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Ellen Burgess

Lead Practitioner, Computing Specialist

A little about my experience as a teacher so far …

Since qualifying in 2010, my experience as a classroom practitioner has spanned across every Key Stage. I have worked for two local authorities and I am now working as a Lead Practitioner at Billesley Primary School, Birmingham.
Throughout my career I have held a number of curriculum leadership responsibilities including phonics, ICT and mathematics where I have been responsible for leading in subject areas. I have also been responsible for the effective use of budgets, staff training and coaching support.
In my role as Lead Practitioner, I work to raise standards of achievement in reading, writing and maths for children of all age groups through the use of coaching support. In addition to this, I am the ICT Curriculum Leader and am responsible for the delivery of the computing curriculum throughout school as well as the pedagogical use of Google to enhance and support learning.
 

If you visited me at my school, this is what you could see…

In school, I work hard to explore ways of using ICT to inspire and engage learners. I deliver weekly computing sessions to a Year 3 group where I am currently teaching them how to create animations using a piece of software called Scratch. This unit requires te children to learn basic code (a key element of the Computing Curriculum) and begin to understand basic algorithms. I am also working hard to develop the use of Google Classroom across school. I am coaching staff across school to use apps such as Google Maps, Google Earth and GoFormative to teach effective curriculum lessons.
 

Ways I am best at supporting colleagues…

As a lead practitioner, I am a skilled coach and I enjoy working in class with colleagues in order to develop teaching styles and approaches. As a general pattern of support, I like to meet with staff and discuss what is already going well, what has been tried and where the obstacles lie. Together we create an outline of support and identify opportunities for in-class support. After that, modelling is an important part of my support where staff observe and experience suggested strategies. Throughout this process, I keep up-to-date records of the support provided with agreed targets between myself and the member of staff. All support will end in a review and an opportunity to provide feedback to one another.
 
I also support colleagues through the use of INSET. Last year, I delivered a number of staff training sessions where I shared new approaches, resources and expectations to staff in ICT. INSETs allow for me to support a large number of colleagues in new initiatives and provide them with an opportunity to explore software and raise questions and queries. I am also able to offer specific support where necessary. In order to ensure that the INSETs I deliver are purposeful and relevant, I also produce support documentation for staff to use.

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

Computing- The Curriculum. Shortly after joining Billesley, I took on the project of ensuring every child from Year 1 to 6 received a high quality and progressive computing curriculum. Following my research, I set up an action plan and met with our IT Manager to roll out a clear and accessible curriculum using Rising Stars ‘Switched on Computing.’
Throughout this project, I was committed to ensuring that all equipment and software needed was in place for staff, plans were uniform and saved securely with relevant resources and a record of learning was keep for each year group with evidence of pupils’ work.
This project has had a huge impact in school: staff are more confident in delivering high quality computing lessons and the curriculum is engaging and progressive for pupils. All National Curriculum objectives are now being met through weekly sessions.
 
Google Suite- The Teachers. When I joined the Foundation in 2016, staff at Billesley were in the process of moving from Microsoft to Google. Within my role of Computing Lead, I took on the project of supporting staff with the changes and providing additional training to staff in GSuite Apps and features and tools within these apps to aid teaching and learning.
The project started with basic and straightforward training on file management within the Google Drive and creating documents using Google Suite. To compliment all training sessions, I also produced support documentation for staff to take away and to assist them when working outside school. The impact of this project meant that all staff had fully converted to GDrive by Autumn 2016. Staff now confidently use a huge range of apps from Google Suite to deliver high quality lessons, and are beginning to explore add-ons to enhance our use of Google for specific purposes.
 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me…

Google Classroom offers a huge range of opportunities such as Mystery Hangouts, peer and self-assessment opportunities and website design. I am very keen to explore the possibilities of Google further and would be very interested in working with other schools to develop a bank of effective resources and lessons that can be used to support less confident staff in delivering high quality lessons across the curriculum. I also want to develop an online national and international community using Google to create exciting opportunities for our children and share effective practice.

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Asima Iqbal

A little about my experience as a teacher so far ...

  • Eight years teaching experience within EYFS One years teaching experience in KS1
  • One years teaching in KS2 Assistant Principal for three years
 

Projects I have led including how they have had a meaningful impact in my school and/or other schools...

  • Support Teacher at local Children's Centre which resulted is the children centre reviewing and adapting their provision, planning, assessment, monitoring and performance management procedures
  • Moderation across TEF which resulted is accurate assessments and consistency across the trust
  • Redesign of the school curriculum which resulted in a purposeful and relevant curriculum with skills and knowledge at the core of all learning opportunities
  • Delivered various CPD sessions: EYFS, Curriculum, assessment and progression

 

If you visited me at my school, this is what you could see...

  • Outstanding teaching and learning Highly effective coaching
 

Ways I am best at supporting colleagues ...

  • Coaching Mentoring Reflection session Facilitating
  • Team teaching Modelling
  • Planning support with a high focus on progression of skills Assessment support
  • Delivering concise CPD
 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me...

  • Whole class feedback across the curriculum Responsive teaching
  • Developing effective teaching and learning through a coaching approach

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Louise Carroll

Vice Principal, Teaching and Learning Specialist

A little about my experience as a teacher so far …

I qualified in 2010 and started my NQT year in Year 5. The majority of my teaching has been in Upper Key Stage 2, mainly Year 6. I have been an English lead and a standards leader. This involved monitoring standards and progress, designing Curriculums and assessments and providing support and CPD to staff within my own school and across other schools. I am currently a Vice Principal but continue to support staff, particularly NQTs and new members of staff. This is my favourite part of my role, helping and supporting other professionals to be the best teachers they can be!
 

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

NQT Induction. I lead on NQT induction in school and this is something I am really passionate about. I believe it is so important to ensure that new teachers have the best possible start to their teaching career. I have designed an induction process which is rigorous, personalised and ensures that teachers receive the best CPD. In January 2017, I worked alongside a colleague at Shireland Hall on the assessment process to achieve the NQT Quality Mark. It was a great experience to not only share practice, but discuss how we could make the induction process even better for our NQTs.  In Marck 2017, we were awarded with the NQT Quality Mark. It was recognised in the report that ‘the school provides very good practice beyond the statutory requirements including: the extensive CPD programme that is focused for the individual needs of the NQT; the additional support of the wider leadership; modelling good practice; very good communication systems; very supportive ethos; positive enthusiasm of the tutors providing very high quality support with high expectations of themselves and others; both academies working well together and prepared to learn from each other.’
 
Wider Curriculum. This is a project I am particularly proud of and something that is ongoing in my school. For a long time my school had to focus on Maths & English to raise standards and progress. Fortunately, after a few years, we were in a position to be able to look at our Wider Curriculum. Ensuring that children have a broad and balanced curriculum, which is suited to their needs and interests is something I am passionate about. I believe that teaching young people to be lifelong learners is the most important job of a school. I am also passionate about ensuring that those children who perhaps do not excel in core subjects get their chance to shine! Our Wider curriculum has been highlighted as a strength in our progress partner visits, TEF review and most recently, in the achievement of Artsmark Gold Award.

