Skip to content ↓
Green Light Teaching School Alliance

Green Light Teaching School Alliance

Meet the Team

SECONDARY

John McNally - NLE (Share MAT CEO)
 

CEO / Headteacher

School: SHARE Multi Academy Trust

Shelley College

                                   

Professional background:

John has been a headteacher since 2006 and led Shelley College between 2010 and 2018. He now leads a multi-academy trust comprising of secondary and primary schools in the Kirklees area and the Green Light Teaching School Alliance. He has held senior leadership positions in four different schools, in four different local authorities, serving a broad variety of communities.

John started his career as a maths teacher and he has held a variety of middle and senior leadership positions before becoming a headteacher. He has worked in partnerships with other schools throughout his career being a leader of Excellence in Cities networks, a member of specialist schools trust networks and a member of early headteacher coaching triads in the past.

John is also a registered OFSTED inspector

NLE areas of specialism:

  • Whole-school leadership;
  • Self-evaluation and development planning;
  • Quality assurance systems;
  • Familiarity with the OFSTED framework and processes;
  • Supporting governors.

Current role and responsibilities:

  • CEO of SHARE multi-academy trust;
  • Headteacher, Shelley College;
  • National Leader of Education, leading Green Light Teaching School Alliance.

CPD / Training Delivered:

  • CEO training with UCL;
  • Executive Headteacher training with SSAT;
  • OFSTED inspector training, with lead inspector training due to start in late Spring 2018.

Why I became an NLE:

I find working in partnership with other leaders one of the most rewarding parts of my job. From a selfish point of view, I have never failed to take some good practice from schools I have supported, which has helped improve my own schools. I strongly believe that we learn together in any partnership and that sharing good practice, discussing common concerns and solving problems together can make a hugely positive difference to our practice.

I am also fortunate to work with a very talented team of leaders and practitioners. Together, we can provide a good level of support and challenge in nearly all situations. I see my job as helping leaders find their own solutions by asking the right questions and offering suggestions for the way forwards. Offering support is never about taking over but we can, perhaps, provide a helping hand or help somebody to see a situation from a different angle.

Sarah Backhouse - SLE (English)

Head of English Department

School - Shelley College

Professional background:

  • BA English Language and Literature
  • English teacher of 15 years
  • KS3 Co-coordinator for English – 2 years
  • Assistant Director of English – 3 years
  • Director of English 5 years

SLE areas of specialism:

  • Leadership of curriculum (KS3, KS4, KS5 – English) 

Current role and responsibilities:

Director of English & Media. I have the responsibility for KS3, KS4 and KS5 English Language and Literature at Shelley College. Also, KS4, KS5 Media.

I oversee a department of 12 teaching staff with a cohort of approximately 1,200 students.

CPD / Training Delivered:

  • Development of lead practitioners and TLR holders
  • NQT Training
  • Introduction of new specifications at KS4 and KS5
  • Establishing and maintaining effective marking policies
  • Using data effectively

Why I became an SLE:

I am motivated by the desire to achieve the best possible outcomes for all students and staff. Having developed my own department to be cohesive and successful and seen progress consistently improve. I am keen to share my knowledge and develop the skills of others in order to effect change and improve the outcomes for as many people – students, teachers and leaders – as possible.

Matt Brayford - SLE (ITT, Safeguarding, PE, Attendance)

Assistant Headteacher

School: Upper Batley High School

Professional background:

Throughout my working life I have always strived to find challenge and push myself to achieve difficult yet attainable goals. I recognise the changing structure and working practices within education and the role in which teaching schools can play to promote and cultivating excellence. Supporting colleagues and sharing expertise is going to be vital in the modern field of schooling with less LEA involvement it is important that high quality support is provided by experts with proven success in specialist areas.

I have been part of a number of teaching and learning initiatives and have lead CPD sessions for staff to uptake and develop specific parts of their teaching. These have had great impact and participants have always provided positive feedback.  

I would describe myself as being a visionary leader who is able to effectively coach individuals/teams to inspire and motivate them to give their all and succeed. I possess many leadership qualities and would enjoy working with other leaders/teacher to help them reach their potential.

SLE areas of specialism:

I find myself suitably placed to offer my knowledge, skills and methods of working with colleagues from different phases in the field of SEMH, attendance, safeguarding, teacher training, PE and closing the gap. I have held leadership roles in these areas with significant impact criteria in each.

Current role and responsibilities:

In my current role of Assistant Headteacher I have responsibility for Behaviour and attendance, SEMH, safeguarding and SEND. Throughout the course of this year the initiatives I have led have resulted in major positive contributions to the students at school and the performance of Upper Batley High School in regards to SEMH.

In my current role of Assistant Headteacher I have led the implementation of a new behaviour policy, consequences pathway and rewards system. This was done through careful planning, staff training, modeling and coaching. Staff now utilise Sleuth and both internal and external CPD in their lessons and around school. The impact of this work thus far has been that fixed term exclusions have significantly reduced and show a continuing falling percentage.

