specialist leader of education - lbhf · name current roles klara prud’homme • early years...

Specialist Leader of Education NAME

Sarah Dolan-BentPHASE

SecondaryDESIGNATED SPECIALISM

Director of ITT & NQT Training

NAME CURRENT ROLES

Sarah Dolan-Bent • Associate Assistant Headteacher• Director of ITT & NQT Training

• Teacher of Geography• Specialist Leader of Education

AREA DESIGNATED SPECIALISM

London Director of ITT & NQT training

AREAS OF EXPERTISE

• Secondary Head of Geography, Leisure and Tourism• Leading programmes to support the development and

training of teachers• Mentoring and coaching new teachers

• Coordinating teacher recruitment fairs• Marketing and promotion of the WLTSA• Master’s Degree in Leading Innovation and Change

SLE’S SCHOOL PHASE

Sacred Heart High School212 Hammersmith RoadLondon W6 7DG

Secondary

SLE COORDINATOR CONTACT DETAILS

Email: [email protected] Tel: 020 8748 7600

Examples of Expertise

Sarah is the Director of ITT for the West London Teaching Schools’ Alliance and has held this post for three years. She also has six years’

experience as Professional Coordinating Mentor for ITT. Sarah has 7 years’ experience as a Head of Geography, Leisure and Tourism.

Sarah has a strategic role as Director of Initial Teacher Training for the West London Teaching Schools’ Alliance. In this role, she has been

predominantly involved with establishing the School Direct provision for schools in the Alliance. Her remit is to build capacity for ITT in local

schools, both primary and secondary in order to continuously improve ITT provision in the Alliance. She has worked with the administrator

of WLTSA to create a recruitment process that was fair and transparent but also adhered to quality assurance requirements from the

university. She is also expert in the use of a wide range of marketing strategies to promote the WLTSA training courses. The success of

her collaborative marketing strategy was seen at the School Direct Roadshow event at the Queen Elizabeth where the WLTSA stand was

extremely popular throughout the day and enabled us to make contact with a range of potential candidates.

Sarah enjoys supporting the trainees in their progress and training the next generation of teachers. She has successful experience of

leading and managing all aspects of training, mentoring and coaching for the trainees whilst on their school based practice, as well as being

responsible for providing on-going training opportunities for mentors across a range of subjects. The learning and skills she developed

through her Master’s Degree are used through her work with 8 primary and 7 secondary partner schools in the WLTSA to lead the

development of our joint provision for 58 training places together with 5 universities.

Her participation on the Widening Leadership and NPQSL courses has developed a range of leadership skills that she uses in different

situations, in difficult conversations and holding people to account. She strives to foster a culture of openness and collaborative working.

As Professional Coordinating Mentor, she has experience of coaching with mentors who have a trainee who is at risk of underperforming

and who may be a Cause For Concern. She has supported mentors and trainees through the Cause for Concern process in Maths, History,

Science and Geography. She has coached mentors in exploring opportunities of how they can support the trainee and how this can be

achieved through setting expectations and goals. It is her aim that, by coaching the mentor and trainee, that they are both empowered to

take action and improve the situation to have a successful teacher training experience.

All SLEs are able to provide tailored training and support packages which can be delivered in their home school or other schools as appropriate:

PROGRAMME AVAILABILITY COST

Full day visit Up to five a term £350

Half day visit Up to eight a term £200

Two hour training session Twilight or daytime £150

PLEASE NOTE: These figures are for guidance only – we are able to offer a complete programme which meets the school or individual’s requirements. Please contact the SLE coordinator to discuss your requirements.


Ros MorganPHASE

PrimaryDESIGNATED SPECIALISM

ITT/NQT Development

NAME LEADING PROFESSIONAL ROLES

Ros Morgan • Assistant Head • Specialist Leader of Education • Director of primary ITT for WLTSA• Board member of Roehampton University Primary Strategic Management Board


London ITT/NQT Development

AREAS OF EXPERTISE

• Support work for NQTs• Development of ITT/NQT programmes • Coaching class teacher mentors • Developing capacity for ITT leaders• Support and training of teaching assistants


Fox Primary School Kensington Place, London W8 7PP

Primary




As an experienced and practising practitioner and leader, she is passionate about developing trainee teachers and NQTs helping to raise the quality of teaching & learning and to raise attainment.

