SLE SUPPORT

Specialist Leaders in Education

Pen Portrait

Wendy Hill

School Name:

Reigate School

SLE Specialism:

Primary & Secondary Business Management.

Senior Leadership

Teaching School Alliance:

SESTA

Area of expertise / pen portrait

I have extensive business management and leadership experience in both Primary and Secondary Schools. I have managed many building projects and constantly strive to gain efficiencies and securing value for money. There are approximately 150 staff at Reigate School and I am currently acting as Business Director in the setting up of a Multi Academy Trust.

At Reigate School, I am responsible for Finance, Premises and some Personnel management. I have worked with a number of local schools with all aspects of business management. I am particularly keen in developing potential Business Managers

I am happy to provide interim support or work alongside existing SBMs in order to facilitate improvement in systems and processes. I am capable of troubleshooting and setting action plans in order for sustainable progress to be made.

Premises management is an area of particular strength and expertise and I am particularly keen on new projects or maximising the use of school buildings.

I ensure that I keep abreast of all educational issues in order to manage resources effectively and to be sympathetic to the needs of all staff and students within the school environment.

Details of any CPD you have delivered

Pupil Premium – Recording and Budgeting

Safeguarding -  Annual Training for Staff

Budgeting

School to School Support – Premises Management

Paula Wright

School Name:

Reigate Priory Junior School

SLE Specialism:

Infant – Junior liaison / More Able children

Teaching School Alliance:

SESTA

Area of expertise / pen portrait

I am an experienced senior leader at Reigate Priory School where I am responsible for a large team of teachers, support staff and cohorts of 150 or 180 children annually.  The team members range from NQTs or teachers in the early stages of their careers to those who are experienced teachers and leaders.  I ensure that a clear vision provides a sense of direction to others and I aim to nurture colleagues, helping them achieve their potential and move the school forward.

I am responsible for Infant Liaison and work closely with several local infant schools.  Through data analysis I had noted a pattern year-on year where a small but significant group showed a ‘dip’ in achievement following transition. I initiated a small scale research project to investigate the learning and teaching styles in Year 2 classrooms and compare them with those currently used in Year 3. The aim was to identify if this could be related to the emergence of behaviour associated with a reluctance to engage fully in learning following transition.

I have also coached colleagues on how best to support the most able pupils and delivered CPD on Dialogic Teaching, to improve children’s thinking and develop also the skills repertoire of colleagues.

In my role of SLE I have trained to be able to work with school leaders, helping them to improve their mechanisms of modelling, coaching and mentoring and create an effective learner-centred environment.  An example of this was where I worked on a whole school focus to improve maths across the school.  By ensuring staff were part of the initial consultation and through an understanding of our collective responsibilities and a determined, decisive approach I was very quickly able to bring about the required changes in practice.  Continued monitoring but also empowering team members to adapt their practice as best suited them, along with a readiness to listen to their views brought about a successful improvements in how maths was planned and delivered.

I am committed to helping schools strive for excellence and encourage them to achieve whole school improvement.  I believe that children flourish in schools with high standards and where a life-long learning culture is established and encouraged, for children and staff.

Details of any CPD you have delivered

CPD - Reluctant learners which impacted on the way children (particularly boys) who are working below age related expectations were supported in writing during transition.

CPD -  Dialogic Teaching

CPD - Reigate Priory staff and CPD session to a large group of teachers in Kent.

Target Tracker CPD to full governing  body

School to school support sessions with initial OfSTED ‘requires improvement’ graded ‘good’ on subsequent inspection.

Kelly Sutton

School Name:

Reigate School

SLE Specialism:

Pupil Achievement in Geography and History (KS3 and 4)

Teaching School Alliance:

South East Surrey Teaching Alliance (SESTA)

Current responsibilities:

Associate Assistant Head teacher

Head of Humanities

Pen Portrait:

Kelly believes that the provision of exceptional learning experiences is the right of all children, not just the ones in good or outstanding schools.  As an outstanding practitioner, she believes it is a moral responsibility to work collaboratively to support change in the wider school community, so that all students leave education inspired and with the tools they need to reach their full potential.