If you visited me at my school, this is what you could see…

High quality teaching and learning.
A varied curriculum, bespoke to the needs and interests of our pupils. Happy children and staff.
A range of teaching strategies and resources. A school which has a love of reading.
Well supported staff at all levels.
 

Ways I am best at supporting colleagues…

I am a really approachable person and have lots of empathy for others. This goes a long way when supporting staff, especially those that may be struggling. I always try my best to make people feel at ease whilst working with them. I always ensure that my support is highly personalised, with clear actions and next steps.

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me…

 
Continuing to develop the wider curriculum. Continuing to raise standards in Reading and Writing. Continuing to develop middle leadership.

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Matt Tyler

Lead Practitioner English Specialist

A little about my experience as a teacher so far …

Since qualifying in 2011, I have gained experience across every key stage. I have taught in year 6 for the past six years, which has allowed me to develop a secure knowledge of the curriculum. I have been working as a Lead Practitioner for three years: the role was specifically designed to work alongside all staff to ensure they understand the key principles of effective teaching and support them through coaching and mentoring to become outstanding in their own practice. One of the most rewarding parts of my role as Lead Practitioner is seeing others developing and progressing as a result of my coaching and mentoring. I believe that any teacher, once inspired by the coaching process, is capable of significantly improving their practice.
 

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

Reciprocal Reading. In September 2017, I led and implemented a new whole school approach to the way reading was delivered at Billesley Primary School. During several whole school CPD sessions, I provided all staff with a choice of appropriate teaching and learning methods for Reciprocal Reading including modelling effective practice. This approach is now being effectively delivered throughout the school. During a recent visit from the Elliot Foundation, teaching of reading was graded as outstanding in all lessons that were observed. Following the implementation of Reciprocal Reading, every year group has shown an increase in percentage for age related expectations.

Assessment. As a Lead Practitioner, I work closely with teachers across the school to support and develop their understanding of the national curriculum and how to form an accurate judgement during half termly moderation of writing assessments. To ensure continued development and accuracy, I have provided staff with both oral and written feedback during the moderation process. Not only have I worked with teachers to identify strengths in their pupils' performance and identify next steps in learning, I have also coached them to reflect on the quality of their own teaching practice; this has had a significant impact on the standard of writing and the quality of teaching.

If you visited me at my school, this is what you could see…

Teaching:
  • effective modelling being used to ensure children have a clear understanding of the learning
  • regular oral and written feedback being provided to highlight achievement and improvement
  • a range of AFL strategies to secure pupils’ progress
  • high expectations of behaviour and attitudes towards learning
  • a variety of questioning techniques being used to assess and inform teaching
  • listening, observing and questioning skillfully to reshape tasks and improve learning
  • ‘Parrot on the shoulder’ approach with visitors - live commentary of why I am using certain strategies, live reflections from myself, questioning visitors on what they are observing
 
Coaching/Mentoring/Monitoring:
  • reflective discussions on teaching and learning
  • coaching staff across the school: team teaching, model teaching, planning support, assessment support, observing and providing instant feedback
  • GROW model being used in coaching meetings
  • monitoring: planning, coaching records, home reading
  • exploring ways to further improve parental engagement
  • videoing effective practice to inform improved practice across school
 

Ways I am best at supporting colleagues…

I have coached and mentored teachers with varying strengths and areas for development. And also, varying confidence levels and attitudes towards the coaching process. Some practitioners are very open to coaching - they are determined to improve. Whereas some teachers may be somewhat sceptical of coaching support. Either way, I have shown I have the character, work-ethic and subject knowledge to inspire teachers to ‘buy in’ to the coaching journey. In my opinion, coaching is not a process where a teacher thinks, “I am not good enough.” It is a journey that makes them believe, “I can improve.” During my support, I encourage and facilitate different ways for coachees to take ownership over their journey - I believe this is the key to sustained improvement. I believe I inspire and collaborate effectively with staff from my own school and beyond because I do not pretend to be an expert who knows everything there is to know. I am learning too. We are learning together.

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me...

 
Leading others to fulfil their potential is something that has always highly motivated me. I enjoy the challenge and journey of improving and developing an individual’s practice through coaching and mentoring. Since the start of the academic year 2018/19, I have been using the GROW model as a starting point when coaching staff. This approach provides the coachee with more ownership over their journey of improvement. Because of this, staff have been even more reflective when thinking about their own teaching practice. The opportunity to work with other staff within the Elliot Foundation to promote this strategy is something that highly motivates me.
 

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Sam Hudson

Assistant Principal, English Specialist
 

A little about my experience as a teacher so far …

Sharing good practice to develop others has played a central role in my career from my NQT year onwards, offering me many opportunities for self-reflection and the furthering development of my own practice.
 
I have lead both on an individual level (Year Group Leader, NQT mentor and student teacher mentor) and on a systems and whole school level (Phase and subject leadership, SLT, SLE and school-to-school support). These leadership experiences have enabled me to learn - and keep learning - how to best nurture and develop both productive working relationships and effective operating procedures, all in a bid to improve outcomes
 

Projects I have led including how they have had a meaningful impact in my school and/or other schools...

As English Leader at Billesley, I have been responsible for the redesigning of the curriculum, systems and procedures in-line with the English National Curriculum 2014. I have delivered many progressive INSET training sessions, to both teachers and support staff, in writing, reading, grammar and phonics, all designed to develop subject-knowledge and model new and revised ‘normal operating procedures’ for teaching, learning and assessment. Built into these INSET cycles, have been classroom observations, monitoring, teacher-triad working parties and standardisation activities to enable both the teaching staff and the SLT to reflect on, monitor and moderate the impact on developing classroom practice and data outcomes.
 
Outcomes in English over my tenure have shown a year-on-year increase in both Key stage 1 & 2 statutory outcomes and Year 1 phonics screening. I am proud of this fact.
 
I have been lucky enough to have had the opportunity to deliver individual teacher support, whole school CPD and have facilitated systems and curriculum design in many different settings over my career, most recently as an “Expert Teacher, but also as a Specialist Leader In Education and Advanced Skills Teacher.
 

If you visited me at my school, this is what you could see...

Me being very, very busy, but very, very happy.

Ways I am best at supporting colleagues…

  • Classroom modelling
  • Mentoring
  • Coaching
  • Planning support
  • English curriculum design
  • Phonics
 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me…

  • Further improving outcomes in English @ Billesley
  • Leading on the support of 8 schools as part of the BEP Reading strategy
  • Supporting schools outside of the EF

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Monisha Ahmed

Maths Specialist

A little about my experience as a teacher so far …

I have been a teacher for over 20 years, and have taught most age groups, from Nursery to Year 6, and I have also worked as a Senior Lecturer at the University of Hertfordshire for 4 years in Initial Teacher Education. I worked in schools in Inner London, in schools where children came from challenging backgrounds, and I have worked in a Hertfordshire school where supporting children that were new to English was one of the main challenges we faced.

In that time, as subject leader, I have been responsible for leading PE, Science, Geography, ICT and Maths, and have also been a phase/ Key Stage leader. My roles have allowed me to support colleagues with planning, team teaching, teaching model lessons, leading INSET, analysing data, as well as working with parents. Currently, I also lead the school in the recognising the importance of children ‘getting stuck’, work on Growth Mindset & Resilience across the school.