NQT supportOver the past four years Ros has offered school-to-support for NQTs working in a variety of schools. This has involved closely supporting NQTs and subject leaders. This could include co-planning, observation (joint and individual), coaching feedback, developing action plans and modeled teaching.

Initial Teacher TrainingFor the past five years Ros has led ITT at Fox Primary School and now leads on primary ITT for the alliance. For 2015-16, Ros leads a cluster of six primary schools for School Direct teacher training, offering 26 places. Trainees achieve exceptionally well, with excellent final gradings and a 100% employment record.

Part of her role involves coordinating and delivering the school based ITT programme. She has created a comprehensive training programme for School Direct trainees. This has involved organising and delivering training on a wide variety of topics. She is able to assist with writing detailed action plans involving policy development, plan and deliver staff meetings and training, create individualised training plans and offer day to day support.

Additionally, Ros has supported strategic development of ITT within schools and worked closely with a number of individuals to develop their capacity to ‘lead’ on ITT. In her role as mentor she has supported colleagues through the use of clear support plans and has used clear targeted CPD to move new trainees on.

She has built up strong working relationships with a number of HEIs and has been used as an example of good practice for Ofsted.

CPDRos has extensive experience in designing and delivering CPD; as part of the NQT induction programme for RBKC and H&F she delivers the KS1 Maths, Literacy, Circle Time and AFL training. She also presented at this year’s NQT conference.

Support and training of Teaching AssistantsRos is also closely involved in the support and training of Teaching Assistants. She actively encourages class teachers to commit time to developing their adults within the classroom. Examples include the tailoring of TA performance management to include further study and professional development, observation options and specific targets.








Janine RobertsPHASE


Phonetics

NAME LEADING PROFESSIONAL ROLES

Janine Roberts • EYFS Leader at Ashburnham Community School • Phonics Coordinator at Fox Primary School• Mentors Phonics coordinator at Ashburnham Community School• Reception Class Teacher• Specialist Leader of Education


London Phonetics

AREAS OF EXPERTISE

• Training of TAs, NQTs, teachers and school leaders • Development of systematic approaches to phonics teaching • Raising SEN attainment in reading• Mentoring Phonic Leaders


Fox Primary School Kensington PlaceLondonW8 7PP

Primary




Janine has taken a lead role in developing and promoting a systematic approach to teaching reading and writing through phonics at Fox

Primary School. Her teaching of phonics is consistently rated as outstanding; the progress that pupils make from Reception to Year 1 is

outstanding and the pass rate for the phonics screener at Fox was 98% and 97% for the past 2 years.

KS1 Reading and Writing results at Fox have been outstanding for the past 3 years. 100% Level 2 in Reading and Writing, with 60% of

children achieving Level 3 in Reading and 45% in Writing. These high levels directly correlate to the success of early reading and writing

development, for which she is responsible.

Janine has delivered Fox Training to NQTs, experienced teachers and school leaders for the past 3 years and she has worked with 2 schools

in the borough to develop teacher subject knowledge, subject leadership and whole school systems to support the delivery of effective

phonics. There has been a notable impact since this support began.

Janine has been responsible for supporting other schools to develop a systematic approach to teaching phonics. This includes coaching

of a phonics leader, writing action plans; planning and evaluating CPD, conducting learning walks, reviewing whole school resources and

modelling outstanding practise.

Most recently, Janine has motivated colleagues to develop new approaches to teaching of phonics in Year 2 and 3, to cater for different

learning styles, recognising that there are groups of learners for whom phonics doesn’t work, such as pupils with Downs Syndrome. This has

raised the progress and attainment for SEN learners.








Klara Prud’hommePHASE


Early Years

NAME CURRENT ROLES

Klara Prud’homme • Early Years Co-ordinator • Specialist Leader of Education


London Early Years

AREAS OF EXPERTISE

• Early Years Co-ordinator for 5 years • PSHE co-ordinator and Art and DT co-ordinator for 3 years.