In 2011 Kelly was appointed as Head of Humanities, where she worked with the History department to improve examination results, which had fallen significantly in the previous academic year.  By working with the department to identify strengths and areas of improvement, she was able to embed outstanding learning and teaching.  This resulted in 100% of the department receiving good or outstanding judgements in the 2012 Ofsted.  Through this shift in culture the examination results improvement by 29% within two years, with the department ranking in the fifth percentile for value added GCSE performance nationally compared to other similar schools.  This ranking had been maintained since then.

Within the wider school community she has worked collaboratively with the Heads of Humanities at other local secondary schools to support improvements in learning and teaching.  This has included speaking at the Reigate ‘Good-Pract Fest’, sharing ideas at the Reigate ‘bring and buy’ stall event and working within the departments to implement new strategies for supporting whole school improvement such as bespoke provision for pupil premium students.

During 2014/2015 Kelly supported in another secondary school within surrey, to develop the leadership skills of a new Head of geography who had inherited a department with low GCSE examination results.   Through her role as coach Kelly’s “help and guidance enabled effective schemes of work to be planned and effective controlled assessment moderation to take place. Our %A*-C increased from 54% to 85%”.

CPD delivered:

  • SSAT conference Twickenham - leading change and promoting outstanding learning within a department
  • Reigate ‘Good- Pract Fest’ with the Warwick Partnership
  • Triad leader in the ‘Teaching without walls’ programme
  • Show my Homework – whole school systems

Jillian Dean

School Name:

Reigate Priory Junior School

SLE Specialism:

Curriculum

Teaching School Alliance:

South East Surrey Teaching Schools (SESTA)

Personal Statement:

Personal Vision:

My passion is for a primary curriculum that is broad, balanced and engaging. Primary learning should be a positive, memorable part of childhood; not viewed as purely preparation for secondary school but a valuable, essential step in the learning journey that brings the rigour and challenges of the National Curriculum to life in a relevant, age appropriate way for a child in their first decade of life.

Teaching Experience:

Over eighteen years, I have taught in every year group in Key Stage Two both whole class mixed ability and groups including SEND and Mable.

Leadership Experience:

My first subject post was RE leading the school through a successful OFSTED subject inspection. I have also led ICT as a Core subject and written schemes of work in a changing curricular and technological landscape. As Year Leader in both Year 3 and Year 6, I have supported transition at both ends of the Key Stage and taken a lead on planning, assessment and pastoral support of both children, families and staff. I was Teaching and Learning Leader during the introduction of the new National Curriculum and successfully designed a curriculum that wove our school’s commitment to skills based, topic driven learning with the raised pitch and new expectations of depth of learning. My role as Assistant Head included Performance Management of staff, mentoring new to role staff including aspirational middle leaders, assessing NQTs, designing staff CPD and taking a lead on Whole School Development Priorities including effective feedback, the role of plenaries and the art of questioning. I also mentored middle leaders with whole school action plans to guide them through the planning, delivering and monitoring of change.

Current Leadership:

I have been a Deputy Head for two years retaining many of my Assistant Head roles but also with responsibility for monitoring teaching and learning and leading assessment including moderation, data analysis and supporting provision planning.

Other Roles:

I am a Designated Safeguarding Lead and serve as a Staff Governor.

SLE Experience:

 

June 2016- February 2017 – School to School Support

Supporting a teacher to make the transition from secondary to primary phase teaching.

Impact: Teacher moved from developing to good with outstanding features by the end of the placement.