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

Since I started at Parkfield, and in my role as Maths SL at my previous school, I have developed a Whole School Calculations Policy, that models progression through the 4 mathematical operations, as well as how to use a range of mathematical equipment to teach understanding at each stage of progression. I have rolled this out to all staff, teachers and learning support assistants, through a series of hands- on, practical INSET, which supported colleagues in developing their own professional knowledge. It also allowed me to listen to their suggestions about the policy, make any adjustments and gain agreement on the policy. This policy has ensured that all children at Parkfield are taught maths in the same way, following the same stages of development, with the same next steps for progression. This has also ensured the same consistency for staff, no matter whether they teach in EYFS, KS1 or KS2. Team teaching sessions and joint planning have all supported the implementation of this policy, and the parent workshops have also begun to develop the partnership between home and school in understanding how best to support their children with their maths homework.

I have also led the school in the development and implementation of the initiative of the importance of children “getting stuck” in their learning, based on current research about Growth Mindsets, the Learning Pit, and Building Learning Power. Again, much of this work has been done through INSET and team teaching sessions, where all staff understand and use the same language of learning. As a school, we have based a lot of our work in this are using monsters, which has meant a shared understanding of what it means to be a successful learner. I have also run parent workshops to share this work with them, so they understand what their children mean when they talk about Growth Mindset at home. Many of our classrooms have similar displays about various aspects of this work, and our Pride of Parkfield assemblies often link children’s achievements to their learning attitudes as different monsters, again as a result of this work.
 

If you visited me at my school, this is what you could see…

I work hard to deliver a creative and fun curriculum for my class that is relevant to the children I work with and meets their individual needs, which often means asking them what aspects of a topic or theme they would like to learn about.
A reliable role model as subject leader that keeps my subject high on people’s radar, and one that makes it safe and easy for colleagues to ask for advice and help when they need it and without judgement. I try to make myself as available as much as I can, again taking the lead from what colleagues need.

Ways I am best at supporting colleagues…

I really enjoy researching, planning and leading INSET, as I believe this is an opportunity to allow colleagues develop their own professional knowledge and practice. In maths INSET I have led, sessions have been practical and hands-on, allowing teachers to experience learning in much the same way as children do. I also try to include some professional reading as part of my INSET, where relevant. I try to ensure colleagues have ideas and activities to take-away and try with their class, sometimes as a gap task to reflect on at a future INSET session. It is always interesting working with colleagues that may not feel confident as mathematicians and/ or teachers of maths, and supporting them in developing their own understanding.

Much of our work in school recently has been in connecting the curriculum during the planning process, looking for ways to put maths in a real-life context, and this is an aspect of my role I hope to continue to develop. I often look for ways of making maths meaningful through linking it with other areas of the curriculum. In the future, I would like to develop my role in this aspect by working with other subject leaders on how to make strong links with their subject and maths.
I am also able to interpret and analyse data about year groups, or groups of pupils within cohorts, beginning to identify vulnerable groups in terms of progress and attainment, and this is an aspect of my role that I feel confident am able to support colleagues with, which means that teachers can also take more ownership of their data, targeting support appropriately or adapting their teaching in response.

As I have mentioned above, I have undertaken a range of team teaching, both in maths and in our work on Growth Mindset, across the primary age range, and this is also something I feel I can offer to support teachers in developing their practice. This has ranged from joint initial planning with teachers, or adapting planning, modelling sessions and team teaching, to ongoing support with planning following a block of team teaching.

Nisha Mehta

Curriculum and English Specialist
 

A little about my experience as a teacher so far …

I have been teaching for 12 years and have taught in both key stage 1 and 2. In my previous school I was a maths leader, where I was out of class and supporting teachers in class with teaching, planning and assessment. In my current role as curriculum leader I have worked together with teachers to support them to develop a cross-curricular approach with teaching children skills at the very heart of the planning. I have supported teachers to develop writing across the curriculum and make links between subjects.
As part of my role I also work with teachers to support them with planning and teaching. I have worked with targeted teachers and have modelled teaching as well as team teaching.
 

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

I have really enjoyed setting up the Connected Curriculum in our school, where children get a chance to use skills learnt in different subjects and apply them to different real life or fictional situations.  It was a great challenge to support teachers to change to their thinking and planning to across-curricular approach. Each topic begins with a WOW or hook moment that gives the class a reason for their learning and an aim/question they will answer by the end of the topic. The wow moment links to a driver which is normally a foundation subject, the driver will be the most prominent subject within that topic e.g. a topic on George’s Marvellous Medicine science and maths were the drivers. Science was linked to materials and decimals, fractions and percentages were taught using different events in the story.

Our planning has had a great impact on our children’s learning, the most significant change has been the children’s love and enthusiasm for the tasks set. There is a purpose for their learning and take a lot care in ensuring they complete their work to a high standard. We have worked to include parents in the celebration of the children’s work at the end of a topic the children will invite them to school to share their achievements.
 

If you visited me at my school, this is what you could see…

You would see children who have had an input into the topic they are learning about, they will be able to tell you what they are doing, how they doing it but most importantly why!
In the children’s books you will be able to see how the skills from the subjects have developed across the topic and how they have been linked to other subjects. There will be evidence of the wow or hook moment and you will see how having a purpose for learning has an impact on the quality of learning.

Ways I am best at supporting colleagues…

I try to break down the bigger picture into small manageable steps for teachers and staff members to implement new initiatives. I think that it is crucial to learn about the skill set of my colleagues, to help me adapt and change how I plan to drive new ideas in school.

I have modelled teaching for my colleagues and also planned team teaching sessions based on the teachers need. I support teachers in planning for their class but also support subject leaders to plan how they will lead their subject within our school.

I am organised and enthusiastic and work hard to lead by example.

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me…

The next thing I am working on is developing guided reading and linking the activities to the topic the children are learning about. I have already made changes in terms linking the activities to the reading domains. Now I would like teachers to develop their skills in terms of adding drama and seeing how topic related guided reading has an impact on writing and vocabulary development.

I would be happy to work with other schools to develop a curriculum that suits their needs and their children and how to embed the cross-curricular approach. I would also be interested in developing guided reading and how to use drama as a way to support reading comprehension.
 

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Shaun Hughes

Science Leader

A little about my experience as a teacher so far …

I began my teaching career at George Betts as an NQT and have remained there since; it has now been 6 years! In that time, I have taught a year each in Year 4 and 5 and 4 years in Year
6. I am currently back in Year 5.

I have been a Science leader for 4 years and during that time have significantly raised the profile and standards across the school. I have also worked closely with our federated school, Shireland Hall, supporting various Science leaders there.

I read extensively about research in education and use it to inform my teaching practice wherever feasible. I am particularly interested in curriculum development and meta-cognition and how these can apply both to my own teaching practice and also to Science across school.

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

I led a project called Science Stories at George Betts, and this has also been used successfully at Shireland Hall. Science Stories are written outcomes for a Science unit that show the understanding a child has of the theories and processes they have learned about in the prior weeks. They are stories, poems, reports - anything age appropriate and that shows understanding!

