lucky to work with some inspirational teachers and leaders in my career, within 2 authorities and in 4 contrasting schools. During this time, I have taught across the full primary phase from Nursery to Y6, giving me a well-rounded experience and sound understanding of the challenges and rewards each phase holds. I love getting my teeth into something new or a little different and I have led on all core subjects and almost every foundation area which I feel has put me in a strong position to be an effective leader.

 I am now in the 5th year of my first headship and at our last inspection in 2017, the HMI stated, ‘This is a good school heading towards outstanding and not too far away.’ We have faced the classic journey of needing to make rapid progress and have moved from LA category 5 to Category 1 in less than 4 years. What I am most proud of is that we have done this together as a school team with passion, clarity, determination and without sacrificing the wider curriculum! It’s easy to hide behind the cloud of accountability but it’s harder to roll up your sleeves, stand up to be counted and fight for what you believe in…

Sharon Hutchinson

School: Adwick Primary School
Role: Headteacher
Specialisms: Teaching & Learning; Leadership & Management; Monitoring & Evaluation; School Development Planning; Phonics; Safeguarding; and Amalgamation.

Designation: LLE

I have been Headteacher at Adwick Primary School since September 2102. The Infant and Junior school amalgamated in January 2013 to form a 2 form entry primary school that runs over a split site. The school moved its judgement from ‘Inadequate’ to ‘Good’ in all areas in July 2015. We continue to raise the quality of Teaching & Learning as a main priority through strong leadership at all levels; rigorous monitoring, evaluation and accountability systems; and tailored CPD for all staff. Our school ethos of 'Children First’ drives our decisions in order to provide the very best school experience for every child in our school.

Julie Jenkinson

School: Bawtry Mayflower Primary School
Role: Headteacher
Specialisms: Attainment, Progress, Independency and attitudes to learning, Monitoring, Middle Leaders, Leaders and Teaching, School Improvement Planning

Designation: LLE

I have been the Headteacher of Bawtry Mayflower Primary for eight years. Our school was judged as Good in March 2011. We continue to work hard to raise attainment and progress across school. I believe that our success lies in strong relationships between staff, children and the local community. I am committed to school improvement through staff development. At Bawtry we all work together to ensure that the children make good progress while they are with us. Our school has particular strengths in differentiation and independent learning through the use of the Chilli Challenge approach, systems for monitoring Teaching and Learning, self-evaluation and the teaching of phonics. We work with other schools to develop ITT students and have developed a system to support NQTs within our cluster of schools. As part of our support to other schools we have supported the monitoring of Teaching and Learning and worked with individual teachers to strengthen the quality of teaching.

Ann Marshall

School: Warmsworth Primary School
Role: Headteacher
Specialisms: Attainment, Progress, Different group underperformance, not enough good teaching, Consistency, Differentiation, Pace and Productivity, Independency and attitudes to learning, Health and Safety, Monitoring, Middle Leaders, Leaders and teaching, Writing, Early Years, Key Stage One, Key Stage Two

Designation: LLE

I have been Headteacher at Warmsworth Primary School since 2006. The school was graded Outstanding by Ofsted in March 2014 and in the same year was listed in the top 100 performing schools nationally. The school has been recognised for its innovative teaching which supports the high achievement of our children and in March 2015 we were a national finalist in the Pupil Premium Awards. However, school improvement continues apace! Our school has a resource of staff with high levels of skill and experience who are dedicated in providing the best possible outcomes for our children. We believe in providing children with outdoor learning opportunities and fully embed the use of our extensive grounds into our curriculum. I have worked closely with many Headteachers and found this mutual sharing of good practice and ideas highly effective in terms of school improvement. As an LLE I look forward to working with other colleagues in the same way.

 

 

Alison Navas

School: Canon Popham CE Primary and Nursery School
Role: Headteacher
Specialisms: Teaching & Learning, Curriculum Development, Phonics & Religious Education

Designation: LLE

I have been Headteacher of Canon Popham CE Primary and Nursery School for 6 years. During this time the school has moved from an initial Ofsted ‘satisfactory/RI’ judgement to ‘good’ in all areas. Our most recent SIAMS church school inspection was also good, with ‘outstanding ‘ judgements in both the impact of the Christian character of the school and also in the teaching of Religious Education. As a school we have particular strengths in teaching RE and science through enquiry based learning and investigation. We also have a strong Early Years phase and consistently above national outcomes for the teaching of phonics. We have a strong team who work hard together to support every child in our school to reach their full potential.

Mandy Oxer

School: Saltersgate Junior School
Role: Headteacher
Specialisms: School Improvement, Attainment, Progress, Feedback on Learning, Group underperformance, Key Stage Two

Designation: LLE

I have taught in Doncaster schools for 34 years and my teaching experience has encompassed all the primary age range. During my career I have also led most curriculum areas and have been in Senior Leadership for many years. In the past I have been seconded by the Local Authority to support a school at risk of a category judgement. In addition, I have also experienced many Ofsted Inspections over the years and recently (March 2015) my own school has received an outstanding judgement.

Faye Parish

School: Sheep Dip Lane Primary School
Role: Headteacher
Specialisms: Attainment, Progress, Different group underperformance, Not enough good teaching, Safeguarding, School Improvement Planning, Early Years

Designation: LLE

I have been the Headteacher of Sheep Dip Lane Primary for the last three and a half years and teaching at the school for sixteen years. I am a Local Leader of Education and the school has been recently judged as Good by Ofsted. The school continues to raise attainment and progress as a main priority and won a Pupil Premium Award in 2014. The many strengths of the school are; Teaching and Learning, Safeguarding, Early Years Education, Assessment, Data and Tracking and Outcomes and Provision for Pupil Premium Children. As part of the support, we lead on school to school support for Doncaster Teaching School Alliance. We have undertaken support around safeguarding for schools and projects with schools who have been identified as at risk of a category. This project work covers all aspects with the main focus being on raising attainment and progress for children by improving the quality of Teaching and Learning through partnership working. As part of project work, our school has outstanding, experienced staff who within the support can offer bespoke training for individual schools. Within our school the ethos is 'Excellence and Enjoyment for All' this carries through all of our work to ensure that we strive for the very best education we can give for all pupils, maximising learning every day.

Diane Risley

School: Tickhill Estfeld Primary School
Role: Headteacher
Specialisms: Attainment, Progress, Leaders and Teaching, Writing

Designation: LLE

I have been the Headteacher at Tickhill Estfeld Primary School for eight years and believe that the strength of our school lies in leadership and teamwork. We work together to ensure that pupils make good progress throughout their time in our school, taking collective responsibility for the progress and attainment of all pupils. It is important that everybody feels valued and knows that they are vital to the success of our school. I firmly believe that supportive working relationships are the key to our achievements. At Estfeld we place a high priority on creativity. Literacy and writing is a particular strength of the school. We have a thematic approach to the curriculum and ensure that the vital literacy and numeracy skills are also embedded in the wider curriculum. Our pupils have the opportunity to experience a varied curriculum and have access to a wide range of extra-curricular activities. There are many opportunities for al to excel.