St. Charles RC Primary School, 83 St. Charles Square Ladbroke Grove. London W10 6EB

Primary



Areas of Expertise

Klara has extensive experience in developing the early year’s curriculum and supporting early year’s educators within her school and beyond. Examples of her leadership include:

• Sharing assessment methods utilised at St. Charles with early year’s leaders, leading to informed planning tailored to children’s needs.

• Facilitating agreement trialling on achievement during moderation meetings, supporting colleagues making accurate judgements.

• Modelling use of iPad’s to make observations; she highlighted pros and cons found to colleagues, helping the early year’s leader to make an informed decision regarding this assessment tool.

• Sharing children’s profiles as evidence of good practice. Early year’s leaders saw evidence gathered and how significant moments of learning are captured and linked to assessment.

• Supporting leaders of other schools, agreeing visits requested by a deputy head after observing good practice at St. Charles.

• Successfully leading and managing an early year’s team, making changes to their practice and explaining how to use and interpret data. This enhanced their good level of development.

• Raising attainment in communication and language, arranging Makaton and speech and language training. She organised

additional training for staff, led by a NHS speech and language therapist.

• Supporting senior leadership team to improve home school communications. She increased home school communications, holding parent workshops, open days and by developing ways parents can contribute to their child’s learning. This supported teacher judgements, as insight from home helps create a full picture of the child.

• Organising training for middle leaders, in particular the key stage one co-ordinator, regarding transition from reception to key stage one. This training stimulated the beginnings of a transition policy.

• Widening middle leaders’ understanding by discussing the early year’s curriculum in relation to their leadership role. This supported performance by inclusion of early years in staff meetings and the purchasing of resources by other middle leaders.

• Highlighting the need for an outdoor area in reception which she co-designed. The outdoor area improved children’s progress.

Klara also has wide range of experience in coaching and mentoring staff to improve performance and help raise attainment. For example, she has advised teacher’s within early years on how to manage unmotivated or challenging early year’s educators, strengthened a teacher’s role as a first time mentor of an NQT and brought about improvements to practice within early years at St. Charles.

Klara has consistently practised change management and found ways to address the challenges that change creates amongst staff. For example, she has introduced a new early years curriculum, set and sustained higher expectations and new practise methods and developed collaborative leadership within her early years team.

.’..tracking, assessment and monitoring of children’s progress is extremely thorough and robust throughout the early years. Staff see where their children are and what next steps need to take place for individual children to progress” (Early years review November 2015).

“the school has in place an ambitious and excellent early year’s lead teacher who has a clear vision of what needs to happen in order to improve” (Early years review November 2015).

“the Early Years Foundation Stage is well led and managed. Effective systems are in place to ensure achievement is good and that children are looked after in a safe environment”. (OFSTED March 2014)








Victoria TullyPHASE


CPD

NAME CURRENT ROLES

Victoria Tully • Assistant Head (across Fulham College Federation)

• CPD leader

• Performing Arts Leadership

• Specialist Leader of Education


London CPD

AREAS OF EXPERTISE

• Group pedagogical CPD

• Specific strategies for individual teacher improvement

• School improvement action plans


Fulham College Boys’ School

Kingwood Road

London SW6 6SN

Secondary




Victoria has researched and delivered the ‘Teach Like a Champion’ behaviour for learning strategy as a two day whole school training course.

The strategies she introduced are being used in abundance and having a real impact upon the quality of learning.

She has also introduced clear guidance relating to pathways of bespoke CPD training for staff with the development of professional learning

communities and the use of action research to develop individual teacher’s pedagogical understanding and developing a community of

learning for all.

Victoria leads on a developmental programme which identifies teachers who require improvement, or are graded inadequate. Through

careful coaching and bringing knowledge from her own outstanding practice and a wide range of pedagogical knowledge she unravels where

that particular teacher needs to focus and puts in place a number of strategies to support them in achieving this goal.

As a Head of Faculty/Specialism at a secondary school in West London she took the faculty from unsatisfactory to outstanding within two

years.

In relation to Performing Arts departments at two schools and a Marketing and Communications working party she has led others in

discussing the vision and developing clear action plans with measurable outcomes relating to school improvement.