Science Stories were successful initially, as they helped teachers to assess children. However, they were often an afterthought and this sometimes led to them not being as effective as possible. With this in mind, we now plan Science using People, Problem, Place and this helps teachers structure their unit around a final outcome. This has been very successful, with children more likely to understand why they are learning something and creating a more structured learning journey too. Teachers have also reported that they are more comfortable assessing Science when there is a Science Story.

If you visited me at my school, this is what you could see…

At George Betts we have teachers who are confident in their Science teaching across the school. They can talk about the learning journey in Science, how we use cross-curricular approaches and how we use Science Stories. A visitor would be able to see one of these teachers (or myself) give a modelled lesson with a particular focus and I would be more than pleased to support colleagues with their areas for development through shared planning, team teaching and work on specific areas for improvement such as differentiation and pitch.
 

Ways I am best at supporting colleagues…

I am strong at planning learning journeys with teachers and I can support subject leaders with curriculum design. I enjoy exploring and challenging existing practice and find that I gain as much from this as I give. I use research I have read to inform practice and am enthusiastic about getting staff on board to try new things and not be afraid to fail..

I have also led whole school CPD around assessment in Science, working practically and Science Stories. This CPD has informed practice across school and given teachers new approaches to Science.

I have also provided assessment documents to schools within the local authority and given support to Science Leaders from Elliot Foundation schools including curriculum mapping and assessment.

I am able to support colleagues in the monitoring cycle including Book Looks, Learning Walks and lesson observations/drop-ins and give feedback to teachers and providing any support based on the actions.

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me…


I am working on boosting teachers’ confidence, reducing cognitive load and improving recall and retention by focusing on the Knowledge side of Science. 

I am beginning with using Knowledge Organisers across the school to ensure curriculum design is tight and will work to ensure teachers are comfortable using them.

 I aim to give teachers lots of ideas on how to incorporate them in lessons so that they are not merely something else stuck in a book.

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Nick Jacobs

Computing and Google Specialist
 

A little about my experience as a teacher so far …

Since qualifying in 2007, I have worked in three primary schools in London, and one in China. Overall, I have worked as a class teacher across both KS1 and KS2. Over the past two years I have moved to become a Computing teacher, which has led me to my current role as Head of Computing at Hillingdon Primary School.
 
My current role involves the teaching of Computing across the school, for both staff and students, for the implementation of Google both within the classroom and beyond, and management and purchase planning of school computing resources.
 

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

Within my school, I am leading on several initiatives which aim to utilise Google to increase teacher capacity, and ultimately raise student attainment. These include using Google Classroom and Docs for peer assessment and live feedback, using Google Classroom for school-wide communication, and using Google Sites for online portfolios.
 
Along with two other Elliot teachers, I am working across the Elliot Foundation network to drive the adoption and implementation of Google. This includes designing and refining methods for network wide communication and collaboration, writing and delivering training and courses, and liaising with staff across all academies.
 

If you visited me at my school, this is what you could see…

At Hillingdon Primary School there are a wide variety of computing skills demonstrated by children from Year 1 to Year 6. Children in my school can code, design in 3D, animate, and digitally draw. Children in Key Stage 2 have Google accounts which they use for a wide range of applications, such as website design or making adventure stories. We also have a group called the Digital Leaders who offer support to teachers and teach lessons themselves.
 

Ways I am best at supporting colleagues…

I enjoy exploring ideas and finding solutions, and am effective at raising the skill level of those around me. I have experience of working with colleagues from my own school and others school to share good practice, co-plan and team teach, using new approaches for integrating Google into their everyday practice.

I enjoy delivering high-quality staff training sessions, where I am able to deliver support and training to a large number of staff members. I ensure my training sessions have a clear purpose, a desired outcome and are followed up with supporting resources such that staff can refer to, which maximise the potential for implementing new ideas.
 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me...

Google Classroom and the related apps offer a huge range of opportunities that I am keen to further explore. I am very interested in working with other schools to develop a bank of effective resources and lessons that can be used to across a network to deliver high quality lessons, not just in computing but also across the curriculum. I am keen to develop a community of schools to create exciting opportunities for our children and share effective practice.

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Whitney Plant

SENCO
 

A little about my experience as a teacher so far …

I have been a qualified teacher for the past 6 years, currently I am SEND Leader across the federation. Prior to working for the Elliot Foundation, I was a Maths coordinator at a special school and a class teacher at a local mainstream setting.
I have completed the National award for SENCO’s as well as the NPQSL. Last year, I acted as Assistant Head to support SLT with the operational needs of the school. I have a vast knowledge and experience of supporting pupils with SEND as well as supporting teaching and learning to ensure pupils with SEND can access and thrive within the appropriate curriculum.
 

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

At Shireland Hall Primary, I led a communication project. The aim of the project was to develop communication and social skills for pupils with Autism and/or complex communication needs. School developed links with the local community which enabled pupils to access facilities such as a sensory room and a hydro pool. This provided children with a different environment and experience which supported communication and social skills. Children started to communicate more with words and gestures as well as seek out friends that they had made.
 
Whilst working at the West Minster Special School, I developed a coaching approach. This involved getting an outside agency in to train eight ‘coaches’ who could then offer coaching sessions to all employees if they wished to take part. The training was very beneficial for the ‘coaches’ as they developed a greater understanding of how coaching and mentoring differs as well as making them become much more reflective with their approaches and questioning. ‘Coaches’ expressed how it had not only had an impact on their ability to support colleagues but how they used this approach with children and within their personal life. The main reason for the project was to allow staff the opportunity to talk and reflect in a safe environment about any concerns or questions they had- this did not have to be work related. Coaching sessions were available and promoted as ‘holding thinking time’. Staff felt appreciated and it gave them time to stop and reflect. 

Often in schools, life can be so busy that we don’t give ourselves time to stop and think – the coaching sessions allowed this to happen. Staff who received coaching sessions said they were able to resolve questions, think more effectively and have more ‘head space’ which in turn made teaching and learning more effective.

If you visited me at my school, this is what you could see…

You are very welcome to visit the Federation.

You will see lots of great practice that enables pupils with SEND to make good progress. Across the federation there are more than one hundred pupils with SEND. You could see a range of interventions and practical strategies which support teaching and learning for pupils with MLD, SpLD, ASD, CCN, SLCN, SEMH and PD. 

You could also see me in action completing my role as SENCO- looking into any particular area that would meet your need (assessment, monitoring, EHCPs, T+L, supporting staff, training, working with agencies, keeping evidence etc).
 

Ways I am best at supporting colleagues…

I thoroughly enjoy working with colleagues to ensure all children get the best practice and their needs met. I am able to use a range of strategies that include: mentoring, coaching, facilitating, team teaching and leading by example.
 
I am very organised, adaptable and innovative. I am able to use my past experience of working within a special school to develop practice within a mainstream setting. I am available to support on a 1:1 or group basis, deliver whole school CPD, review SEND and support new and existing SENCO’s. I believe that my flexible approach would enable me to support a range of colleagues to meet the needs of the school and individuals.
 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me...

This year, I am working with the LA to develop a Sandwell assessment to support tracking pupils’ learning who are not yet accessing the National Curriculum. It would be great to work together to get an Elliot assessment system for pupils working below the National Curriculum (all dependent on the final findings of the Rochford Review).
 