Claire Robinson

School: Barnby Dun Primary Academy
Role: Headteacher
Specialisms: Attainment, Progress, Different group underperformance, Monitoring, School Improvement Planning, Self-evaluation

Designation: LLE

I have been a teacher for over twenty years and have taught in a range of schools in Leicestershire, Scunthorpe and most recently Doncaster. I have had the pleasure of being Head Teacher at Barnby Dun Primary since January 2008. I have led the school through three successful Ofsted Inspections in February 2009, February 2012 and July 2016. We have been graded as good overall, with some outstanding aspects in all three inspections. We are a highly ambitious, forward-thinking, reflective school who genuinely believe everything we do should be about providing the absolute best for our children. We became a converter academy in June 2012.

We are proud to be recognised as an Artsmark Gold and International School. Our curriculum is engaging and fresh and our children play a key role in determining the direction we take, what and how they learn. Pupil voice is incredibly important and we have recently been reaccredited with the Investors in Pupils standard. We are passionate about outdoor learning and lucky to have an outdoor classroom which is central to our working towards the Eco-schools Green Flag.

Our outcomes for 2016 were above National for GLD, at National for year 1 phonics, above National at KS1 and above National for reading, writing, maths and EGPS at KS2. I feel we could offer other schools particular strengths in English and Maths and I have a group of staff who have already enjoyed sharing our good practice with two schools in RI. Our whole school attendance continues to be a main focus each year, having risen from 93% when I joined the school, to sustaining 97.8% for three consecutive years which is the highest in our LA.

I am currently undertaking my second deployment as an LLE supporting an RI school on their journey towards good. Last year I supported a school in very challenging circumstances as an Executive Head and worked with their IEB to bring stability and direction. As an experienced Head, I am very focused, resilient and calm under pressure, I feel I can offer practical, realistic solutions as well as build confidence and capacity in others. I am a great believer in never losing sight of the reason we are all here – the children- and even in the most demanding times, retaining a sense of humour!

 

Theresa Siverns

School: Mallard Primary School
Role: Headteacher
Specialisms: Progress, Pace and Productivity, Independency and attitudes to learning, Safeguarding, Leaders and Teaching, Writing, Key Stage One

Designation: LLE

Starting my career in the London Borough of Barking and Dagenham, I worked for several different authorities, from inner city Cardiff to the leafy lanes of West Sussex, before taking up my second headship at Mallard Primary in 2008. Through this varied journey, I have learnt that the shared desire to give every child every opportunity to experience the joy of learning and real success is the one key ingredient for a good school. Over ten years of headship I feel that I have become a reflective leader; open minded and eager to view things from a different perspective. I am known as always having a ‘jolly good idea’ up my sleeve!

Vicky Stinson

School: Owston Park Primary School
Role: Headteacher
Specialisms: Different group underperformance, Consistency, Middle Leaders, Leaders an d Teaching, School Improvement Planning, Mathematics

Designation: LLE

I have been in teaching for 23 years, beginning my career in an infant school, moving on to deputy headship in a large infant school which subsequently amalgamated with the adjoining junior school, of which I also became deputy head. I have been a Headteacher for nine years in two very different schools; the first was a single form entry church school with very little deprivation; my current school is the previously amalgamated school which currently has 32% Free School Meals. We are currently judge as Good, moving from our previous Satisfactory judgement in March 2014, with strengths in Early Years, the education of vulnerable groups and research based teaching.

Carol Ann Turner

School: Littlemoor Children’s Centre & School
Role: Head Teacher
Specialisms: Teaching & Learning, Curriculum Development, Phonics & Early Reading, Early Years, Key Stage 1.

Designation: LLE

I have been in teaching for 30 years, beginning my career in a primary school before moving to Littlemoor Infant School in 1998. I became the Deputy shortly afterwards, becoming the head teacher in 2011. The school is currently rated Outstanding, consistently achieving KS1 outcomes which are above the national in Reading, Writing and Maths.

I am passionate about all children having access to education of the highest quality and my dedicated staff are totally committed to ensuring that all children achieve their full potential. I am proud to lead a team who work hard to deliver a rich and challenging curriculum, preparing children for future education and helping them acquire the skills and enthusiasm needed to pursue learning for the rest of their lives.

Kara Adams

School: Hill Top Primary School
Role: Senior Leader/SENDCO
Specialisms: Key Stage One, English, Phonics, SEN, ITT/NQT

Designation: SLE

I have been a Senior Leader at Hill Top since 2009 and have recently reduced my working hours to three days a week while continuing my role as SENDCO/Safeguarding Lead. Over the years I have taught and led in all phases in school, including Foundation/Nursery and continue to play a large role in coaching and mentoring staff within school and outside school with teaching and learning.

I am a Specialist Leader of Education and work in a school that has National Support School Status where my Executive Principal is a National Leader of Education. The school was judged outstanding in 2011 and continues to raise attainment and progress as a main priority. The many strengths of the school are Teaching & Learning, Inclusion and Safeguarding, Curriculum Development, Early Years Education, Assessment, Data & Tracking, Initial Teacher Training, Outcomes & Provision for Pupil Premium Children.

As part of the support, we lead on school to school support for the teaching school. We have undertaken many intensive projects with schools that have been identified as at risk of a category or within category. This support work covers all aspects of the school with the main focus being on raising attainment and progress of learners by improving the quality of teaching & learning. As part of our work, we have offer bespoke training for individual schools and I am very much a part of this.

Within school our ethos 'Every child, every chance, every day!' is fostered in all aspects of our work in order to ensure that we strive for the very best education for the pupils within our care.

Rebecca Austwick

School: Bentley High Street Primary School
Role: Head of School
Specialisms: Teaching and Learning, English, Assessment, Curriculum, Professional Learning and Behaviour

Designation: SLE

At present, I am the Head of School at a large Primary school and have recently achieved my professional Headship qualification. I have been part of a successful senor leadership team during two Ofsted inspections where we achieved and maintained Outstanding. In addition, I am a specialist leader of education for Partners in Learning. I have established a reputation as an efficient and effective system leader through my work across both primary and secondary schools in Doncaster. This role has provided me with great experience of working with a range of schools in varying contexts and with a variety of challenges.

My passion for education is heavily rooted in developing effective teaching and learning strategies in order to achieve attainment and progress for all pupils. I am determined that this can be achieved through robust systems for professional development. I believe in empowering staff through quality appraisal systems and strategies to cultivate leadership potential in order to drive school improvement. As a trained facilitator, I believe in encouraging self-development and supportive challenge.

I have provided numerous bespoke professional learning sessions across many schools in Doncaster; including leading a secondary conference. In addition, I have supported schools in designing teaching and learning development plans and monitoring tools. I have been fortunate to contribute to a wealth of initiatives in my role as an SLE and appreciate the opportunities Partners in Learning has provided. I have been privileged to work closely with both NLEs and LLEs and have learnt so much from these experiences. For example, I have supported Partners in Learning in designing an NQT six-module programme where I supported the recruitment of facilitators, and led their training.

