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Green Light Teaching School Alliance

Green Light Teaching School Alliance

Specialist Leaders Education (SLE) Profile Information 2020 Primary

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

Primary Executive Head Teacher

Professional background:

Michelle is currently a Primary Executive 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 Specialism

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

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.

Rhona Pleasant - SLE (EYFS)

Assistant Head Teacher

Millbridge JIN School

Professional Background

I have been a teacher for 10 years teaching throughout EYFS and KS1. My current role as Assistant Head for Foundation Stage and KS1 has allowed me to makes 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 of Foundation Stage and I have recently taken on the role of SENCo within my school. I have led the EYFS and 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 judgements 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

Why I became an SLE

I have desirable team management skills and can be assertive, whilst motivational and supportive to a variety of colleagues ranging from NQT's 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.

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:


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.

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:


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

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.

Mandy Barrett - SLE (Art) 

Art Specialist

School: Gomersal Primary School

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.