I have been involved in a senior leadership team that effectively changed and turned the school around from a grade 4 to a grade 2, so working to deadlines and under pressure is normality.

As well as being graded as an outstanding teacher, in my current role I have implemented key behaviour for learning based strategies to support classroom teachers. Examples of this include the ‘behaviour tip of the week’, co-ordinated year team working and external CPD providers. The key message that is being promoted through these events is that meeting the needs of learners is paramount and the central key to this success is the relationship between teacher and learner.

Most recently I have been involved working within a cluster of schools designing and directing behaviour and admissions protocols. The impact of this has been that improved communication between schools and improved processes of meeting the needs of learners through managed moves and school based placements.

CPD / Training Delivered:

Over the course of my career I have delivered various CPL and training sessions mainly around the areas of SEMH and developing teams. More recently I have been seconded to work with the local authority to develop collaborative approaches across all the phases of education and social care in the field of SEMH.

I have delivered Behaviour for learning training and monitoring for school leaders and teachers newly into the profession. I have showcased best practice from my own school and team regionally and demonstrated and advocated key pieces of school based software.

Why I became an SLE:

The aspect of leadership I find the most motivating is when colleagues or students are achieving and reaching their potential as a result of a situation or as a result of some kind of intervention that has been implemented. The best description would be one of visually seeing ‘when the penny drops’ and the people which I am working with feel empowered and motivated to succeed.

I pride myself on being an excellent practitioner in and outside of the classroom, demonstrating the highest possible expectations of students and colleagues. In a leadership capacity modeling, mentoring and coaching are vital for developing the capacity of my colleagues and teams. As a classroom practitioner I have always found it vital to form relationships based on high expectation, praise and mutual respect. A major facet of my classroom practice is to facilitate creativity, personal development and independence through carefully differentiated engaging lessons that meet the needs of all students.

As a leader I always have a vision of the direction in which I feel particular focused. I encourage my colleagues to engage with the projects or areas in which I lead. Completing outreach with a network of schools focusing on Behaviour tracking and strategic interventions has given me a valuable insight into how other schools work and allowed for me to help develop key competencies in others.

Philip Cowling - SLE (ICT/Computing, Data)

Assistant Principal - Student Achievement

School: Shelley College

Professional background:

11 years teaching ICT and Computing.

SLE areas of specialism:

  • ICT
  • Computing
  • Secondary Specialism in Outdoor Education

Current role and responsibilities:

Lead the department, lead whole school use of ICT to support teaching and learning. Professional Mentor for ICT and Computing

CPD / Training Delivered:

  • Dealing with Conflict In your department
  • Using online VLE’s to support teaching
  • E-Safety
  • Using tablets to support teaching
  • Incorporating Modern Technology into the classroom

Why I became an SLE:

I have been fortunate to teach computing for 10 years and now am finally beginning to see the subject start to realise its potential and place in a modern curriculum. Helping colleagues work in their departments to provide the best leadership to enable this to happen is something that motivates me.  Wider aspects of leadership and developing leadership potential is something I have had a vast amount of experience with working in the Reserve Forces.  I have seen first -hand the impact a great leader can have, helping people develop this skill is exciting for all parties.

Curt Farrar - SLE (Design Technology)

Leadership of Curriculum for Design and Technology

School: Upper Batley High School

Professional background:

I have been teaching for 6 years and have worked tirelessly in that time drive change and to provide a high standard of education for all learners in the area of Design and Technology. I am currently the Head of Design Technology at Upper Batley High School.

SLE areas of specialism:

My main areas of specialism are in Design Technology and the leadership of Design Technology curriculum.

Current role and responsibilities:

I am currently Head of Design Technology at Upper Batley High school and I have held that position since September 2013. My main responsibilities are to raise attainment and achievement and to monitor and support learner progress within Design Technology. I am also responsible for leading on and developing the Design Technology provision, ensuring that we provide a broad and balanced programme of study.  As well as my own duties as a classroom practitioner, I have responsibility over department finances, support and technical staff within Design Technology.

In 2016, Design Technology had its best set of results on record. Attainment increased by nearly 50% since 2013/14. This has come about through a determination to offer the best possible education for our learners.

CPD / Training Delivered:

During my teaching career I have delivered various CPD and training sessions mainly in the area of teaching and learning. These have included sessions on lesson planning and planning for SEND learners, differentiation and challenge. I have more recently worked with a new Head of Department to support them in how to run a department successfully and to bring about improvement.

Why I became an SLE:

I have previously worked with an SLE to drive change within my own department and team. I have seen first-hand what the role of an SLE entails and I have now been able to transform my own department to give all of our learners the best possible Design and Technology education with the support of that process. I now feel that it is my turn to share what I find to be best practice with colleagues in other schools.