My core specialism is in English and I have three years’ experience working as an English SATs marker. I was also a lead teacher for the Every Child a Writer programme. I have supported the local authority in the facilitation of both Year two and Year Six networks and I have supported the leadership of a Doncaster wide reading initiative, which explored quality first teaching in reading. I also have experience of leading English networks for PIL.

Claire Barker

School: Kirk Sandall Infant School Academy
Role: Deputy Headteacher
Specialisms: EYFS, Leadership of the Curriculum, Phonics, ITT 

Designation: SLE

I am an experienced specialist leader of education in early years. In England specialist teachers are designated by the National College of Teaching and Leadership as they have proven expertise and the skills and abilities to support colleagues.As an Early Years Specialist I offer support and challenge on all aspects of the early year’s framework to schools and settings across the maintained, independent, private and voluntary sectors, and to children’s centres, child- minders and multi-agency professionals. Through consultancy and training, I promote best practice and quality improvement, and facilities early intervention, inclusion and transition for children across Early Years and KS1. I am also currently embracing in the role of Deputy Head at a large infant school academy in England and regularly deliver training to a wide range of audiences and is highly involved in mentoring teacher training trainees.

Nina Brannon

School: Kirk Sandall Infant Academy
Role: Head of School
Specialisms: EYFS (including two-year provision), Leadership of the Curriculum, Assessment, Phonics

Designation: SLE

I am an experienced SLE in Early Years who is currently embracing the role of Head of School at Kirk Sandall Infant Academy. I have had experience of working as a Local Authority funded AST and Local Authority Early Years Consultant. I have worked across Early Years and Key Stage One throughout my extensive teaching career. This has allowed me to work closely with many Doncaster schools. I currently am a nationally accredited Early Years Foundation Stage Profile moderator. Within my teaching career I have led the Early Years Foundation Stage. My areas of expertise in Early Years include Assessment within EYFS and how to accelerate progress. I am experienced in innovative practice in EYFS curriculum in child led learning and outdoor learning including Forest School practice. I have also led on the use of assessment of data across my own school. I have provided phonics training and support for colleagues and parents, and to schools and nursery settings in the local area. I work within a strong leadership team who are continually aspiring to excellence. I facilitate training in my specialist area for a range of practitioners, including support staff, initial teaching training students, NQTs, RQTs and experienced teachers. I have been a SLE for three years and have a mixture of short and long term deployments.

Melanie Cokeham

School: Sandringham Primary School
Role: Deputy Headteacher
Specialisms: Assessment and Moderation, Curriculum development – including the development of Subject Leaders, ITT

Designation: SLE

During my time at Sandringham over the last ten years, I have implemented significant curriculum changes that have had a positive outcome on the School’s writing attainment and am continually working to develop new opportunities and experiences for our children.

 As part of my ‘Curriculum Leader’ role, I have been mentored subject leaders throughout the school to develop knowledge of their subject; this work has included the use of work audits, pupil voice and data analysis. Subject leaders were then able to compile a report about their subject and share their findings as part of presentations to the head.

Following up this first stage of work, I have worked with each leader to create focused action plans for the year ahead. The work is having a positive impact on curriculum provision at our school and is ensuring that all children have access to a broad and balanced curriculum delivered through high quality teaching. 

During the last two academic years, I established the school’s involvement with the ITT programme in Doncaster, mentoring three trainees, who have all qualified at an outstanding level. The support and paperwork that I have provided was credited as an example of outstanding practice.

In line with the new curriculum and government requirements, I have worked to establish a robust and efficient assessment system in school, with a strong moderation cycle in place. The systems implemented led to good outcomes in 2016 and 2017 and have been quality assured by an external moderation visit in Year 2

This year will be my second year as an SLE and I am looking forward to working with different schools to provide support, expand my own horizons and contribute towards more children achieving their potential.

Sarah Cronin

School: Castle Hills Primary School
Role: Deputy Headteacher
Specialisms: EYFS, Phonics, Outdoor Learning

Designation: SLE

I am a devoted Early Years Practitioner who has a proven track record in working relentlessly to improve outcomes for all pupils. I am currently embracing the diversity of my role as Deputy Headteacher whilst also leading EYFS, KS1 and phonics, I am Pupil Premium Champion and act as Chair on the Advisory Board for children’s services. A key strength of mine has been in closing the gap in EYFS and KS1 by implementing robust tracking and data analysis systems, identifying vulnerable children and putting early intervention into place to ensure accelerated progress. I am able to support innovative practice in the provision of the EYFS curriculum and I firmly believe in creating professional development opportunities for all staff. I welcome visits to my own setting and will work with staff to realise the potential in theirs. I am experienced in developing an enriching curriculum both indoors and outdoors, outstanding learning environments and developing strong partnerships with parents. I have experience in rapidly improving phonics screening results in my own school through identifying weaknesses, implementing a complete restructure, delivering CPD to improve subject knowledge and in turn the teaching of phonics. I regularly deliver training to a wide range of audiences to support CPD in Early Years across Doncaster Local Authority. I have a proven track record as a mentor for teachers, NQTs, support staff and developing middle leadership. I have a strong commitment to school improvement and I am driven by my belief that all children have a right to the highest standards of education.

Maz Cullen

School: Town Field Primary School
Role: Middle Leader/Class Teacher
Specialisms: Creative Curriculum (Cornerstones) / Phonics & reading  /Transition from EYFS to Year 1/ Behaviour management

Designation: SLE

During my eight years at Town Field primary school, I have worked as a class teacher and within the middle leadership team. I have experience of teaching within both key stages however the majority of my experience has been within key stage one and within year one specifically. I have supported colleagues within year one across schools within Doncaster with transition and feel passionate about using a phased approach from the EYFS to national curriculum within year one.  During my time as leader of the creative curriculum, I have delivered CPD for Partners in Learning which had a specific focus on the Cornerstones approach to teaching foundation subjects. I have also worked with several trainee teachers during my career ranging from NQTs to ITT students. As part of my new leadership role this year, I am currently leading reading and phonics within my school. Furthermore, I have recently joined a team working within the PiL reading development group to develop and share reading support for colleagues at year 2 and year 6 network meetings and beyond. I believe that providing a shared approach of good practice is key to teaching as well as leadership and I have thoroughly enjoyed working with my colleagues across Doncaster and forming positive relationships during this time. Having recently been recruited as an SLE, I am really looking forward to forming new relationships and links with other teachers and other schools which will in turn have a positive impact on children.