I am always looking into new and exciting ways which engage pupils and ensure they make good progress. Please get in touch if you are interested in working on a project together.
 

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Ryan Hook

Assistant Principal, Maths Specialist
 

A little about my experience as a teacher so far …

  • 9 years in Education
  • Experienced moving from Special Measures to Good with Outstanding Leadership.
  • 1 year in Y5, 2 years in Y2, 6th year in Y6.
  • Have been a Year Group Leader, Science Leader, and Assistant Principal with lead on Maths and Phase responsibility for Y4, 5 and 6.
  • In my third year of coaching staff.
 

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

  • Year Group Leader, I ensured an outstanding quality of teaching provision across the year, monitored pupil outcomes and supported the assessment process.
  • Science Leader- Raised profile through inspiring lessons and whole school events. Reviewed and improved the quality of the curriculum. Developed and improved staff subject knowledge through CPD. Support the progression of both children’s scientific knowledge and ‘Working Scientifically’ skills.
  • Leader of Mathematics- Raises standards in Maths from Nursery to Year 6 and secured Good and better teaching across the school. Through focused CPD, coaching, mentoring and the development of the Maths Team. Developed curriculum knowledge, scaffolding modelling, accurate AFL and progression had with immediate impact. 100% of Maths lessons Good/ 40% Outstanding. Key Stage 2 outcomes for EXS and GDS in line with National. Key Stage 1 outcomes exceed National.
  • Developed and contributed to Peer to Peer coaching programme in school. Secured positive, sustainable outcomes for staff. Received positive feedback from coachees.
 

If you visited me at my school, this is what you could see…

  • Frontline presence
  • A strategic and flexible multi- tasker
  • System development
  • Outstanding teaching and reflective practice
  • In and out of class support
  • Effective coaching and mentoring
  • Passion and commitment

Ways I am best at supporting colleagues…

  • Subject knowledge
  • Systems
  • Planning
  • Curriculum development
  • Modelling
  • Coaching/ Mentoring
  • Leadership
  • Pedagogy
 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me...

  • Creating an inspiring culture of Maths
  • Developing the use of CPA to secure and deepen mathematical understanding
  • Developing the language of Maths
  • Deepening staff’s understanding of progression in Maths
  • Develop whole school approach to times tables

Hannah Coleman

NQT Mentor, Teaching and Learning Specialist
 

A little about my experience as a teacher so far …

 I have been a qualified teacher for 11 years. I have developed my role as a leader in 3 Primary Schools with varying and changing demographics. Working in the contrasting areas of Malvern Wells, Selly Oak and Smethwick has enabled me to develop as a flexible practitioner when meeting the ever changing needs of the children, staff and communities.
Currently I’m the Year 5 Lead Teacher, NQT Teaching and Learning Lead and the Professional Mentor for Schools Direct and PGCE students at SHP. My subject specialism is English and I am passionate about supporting children and colleagues in this area. In my previous schools, I have had various roles including Maths Lead, Computing Lead, Music Lead, Faculty Leader and Phase Leader.
 

Projects I have led including how they have had a meaningful impact in my school and/or other schools…

I have led the NQT Induction Programme at SHP since September 2016 as the NQT Teaching and Learning Lead and it has been incredibly successful. We recognised that we offer excellent CPD to all staff, not just exclusively for NQTs, and have seen how staff can benefit from personal CPD in addition to whole school professional development. Due to the effective coaching and mentoring of NQTs, we felt that our Induction Programme should be recognised through applying for the NQT Quality Mark. I led the assessment process for SHP alongside the Induction tutor at George Betts to enable us to reflect on our practice, celebrate our strengths and look for opportunities for further development.

I really valued the collaborative approach as it helped in securing the consistent high quality induction that we provide across the Federation. In March 2017, we were awarded the NQT Induction Quality Mark. This is something I am incredibly proud of as we are the only Federation in the country to have achieved this. This has had a meaningful impact on the children, staff and wider community as it conveyed the fact that ‘the school provides very good practice beyond the statutory requirements including: the extensive CPD programme that is focused for the individual needs of the NQT; the additional support of the wider leadership; modelling good practice; very good communication systems; very supportive ethos; positive enthusiasm of the tutors providing very high quality support with high expectations of themselves and others; both academies working well together and prepared to learn from each other.’
 
In July 2017, all 4 NQTs successfully passed their NQT Induction year and have all taken on new roles and responsibilities as RQTs this year.

If you visited me at my school, this is what you could see…

If you visited me at SHP, you would see me in a variety of roles, modelling good practice and supporting teaching and learning throughout the school. Whether you observe me teaching, coaching and mentoring, supporting planning or even sit in on a mentor meeting, you would see that I endeavour to support learning and impact on pupil outcomes. I would hope that you see an approachable, supportive and kind teacher/leader working hard for the benefit of our pupils and staff.
 

Ways I am best at supporting colleagues…

I provide tailored coaching and mentoring to staff at every stage in their teaching career. I feel that my communication, interpersonal skills and ability to work with others are all of a high standard which supports me in this capacity. In my current role, I share good Teaching and Learning practice with colleagues across the year group, phase, NQTs and student teachers. This has included presenting at the TEFAT NQT conference, providing planning support, carrying out observations, teaching modelled lessons and delivering a high-intensity English intervention for pupils across the year group.

I think it is vital that I am approachable and that I lead by example when offering support to colleagues, This also allows me to provide coaching and mentoring and CPD support at both group levels and on a 1:1 basis.

I think it’s important to ensure that appropriate support has been provided to meet the needs of my peers and ultimately for the benefit of the children. This means being flexible in knowing when to deliver either coaching, mentoring or a suitable balance of both. If supporting leaders, then often coaching is more appropriate as it enables them to be empowered in their role and make more sustainable improvements to their practice and leadership role.
 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me…

I’d like to look into developing an NQT Mentor Network across TEFAT to support the delivery of an excellent Induction Programme.

I’m keen to develop an RQT programme across the Federation, where further CPD and coaching and mentoring for personal development in the early stages of their teaching careers is paramount.

I am always keen to promote engagement in the English curriculum amongst both staff and pupils.

Siobhan Haddleton

ASD Resource Base Leader

A little about my experience as a teacher so far …
Throughout my career I have worked in a range of educational settings - mainstream, Secondary PRU, Primary SEMH provision, and I currently lead a Resource Base for children with ASD at 3 form Primary School in Birmingham.

Over the past 5 years, I have worked with colleagues to develop and grow a specialist provision as part of a mainstream school and over more recent years have enjoyed sharing my practice and experiences with colleagues within my own school and beyond to support staff at all levels to improve their own practice and the educational experience and outcomes for the children in their care.

Projects I have led including how they have had a meaningful impact in my school and/or other schools
As the ASD Leader at Billesley Primary School, I have worked alongside school curriculum leaders to enable all children to access and thrive in core subjects, including implementing some specialist teaching programmes. Throughout this journey, I have also effectively implemented the use of Google Classroom and other technologies in ASD provision to support and evidence children’s learning. 