CPD Delivered:

In Own Setting:

Bringing RE to life Through Artefacts and Real Life Experiences

ICT Basic Skills Courses

Effective Verbal and Written Feedback

The Art of Questioning

Power of Plenaries

Using Self and Peer Assessment Effectively

Designing a Curriculum Learning Journey

Subject Leadership Development

Whole School Moderation

In External Settings:

ICT Basic Skills Courses

Primary Vision Conference – spoke on Curriculum Design

Inter School Moderation

Hannah Gallagher

School Name:

Dovers Green School

SLE Specialism:

English in KS1

Phonics

Art

Teaching School Alliance:

SESTA

Area of expertise / pen portrait

I am an experienced KS1 teacher and currently a KS1 leader at a three form entry infant school where I am responsible for a large group of teachers, support staff and approximately 180 children.  My school is an outstanding school and I have worked there for 10 years now. I am also English and Art Subject Leader for the school and have successfully introduced new initiatives in these subjects. Being part of the Senior Leadership Team has enabled me to view the school as a whole and take responsibility for its continuing development so the children have the best possible start to their academic careers.

Since becoming an SLE I have worked with a school requiring support for two terms.  Initially I worked with their year 2 team on developing the curriculum, and then I moved on to working with the whole school on behaviour management and encouraging a growth mindset. This was challenging but extremely rewarding.  I particularly enjoyed seeing the teachers I worked with improve their practice and how this was then beneficial for the children involved.

I am a very efficient, highly organised person who maximises any time I have so I could also provide support and advice for teachers (or teams of teachers) who are struggling to manage their work load, particularly in KS1.

Details of any CPD you have delivered

English INSET days

Modelling phonics and English lessons

Observing English lessons and feeding back to staff

Leading art network meetings alongside a colleague from a local secondary school

Guided writing and reading training

Leading year 2 writing moderation alongside my colleague

English and art staff meetings

Mentoring SCITT, PGCE and NQTs

Observations and feedback on behaviour management and growth mindset

Advising on to how improve and develop the year 2 curriculum

Emma Owen

School Name:

Reigate College

SLE Specialism:

Head of Art and Design

Teaching School Alliance:

SESTA

Area of expertise / pen portrait

I am an experienced leader and I aim to inspire by example and raise expectations through clear communication of my aims. Prior posts have included managing and significantly improving 2 failing departments and faculties in large comprehensive schools, one in inner London, and managing a highly successful department in a comprehensive school in Surrey that was awarded Artsmark Gold. All gained Outstanding in Ofsted department inspections.

I am currently Head of Visual Arts at Reigate College line managing a team of 11; working across seven subject areas including Fine Art, Video Games Art, Product Design and Engineering.

The breadth of my curriculum knowledge and interest in broader educational issues is illustrated by: planning, delivering, internally and externally examining a range of seven academic and vocational qualifications including NQF and QCF BTECS to level 3 and A’ Level; mentoring PGCE students, new Department Heads and Leading Practitioners within and outside the Art department and the college; devising transition projects and training year six teachers.  My ability to grow leadership capacity in others is exemplified by the rapid career progress my mentees have made.

I fully understand the requirements of the curriculum and examination boards at all key stages and examination levels and run college wide sessions on progression routes for Art and Design students. I have been a moderator at GCSE and A’ level.

Details of any CPD you have delivered

Photoshop-Art and Fashion Team

2-D design-Art, Fashion and Graphics Team

Drawing and Project Development in Art –Year 6 Mole Valley teachers

Assessment methods-College Department Team and mentees

Support Systems for Students-College wide.

David Mills

School Name:

Reigate Valley College

SLE Specialism:

Head of Primary - Pupil Referral Unit

Teaching School Alliance:

SESTA

Area of expertise / pen portrait

I have 15 years’ experience of working with Key Stage 1 & 2 children within the SEN sector.  These will include pupils with ADHD, ASC, PDA, SEMH, Attachment Disorders and Trauma.

Prior to moving into management I had a highly successful career as a teacher, initially at an “Outstanding” Special Needs School before moving onto the PRU setting.

Apart from planning and delivering outstanding lessons it was the behaviour of the pupils which fascinated and inspired me the most.  The need to adapt lesson plans and delivery to the cohort of children and the prevailing issues required the implementation of a succession of strategies to ensure the pupil’s achieved their Learning Objectives.  To engage a group of SEN children in their learning often against their intentions or instincts is a hugely rewarding experience.

