Proposal to offer 5 schools the opportunity to support our funding application to create a series of Documentaries on Coastal Erosion relevant to their local area.

These attachments are teaching materials that Woodroffe’s ex Head of Geography Jim Thomas has produced to support the documentary film made by the 6th formers at Woodroffe School.

  Coastal Management & Regeneration Project Flyer (368.5 KiB, 97 hits)

  Is Erosion Good or Bad for Lyme Regis? (307.7 KiB, 475 hits)

  Lyme Coastal Management (488.5 KiB, 170 hits)

  Possible Sites for Future Filming Projects with Local Schools (295.7 KiB, 98 hits)

  Possible Filming Projects Summary (PowerPoint) (1.0 MiB, 93 hits)

  Possible Filming Projects Summary (180.6 KiB, 46 hits)

The original film is 20 mins long and can be viewed on: YouTube – Coastal Erosion in Lyme Regis. However for different audiences we have made an 8 min version and a 5 minute version – the 5 min version is available below.

If you would like more information about being involved in our project please contact

The Jurassic Coast Teaching Schools’ Alliance have been awarded a grant from the National College for Teaching and Leadership to conduct a Workload Challenge Research Project. The alliance will be looking to compare the collection and use of data by teachers and doctors with the aim of investigating whether some of the principles which underpin the medical profession’s approach can be helpfully applied to schools.

More details about the project and how to get involved will follow shortly but please do contact Laura Webb if you would like to know more.

The Jurassic Coast Teaching Schools’ Alliance annual conference – Learning Uncovered took place on  Wednesday 26 April 2017 at Taunton Racecourse.

The event was attended by over 120 Head Teachers and members of their Senior Teams. The feedback from the conference has been excellent with all agreeing that the balance and speakers was perfect and we are looking forward to hosting the 2018 conference next year.

The Jurassic Coast Teaching Schools’ Alliance have now fully trained their most recently recruited SLEs. Click here for a full list of Alliance Specialist Leaders of Education.

logoThe Jurassic Coast Teaching schools Alliance are delighted to be part of the Future Teaching Scholars Programme, which is an exciting new and challenging route into teaching. It is a six-year, full-time programme which comprises:

  • three years of undergraduate study
  • one year in postgraduate employment-based teacher training
  • two further years employed as a maths or physics teacher

Throughout the programme, Future Teaching Scholars will have access to subject-specific and teacher development opportunities delivered by outstanding teaching schools, the central programme team and invited guests. During the six-year programme you will experience teaching in a wide variety of schools – including some which are more challenging. You will also participate in research projects and be able to access the Future Teaching Scholars network and web portal.

Future Teaching Scholars National Conference – 15 and 16 September 2016
  Conference_Programme.pdf (488.4 KiB, 132 hits)




front_1_1040x300During the last application round, the Jurassic Coast Teaching Schools Alliance interviewed and recruited over 20  new SLEs across a wide range of specialisms. Before the new cohort can be deployed, they will take part in a rigorous training programme.

Training Day 1
Tuesday 20 September 2016
The Woodroffe School, Uplyme Road, Lyme Regis, Dorset, DT7 3LX

Training Day 2
Thursday 13 October 2016
The Gryphon School, Bristol Road, Sherborne, Dorset, DT9 4EQ

For more information on the alliance SLE programme or to find out about future application rounds, contact Nicola Payne or Laura Webb on 01297 442232.

We are delighted to welcome our new Teaching Schools Manager, Laura Webb. Laura will take over from Sarah Parsons in September. She brings a wealth of experience from the University of Exeter and has already spent a great deal of time getting to know how things work and where things are going.

Laura Webb

The Role of the Subject Leader of Education

Teaching schools are responsible for the designation, brokering, deploying and quality assuring SLEs. SLEs will be outstanding senior or middle leaders for a minimum of two years and will have a particular area or areas of expertise. SLEs will have a successful track record of school improvement and will be expected to provide school-to-school support within their own and other schools.

SLEs will:

  • have excellent interpersonal skills
  • be able to work sensitively and collaboratively with others
  • have a commitment to outreach work
  • understand what outstanding learning and teaching is
  • understand what outstanding leadership practice in their own area of specialism(s) looks like
  • have the ability to help other leaders to achieve it in their own context

SLEs may be commissioned to work in the following areas:

  • continuing professional development: e.g. INSET, twilights, training days
  • initial teacher training/NQT year
  • school-based research and development work
  • school improvement work

Support may be provided in the form of:

  • Undertaking learning walks/observations
  • Leading subject/departmental audits
  • Coaching and mentoring
  • One-to-one peer coaching
  • Facilitated group support/training
  • Data analysis
  • Joint action planning

Impact of SLEs:

In their own school:

  • an excellent form of continuing professional development for senior and middle leaders
  • enhancing knowledge, skills and abilities to further improve their current role and influence others
  • supporting schools’ internal succession planning strategies by enabling individuals to demonstrate that they are ready to step up to the next leadership level
  • further developing skills such as coaching and mentoring to support colleagues in their own school
  • re-energising and motivating both the SLE and, through dissemination of learning, other staff
  • opportunity to share outstanding practice with colleagues
  • learning about how different systems and contexts from the schools they support helps to develop practice back at their own setting.

To schools receiving support:

  • peer-to-peer support and building leadership capacity delivered in a collaborative way
  • partnership approach to developing local solutions, taking into account individual schools’ own circumstances
  • embedding coaching and mentoring approaches that support sustainable change and improvement
  • engaging with an outstanding expert with leadership skills in a particular field of practice who also understands current challenges, policy, best practice and local needs
  • ensuring that staff feel empowered and have the skills, knowledge and understanding required to improve practice and in turn outcomes
  • improved practice/systems are sustainable.