Eleisha MatonPHASE


Religious Education SMSC

NAME CURRENT ROLES

Eleisha Maton • Assistant Headteacher • Teacher of Religious Education

• Coach • Specialist Leader of Education


London Religious Education SMSC

AREAS OF EXPERTISE

• Secondary Head of Religious Education • Head of Whole School Spirituality – the promotion of SMSC across the curriculum

• Prevent Strategy Lead • Master’s Degree in Catholic School Leadership • Coaching and mentoring middle leaders

• Staff Governor


Sacred Heart High School

212 Hammersmith Road

London W6 7DG

Secondary




Eleisha has ten years’ experience as a Head of Religious Education and four years’ experience as a Head of Whole School Spirituality. She also served as a staff governor for three years. She has recently been appointed as Prevent Strategy Lead.

As Head of Whole School Spirituality, she led an INSET for all curriculum leaders on Spiritual, Moral, Social and Cultural Development. This has led to every curriculum area producing maps of opportunity for SMSC development. In her previous school, she persuaded the Governing Body to establish a sub-committee on the Catholic Life of the school and produce a termly report on the RE Curriculum Team and work in partnership with our chaplain to produce a termly report on the Spiritual Life of the School. She contributed to the CPD programme through leading Insets on SMSC development, the theology of pastoral care and the servant model of leadership.

She was a coach on the NPQML programme during the academic year 2012-2013; she coached future middle leaders in Science, Mathematics and Information Technology. She met with each colleague every two weeks and using the GROW model, discussed their closing the gap project and their development as middle leaders. Through these conversations, she used a range of skills which both challenged and supported her colleagues through this course. She is currently coaching a colleague in school and line-manages four Heads of Department.

As Head of Religious Education, she led a team that has receiving two outstanding judgements from Diocesan and OFSTED inspection (2006, 2009). The GCSE A*-C% grades have risen from 68% (2004) to 83% (2012) and the A’ Level A-B grades from 14% (2004) to 92% (2012). As part of the community cohesion initiative, she co-led with the Performing Arts curriculum leader a project linking drama and religious education which toured primary schools and led INSETS for primary school teachers on VAK activities in religious education. She inspired the Religious Education Team to adopt new teaching strategies like AFL and PLTS within the delivery of the curriculum. The impact is to create more independent and resilient learners as evidenced through lesson observations. She motivated the Religious Education team to standardise our marking to use WWW/EBI and then encourage our students to Stop and Reflect on their work. The impact is that all students consistently receive positive feedback, constructive targets and an opportunity to self-assess, develop as reflective learners and dialogue with their teacher.

External Judgements on her leadership include:

‘The Head of Department is an enthusiastic practitioner who is particularly gifted at identifying potential in staff and assigning well-considered posts of responsibility to develop colleagues and move the department forward. She leads by example, diligence and hard-work and is committed to high standards. She has cultivated a strong team of well-qualified specialists teachers, who work well together in a collegiate manner who actively support her vision and philosophy for religious education – that being ‘the fusion of the spiritual with the academic.’ (Westminster Diocesan Report 2009 DCSF Number 307 4603)

Middle leaders, particularly in PHSE and RE have taken the lead in developing the citizenship curriculum.’ (OFSTED 2010 Survey Report)








Niall QuinnPHASE

Primary & SecondaryDESIGNATED SPECIALISM

Mathematics

NAME CURRENT ROLES

Niall Quinn • Head of Mathematics • Specialist Leader of Education


London Mathematics

AREAS OF EXPERTISE

• Primary Transition • Curriculum Changes • Maximizing outcomes in Mathematics

• Leading and Advising on the delivery of ICT

• Leading primary and secondary school forums for leaders of mathematics • Outreach work


Sacred Heart High School

212 Hammersmith Road

London W6 7DG

Primary & Secondary




Niall has worked with 6 different mainstream and special primary schools over the past 10 years, helping to coordinate programmes of

study; to develop teaching resources; to advise on technology updates; and running CPD sessions on Mathematics and ICT

He has recently provided support to a primary school seeking to provide further challenge to help increase the proportion of level 6 maths

pupils. This has proved successful and further sessions are now being planned.

Niall has run a workshop with colleagues as part of the Tri-Borough on the forthcoming changes to KS4 curriculum This session has

allowed experienced Heads of Maths and Maths coordinators to identify and design timelines of the changes ahead to ensure that they had

resources and Schemes of Work in place.