I enjoy working with and supporting others, seeing improvement as a result of positive change is what motivates me. Within my role I have enjoyed working with and inspiring others to bring out the best in them. I am also deeply passionate about quality Design and Technology education.

Andy Hewitt - SLE (Geography, T&L, Curriculum, Timetabling)

Vice Principal

School: Shelley College

Professional background

  • BSc(Hons) Geography, PGCE, MA in Educational Leadership Geography Teacher, Head of Geography, Curriculum Leader, Director of the Sixth Form Teaching & Learning, Excellent Practitioner, SLE, VP Curriculum, Data & Timetabling

SLE areas of specialism

  • Geography Teacher, Head of Geography, Curriculum Leader, Director of the Sixth Form, Teaching & Learning, Excellent Practitioner, SLE, VP Curriculum, Data & Timetabling

Current role and responsibilities

  • VP Curriculum, Data, monitoring & Timetabling. Work scrutiny, SLT links, Assessment.

CPD / Training Delivered

A wide range within all of my roles.

Why I became an SLE

To widen my influence, broaden my skills base and put my skills to good use helping others improve.

Rebecca Hesmondhalgh - Director of GLA (SLE) (Art, T&L, Quality Assurance, Curriculum)

Director of School Improvement

School:  Share Multi Academy Trust

Shelley College

Professional background:

I am currently Director of School Improvement at Share Multi Academy Trust & Director of the Green Light Teaching School Alliance at Shelley College. My previous experience is as Vice Principal, School Improvement & Associate Vice Principal, Teaching & Learning; and as Lead Excellent Practitioner, and Head of Art. I have experience as a Head of Year (Years 7 -10), as an assistant Head of Year (Year 12/13), and as a second in department.
My current roles focus upon high quality teaching, learning & assessment, whole school quality assurance, school to school support & teacher training. I have 20 years of experience teaching Art & Design at secondary level (Years 7-13).

BA Hons Applied Art (Ceramics) – Edinburgh College of Art (Heriot Watt)
PGCE – Secondary (Art & Design) – Bretton Hall (University of Leeds)
MA Education (General) – Leeds University

SLE areas of specialism:

  • Curriculum
  • Teaching, Learning & Assessment
  • School to School Support & School Improvement
  • Quality Assurance
  • Curriculum
  • Art & Design
  • CPD

Current role and responsibilities:

  • Vice Principal – School Improvement. As the lead secondary school in our teaching school Alliance (Green Light) and Multi Academy Trust (MAT – Share), Shelley College supports other schools across West Yorkshire. In my current role I audit and review other schools, faculties and departments, and arrange school to school support to suit schools individual needs.
  • Director – Green Light Alliance (GLA). The Green Light Alliance is a partnership of schools and institutions across Yorkshire. Our passion is to ensure the children and young people in our schools achieve their personal best. We develop outstanding future teachers through our teacher training programme, offer School to School support, and have a range of leadership & teacher training programmes to support our schools and beyond.

CPD / Training Delivered:

  • Outstanding Teacher Programme & Improving Teacher Programme (OTP/ITP) Facilitator – Olevi International
  • Olevi Power of Coaching Facilitator
  • Whole school training – Teaching, Learning & Assessment
  • Leadership training – Quality Assurance, Teaching & Learning, CPD, School Improvement
  • Art & Design school to school support & workshops

Why I became an SLE:

I am passionate about high quality teaching, learning & assessment, and remain focused upon student’s achieving their personal best though high quality first wave teaching, and strong leadership. The knowledge & support that teachers, leaders and support staff can offer each other across schools can be invaluable. The role of an SLE allows me to identify and prioritise needs, coach others to maintain change in their own school settings, and to build leadership capacity.  I value the opportunity to support others, and to leave teachers and leaders in a position in which they feel empowered and confident to develop independently.

Helen Holt - SLE (Design Technology)

Director of Design Technology

School:  Shelley College

Professional background:

BA (Hons) Fashion & Textile Design 2:1 Liverpool John Moores University

PGCE Secondary Design Technology Bretton Hall College

SLE areas of specialism:

  • Design and Technology
  • Middle Leadership
  • Behaviour/ Classroom management
  • Working with the most able

Current role and responsibilities:

My current role is Director of Design Technology at Shelley College. As part of my role I oversee the quality of teaching and learning delivered across Food, Textiles, Graphics and Resistant Materials. We deliver a number of courses including GCSEs, Technical Awards and A levels and are in the process of developing new schemes of learning and resources to meet the requirements of these courses.

CPD / Training Delivered:

I have delivered CPD training on Moving into Middle leadership to prospective applicants.

Why I became an SLE:

I became an SLE as I thoroughly enjoy meeting new people to share ideas and good practice, and to have a supportive role in developing my subject across different centres. I am passionate about teaching and strive to bring the best out of my team and the students I work with. I have experience in coaching and mentoring both students and experienced members of staff and believe I have the relevant attributes to bring out the best in the people I work with.