As well as supporting staff in using specific, targeted strategies for individual pupils, I have also lead on a coaching programme for the staff in the Resource Base, using the GROW model to support them in developing their own practice, including a class teacher, teaching assistants and a learning mentor.I have also lead whole school training for teaching and support staff and training sessions for NQT’s and RQTS.

As well as supporting across school for individual children with ASD or behaviour needs, I lead across the school on Geography. In this role I have developed a progressive skills and knowledge document for Years 1-6 and regularly support teaching staff with the planning and delivering of these units of work. I have also been part of the team to develop our Whole Class Feedback system which has made feedback in curriculum lessons purposeful and effective for students. 

Ways I am best at supporting colleagues
  • Observing individual pupils and supporting staff in moving forward with them
  • Providing strategies and resources 
  • Coaching
  • CPD sessions
  • Planning support
  • Classroom Modelling 

If you visited me at my school, this is what you could see
Me, smiling, teaching, supporting children who need a bit of help or encouraging children to reach the top of the climbing wall in the playground.

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
I am currently developing a life skills programme, alongside parents, to better prepare our children as future citizens and support them in accessing experiences beyond the classroom.

I am also working as part of our role as a Research School to support using the ‘Improving Behaviour in Schools’ documentation.

Jodie Wallbank

Maths Lead Teacher

A little about my experience as a teacher so far …
Since qualifying in 2012 I have worked in schools across Bedfordshire and London.Throughout my career I have worked in both Key Stage 1 and 2 and developed a passion for primary maths teaching. I am currently the Maths lead teacher at Griffin Primary School. This role allows me to work alongside staff and support them in becoming confident Maths Mastery practitioners. 

One of the most rewarding parts of my role as a lead teacher is being able to keep learning and then pass on what I have learnt to colleagues. Seeing the impact that it has had on their maths teaching as well as the progress of their students has been really fulfilling. 

Projects I have led including how they have had a meaningful impact in my school and/or other schools
During recent months, I have become part of a work group that is run by the ‘London South West Maths Hub.’ This hub was set up in the hope of creating a community of teachers that can learn from each other as they work together on one aim: to improve the teaching of mathematics in the UK. The communication within our work group has been invaluable. As with any innovative new approach to teaching, teachers often spend a lot of time trying and reflecting on what works for their own school and students. However, our work group has meant that our meetings have been extremely solution based. I have been able to actively ask and listen to advice from over twenty other Primary Maths Specialists who were able to offer new approaches.

Sharing in the experiences of others has allowed me to offer a much wider range of support for my own colleagues. I can confidently offer expertise to members of our team who are outside of my own Key Stage or who work with children with very specific learning needs. I have become an extremely collaborative practitioner. 

Working and reflecting with others has meant that our school has started on a very sustainable journey of improvement in maths. As a team of teachers, we are now able to try, discuss and adapt as well as support each other. Maths mastery has become a whole school approach and this is having a huge impact on the learning experiences and progress of our students. 

Ways I am best at supporting colleagues
  • Classroom modelling and team teaching
  • Mentoring
  • Coaching
  • Planning support
  • Maths curriculum design
  • Extending GDS students
  • Using Mastery to support students working towards ARE. 

If you visited me at my school, this is what you could see
At Griffin, we have provided colleagues with resources, modelled gallery lessons, team teaching sessions and offered CPD sessions on questioning techniques so that they are able to transform their own maths teaching.

Our maths books are no longer filled with rows of equations and printed word problems but instead show that children are able to apply what they have learnt to a range of contexts and difficult reasoning challenges. Students are not asked to explain how in lessons but to explain why. Teachers promote discussion and resilience through questions that ask students to spot a mistake, explain the most efficient method or discuss what is the same or different.

Our curriculum has become much more innovative and interesting. Students have become much more engaged in Maths across the school and their learning behaviours have transformed as a result.

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
Furthering support in maths teaching at Griffin by continuing to improve questioning and discussion and the embedding the CPA approach. Continuing my work in the Maths Hub and developing my expertise in maths mastery further.

Victoria Hand

Year 2 Teacher and English lead for years 1-3

A little about my experience as a teacher so far …
Since qualifying in 2004 I have worked in three different schools in two different authorities. During this time, I have worked in years 2 to 5 where I have at least two years experience in each. At present, I am working in year 2 for my fourth year.  

Since joining George Betts, I have been given various leadership roles including RE, SMSC and English for years 1-3 which is where my passion lies. I have been in this role for four years and have been responsible for raising standards in both reading and writing.

As part of my role as English lead, I have supported teachers through CPD in planning, teaching and assessment. I have delivered staff meetings and worked directly with teachers both in and out of the classroom. 

I feel that I could be an asset to other schools and help them to raise standards in reading and writing as I have at George Betts. I relish the idea of working in different settings and sharing my expertise with others, enabling them to improve their practice. 

Projects I have led including how they have had a meaningful impact in my school and/or other schools
Last year I qualified as a KS1 moderator. Having been through the moderation process myself three years ago, I felt this was something in which I wanted to be extremely confident and have sound subject knowledge. I found being part of the KS1 moderation team invaluable in extending my knowledge and understanding of the Teacher Assessment Framework. My time moderating has given me a broad view of different practices, increased my knowledge and enhanced my ideas about what I can put into my own teaching.

Following this, I have supported two schools in preparing for a moderation visit. I have supported teachers in checking the coverage of the Teacher Assessment Framework and suggested how to collect further evidence where needed. I am delighted to say that both of these schools passed their moderation.

Last year, I was giving support to another school in years one and two. During my time there, I carried out gap analyses, gave advice about handwriting and presentation, and provided planning support. I had really positive feedback from both the headteacher and the class teachers I worked alongside.
Over the last year, I have developed my own practice in quality writing across the curriculum. I am confident in enabling my pupils to produce pieces of work which reflect the standard of writing they are capable of during English lessons. This has strengthened my evidence base when moderating children’s work as it has shown that they are able to transfer their skills to other subjects.

As English leader, I have worked tirelessly to raise the profile of reading across the school. This has been an ongoing project where I have strived to improve:-
  • Children reading at home on a regular basis.
  • Engaging pupils during guided reading through purchasing up to date, multicultural books which are relevant to the children.
  • Tightening up reading assessment.
  • Introduction of SAT style questions during guided reading and cross curricular reading.
  • Use of intervention groups to support children achieving age related in reading.

Ways I am best at supporting colleagues
I am an approachable individual and will always make time to support others. As a class teacher myself, I understand first hand the challenges which we face on a day to day basis. Often the advice and ideas I suggest, I will try out myself. I enjoy supporting teachers both in and out of the classroom and welcome teachers to come and observe me so they can see first hand how to put ideas into practice. I have a vast range of resources and ideas which I am happy to share with others.

If you visited me at my school, this is what you could see
I am a highly motivated individual who enjoys a challenge. I work well under pressure and strive to meet targets which are set. Having been a class teacher for 15 years, I have a wealth of knowledge and experience of teaching children across years 2 to 5 which I am keen to share with others. As an experienced teacher, I have often found myself working with others less experienced than myself. This includes NQTs, RQTs and students. During these times, I have been an encouraging partner where I have regularly given support and advice.