He also runs a termly Primary Maths Forum attended by almost 30 schools to discuss the challenges of assessment, curriculum changes and

transition. Having so many colleagues gathering, collaborating and making decisions on arithmetic policies and standard ways of teaching has

been empowering for all involved. He has also established a forum for Secondary Maths Heads of Department across the Tri-Borough as

a mechanism for sharing good practise and offering school-to-school support.

Niall has prepared NQT induction programmes; designed roles and responsibilities for staff in his department and is experienced in coaching.

Under his leadership, there has been a rapid improvement in outcomes in mathematics which is significantly above national average results:

• Performance at GCSE (June 2013): 94% achieved A*-C which is significantly above 73% nationally.

• The proportion attaining grades A*/ A at GCSE is significantly above average 38.4% compared to 18.8% nationally.

• 92% (70% nationally) of 2012-13 Year 11 students made 3+ levels progress from KS2-KS4. Targets are set for all students to make 3

levels progress as minimum.

In most recent internal review, his leadership of the delivery of the mathematics curriculum was commended:

“The Head of mathematics is acutely aware of the strengths of his department and the areas that require further work or need a fresh start. At

the same time it is evident that his knowledge and understanding of the mathematics department is excellent.” (May 2014)








Jessica HennisPHASE


History

NAME CURRENT ROLES

Jessica Hennis • Head of History • Specialist Leader in Education


London History

AREAS OF EXPERTISE

• Secondary Head of History & Government and Politics • Raising attainment of girls • Pastoral Care


Sacred Heart High School212 Hammersmith RoadLondon W6 7DG

Secondary




Jessica has experience of working with another school to help raise attainment in History. She has advised on approaches to delivering the Key Stage 4 curriculum, in particular teaching skilss and tackling student misconception about History. She has delivered an extended lesson on paper 1 skills to a Year 11 class, observed and offered feedback on an NQT History lesson and advised on ongoing developments of the History department. The next stage of her support will involve advice on marking and feedback, the teaching of source based papers and Outstanding classroom teaching.

She was invited to be a member of the Edexcel Advisory panel for the GCSE specification changes. This involved proof reading, advising and responding to proposals for the new GCSE specification which was launched in September 2015. She is very well equipped both to guide other departments who are experiencing the same challenges. She took a lead the Academy’s Teaching and Learning Hub in over the last three years which involved working as part of a small team to improve teaching standards across the Academy by disseminating innovative and dynamic teaching ideas across all curriculum areas.

Her experience of contributing to Outstanding London schools means she is in a key position to share her approaches to History teaching across all key stages and offering solutions to the challenges that History departments face in such a turbulent time for the History curriculum.

Jessica has experience of mentoring two Newly Qualified Teachers and a PGCE student. She has guided these colleagues in their History teaching, making successful interventions to improve their teaching based on regular observations and meetings. Her experience of mentoring inexperienced colleagues has helped her support other teachers to identify areas for improvement and implement effective strategies for behaviour management, exam skills, creative lesson planning and A-level teaching.

As a leading History teacher within a Humanities department, she has implemented many initiatives which have seen the number of top grades in History exam classes significantly increase. She has an excellent track record of GCSE results; last year her students achieved the highest number of A* grades in the Academy’s history. She continues to lead on whole school initiatives to improve standards, such as the Growth Mindset project and the AFL project. Jessica can bring her experience of leadership of ideas which contribute to outstanding teaching practice to other History departments.

Ashcroft Technology Academy: Feb 2015 Ofsted report.

“Teachers’ excellent subject knowledge actively encourages learning so that students are always engaged and absorbed in their learning.”

“Teachers routinely give careful consideration and commitment to the needs of higher attaining students. The provision of challenging work was a feature of many lessons observed. As a result, higher attaining students thrive and achieve particularly well.”

“All teachers have consistently high expectations of their students and this leads to exceptional levels of achievement.








Sarah BaileyPHASE


ITT/NQT Development

NAME CURRENT ROLES

Sarah Bailey • NQT Induction Coordinator

• Professional Coordinating Mentor (ITT)

• Learning & Teaching Coach

• KS3 Mathematics Consultant • Advanced Skills Teacher


LondonInitial teacher training (ITT) and newly qualified teacher

(NQT) development.