I have worked in education for 16 years and have experience of teaching a wide range of abilities across KS3, KS4 and KS5. I have played an active role in the curriculum development and leadership within Design and Technology with previous roles including second in faculty (i/c Food and textiles) at two schools and my present role is Director of Design Technology at Shelley College. I have participated in several whole school working parties developing policies and initiatives in behaviour management, rewards, inclusion and data.

Claire Keates - SLE (LCPD, ITT & NQT, Music, Literacy)

Assistant Headteacher

School: Whitcliffe Mount School

Professional background:

  • BA (Hons) Jazz Studies
  • PGCE Secondary Education
  • NPQSL
  • Head of Music for 12 Years
  • Associate School Leader – Learning Culture

SLE areas of specialism:

  • Leadership and Continuing Professional Development
  • Music
  • Whole School Literacy
  • ITT and NQT Development

Current role and responsibilities:

  • Assistant Head Teacher – Staff Development
  • ITT and NQT Development
  • Line Management 
  • Community and Student Voice
  • Whole Staff CPD

CPD / Training Delivered:

  • NQT/ITT Mentor Training
  • Planning
  • Re-designing curriculum within a specific subject
  • Personalised CPD
  • Whole school Literacy – every teacher is a teacher of literacy
  • I will do Anything approach!

Rachel Rawling - SLE (English)

Core MAT Director of English

School: Share MAT

Shelley College

Professional background:

Currently, I am the Core Director of English for Share Multi Academy Trust, supporting three secondary schools to improve teaching and learning and student outcomes. I am also an SLE and have undertaken a departmental review of English in order to offer guidance on current strengths and areas for development, as well as contributing examples of marking, feedback and improvement in whole school training.

SLE Areas of Specialism:

  • English Curriculum
  • Marking, Feedback & Improvement
  • AFL

Current role and responsibilities:

As Core Director of English across the Share MAT, I focus on using a thorough quality assurance and evidence-based approach to devise strategies to improve progress over time, challenge expectations and marking, feedback and improvement work in order to improve student outcomes in English. I also teach English Language and English Literature to KS4 classes.

CPD/Training Delivered:

  • Departmental reviews
  • Marking, feedback & Improvement sessions

Why I became an SLE:

Every student deserves a high-class education and every teacher should feel supported and guided in the delivery of education. I like to facilitate this process to ensure that every stakeholder feels valued.

Julian Rayner - SLE (ITT, NQT, Design Technology)

Coordinator of Teacher Induction

School:  Shelley College

Professional background:

  • PGCE Secondary Design Technology
  • BA Hons Fine Art

LE areas of specialism:

  • Design and Technology
  • NQT/ Initial Teacher Training

Current role and responsibilities:

  • Teacher of Design Technology
  • Induction of NQT/ Initial Teacher Training and Schools Direct delivery, Shelley College
  • Secondary NQT & ITT Lead at GLA

CPD / Training Delivered:

I have worked with and have been trained by a variety of Teacher Training providers (Sheffield, Leeds, Huddersfield, Liverpool and Cumbria). I have in turn trained various subject mentors across a variety of establishments on how to work with, encourage and support Trainee Teachers to qualify to PGCE level.

Since becoming the GLA I have helped oversee the delivery off and the implementation of a Schools Direct Teacher Training course.

I have attended and delivered various training sessions on supporting and qualifying NQT’s.

Since becoming the GLA I have helped oversee the delivery off and the implementation of a NQT support package. This has been offered to various establishments and includes a strong QA process by which NQT’s can achieve full qualified teaching status.

Why I became an SLE:

Having qualified as an Advanced Skills Teacher in Design Technology and then being asked to support and develop various schools in Kirklees I found that I was fully enjoying helping and supporting in a variety of ways  other teachers/ departments. When I was asked to developed my role at Shelley College to include the support and training of Newly Qualified teachers and then Trainee Teachers it was an obvious step to offer my experience via the wider medium of being an SLE.

I have always helped whoever, whenever they need it, with the idea being that if ever I need help, support, reassurance and advice I to could just ask. I have been very lucky in that I have always been surrounded by, and had positive support from both peers/ teams I have worked with and members of the SLT . Having worked with other staff in other schools it became very clear, very quickly that this should not be considered the norm. Being an SLE means that I can support people who genuinely need it, at a time when they genuinely want it.

Lucy Sykes - Lead SLE for GLA (SLE) (PE, CPD, Quality Assurance, T&L)

Assistant Head for Teaching and Learning

School: Shelley College

Professional background:

I am currently the assistant principal for teaching and learning in addition to being an experienced SLE and an Excellent Practitioner at Shelley College.  I have worked across numerous faculties within Shelley College as an excellent practitioner and across numerous schools in West Yorkshire as an SLE.  Within these roles I have delivered training events on progress within a lesson, progress over time, challenge for all, disengaged students, AfL activities, intervention and key cohorts, marking and improvements, behaviour for learning and trainee teacher seminars.  I work across the school and the alliance to offer school to school support for teachers and middle leaders.  This includes offering a full programme of CPD opportunities, leading on the teaching and learning communities and overseeing the teacher appraisal systems. I work closely with the Headteacher and the Deputy headteacher to quality assure the level of teaching and learning at Shelley College but also to evaluate the level of teaching and learning at schools that we sponsor and support.