Pauline Earnshaw

School: Kirk Sandall Junior School
Role: Deputy Headteacher
Specialisms: English – writing moderation, ITT / NQT mentoring

Designation: SLE

I have been Deputy Headteacher at Kirk Sandall Juniors for the past two years and was previously Deputy Head at another Doncaster school for thirteen years, where my role included leading on assessment, science and mentoring / coordinating ITT trainees. I have over ten years’ experience of teaching in Y6. During my teaching career, I have taught across the full age range in both KS1 and KS2, most recently in upper KS2. I worked as a SATs English marker some years ago and more recently as a Y6 writing moderator for the LA, working with groups of Y6 teachers in my role as Enhanced Moderator. I have supported moderation of writing for pyramids of schools and delivered Y6 Writing Moderation network meetings for PiL. My work as an SLE has also included supporting specific teachers with teaching and learning through coaching. I have considerable experience of mentoring ITT trainees from several providers, most recently with Doncaster ITT Partnership and have supported mentor training.

Caroline Embery

School: Castle Hills Primary School
Role: Deputy Inclusion Manager
Specialisms: Closing the Gap, SEND
 
Designation: SLE
 
I have worked within SEND and Inclusion for eleven years, supporting pupil’s needs and removing barriers to participation and learning. During this time, I have worked within student support across Higher Education, Further Education, 14-19 provision, secondary school level and the latter seven years across the full range of primary.
My SLE area of specialism is in SEN. Being a graduate of the Institute of Child Education and Psychology (ICEP) in Special Educational Needs and being successful in training across the varied needs in SEND, including; Cygnets autism practitioners, Visual Impairment, Sighted Guide, Intimate Care, and Speech and Language. Currently, I am in the final audit stage of ELKLAN strategies and ELKLAN leader’s qualification.
Being passionate about my role in SEN. I work to enable opportunities for pupils by inclusive practice, removing barriers to engagement and learning. Understanding the individual child and their need comes from a holistic approach to the child, their family and their community. My role has been to identify need and support as required, so that pupils can access high-quality provision and achieve to the best of their ability.
I have excellent communication and interpersonal skills, an analytical approach in the identification of need and the ability to prioritise. I have previous experience in setting and establishing new and innovative working and a broad knowledge and understanding of the SEN code of practice.
Having a successful track record of Education Health and Care Plan (EHCP) writing, evidences the successful early identification of need, whilst working collaboratively in ‘assess, plan, do and review’ (APDR) cycles and the management of budgets and allocation of support.  I have deepened my knowledge of this area further by being a representative for education across Doncaster on the SEN panel.

 

Richard Fairgrieve

School: Kirk Sandall Junior School
Role: Maths Leader and Assistant Headteacher
Specialisms: Key Stage Two, Maths, Teaching and Learning, Year 6

Designation: SLE

I have worked at Kirk Sandall Junior School (part of the Kirk Sandall Academy Trust) for nine years and have taught Year 6 for the past six years. I have been Maths Leader for the past few years and have recently been appointed as Assistant Headteacher. My specialism is in Maths – particularly deepening understanding and the application of skills. Having worked in Year 6 for a number of years, I have a secure understanding of Teaching and Learning and have supported colleagues in my own school and as an SLE in others with planning, Teaching & Learning and assessment (particularly at the end of Key Stage 2). Across the Kirk Sandall Academy Trust, I have worked as part of a team of people who have researched and implemented work on Learning Behaviours, introducing Learning Powers two years ago – transforming the learning behaviour of our children.

Bev Fallowfield

School: Mexborough Highwoods Primary School
Role: Associate Head of School
Specialisms: Business Management, Attendance, Finance

Designation: SLE

I have been the School Business Manager at Mexborough Highwoods Primary School for the last twelve years and recently changed my title to Associate Head of School. I am a member of the Senior Leadership Team within the school and work alongside the Senior Leaders to continue to raise attainment and progress in school. As an SLE I have been deployed to work with other schools within the Local Authority to support school admin teams and new and existing School Business Managers. Alongside two other SLEs, I have developed CPD training sessions aimed at new and existing School Business Managers, which are delivered as part of the CPD directory and on a one to one bespoke basis. I also co-deliver the School Business Manager Network Sessions for all Doncaster Schools, helping to promote collaborative working and to share best practise and ideas.

Sarah Fletcher

School: Town Field Primary School
Role: Inclusion Leader
Specialisms: EYFS, SEN/D and Inclusion

Designation: SLE

As an Inclusion and Early Years specialist I am thoroughly enjoying my SLE role. I have had experience of delivering training SEN/D related training at both a whole school level and across Doncaster to support inclusive practice and to ensure all our children have the opportunity to be the best they can be. I am very passionate and proud of our inclusive ethos and am happy to share this with others. I am also able to offer support and challenge to SENCo’s in a range of areas such as; the development of person centred planning, developing effective support plans, analysing data and provision mapping. As an EYFS practitioner I believe in giving our young children the best possible start in life and my 10 years EYFS experience enables me to ensure principles of high quality early years practice are embraced and embedded within my school and has enabled me to offer support and guidance to other EYFS practitioners and leaders. My particular specialisms within EYFS include Foundation 1 teaching and learning, EYFS environment, assessment and early intervention. My experience enables me to be able to offer support to both maintained and private voluntary and independent settings. My experience as an SLE to date has been short term deployments and training. I am looking forward to continuing to support school to ensure the best possible outcomes for our children.

Emma Fox

School: Bessacarr Primary School and Southfield Primary School
Role: Deputy Headteacher
Specialisms: Closing the Gap, English Leadership, Key Stage One Leadership, Pupil Premium Leadership

Designation: SLE

I am in my third year of Deputy Headship across Bessacarr Primary School and Southfield Primary School. I lead English across both schools and am also the Pupil Premium Lead. I continue to lead Key Stage One at Southfield.  I am a trained facilitator and coach for both the Improving and Outstanding Teacher Programme and the Outstanding Teaching Assistant Programme. Working as an SLE, I have supported at a number of local schools on both short term and a longer term, secondment type basis. I am also a governor across both schools with responsibility for Pupil Premium spending.

Sarah Gallacher

School: Rosedale Primary School
Role: Assistant Headteacher
Specialisms: Mathematics, Phonics, KS1

Designation: SLE

I have been Assistant Headteacher at Rosedale Primary School for the last 18 months, prior to that having taught at Bentley High Street Primary School for several years and completing secondments as Assistant Headteacher at Town Field Primary School and as Deputy Headteacher at Edenthorpe Hall Primary School. In my current role I am responsible for English, Assessment, CPD, Computing and Key Stage 1.

I have experience teaching in both Key Stage One and Two, as well as previously having been music and ICT coordinator. Since becoming a SLE I have supported teachers in several schools with Teaching and Learning in a range of subjects. I have been involved in delivering a range of CPD for Partners in Learning. I am an accredited facilitator and coach for the Improving and Outstanding Teacher Programmes. I have a specialism in phonics, having implemented a new phonics programme in three schools and delivered training on phonics to both teachers and support staff. In addition to this, I have provided bespoke training personalised to school needs. I also have a specialism in maths, having completed the Maths Specialist Teacher Programme and through this have a good understanding of developing maths provision in school. I have worked a lot with trainee teachers over the past ten years, having been a mentor for teachers on several different programmes. I have also delivered training to trainee teachers.