AREAS OF EXPERTISE

• NQT Induction Coordinator • Professional Coordinating Mentor

• Learning & Teaching Coach • KS3 Mathematics Consultant • Advanced Skills Teacher


William Morris Sixth Form

St. Dunstan’s Road,

London W6 8RB

Sixth Form




Sarah thoroughly enjoys working with both Student and Newly Qualified Teachers. She is responsible for delivering the school-based

element of training on both School Direct and PGCE programmes. This includes strategic planning of placements and liaising with HEIs,

and organising the programme of Professional Studies, delivering training sessions herself and arranging for other staff to contribute as

appropriate. She also offers direct support to Student Teachers whilst on placement, and coordinates and monitors the work of subject

mentors. Evaluations from Student Teachers are extremely positive, and Sarah uses feedback comments to help inform planning for future

trainees.

Sarah also has experience of the planning, implementation and evaluation of the NQT Induction process. She supports Induction tutors in

their role, and enjoys being able to contribute to the professional development of more experienced staff. All her NQTs have passed their

Induction year successfully, and several remain at WMSF – two have since been promoted to Assistant Head, one is a Curriculum Area

Leader and two have been Senior Tutors.

In 2001 Sarah was asked by LBHF LEA to work as their KS3 Mathematics Consultant; she went into a range of schools and supported

teachers by sharing and developing good practice and making a noticeable difference to the quality of teaching. She successfully introduced

the KS3 Maths Strategy, and supported Heads of Department embed it within their departments. She provided training and support to

eleven LBHF Secondary Schools (including the Special Schools and the PRU).

She subsequently became an Advanced Skills teacher and used this status to encourage more staff to work together at WMSF; she set up a

peer observation programme, and she was observed by twenty-three staff from nearly all Curriculum Areas. This experience led to action

points to improve teaching and learning, and further sharing of good practise in her school.

Sarah is a Maths teacher at WMSF who has particular expertise in the development of both Student and Newly Qualified Teachers. She is

responsible for the planning, implementation and evaluation of both ITT/NQT programmes, and previously worked as a KS3 Mathematics

Consultant in the London Borough of Hammersmith and Fulham.








Clare RichardsPHASE


Literacy

NAME CURRENT ROLES

Clare Richards • Literacy Coordinator

• SLT



London Literacy

AREAS OF EXPERTISE

• Identifying strengths and weaknesses in teaching and learning and planning how to develop practice across a school

in this context

• Mentoring teachers, middle and senior leaders

• Delivering CPD


Fox Primary School

Kensington Place

London

W8 7PP

Primary




Over the last 3 years, KS1/2 results at Clare’s school demonstrate sustained improvement. Consistently 95-100% of children achieve level 4

in writing and reading at KS2 and 85-91% of children achieve level 5 in reading. She has also led a dramatic improvement in writing over the

last 3 years from 55% L5 to 78% L5. In 2012 she led 15% of children to L6 in writing and 13% to L6 in reading. This builds on outstanding

attainment in KS1.

Clare has delivered successful change, developing the subject knowledge and pedagogy of others and creating and maintaining systems in

which all teachers are empowered to succeed. Changes made to Guided Reading in the use of APP, developing a single text model in KS2

and to the teaching of spelling and grammar across the school have had a powerful and sustained impact.

Clare also leads training in Literacy externally and to NQTs in Hammersmith and Fulham and Kensington and Chelsea; delivering CPD in a

number of other schools across London and supporting schools at risk, where she had had a considerable impact.

She has significant experience of coaching and mentoring colleagues, both in her own setting and in a number of other schools The

success of this coaching or mentoring is rooted in dialogue, collaboration, sensitivity, team work, capacity building and investment of time

in developing the expertise of others.