SLE areas of specialism:

  • Teaching and Learning,
  • CPD
  • Physical Education
  • Staff appraisal systems

CPD / Training Delivered:

  • Teaching and Learning strategies
  • Outstanding teaching
  • Progress within a lesson and over time
  • Assessment for Learning tools
  • Engagement
  • Planning
  • Challenge for all
  • National Qualifications:
  • BSc in Sport and Exercise Science
  • PGCE Secondary PE

Why I became an SLE:

I am enthused by my role as a classroom teacher and department manager and enjoy the interaction with staff members in different subject areas in developing whole school strategies.  This led me into the role as an SLE and allowed me the opportunity to disseminate my knowledge and experience to other departments and schools.  I thoroughly enjoy sharing good practice between the schools and have a keen interest in developing staff training routes for all no matter what stage in their teaching career.  This allows me to develop relevant initiatives for improved educational provision and a positive independent learning ethos within my own school and the other schools that I support.

Andy Elliott - SLE (Geography, T&L)

Lead Practitioner Humanities & Lead Teacher of Geography

School: Thornhill Community Academy

Professional background:

I have been a qualified teacher since 2003. Prior to my teaching qualification I was a classroom assistant. It was during this time that I gained a passion for education and working with young people. After my PGCE, I worked as a teacher of SEN and Geography in a challenging urban school in Derby. I soon become Head of Geography and then Head of Humanities. My outcomes have always been very positive and I have supported the development of some wonderful teachers and HODs. These successes have been achieved through a lot of hard work and effectively evolving T & L practice to meet the needs of the rapidly changing educational climate as well as combining established practice with new and innovative approaches to T & L. 

SLE areas of specialism:

Geography & Teaching & Learning.

I am incredibly passionate about developing both pupil resilience and independence. Research helped guide me to develop lessons with far greater pupil autonomy; with guidance, students look at the most effective ways to demonstrate and evaluate their learning. Pupils have become highly self-motivated, engaged in Geography and regularly self-evaluate. Teacher feedback is continual, mainly verbal and subsequently has far more immediate and long term impact on all learners. This approach not only allows students to achieve their personal, academic best, but provides the essential skills and qualities for a hopefully successful and happy life that will enable them to add value to their community both now and in the future. This approach to T & L has helped Geography be consistently in the highest achieving academic subjects at every school that I have worked at.

Current role and responsibilities:

Lead Practitioner Humanities & Lead Teacher of Geography

CPD / Training Delivered:

My SLE position has enabled me to support a number of schools. This work has ranged from the development of organisational strategies and monitoring systems, getting ready for the new specifications, developing T & L, and has included working with schools both in preparation for and in response to Ofsted inspections. Additionally, it has allowed my own practice to develop. I have also organised and delivered the Geography network meetings which enabled me to be at the cutting edge of developments within the LEA and beyond.

Why I became an SLE:

I initially became an SLE to share some of the ideas that I had developed over the years that had been very successful. This has subsequently developed into a role that allows for effective networking, collaboration and sharing of both ideas and resources. I always leave a school that I support with as much as I take to it. It is a fantastic role that enables colleagues to learn from one another and develop their practice and create more effective learning opportunities for students.

Jennifer Templar (LLE) (Attainment, Pastoral, T&L, Curriculum, ARR, Specialist Schools)

Headteacher

School: Whitcliffe Mount School

Professional background:

With over 20 years teaching experience I am currently in my fourth year as Headteacher at Whitcliffe Mount School.  Previous leadership responsibilities involved oversight of:

  • Attainment
  • Curriculum
  • ARR
  • T & L
  • Specialist Schools
  • Pastoral.

Previously AST and a Head of Department, I was awarded AST status in April 2002 and NPQH in December 2007.

SLE Specialism:

Leadership and Management Curriculum Development

Current role and responsibilities:

Headteacher - leadership of the school, including:

  • SDP
  • SEF
  • Raising Achievement
  • Progress and Attainment
  • Finance
  • Staffing
  • Line management of Mathematics and English
  • Communication with Stakeholders.

CPD / Training Delivered:

  • Leadership of Data
  • Teaching and Learning
  • Curriculum Developments
  • Changes to Education
  • Lesson observations
  • The use of iris connect.

Why I became an SLE:

Being an SLE enables schools to work together to share experiences and learning to enable all students and staff to be the best they can be. We all learn from each other and this provides a vehicle for this to happen.

Dan Exley -SLE (Mathematics)
 

The first column.