Kelly Hemmingway

School: Saltersgate Junior School
Role: Year 5 Leader, Curriculum Leader and Student Co-ordinator.
Specialism: Foundation curriculum implementation, Teaching and Learning and NQT support.

Designation: SLE

I have been a teacher for 12 years and have taught in Key Stage Two for this time at three very different schools. Whilst at my second school, I taught Year 6 and led Literacy for the school and am now currently the leader for the foundation curriculum, students/NQT’s and I am Year 5 Leader, making room for this role by handing over ICT Lead to another colleague. Whilst leading these subjects, I have a proven record for developing them to a high standard: purchasing necessary equipment to facilitate the curriculum; delivering in-house training to colleagues; rewriting the computing curriculum to be delivered through school and monitoring each subject through planning scrutiny, observations and work scrutiny and pupil voice questionnaires. I have been part of the SLT for 4 years now and believe that I have a supportive and friendly nature to motivate colleagues to try new initiatives, as well as guiding them along the way. Since becoming an SLE two years ago, I have delivered or assisted in CPD training for Assessment, Computing and SPAG to NQT’s, TA’s and experienced teachers. I have had shorter and long term deployments supporting the implementation of a foundation curriculum into 3 schools, working with experienced teachers to improve teaching and learning, along with supporting and mentoring an NQT long term. I am about to embark on the NPQSL course this year to further develop my leadership skills.

Michelle Hodgson

School: Hill Top Primary School
Role: Assistant Headteacher
Specialisms: Early Years, Phonics, Behaviour, Inclusion

Designation: SLE

As Assistant Headteacher, I work alongside the school leadership team promoting a positive environment for learning, supporting staff in the development of Teaching and Learning, targeting under-performing pupils whilst providing challenge through coaching and mentoring other members of the senior management team through the Leading Pathways Programme. Through performance management I have focused on monitoring and improving the quality of direct teaching and active learning elements of the lessons. I continue to support the purposeful professional development of all staff and develop the capacity in school for effective distributive leadership, in order to maximise impact on the key priorities for improvement at all levels. As Inclusion Manager, I have expanded the school’s capacity to respond to the diverse needs of the community and implement more effective systems to safeguard the welfare of the most vulnerable children across the whole school. The inclusion team has been re-structured to ensure the child’s needs are central to the provision provided throughout school. This has brought about instrumental changes in developing a committed inclusion team, who collectively deliver the ‘core offer’ within our community. As a Senior Leader, I have undertaken training in safeguarding and ensured that I strategically plan and distribute leadership responsibilities in order to effectively manage all elements of the offer. Up until this September 2013 I was also Foundation Unit Manager for twelve years, inspiring confidence in leading Teaching and Learning within the Early Years ensuring high standards of pupil attainment. This led to the Outstanding grading awarded during Ofsted in October 2011. I have also worked collaboratively with other schools as part of the Leading Schools Programme and as part of my role as SLE, which has provided me with the invaluable opportunity to further develop and challenge my own management and leadership skills to develop a strategic vision to ensure effective safeguarding systems and effective Early Years provision were implemented to positively impact on the learning outcomes for pupils within their schools.

Jillian Jackson

School: Green Top Primary School, Thorne
Role: Assistant Headteacher
Specialisms: KS1, Assessment, Y2 moderation, Pupil progress, Teaching and learning, TA deployment

Designation: SLE

I have been Assistant Headteacher at Green Top Primary School for the past two years with responsibilities including; Assessment, pupil progress, raising standards, wave 2 interventions, support staff and KS1 leadership. I work with a strong Headteacher and Senior Leadership Team, under which the school was judged Good with Outstanding Behaviour by Ofsted in November 2014 and we continue to aspire to excellence. I have taught across school from FS2 to Y5, most recently teaching in KS1 and a split Y1/2 class. I have been an SLE for the past year. During this time, I have been deployed to support Y2 NQT’s in schools, supported in coaching Y2 and 3 teachers in teaching and learning and led bespoke CPD training on teaching and learning for both teachers and support staff. This is my second year as a KS1 moderator, this year being accredited as an Enhanced Moderator. This has led me to lead the Y2 moderation network meetings this year for Partners in Learning aswell as lead twilight writing moderations for pyramids of schools. I also am an Olevi accredited facilitator of the Outstanding Teaching Assistant Programme, which I find extremely rewarding to deliver. I am committed to improving outcomes for children, not in only in my own school but across the Local Authority, and enhancing their school experience.

Rebecca Kendrew-Jones

School: Kirk Sandall Infant Academy
Role: Foundation Stage Leader

Designation: SLE

I am an experienced Foundation Stage teacher and member of the Senior Leadership Team at Kirk Sandall Infant Academy. I am responsible for the delivery of high quality initial teacher training, an important role within a designated Teaching School. As an SLE my specialism is the Foundation Stage. I value the opportunity to work alongside other teachers and leaders of education. Our school ethos of Together We Achieve More underpins my values as a classroom teacher and SLE. Effective partnerships are key to sharing best practice, securing sustainable changes for improvement and facilitating the best outcomes for children. I have delivered training and development sessions on leading an effective Early Years curriculum, quality teaching and learning in the Foundation Stage, parental involvement in education and initial teacher training. I have an interest in current Early Years educational research and have studied at Masters degree level at the University of Sheffield. This included researching international perspectives on pedagogy and practice in early childhood. I visited China in 2014 as part of a delegation of education professionals from Doncaster, to compare and contrast our approaches to Early Years practice. I enjoy a challenge and believe that by sharing best practice meaningfully and purposefully we can encourage and inspire one another to further develop our knowledge and skills in order that our children achieve more.

Teresa Ladley

School: Dunsville Primary Academy and Kirk Sandall Academy
Role: Business Manager
Specialisms: Business Management, Academies and Academy Transition

Designation: SLE

I have worked within education in Doncaster since 1999 and am currently the Business Manager of Dunsville Primary Academy Trust and Kirk Sandall Academy Trust. Initially working at Thorne South Common Primary School and then after its closure redeploying to Thorne Brooke Primary School, I became familiar with education finance within Doncaster Local Authority. Moving later to Dunsville Primary School I studied with the National College and completed the CSBM, DSBM and ADSBM suite of School Business Manager Programmes. During this time I discovered just how invaluable school to school collaboration can be. By working with other establishments I have been able to support others and also develop my own skills and understanding of education provision. In addition to working at Dunsville Primary School I began working at Kirk Sandall Infant School in June 2012 and this has been a very successful partnership. After co-ordinating both schools through the academy conversion journey I found that sharing my experiences of the process helped others who were considering academisation. As a result of this school to school support my own schools benefitted through sharing of good practice. Recruited as a SLE with Partners in Learning in September 2014 I look forward to working within Doncaster schools to help our borough provide a better education experience for our children and young people.