In the classroom, I have extremely high standards resulting in my pupils making outstanding progress. I have received excellent feedback during book looks from numerous people including SLT, recent Ofsted inspection and visiting teachers to our school. When sharing books with teachers at events such as moderation, they will often photograph my books and take ideas which they want to apply in their own classrooms.

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
I hope to become an LA moderator for the second time this year. This year I am continuing to implement the improvements to reading and support with cross-curricular writing across the school.

Alice Francis

Year 1 Lead, Phonics and Reading Lead

A little about my experience as a teacher so far …
Since qualifying in x, I have worked in many different types of schools, where I have experienced a wide variety of children, parents, staff and communities. I have used this knowledge to enable me to learn and reflect on my pedagogy from others. I have also undertaken multiple roles in leadership and management such as Head of Science, Head of PE, Head of Phonics and Year 1 Lead. I am also working alongside the National Literacy Trust on a Writing Research Project. I also mentor students and NQTs through their teaching journey. I trained as a specialised Early Years Practitioner and use these skills to promote high expectations in KS1 and KS2. 

Projects I have led including how they have had a meaningful impact in my school and/or other schools
Phonics and Reading- Prior to my role as Phonics Lead our Phonics Screening Check results were 79% pass, after my intervention our results improved by 13% to a  pass rate of 92% (one academic year later). This has meant a larger proportion of children have developed past the phonics programme and into a more comprehension based programme which allows for greater depth of learning within the Literacy area and also a higher percentage of children achieving age related in KS1 SATs for reading and writing. 

I am also leading a project on promoting high stimulating, multi-sensory memorable experiences for learning. This is to ensure teaching and planning using human intelligence and a globally immersive curriculum which  promotes high quality writing and oracy. 

Ways I am best at supporting colleagues
I am a passionate, engaged and empathetic professional. Who can easily put herself in other peoples’ shoes. I am able to read a situation and or person in order to communicate in a way which promotes high engagement and response. I enjoy the challenge of working with individuals of all different experiences and feel I am able to help support others when in need. Through actively listening and reflecting, I am able to ignite their personal ‘why’ and therefore not only solve problems but help the professional to see the problem and solve it independently.  

If you visited me at my school, this is what you could see
  • A role model. Someone who is professional and promotes a high level of enthusiasm and support for others. 
  • An engaged classroom with children who are able to articulate themselves when they need support. 
  • An open and supportive environment for all staff I work with and someone who is able to listen and give sound advice. 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
Closing the gap between reading ages, especially with children who are new to the country or have Special Educational Needs. 

Rune Webb

Assistant Head - Teaching and Learning

A little about my experience as a teacher so far …
Since becoming a teacher, I have worked in years 4, 5 and 6, taken on the role of Maths lead and I am now an assistant head at Cavalry Primary School.
Further to these roles, I have been fortunate to have participated in the peer-to-peer school review process, both as a reviewer and as an improvement champion. This was a fantastic opportunity to work collaboratively with colleagues and to support school improvement through developing  researched based practice

As an assistant head, I work across the school with colleagues to raise standards in teaching and learning with a particular focus on raising attainment. Through this practice I have developed a forensic approach to how data can be used to identify gaps in learning and how teaching practice can be adapted to fill them. In addition to this, I have also been developing the use of Google tools and how they can be utilised to enhance and improve pedagogical practice.

Projects I have led including how they have had a meaningful impact in my school and/or other schools
Last year, I worked across the school to implement a new assessment system to better enable the analysis of data and develop the role of assessment in informing teaching and learning. I assisted staff in the implementation of the papers (to ensure we are using them consistently), the completion of the QLA and then crucially the analysis of this information and how to use it to inform their teaching. The impact of this has been that we are narrowing the gap between our children and the national average (from data of approx 20,000 children in PiXL). But the impact has been far greater than just this; staff are more confident in using data more generally, we are fostering a more open attitude towards coaching/mentoring and I believe all of this benefits the teaching and learning of our pupils.

Ways I am best at supporting colleagues
I work hard to support all colleagues, from midday supervisors to other senior management. As the fortunate recipient of a significant amount of high quality CPD, I ensure that I disseminate relevant information to colleagues individually, year teams, subject leads and the whole staff and monitor the impact that it has.In my capacity as Maths lead, I use the data from our children’s progress to tailor CPD to the needs of our staff, supporting them in maximising outcomes for our children. For example, last year I led sessions aimed at developing the good practice our EYFS and KS1 colleagues have in using the concrete-pictorial-abstract (CPA) approach and extending this into KS2.

If you visited me at my school, this is what you could see
At Cavalry you would find a large two-form primary that feels small and homely. Pupils are engaged in their learning and only too eager to share it with visitors. Staff are warm and friendly, and the corridors are abuzz with the sounds of learning: with everything from our Concert band to cup stacking! In my classroom this year you would find me supporting our first apprentice teacher, the two of us working together tirelessly to maximise the progress of our Year 5 class. 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
We are continuing to expand our use of computing across the curriculum. Currently I am researching how to better integrate it into our foundation subjects in a way that enhances the children’s long term retention of our curriculum.

Michael Hogan

Teaching 1st quality Science. Pedagogy approaches. Training, supporting and development for subject leaders

A little about my experience as a teacher so far …
Since qualifying in 1999, I spent the first 11 years of my career teaching as a Science teacher and Key Stage Leader in a secondary school with over 1200 children. I moved on to an Assistant Headship role within a pupil referral unit where I led on teaching and learning. An opportunity arose for me to take on a 2 term role as a deputy headteacher following that. Whilst doing my NPQH qualification, I spent some time in a primary school. This was the turning point in my career. I am currently in my third year of year 6 and I feel that this has been the best decision I have ever made in terms of career choice. I have always enjoyed the excitement of responsibilities at the schools I have been part of and have always been an active member of staff in school improvement projects.

Throughout my career, I have been a firm believer in ensuring that I am in the profession for the benefit of the children. Being a parent myself, I have a deeper understanding of how crucial it is for us as professionals to prepare the child for post education no matter what level of education the child is at. I set out on a daily basis to ensure that the children experience new knowledge which takes place alongside skills development. I would say that I take my science pedagogy approach and link this to my teaching across the whole curriculum through hands on engagement and finding hooks to capture the imagination of the children which stimulates awe and wonder.

As a reflective practitioner, I experiment and implement any training that I have been involved in, within the classroom which I believe has shaped me in the classroom today. I set out on a daily basis to ensure that children gain new knowledge which takes place alongside skills development. I would say that I take my science pedagogy and link this to my teaching across the whole curriculum through hands on engagement and finding hooks to capture the imagination of the children. 

Projects I have led including how they have had a meaningful impact in my school  and/or other schools
In my role as Science leader, I have led the school to achieve the Primary Science Quality Mark award. The real highlight as stated in the report is how at Pinkwell we have raised the level of quality science teaching and provision. This has been achieved through introducing  enquiry based science lessons allowing the children to think about a potential enquiry question. This is very much embedded within the learning environment.  As a school I  have raised the profile of science through outdoor learning opportunities and ensuring that science learning also takes place outside of the classroom.