Share MAT Mathematics Core Director

School: Share MAT

Shelley College

Professional background:

I am currently the Core Director of Mathematics for Share Multi Academy Trust. In addition I have been Director of Maths at Shelley College for many years, and am an experienced SLE.  I have worked across numerous faculties within Shelley College as an excellent practitioner and across numerous schools in West Yorkshire as an SLE focusing on mathematics.  Within these roles I have delivered training events on many aspects of teaching and learning as well as offering leadership support in a number of different maths departments.  I work across the alliance to offer school to school support for teachers and middle leaders.  This includes offering a full programme of CPD opportunities looking to improve practice in the classroom,  and working alongside lead teachers and TLR holders looking to improve strategic plans.

SLE areas of specialism:

  • Teaching & Learning with particular focus on Mathematics.
  • Leadership and management in Mathematics.
  • Raising attainment & School Improvement - Mathematics .

Current role and responsibilities:

I current work as Share Multi Academy Trust's Mathematics Core Director overseeing our three secondary schools Mathematics curriculum and development. I work alongside Heads of departments and their teams to support, guide and facilitate.

Katy Isles - SLE (French, Business Studies, T&L)
 

Professional background:

I am a teacher of French and Business Studies and have previously held roles as a Head of Department, Head of Faculty, Self-Evaluation Leader and AFL Leader. For several years I have formed part of and headed up aspects of Teaching in Learning

SLE areas of specialism:

Teaching and Learning:

  • Learning Walks
  • Quality First Teaching
  • AFL
  • Work Scrutiny
  • Coaching (whole school programme)
  • Coaching – bespoke packages for individuals
  • Quality Assurance

Current role and responsibilities:

In my current role as Senior Teaching and Learning leader I form part of a team responsible for Quality Assuring Quality First Teaching and marking. Responsibilities include:

  • Learning Walks
  • Quality First Teaching
  • AFL
  • Work Scrutiny
  • Coaching (whole school programme)
  • Coaching – bespoke packages for individuals
  • Quality Assurance

This Academic Year I have also designed and rolled out an academy wide Coaching programme linked with Professional Development (Performance Coaching). Performance Coaching is an annual cycle of self-reflection, research and professional development activities and discussions undertaken to improve the outcomes of learners and drive forward professional development.

CPD / Training Delivered:

I have delivered numerous whole school training sessions/roundelays and briefings on a range of subjects including the following topics:

  • AFL
  • High quality marking
  • High Order thinking
  • QFT
  • Questioning
  • Coaching and performance management
  • Coach training
  • ITT/NQT sessions on a range of topics (AFL, work scrutiny, personalised learning)

Why I became an SLE:

Through my various roles I have had the benefit of years of experience of working with both individuals and teams in a range of scenarios. Becoming an SLE is a fantastic opportunity to utilise my expertise and facilitation skills in a wider capacity. As professionals we are constantly learning and having this role is a brilliant way to cast the net wider and improve outcomes for all learners.

Senior Teaching and Learning Leader

School: Thornhill Community Academy

Primary

Tracey Dell - NLE (Headship, Sustainability, Large Primary, Data)

Head Teacher

School: Crossley Fields Junior and Infant School

Professional background:

  • Headteacher for 17 years
  • Third headship.
  • Maths Consultant

NLE areas of specialism:

  • New to headship mentoring and support
  • Having a learning focus
  • Running a large school effectively
  • Support for sustainability
  • Data

Current role and responsibilities:

  • Headteacher of a large primary school.
  • Supporting a local school and working in partnership

Why I became an NLE:

  • To work collaboratively and engage with schools to create diversity across own school and others in approach and ideas.
  • To promote sustainable support across schools.

Michelle Lee - NLE (leadership & Management, data, Self-evaluation, T&L)            

      

Head Teacher Heaton Avenue Primary, Director for Primary Education SHARE MAT

Michelle is currently a Executive Primary Head Teacher for the SHARE Multi-Academy Trust and was Headteacher at Heaton Avenue Primary School in Cleckheaton until 2018. It is a school that has more than doubled in size in the last few years. It was previously a small First school and was identified as having outstanding practice in all areas, by Ofsted and has developed into a form entry Primary School. Michelle has also served as a Headteacher in a school in a deprived area of Kirklees and under her leadership it improved its results from an E* to an A*

She is an experienced NLE. Over the last few years Michelle has worked with a range of schools in different contexts and with varied needs, working with Headteachers, Senior Leadership Teams and Governors to drive school improvement.

Michelle feels developing practice is vital if schools are to progress, by sharing what we do well so that we can develop a bespoke systems, routines & provision that enables pupils to become the best they can be, and staff achieve the highest standards, feel valued and respected developing children to become to become more highly skilled active citizens of the future.