Meryl Lambert

School: Bentley High Street Primary School
Role: Head of School
Specialisms: Early Years, Phonics, Behaviour, SEN

Designation: SLE

I have recently become Head of School having been Deputy Headteacher for eight years. I am manager of the Foundation Stage which includes a 52 place nursery and a 2 form entry into Reception. From September 2015, we will be providing a 24 place 2-3 year old provision. Key aspects of my role involve detailed tracking and analysis of pupil progress, developing an enriching curriculum both indoors and outdoors and developing strong partnerships with parents. I firmly believe in creating professional development opportunities for staff and welcome visits to the setting. As Inclusion Manager I lead a team to ensure that academic and pastoral interventions are in place to meet the needs of children with special educational needs and disabilities. I have implemented the 2014 Code of Practice, ensuring that all policies and procedures are in line with statutory guidance and have developed systems to track the progress and attainment of all vulnerable groups. I have a responsibility for monitoring the impact of interventions and in mapping pastoral programmes. I work in close partnership with external agencies and am familiar with the statutory assessment and referral procedures in addition to developing and monitoring SEND support plans and provision mapping. As an SLE I have been deployed across a number of schools to support teachers and Senior Leaders in the development of Teaching and Learning within Early Years. I am a trained facilitator for both the Improving and Outstanding Teacher Programme and have delivered Early Years training on behalf of Partners in Learning.

Sue Lindley

School: Saltersgate Junior School
Role: Year 6 Teacher, English Coordinator, SLE for English and Enhanced Moderator
Specialisms: Key Stage Two, English

Designation: SLE

I am an experienced teacher (of 12 years), a member of the SLT, English Coordinator (4 years) and an SLE for English. I have taught in Years 3, 5 and 6, promoting high quality teaching and learning throuhgout all my lessons. This was recently evidenced in an Outstanding judgment from Ofsted following our inspection in March 2015. I have been a member of our SLT for 6 years, during which time I have had experience of leading in a variety of roles to a standard of excellence. This includes developing and achieving the Green Flag Eco Schools Award, Doncaster Awards for Eco Schools and leading in a variety of schools and conferences linked to this area. I have led English within our school for the last four years, developing my role to achieve the position of SLE for English. Through this, I have worked with a variety of schools on both a short and long term basis providing a range of support, including: whole school audits for English, recommendations for SLT, lesson observations with teachers and modelled lessons for support staff, training for Heads, SLT, teachers and LSAs. I have a passion for English teaching and learning and have driven this within our school. Our whole school ethos for reading for pleasure and striving for an outstanding reading school has been achieved. Our pupils use their knowledge confidently within English, and their enjoyment of reading to enhance their day-to-day learning is evident in their writing. Within school, I have developed assessment systems and procedures to ensure that teachers are consistent with their judgements and progression is effective and swift across all years. I have recently trained as an enhanced moderator and have led formal moderation sessions for schools within the LEA.

Carly May

School: Barnby Dun Primary Academy
Role: Deputy Headteacher
Specialisms: Key Stage Two, English

Designation: SLE

Throughout my teaching career of 11 years, I have always been interested in supporting, as well as learning from others, gaining a breadth of experience in many different settings. I have always been a highly reflective key stage two practitioner and have been Deputy Head at Barnby Dun Primary for almost two years now. In 2009 I started engaging in outreach work, when I was seconded for a day a week to support Doncaster LA’s team of English consultants for a year. This then led to me being involved in the Every Child a Writer project. In more recent years, I have been a KS2 Writing moderator and enhanced moderator. This year, I have also supported teachers and leaders in a local school, as well as delivering Grammar training in their school and also for the Danum pyramid of schools. My role in my own school is primarily the development of English and Assessment throughout the school. Supporting staff to ensure they are confident in delivering the current curriculum and increasing their confidence with making assessment judgments in a time of great change is the biggest and most worthwhile part of this role. My belief is that through empowering both teachers and teaching assistants, outcomes for children will go from strength to strength. Collaborative working is the best way to achieve this and I look forward to taking this approach into the work that I embark upon through my role as an accredited SLE.

Ian Medwell

School: Town Field Primary School
Role: SEN/D Support, Class Teacher
Specialisms: Key Stage One, Phonics, Behaviour Management and SEN/D / Inclusion.

Designation: SLE

I have been a teacher for over 8 years and have a specialism for Inclusion. Prior to completing my teacher training I also had experience working with charities to raise awareness of special educational needs and disabilities and acted as an advocate for pupil voice. As part of my training I have completed post graduate studies into SEN/D and I have completed action research to raise the attainment of pupils with SEN/D. I have in-depth knowledge of the systems and structures in place to support children and an awareness of the diverse and ever changing population of need within our school. It is my belief that all children should feel championed and able to achieve. Working as part of the Inclusion Team at Town Field I understand the importance of engaging with all staff to share the positive ethos and maintaining effective working relationships. I have experience in the development of person centred planning, developing effective support plans, analysing data and provision mapping. I have provided training for teaching staff and support staff. In the wider community I have been involved with CPD for Partners In Learning which has enabled me to build working relationships with schools across the Doncaster area. I have recently (February 2016) been seconded to a school in order to lead the rapid improvement of provision for pupils with SEN/D. I have also been involved with local authority reviews on SEN/D with a focus on pupil progress data, APDR cycles and other systems and structures in place. In addition to my work within SEN/D I am also a dedicated and passionate teacher with many years experience in Year 1. I have a range of strategies for the teaching of early reading and the use of planning, assessment and intervention for rapid progress. Within my role I have also mentored ITT students which I find motivating. I am excited to continue my role as an SLE and I am looking forward to working with different schools to provide support, continue to develop as a practitioner and ultimately work with others to provide better outcomes for children.

Katy McKie

School: Saltersgate Junior School
Role: Y6 Teacher and Leader/ Maths Leader / Science Leader / MFL Leader
Specialisms: Mathematics

Designation: SLE

I have worked, as a Y6 teacher, at Saltersgate Junior for over ten years. During this time, my expertise has enabled the school to achieve excellent results (well above the National Average), which, in part, led to the outstanding OFSTED judgement in March 2015. Within my school, I lead Maths, Science and MFL and I am constantly striving to build on the excellent teaching and learning that is ongoing. I have been an SLE for a year, during which time I have led ‘Mastery in Maths’ training, both internally and externally. I also delivered training on ‘Leading New Initiatives’ and have supported other schools in a number of development areas, such as: to develop the quality of teaching and learning; improve marking for AFL, skills audits and policy reviews.   I lead by example, establishing and maintaining a child centred personalised learning environment, where challenge and resilience are integral. I am a passionate classroom practitioner and Senior Leader, achieving an Outstanding in Mathematics at the Ofsted visit in March 2015. I ensure all relevant information is cascaded, actions monitored and training requirements provided, both informally and formally during staff training sessions. I am extremely passionate about teaching and always offer my pupils the best opportunities so that every child achieves their true potential

Emma Thompson

School: Town Field Primary School
Role: Business Manager
Specialisms: Business Management

Designation: SLE

I have worked at Town Field Primary School for almost ten years and have been the School Business Manager for almost five years. Previously, I worked in the private sector for a range of employers including Abbey National (Santander) and Nat West. I have a range of experience which includes; attendance strategic lead, recruitment processes, governance, school websites, Sims.net, project management, ICT solutions, CSBM support and data support. I have been an SLE for one year, which I am enjoying immensely as I am able to visit colleagues in other schools where we regularly share good practice. I have successfully achieved the CSBM and ADSBM and these professional qualifications, as well as my experience in the private sector has enabled me to apply different strategies to facilitate change within the school with positive outcomes.

