Alliance SLEs

Specialist leaders of education (SLEs) are outstanding middle and senior leaders who have the skills to support individuals or teams in similar positions in other schools. They understand what outstanding leadership practice in their area of expertise looks like and are skilled in helping other leaders to achieve it in their own context.

The objective of the Jurassic Coast Teaching Schools Alliance is to identify potential SLEs and prepare them for designation together with training and deploying SLEs to offer a comprehensive package of leadership support.

The Alliance are pleased to confirm that it has 26 trained SLEs (three Primary and 23 Secondary). Please see their specialisms below:

Primary

Kate Batorska
Current school and post held:  Deputy Head and SENCo, St Mary’s Primary School, Bridport.  Areas in which I would be willing to consider offering school to school support:

  • SEND – any aspect of this role –  including intervention planning and evaluation, applying for EHCP’s, behaviour support, provision mapping and setting outcomes, supporting colleagues, providing interventions for SEMH and pupil premium
  • Leadership of Curriculum and pupil achievement Maths

Leadership of CPD:

  •  Developing metacognitive approaches in teaching
  •  Using professional learning conversations as an alternative form of classroom observation that supports staff to reflect on children’s learning
  •  Using lesson study
Nikola Croft
Current school and post held:  Littletown Primary Academy, Reception Class Teacher.  Areas in which I would be willing to consider offering school to school support:

  • Supporting NQT’s and new teachers in the Foundation Stage
  • Making accurate and effective assessments to inform planning
  • Using Tapestry as an online Learning Journey and assessment tool
  •  Moderating against the Foundation Stage descriptors
  • Using data to inform next steps for children
  • Upleveling Continuous Provision to ensure quality learning through play
Jane Dhillon
Current school and post held: Hub Improvement Leader, Diocese of Salisbury Academy Trust (DSAT).  Areas in which I would be willing to consider offering school to school support:

  • Ensuring robust and rigorous systems and processes so that data is valid…triangulation between teaching, work scrutiny and assessment data
  • Y2 and Y6 – ensuring expected standards are met through an adaptive teaching approach
  • What is greater depth? How do we achieve it?
  • Assessment – formative and summative, tracking, gap analysis, responding to gap analysis, using pupil feedback and marking to improve on going assessment; getting results
  • Enabling children to assess their work and improve standards
  • Using School Pupil Tracker to deliver what you want (SPTO) ’making it click’ for teachers
  • Action planning to ensure success
  • Data analysis – ensuing the validity of data so that progress is tangible – spotting patterns, responding to need, prioritising, effective action planning, monitoring and responding to change, getting results
  • Test frameworks, assessing expected standards and understanding depth of learning. Understanding both curriculum content and cognitive domains
  • Collaborating with teachers and leaders to create/implement/build/maintain/grow systems which nourish school improvement

Areas in which I would be willing to offer a twilight CPD session:

  • CPD sessions linked to any of the above; dove-tailed to the individual requirements or the school
Nicki Bland
Nicki is the early years lead for Acorn Multi Academy Trust. For several years she was a consultant for Babcock International. She specialises in Early Yearly Foundation Stage and offers support in all aspects of this phase
Emma Weetch
Emma is the lower school lead at Selworthy School and is an experienced EYFS and SEND teacher. Selworthy is a special school but the experience and insights this affords Emma means that she has much to offer SEND teams in mainstream schools. She offers SLE support in:

  • EYFS for the SEND learner
  • Approaches/ strategies for raising holistic outcomes for SEND learners
  • Learning environment audit   (indoor and outdoor)
  • Communication support /strategies for learner and adults
  • Coaching
  • Child development and SEND
  • Team building
  • Parental engagement /Ideas for building relationships with parents
  • Curriculum and provision planning /ideas / Practical implementation within the classroom

Secondary

Melissa Bourne
Current school and post held: KS3 Science Co-ordinator, Teacher in charge of KS5 Biology, The King’s School.  Areas in which I would be willing to consider offering school to school support:

  •  Supporting the teaching of NQTs and other teachers
  •  Differentiation and working with SEN students in Science
  •  Classroom management techniques
  •  Ensuring students make rapid progress in lessons
  •  Developing working memory using activities that are implicit or explicit in lessons to increase attainment
  •  Action Research support
  •  Learning Walks and Lesson Observations looking for progress
  •  Tutor activities to develop well being and resilience
Deborah Capon
Current school and post held: The King’s School, Ottery St Mary, Lead in Food and Catering studies.  Areas in which I would be willing to consider offering school to school support:

  •  Food
  •  Textiles
  •  Technology
Felicity Challis
Current school and post held: Head of History and Assistant Head of Sixth Form, Holyrood Academy, Chard.  Areas in which I would be willing to consider offering school to school support:

  •  Supporting the development of schemes of work, primarily in History
  •  Building in effective revision resources
  •  Long-term planning with differentiation
  •  Devising assessments to challenge all students
  •  Developing teaching and learning across a department, supporting NQTs, non-specialist teachers, teaching assistants and experienced teaching staff
  •  Using data to identify underperforming groups and developing effective intervention to narrow the gap, primarily in History
  •  Developing enrichment opportunities for students and staff
  •  Effective teaching and learning at A Level
Jo Elliott
Current school and post held: The King’s School, Ottery St Mary. Head of PSHE and Character Education Lead.  Areas in which you would be willing to consider offering school to school support:

  •  Supporting personnel in charge of PSHE to develop a meaningful and worthwhile curriculum to suit their school and community
  •  Supporting staff to construct an age appropriate Sex and Relationships Education programme which reflects the lives of young people living in 21st Century
  •  Exploring how to teach challenging and controversial subject matter for non-specialists delivering topics such as alcohol and drugs
  •  Support to develop ideas with Character Education and how to integrate whole school topics such as resilience, leadership and community
  •  How to implement a whole school approach to emotional health and well being and developing a leadership programme and school council which looks at physical and mental health
Rebecca Higginson
Current school and post held: The King’s School, KS4 Science Coordinator, Year 9 Options Coordinator.  Areas in which I would be willing to consider offering school to school support:  Supporting subject leaders in Science and senior leaders to identify priorities and plan strategic actions to address them.  For example, this might include:

  •  Developing teaching for mastery e.g. differentiation and active learning
  •  Supporting NQTs, less confident and non-specialist teachers of Science (particularly Biology)
  •  Supporting with developing schemes of work at KS3 and for new specifications at KS4
  •  Supporting with developing forms of assessment (both summative and formative) and tracking student progress
  •  Using data to identify underperforming groups and developing effective intervention strategies to narrow the gap
  •  Conducting lesson observations and giving developmental feedback
Joanne James
Current school and post held: Head of History at Holyrood Academy (shared role).  Areas in which I would be willing to consider offering school to school support:

  •  General History curriculum planning and resourcing
  •  KS3 curriculum planning to maximise student performance at GCSE
  •  Planning for knowledge retention and recall
  •  Marking and feedback (efficient for teachers, effective for students)
James See
Current school and post held: Beaminster School, Head of Geography and Associate SLT.  Areas in which I would be willing to consider offering school to school support:

  •  Geography
    – Curriculum development / Programmes of study
    – High order thinking skill tasks• Whole School Teaching and Learning
    – Trainee teacher training on Teaching and Learning
    – Teaching and Learning research projects – setting up and reviewing
    – High order thinking skills / taxonomies etc.
    – Lesson planning
Miles Smith
Current school and post held: Colyton Grammar School, Head of Biology and Science.  Areas in which I would be willing to consider offering school to school support:

  • Stretch and challenge in Biology at GCSE and A Level
  • Stretching the most able beyond the curriculum
  • Making the most of the A Level practical endorsement in A Level Biology
  • Supporting students through the medical application processAreas in which you would be willing to offer a twilight CPD session:
  • Stretch and challenge in Biology at GCSE and A Level
  • Stretching the most able beyond the curriculum
Neil Vincent
Current school and post held: The Woodroffe School, Director of Mathematics.  Areas in which I would be willing to consider offering school to school support:

  • Supporting subject leaders in maths and senior leaders to identify priorities and plan strategic actions to address them.  For example, this might include:
    – Leadership of a department
    – Developing effective teaching
    – Supporting NQTs, less confident and non-specialist teachers
    – Effective assessment and use of data
    – Supporting with developing schemes of work
    – Developing subject knowledge
    – Working with other subject leaders as above
Richard Vine
Current school and post held: The Woodroffe School, Head of Art.  Areas in which I would be willing to consider offering school to school support:

  • Supporting subject leaders in Art and New Technologies, this might include:
    – Leadership of a department
    – Developing effective teaching
    – Supporting NQTs, less confident and non-specialist teachers
    – Effective assessment and use of data
    – Supporting with developing schemes of work
    – Developing subject knowledge
    – Working with other subject leaders as above
Joshua Wright
Current school and post held: Honiton Community College, Director of Computing.  Areas in which I would be willing to consider offering school to school support:

  •  Computing/ICT – Successful Teaching – Leading an outstanding department
  •  Assessment Strategies for students success and teacher well being
  •  Visible Thinking – Teaching student independence and exam success
Rachel Brown
Rachel currently teaches history at The Woodroffe School where she is also a challenge coordinator, supporting staff to undertake research projects.   She is able to offer support in the following areas:

  • History teaching
  • Leadership of CPD
  • Support for most able students
  • ITT
Andrew Holden
Andrew is deputy headteacher at Selworthy School.   He is able to offer support in the following areas:

  •  Special educational needs
  •  Supporting learners with additional need
  •  Supporting staff who are working with learners with additional needs.
  •  Creative ways to deliver the curriculum to learners with additional needs.
  •  Maintaining the right environment for learning for learners with additional needs
  •  Effective communication with learners with additional needs
  •  Gathering evidence against EHCP targets

If you would like any information or assistance from any of our current Alliance SLEs or are interested in becoming an SLE within the Alliance please contact Diane Mattock, or Beth Brooke on 01297 442232.