Areas of

  • Leadership & Management
  • Data Analysis/ self-evaluation
  • Teaching & Learning

Katherine Hamilton - SLE (CPD, SEN, Attachment, Behaviour, PP, Safeguarding)

Deputy Head Teacher

School: Heaton Avenue Primary School

I completed my teaching qualification at Leeds University, following a combined Social Sciences degree at Durham University and qualified as a teacher in 1994. I have worked within the Foundation Stage in two schools, the second as the Leader of Learning of the Foundation Stage. I became Assistant Headteacher and SENCo in 2014 and have successfully completed the PG Cert in SEN Coordination. I have also worked as a British Sign Language interpreter

SLE areas of specialism:

Continuous Professional Development – Special Educational Needs, Looked After Children, Behaviour, Safeguarding and Pupil Premium.

Current role and responsibilities:

I am currently the Head teacher at Heaton Avenue Primary School and have responsibility for pastoral care. I am the SEND and Pupil Premium co-ordinator, LAC and Designated Safeguarding Lead. In school I work with children and families and with particular focus on supporting the most vulnerable. This involves providing support and training for colleagues, accessing advice and guidance, working closely with professionals from outside agencies and championing need through involvement in a variety of partnerships.

CPD / Training Delivered:

  • SEN
  • Attachment
  • Behaviour
  • Pupil Premium
  • Safeguarding processes in schools

Why I became an SLE:

I became an SLE to participate in system leadership in order to improve outcomes for all pupils, particularly disadvantaged pupils through early identification of need and issues around attendance, behaviour, LAC, SEND and effective use of Pupil Premium. By becoming an SLE I would aim to enrich children’s experiences and close the gap for disadvantaged pupils in terms of improved progress and attainment through supporting other colleagues and schools.

Matt Holt - SLE (ICT, ITT & NQT)

ICT Teacher, ITT and NQT Tutoring

School: Birkenshaw Primary School

Professional background:

I was an IT consultant and programmer for a global technology company for 8 years before re-training to become a primary school teacher. I have worked as a specialist ICT/Computing teacher across the primary age range for the past 10 years.

SLE areas of specialism:

Computing and Initial Teacher Training (School Based Tutoring).

Current role and responsibilities:

Responsible for the planning, teaching and assessment of Computing from Nursery to Year 6 at Birkenshaw CE Primary School.

Responsible for mentoring and assessing pre and post graduate teacher training students.

CPD / Training Delivered:

Numerous INSET delivered both ‘in house’ and external. Everything from Coding for staff to Online Safety for parents/carers.

Why I became an SLE:

Computing is a very dynamic subject which requires very specific, specialist knowledge to deliver it effectively. I was fortunate to already have a background in IT before starting my teaching career, but I appreciate that the vast majority of primary teachers do not necessarily have this advantage.

I see Computing as a fantastic tool which can be used to enhance the rest of the curriculum, I became an SLE in order to empower and enthuse my colleagues so that they can make productive use of technology in their own teaching.

Lisa Parkes - SLE (EYFS)

Foundation Stage Leader of Learning

School: Heaton Avenue Primary School

Professional background:

I am currently the Foundation Stage Leader of Learning at Heaton Avenue Primary School, Cleckheaton, in addition to being an SLE with over 20 years teaching experience. I have developed expertise in the EYFS. I have offered training to trainee teachers and to NQT's, as well as offered school to school support to develop practices within other Early Years Foundation Stage Units.

SLE areas of specialism:

EYFS

Current role and responsibilities:

Foundation Stage Leader of learning

CPD / Training Delivered:

Training in the Foundation Stage Curriculum to PGCE students.

Why I became an SLE:

Becoming an SLE allows me to improve outcomes for all pupils, particularly in Early Years Education. My aim is to make a difference to children, by facilitating their progress and achievements, and providing them with the opportunities to fulfil their full potential. I see this as a great opportunity that would allow me to touch upon the lives of many more children through sharing ideas and practices that will enrich children’s experiences in early education.

Rhona Pleasant - SLE (EYFS)

Assistant Head for Foundation Stage

School: Millbridge JIN School

Professional background:

I've been a teacher for 8 years, teaching throughout Early Years and Key Stage 1.  My current role as Assistant Head for Foundation Stage has allowed me to make a significant impact on outcomes for children, learning environments, assessment and moderating systems, and teaching and learning within Early Years. Previously, I worked as an SLE for another teaching alliance, where I supported other schools in developing early year’s settings and delivered training to teachers and PGCE students.

SLE areas of specialism:

Early Years

Current role and responsibilities:

Assistant Head for Foundation Stage and I have recently taken on the role of SENCo within my school. I have led the EYFS and made significant improvements including; staff training tailored to the team’s needs (including support staff); dramatically improved the indoor and outdoor learning environment to encourage independent and challenging learning; conducted in house moderation to develop staff’s knowledge of end of year expectations and develop their judgments of pupils’ abilities; moderate and improved parental participation and communication.

CPD / Training Delivered:

I have delivered a range of training in school and through the alliance. 
Learning environment for children in Early Years
Planning to engage boys
Objective led planning: supporting children in their next steps through play.
Observations of children
Questioning through play.