Julia Neesome

School: Windhill Primary School
Role: Deputy Headteacher
Specialisms: Inclusion, Numeracy, ITT/NQT Development

Designation: SLE

I am an experienced Deputy Head Teacher Windhill Primary having previously been in post at Edenthorpe Hall Primary and prior to that being seconded by the Local Authority to Plover Primary to work as an Associate Deputy. My specialism is Inclusion and I am currently seconded to the Local Authority as an Education Standards and Effectiveness Officer for SEND. As Deputy Headteacher I work closely with other members of the SLT to strive to raise standards in school. I have mentored and coached middle leaders to develop, monitor and evaluate actions on the School Improvement Plan enabling them lead more effectively and develop a better understanding and greater involvement in the school improvement cycle. As Inclusion Manager I have utilised my strong communication and interpersonal skills and built respectful professional relationships with all levels of staff. Working with my colleagues I have identified and supported pupils with a range of learning difficulties and those who are gifted and talented. I have played a key part in addressing the specific learning needs of these groups of pupils in order to support their further progress. I have successfully shared relevant information through organising in house training for staff at all levels. In my role as an Education Standards and Effectiveness Officer for SEND I offer guidance and support to SENCOs and support the delivery of Local Authority CPD for SENCOs and Inclusion managers.

Rebecca Pearson

School: Barnby Dun Primary Academy
Role: Class Teacher/Upper Key Stage 2 Phase Leader
Specialisms: Maths/English/Key Stage Two

Designation: SLE

I have been in the teaching profession for the last 9 years and taught at Barnby Dun since 2012. I became Upper Key Stage Two leader at Barnby Dun in January 2013. For the last few years, I have taken the lead on maths and have experience of developing and leading on whole school initiatives. I have also been a subject leader in English and music and developed our work on Eco-schools. I have experience teaching across key stage two, however, most of my experience has been in year 6. I have worked with many trainee teachers over the course of my teaching career including students from a range of different universities and the Doncaster/Nottingham SCITT programme. In the last 2 years, I have supported teachers and staff in 2 local schools. In my most recent role, I am supporting the development of teaching and learning in UKS2 and developing the role of the maths subject lead and UKS2 phase leader. I am passionate about teaching but particularly about the opportunities this profession offers to work collaboratively with others. I look forward to my new role and the opportunity it offers to make a difference to children across the authority.

 

Claire Price

School: Plover Primary School
Role: Assistant Head
Specialism: EYFS

Designation: SLE

Having been a teacher for 20 years and assistant head for 9 years at Plover Primary School, I have worked mainly within early years, improving outcomes for the children. I currently lead early years, overseeing assessment and data as well as quality assuring outcomes within KS1, transition processes into and out of FS. My experiences within FS have enabled me to support within my school and other settings including PVI to ensure that children’s needs are met. I have supported other schools with identifying priorities for development within FS as well as planning for those children in Y1 still working within Development Matters. I have provided training for parents on home learning and phonics and have devised admissions information for EAL families.

Claire Robertson

School: Kirk Sandall Infant Academy
Role: Leader of Key Stage One Teaching and Learning
Specialisms: Support for most-able, Leadership of Curriculum, English Key Stage One, Phonics – Read Write Inc.

Designation: SLE

I have taught for several years at Kirk Sandall Infant Academy and have been a member of the Senior Leadership Team for nine years. My role is Leader of Teaching and Learning in Key Stage One (including English and More Able and Talented). I have lead the introduction of the Read, Write Inc. Phonics programme into our school, providing appropriate training and resources for teachers and support staff to ensure they could deliver the sessions competently and confidently. Since then I have monitored and adapted the programme to best meet the needs of the children in our school to enable them to achieve their full potential. I have been involved in leading a range of literacy sessions through Partners in Learning for the ITT training programme, focussing on teaching and learning in phonics, the literacy curriculum, planning and inspiring children to write, writing for purpose and incorporating cross curricular links. As an SLE, I have also provided bespoke school to school support to provide staff training on Read Write Inc. Phonics for both teachers and support staff. As More Able and Talented Leader, I have explored using questioning to extend children’s thinking and have introduced Early Bird Challenges to engage children in thinking actively from the moment they enter the classroom. I have also been involved over the last four years in a collaborative project within our pyramid, to organise annual Gifted and Talented events to create opportunity for more able children from each school to work together.

Claira Salter

School: Green Top Primary School, Thorne
Role: Assistant Headteacher
Specialisms: Early Years, Phonics, SEN, Behaviour

Designation: SLE

I am Deputy Headteacher at Green Top Primary School and have been a senior leader for the past three years with responsibilities including; behaviour, SENDCO, Early Years leadership, phonics and designated teacher for safeguarding. I have worked previous to this role as a Middle Leader for the lower phase responsible for EYFS and Key Stage One. I work with a strong Headteacher and Senior Leadership Team, under which the school was judged Good with Outstanding Behaviour by Ofsted in November 2014 and we continue to aspire to excellence. My personal strengths are; leading a team to fully embrace child initiated learning, raise attainment in phonics through quality first teaching, rich environments and focussed interventions and managing the day to day ‘behaviours for learning’ exhibited by the children within the challenging area we serve. As an SLE, I have recently supported schools with; on entry moderation, raising standards in phonics, raising the profile of child initiated learning to promote high quality outcomes across the EYFS phase, and supporting schools to develop a whole school approach to embed positive behaviours for learning. Furthermore, I have facilitated training in my specialist areas for a range of practitioners, with differing skill sets, including support staff, trainee teachers, NQTs, RQTs and experienced teachers. I am fortunate to be one of the Olevi accredited facilitators of the Improving and Outstanding Teacher Programme, which I find extremely rewarding. Since becoming an ITP and OTP faciliatator I have also created a bespoke CPD package that has been delivered in several schools to develop teaching and learning through engagement and challenge. I love my job and the diverse nature of each day, at the heart of everything I do is the children I encounter along the way – if they are getting a good deal then they have a chance to achieve their full potential, it’s up to us a educators to inspire them to succeed!