In my current role of Head of Primary at RVC I am now involved all aspects of pupil welfare, academic and behavioural progress.  This is being achieved through identifying individual student’s needs and developing personalised learning programmes and interventions to generate rapid progress.

The role also involves communicating with parents and carers, agencies, EP’s, school staff and SLT on a host of issues ranging from Safeguarding, EHCP’s, panel meetings and teacher performance as well as collaborative working within the school and other Primary PRU’s within the federation.

Details of any CPD you have delivered

 

Caroline McHugh

School Name:

Dovers Green School

SLE Specialism:

Mathematics

Initial Teacher Training

Teaching School Alliance:

SESTA

Area of Expertise / Pen Portrait

I have been a primary school teacher for fifteen years and have worked in both infant and primary schools.  I have taught in the Early Years Foundation Stage and in Key Stage One and have an    in-depth understanding of the requirements of the curriculum and assessments in both of these age phases.

I am currently working as the Assistant Headteacher at Dovers Green School, which is a three form entry infant school.  In my role, I work as part of the Senior Leadership Team and am responsible for driving whole school improvement, particularly in my position as the Mathematics Leader.  I am dedicated to ensuring that all children are given the best possible learning opportunities and I constantly strive to inspire a love of learning within them.   

I have been the Mathematics Leader at my school for six years and as part of this role, have carried out termly observations of staff, providing feedback on the best ways in which I think they could improve their practice.  I have completed a two year course at Brighton University, where I earnt the qualification of Mathematics Specialist Teacher (MAST), which has given me a much deeper understanding of how children learn mathematics.  I have lead several projects at my own school, including improving problem solving and developing the use of jottings to support the children’s understanding.  I have used the process of lesson study, in order to fully involve other members of staff in the overall improvement of mathematics at our school.   

I have mentored many students during my career, including PGCE and SCITT students, and gain much pleasure in observing their development and guiding them to become excellent, reflective practitioners.  I have also mentored several NQTs through their first year of teaching, which I greatly enjoyed.

As an SLE, I feel I am well equipped to support teachers to develop their own skills and grow into more effective and competent practitioners.  I am a warm and approachable person and I enjoy working alongside others and sharing my own school’s successes.  I firmly believe that happy children learn the best and it is vital that we provide them with the highest possible standards of teaching and the greatest opportunities for high quality learning.  Through sharing excellent practice, my hope is that I can help others to become more successful in their own school setting.

Details of any CPD you have delivered

Observing mathematics lessons and feeding back to staff

Leading mathematics staff meetings, with a focus on developing problem solving skills and the use of jottings

Leading cross school writing moderation meetings

Mentoring SCITT students, PGCE students and NQTs.

Aaron Lawrence

School Name:

Reigate Valley College

SLE Specialism:

Behaviour Management, De-escalation skills and PRU Senior Leadership

Teaching School Alliance:

SESTA

Area of expertise / pen portrait

I have extensive leadership experience in the Secondary PRU School environment. I have managed the largest KS4 PRU in Surrey across 3 sites and been in charge of curriculum, behaviour, staff and student timetable, budget and system development and the opening of two new sites for RVC.

I have had the opportunity to support three schools. One a fellow pupil referral unit with getting out of special measures who are now Good with Outstanding Leadership. The other two are mainstream schools who wanted to evaluate and improve their behaviour structures and we went in with a team and then led a series of INSET to support staff in developing new strategies in Positive Intervention and De-escalation techniques by using theory, observations and experience.

I am happy to provide interim support or work alongside existing schools who want to develop their behaviour management policies, open inclusion departments and PRU’s looking to develop to outstanding. I am capable of troubleshooting and setting action plans in order for sustainable progress to be made.

Details of any CPD you have delivered

Behaviour Support and De escalation skills in two mainstream secondary schools and a PRU.

Behaviour Management and strategies in a Sixth Form college.

Curriculum and Procedure Development in a Pupil Referral Unit.