Why I became an SLE:

In the ever changing world of teaching, it can be difficult for teachers to know what to do next to support the children in their care. The guidelines and recommendations frequently change and it can be a stressful job at times. I have desirable team management skills and can be assertive, whilst motivational and supportive, to a variety of colleagues ranging from NQTs to senior and experienced staff. I understand that change can be very daunting but I have the skills to deliver and deal with it productively and supportively in order to secure the best outcomes for all children.

Jennifer Ramsden - SLE (Literacy, Curriculum)

Leader of Learning

School: Heaton Avenue

Professional background:

I taught in Darlington for 13 years where I was SENCo and a member of the SLT in a small primary school. I moved to West Yorkshire and took on the role of KS2 Leader of Learning at Heaton Avenue. I held the position of acting Assistant Head for a year before I went on maternity leave. When I returned, I resumed the position of Leader of Learning and became a member of the newly-formed Middle Leadership team. As part of this role, which I have held for the last 7 years, I became responsible for Literacy throughout school. Most recently, I have represented the STA in Kirklees as a writing moderator and become an excellent practitioner for Share Multi Academy Trust.

SLE areas of specialism:

Literacy

Leadership of Curriculum

Current role and responsibilities:

I am responsible for Learning and progress throughout Upper Key Stage Two where I manage 4 teachers and 4 ETAs although my team is expanding. I am responsible for the development of Literacy throughout school.

CPD / Training Delivered:

Throughout my teaching career, I have supported students at all stages of teacher training: modelling how to deliver lessons while taking into account different learning styles of children with particular focus on appropriate differentiation and challenge; demonstrating how to develop a series of structured lessons incorporating activities which engage and enthuse pupils working towards specific learning objectives and how to assess the impact of their lessons on pupil progress.

I use both coaching and facilitation skills as part of my role of Leader of Learning where, through weekly team meetings which I chair, we regularly discuss ways in which we can support each other. I am responsible for the Performance Management of my team and this provides me with the opportunity to address targets and areas for development.

For the past two years, I have led the Emotional Literacy aspect of the SLE training at the GLA.

Why I became an SLE:

I have a fundamental desire to share good practice, to teach, inspire and motivate others. I believe that, though excellent communication and an organised approach to planning and liaison with colleagues, outcomes for all children can be improved
 

Mandy Barrett - SLE (Art)
 

Art Specialist

School: Gomersal 

Professional background:

Since leaving Bretton Hall with a BA Hons in Art Education, I have spent 14 years teaching across all age groups in the primary setting. My current role as a Specialist Art Teacher allows me to work with every child in our primary school, where I am able to plan and deliver a creative curriculum, with visual arts at the heart of learning. I have been subject leader for art for over 10 years and I also work as a day lecturer for Sheffield Hallam University, delivering lectures in Primary Art and Design Technology teaching. I have worked alongside the Arts Council Collection creating teachers packs to be used alongside touring exhibitions. I am a trained Arts Award Assessor at Discovery and Explore level and have more recently trained as a UK Parliament Teacher Ambassador.

SLE areas of specialism:

  • Art, Craft and Design in Primary School

Current role and responsibilities:

  • Specialist Art Teacher
  • Curriculum leader for Art
  • UK Parliament Teacher Ambassador

CPD / Training Delivered:

I have led staff meetings within our school, based on creative learning and implementing a creative curriculum and have also delivered staff meetings, INSET and CPD sessions in local primary schools, centred on the development of the art curriculum. I regularly work alongside other Art curriculum leaders, supporting creative curriculum reviews and developing skills amongst staff.

I have also led training and workshops, these include:

  • How to use sketchbooks effectively with primary children – for Kirklees Learning Week.
  • NQT twilight session on creative approaches to using art in the classroom.   
  • PGCE training – Teaching Art and Design Technology in the primary classroom.
  • Using Art with children through Gallery visits – Teachers study day for The Arts Council Collection and Yorkshire Sculpture Park.
  • Lectures in Primary Art and Design Technology – Sheffield Hallam University
  • How to use sculpture to inspire learning – Primary Conference 2017

Why I became an SLE:

Art is a natural passion of mine and is a subject that has interested me since my own primary school education. I believe that it is vitally important that children receive a good standard of art education, particularly in times where it is often difficult to fit it into our ever busy timetable. I enjoy having the opportunity to make a significant contribution in helping other colleagues to create, plan and deliver an exciting and engaging art curriculum. Throughout my own career, I have learnt a great deal from observing and liaising with other colleagues; I now enjoy having the opportunity to share my expertise with others, aiding others to implement inspiring ideas into their own teaching practice. Teaching art effectively to young children can be incredibly challenging for teachers that are not art specialists. I am willing to share my creative toolkit in order to inspire colleagues to have the confidence to teach art effectively, regardless of their own art or creative ability. I have an abundance of creative ideas and initiatives and examples of my own practice to share with others.