Ben McMullenPHASE


ICT

NAME CURRENT ROLES

Ben McMullen • Deputy Head

• ICT Leader



London ICT

AREAS OF EXPERTISE

• Mentoring

• Staff training to maximise use of ICT to enhance teaching and learning

• ICT curriculum development

• CPD Training


Fox Primary School

Kensington Place

London

W8 7PP

Primary




Ben’s performance in teaching ICT (Computing) has always been judged Outstanding. For many years he has run training for other teachers

in the effective use of ICT. He has trained new teachers as well the very experienced in how best to use technology to improve teaching and

learning. Ben has designed and delivered training to other ICT leaders at symposia and conferences, and as part of CPD. He has presented

to ministers of education from countries such as Norway and China on the use of ICT in schools.

Ben has supported Computing leaders in schools judged to be requiring improvement, in order to design a curriculum scheme in line

with the New Curriculum. For the previous 2 years, he has worked closely with school leaders in schools in RBKC to develop their ICT

curriculum and standards in teaching and learning of ICT.

In his mentoring role, he sensitively observes, feeds back, co-plans and supports three teachers. Key improvement has been noted by senior

leaders in all aspects of the mentees’ practice, as well as in the aggregate improvement in assessment data. He employs a dialogic and

collaborative model of reflective mentoring, whereby the observations and targets are achieved through a sensitive collegiate process. This

has resulted in self-confidence and empowerment in the mentees, in order that they achieve increasing leadership within their own contexts.

He is also working with subject leaders for Computing and Numeracy in order to development their capacity for leadership.

Ben is highly analytical and is able to prioritise and action plan, with proven success, in the areas of ICT, Numeracy and School Improvement.








Caroline CollinsPHASE


School Business Management and Financial ManagementAttendance

NAME CURRENT ROLES

Caroline Collins • Head of School Business, Strategy & Resources (School Business Manager)



LondonSchool business management and financial management

Attendance

AREAS OF EXPERTISE

• Member of the senior leadership team • Coaching and mentoring School Business Managers

• Chair of London Plus Association of School Business Managers • Writer for School Business Manager magazine

• Attendance, safe-guarding and procurement policies and procedures


Miles Coverdale School

Coverdale Road, Shepherds Bush, London, W12 8JJ

Primary




Caroline has mentored three new School Business Managers within the local borough, providing them with support and guidance as they undertook the national suite of SBM qualifications. She has coached SBMs in creating and maintaining a site maintenance plan and the single central register. Her impact has been to facilitate greater confidence within SBMs to allow them to develop further within their role.

Caroline is the chair of the London Plus Association of School Business Managers which attracts SBMs from London and the home counties, and by managing the local area of the NASBM website, organising conferences, encouraging SBMs to identify their own strengths and weaknesses to allow the organisation to adopt a relevant approach to specific conferences.

Caroline has written articles for the School Business Manager magazine, the Attendance Matters magazine and NASBM’s The Voice magazine as well as the Education Executive’s online blog. She has been the keynote speaker at a London education conference, leading on school business management.

Caroline has worked with the practitioners group of SBMs to produce a publication of a blueprint of professional standards. This publication was released in November 2015 and will serve as the foundation for new SBMs and the development of current serving SBMs.

Caroline has made significant changes at her own school, Miles Coverdale, to the monitoring of attendance, safe-guarding and procurement procedures; she formed an attendance team and introduced robust systems for monitoring attendance – the impact was an improvement in attendance from 91%- 97%; she introduced a single central register and a safety handbook for all staff, ensuring outstanding safe-guarding practise on and off-site; she created a new procurement policy and a procurement procedures document which allowed the SBM and Head teacher to be confident that the individual cost centres have sufficient balances to facilitate the procurement without significant impact on the budget. She identified web-based software that allows school users to obtain three independent quotes to satisfy best value for money. The impact has been the creation of sound procedures, effective budget management and better value for money.

One of her greatest strengths is identifying weaknesses in practice and implementing procedures to resolve these weaknesses irrespective of whether such a proposal might be received with adversity.

‘The school has worked effectively to embed the understanding that regular attendance is vital in achieving well. As a result, attendance has surpassed the level recommended at the previous inspection ‘

‘The school has worked well over the last few years with parents and carers, and outside agencies, to develop a different attitude to attendance. Pupils are now extremely reluctant to have to miss school through illness and return as soon as they are able. This has ensured that attendance figures have increased sharply and are now above average.’

(Ofsted Report Miles Coverdale Primary School February 2013)







specialist leader of education - lbhf · name current roles klara prud’homme • early years...

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