Emily Smithard
School: Sandringham Primary School
Role: Deputy Headteacher
Specialisms: Closing the gap, NQT Development

Designation: SLE

I have been a Deputy Headteacher at Sandringham Primary School for the past seven years. I am currently responsible for Inclusion, attendance, deputy designated safeguarding officer, NQT mentor, EAL and the designated teacher for looked after children. As Deputy Headteacher I work closely with other members of the SLT to strive to raise standards in school. Throughout my career I have used my coaching skills to support colleagues. I have supported phase leaders, middle leaders, senior HLTAs and members of the inclusion team. As Inclusion Leader I have been the driving force behind the growth and development of our inclusion team and have led on the improvement and development of the learning environment, where we nurture and help our children to thrive. As well as Inclusion Leader, I have worked effectively as a mentor in school for NQTs, GTPs and students for the past 9 years. Throughout my teaching career, I have taught from F2 to Year 6 and therefore have a wealth of understanding of the different needs of the children across whole school. The main motivation for me to begin my participation in system leadership, is to improve the outcomes for pupils both in my school and those that I would support. I look forward to this new role, as an accredited SLE.
Jayne Tuczemskyi

School: Kirkby Avenue Primary School
Role: Senior Leaders and Key Stage Two Manager
Specialisms: Closing the Gap, CPD, Leadership of the Curriculum, Drama, English, Mathematics, ITT Development

Designation: SLE

During the last ten years I have been part of the Senior Leadership Team at Kirkby Avenue Primary School and am committed to continuous school improvement, raising standards and supporting and learning from others. As part of the Senior Leadership Team I am responsible for Key Stage Two, Teaching and Learning, Coaching Programmes and English. As leader of Teaching and Learning I have worked on developing systematic and experiential learning coaching cycles to meet the needs of our staff in order to maximise impact by raising standards of Teaching and Learning and importantly to embed changed practice and encourage the transmission of teacher learning to pupil learning within classrooms. My role of leading coaching has now widened, facilitating CPD training, working with our NQTs, providing outreach work through school to school support and speaking to participants on NPQSL. As leader of English for five years I have worked closely with staff within my own setting, and other schools, on the new curriculum, the implementation of this, the Spelling and Grammar curriculum, raising of standards in writing, moderation and creativity within the subject. Raising standards in writing through inspiring children to write is an area I have delivered bespoke CPD for schools, facilitated CPD courses and worked closely with staff in my own setting in order to close the gap in writing. I am a trained facilitator and coach for the NPQML programme and I have also supported modules for the NPQSL programme. As part of the programme I have supported colleagues aspiring towards middle leadership and closing the gap projects within their own settings. Working as an SLE, I have delivered English courses for colleagues, supported staff from other schools in implementing the new curriculum and Spelling and Grammar training. I have supported a school with Year 6 interventions, coaching and improving Teaching and Learning. I am committed to developing, enabling and motivating staff in school in order to facilitate the needs of the children. I want the best for the children in our care – this itself motivates me to aim to improve learning for all children and promote, and create, a climate in which all staff want to do their best. As an extension to the commitment within school, I firmly adhere to our school ethos of supporting others in an outreach capacity. I’m committed to ‘give back’ to the authority and enjoy the opportunity and challenge to work, support and learn from others. I enjoy new challenges and relish the opportunities to work with others to improve the quality of Teaching and Learning, raise standards and school improvement.

Sarah Watson

School: Woodfield Primary School
Role: Head of Early Years
Specialisms: EYFS

Designation: SLE

My interest and passion has always been in Early Years pedagogy and practice and I have relished the chance to further develop my expertise in the role of Head of Early Years at Woodfield. Having joined the school whilst it was graded Requires Improvement and under the scrutiny of HMI, learning about data analysis and school improvement planning with a focus on the Early Years has been of prime importance and indeed these are skills that I am currently using to support schools in my SLE role. This has been enhanced by working as an EYFS moderator for the LA and planning CPD alongside other SLEs. I work with a strong Headteacher and Senior Leadership Team, under which the school was judged Good by Ofsted in September 2014 and we continue to strive for excellence. Throughout my career I have been fortunate to work in a number of different schools giving me experience of varied catchments and the different needs of children and families within these catchments. Whilst in a previous setting I undertook the NPSLBA accreditation with a specific focus on parental involvement in the Early Years and how this can support both behaviour and attendance. This enabled me to plan for and deliver a range of family learning which has continued into my current setting. Working in an attachment aware school, I have used the principles of attachment theory to evaluate and improve our systems for transition into the Early Years such as paperwork, information collection and early intervention in terms of support for families with additional needs. During my time at Woodfield I have worked as a mentor supporting ITT students in school alongside link tutors from both YSJ and the Schools Direct program. My mentoring role has focused upon students within the Early Years where I have been able to offer ongoing support in their classroom role as well as offering CPD around policy, practice and pedagogy in the EYFS.

Kerry Webster

School: Town Field Primary School
Role: Middle Leader/Class Teacher
Specialisms: Reading/Maths/ICT/Teaching and Learning

Designation: SLE

I have taught at Town Field Primary school for 6 years and been an established middle leader for 3 years leading on computing and reading within school. More recently, I have taken the lead on maths and have experience of leading on school improvement priorities. I have experience teaching in both Key Stage One and Two, however, most of my experience has been in year 2. I have been involved in delivering a range of CPD for Partners in Learning including the computing curriculum and leading the computing network for Partners in Learning. In addition I have also delivered bespoke training for schools, CPD for NQT's and ITT students and have experience of leading training in maths. I have worked a lot with trainee teachers over the past six years, having been a mentor for teachers on several different programmes as well as supporting NQT's within their setting. As part of my role as a year 2 teacher, I have recently become a moderator for the local authority with experience of leading moderation as well as supporting schools in getting ready for the moderation process. As part of this role, I have also lead year 2 and key stage one network meetings for several different pyramids in the doncaster area.

Yvonne Whaley

School: Toll Bar Primary School
Role: Assistant Headteacher
Specialisms: Key Stage One, Leadership of the Curriculum, Middle Leadership, Mathematics

Designation: SLE

I am an experienced Assistant Headteacher at Toll Bar Primary School as well as an established SLE. I am an accredited facilitator for NPQML as well as an accredited facilitator and mentor for both the Improving and Outstanding Teacher Programme, including The Power of Coaching module. I have also been accredited with teaching the Every Child Counts and Every Child a Reader Programme to Key Stage One children. As a Mathematics specialist I have delivered CPD for recent changes in the new curriculum as well as focusing on areas within the curriculum including, reasoning, bar modelling and problem solving. As an SLE I have supported staff in planning, delivering and evaluating their teaching of Mathematics as well as supporting their understanding of assessment. I also promote initiatives for the South Yorkshire Maths Hub regarding developments in the Mastery of Maths. Through consultancy and training I promote best practice and high quality delivery in both classroom and training. I have experience in supporting teachers, Middle and Senior Leaders in areas of priority within their setting. These have included leading training for both teaching and support staff, as well as assisting them in writing action plans, delivering policy and monitoring good practice and subsequent actions. In association to leading staff training and INSET to colleagues I have also supported individuals and groups of staff using both coaching and mentoring roles which have looked very different depending upon the need of the school or individual.