As well as leading science, I am responsible for leading subject leaders and have been leading on this for 2 terms. I have delivered sessions on what is a middle leader and what is the role of a subject leader through mentoring and coaching. As a team, each leader have set up action plans which focus on intent, implementation and impact. One clear area of impact is seeing the more inexperienced subject leaders such as  the RE leader introduce a new scheme of work and in Art, the leader has set up activities for the whole school during our multicultural week last term.  

Ways I am best at supporting colleagues
As a practitioner, colleagues know that they can approach me whether it be for support from a science perspective, to observe me in a lesson such as guided reading for ‘top tips’ or best practise to motivate and encourage active learners in the classroom.

I have been asked to observe colleagues in an informal capacity to help them develop in the classroom.  I have supported colleagues through inset delivery and have received positive feedback from them after they have implemented pedagogical ideas in their own practise.

If you visited me at my school, this is what you could see
Within the classroom, you would see a natural buzz as the children are actively engaged within a collaborative learning environment. The learning experience would provide children with knowledge and skills based opportunities. 

If you shadowed me for a day, outside of my teaching responsibilities you would see me fulfill my role through continuing to develop the delivery of the science curriculum across the school. As well as this, you would observe colleagues regularly coming to me asking for support and advice on teaching tips.

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
I have currently planning the new revised RSE curriculum with another colleague which we will launch January 2020.

I am looking at the PSHCE content in combination with RSE and Science content. From this piece of work, staff will know what they have to teach within their respective year groups; they will also be clear about progression within this area throughout the school.

Aisha Tomlinson

Year 3 Lead/Writing Lead

A little about my experience as a teacher so far …
Since qualifying in 2009, I have received extensive training and development. Over my 9 years of teaching, I have been a phonics, history and PSHE coordinator. I have delivered INSETs to teaching staff regarding all of these curriculum areas. Through this experience, I have gained the ability to engage an audience using energetic and passionate delivery.

I was appointed as Year group leader in 2013 whilst working in Y3. It was during this time, that I exceeded my own expectations and discovered my passion for leadership. I found these years to be the most challenging of my career but at the same time, extremely rewarding. I thoroughly enjoyed leading my team and seeing how I had made a positive impact on their teaching practice.

In 2014, I was selected to participate in the Outstanding Teacher Programme, which gives good and outstanding teachers a set of high level skills and strategies that enable them to become consistently outstanding. This allowed me to work with other colleagues and explore outstanding practice that we were able to deliver within our lessons. The training included exercises for deepening thinking and reasoning, which is now a consistent feature in all of my lessons.

In addition to this, I received a National Professional Qualification for Middle Leadership (NPQML), in August 2016. I enjoyed this training most of all as it helped me to become a stronger leader, exposing me to relevant reading materials, strategies and techniques to enhance my effectiveness as a leader. 

Projects I have led including how they have had a meaningful impact in my school and/or other schools
Throughout my ten years of teaching, I have been a part of many successful whole school projects, some of which I have led. The projects have all helped to improve the schools I have been a part of for both the students and the teachers. 

Due to my degree in English, since the beginning of my career, I have always been a part of the English team. During my second year of teaching, I was chosen to lead the implementation of a new phonics initiative, letters and sounds. Due to Insets and one-to-one support with teachers, I was able to raise teacher’s confidence when delivering phonics lessons, which helped to raise attainment of the children in years 1 and 2.When the new curriculum framework was introduced in 2014, I was asked to redesign the History curriculum and led in supporting staff with the changes and advising them on engaging and interesting ways to teach the new topics. I was told I was chosen for this role because of my creativity, positive attitude and enthusiasm towards a challenge. 

Within the past year, I was chosen to be the writing lead for KS2 within my current school. The focus of my role has been to lead staff in developing their ability to create a multisensory and memorable experience for all learners within their English lessons. In order to achieve this, my team and I arranged engaging Insets, where we gave all the staff a first hand experience of a hook day, passed on the results of our research into cognitive development and monitored staff implementation of the techniques we had shown them. This increased the confidence of the staff and the experience of the students throughout the school. Levels of engagement increased in all year groups and the children produced high quality writing as a result.

Ways I am best at supporting colleagues
I have been told that my positive attitude and passion for teaching English is contagious. I naturally inspire others to develop and find ways to empower themselves through the way I approach supporting my colleagues. I develop sincere relationships and focus on the strengths of those around me, whilst also strengthening their weaknesses.

I always aspire to get those I am supporting to look introspectively at themselves, reflecting on their practice and finding ways in which they could improve every aspect of it. I believe in the saying that there are no mistakes, only lessons, and do my best to get those I work with to see things in the same way. Demonstrating how to teach fun and engaging lessons is one of the things that I enjoy the most. I promote active lessons where children are leading the learning and the teacher is the facilitator. I believe children learn best through active participation. I love helping my colleagues establish environments where children are eager, active participants. I have a particular strength in raising the confidence of teachers and empowering them to continue to grow throughout their career.

If you visited me at my school, this is what you could see
A cheerful, pleasant and confident teacher who has an awesome relationship with all learners and colleagues. I am a democratic leader, with my colleagues and my pupils, which makes them feel valued and involved in all decision making processes. If situations which were not anticipated arise, you would see how adaptable I am in ensuring that everything continues as smoothly as possible, with as little disruption to the normal procedures of the day. I have created an environment where everyone takes agency over their own development, regardless of whether they are a student, teaching assistant or teacher. 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
I’m currently focusing on developing my knowledge in regards to children with special or specific educational needs. I currently have a child in my class who requires specialised support, so I am researching everything I can to ensure that I give them the best education possible.

Jenn Jealous

Maths and Teaching and Learning

A little about my experience as a teacher so far …
Since qualifying in 2009, I have gained experience of working across both key stage 1 and key stage 2. I have taught in both year 2 and year 6 which has enabled to understand the curriculum at both key stages and the requirements for end of key stage outcomes. During my time as a teacher, I have lead on various areas including Maths, Modern Foreign Languages, Assessment for Learning and Teaching and Learning.  For the past four years, I have worked as an Assistant Principal leading on maths and leading a team of teachers to improve Teaching and Learning across the curriculum in all year groups. 

Throughout my career I have had many opportunities to work alongside staff in my own school as well as staff at other schools in both a mentoring and coaching role. I have worked with individuals, groups and whole staff teams to improve subject knowledge and pedagogy.In my role as Maths leader, I have implemented the White Rose maths schemes of work across school and supported my colleagues in the planning and teaching of mathematics through selection of high quality resources from a range of sources. I have developed a CPA policy for the four operations and have lead staff INSET on this and other initiatives such as a times tables scheme. I have lead staff INSET at Woods Bank as well as the other schools in our federation. 

Projects I have led including how they have had a meaningful impact in my school and/or other schools
Since joining Woods Bank Academy, I have led the teaching staff on implementing White Rose maths planning. Initially, we used the scheme to establish quality learning journeys that enabled pupils to develop a concept in depth. To ensure this was successful, I supported teachers with their weekly planning, provided regular CPD and modelled lessons for staff when necessary. As the learning journey became more evident in books, we worked on implementing a CPA approach to maths and encouraged the use of resources to support learners with achieving ARE. I provided CPD for the use of resources and have modelled their use for each of the four operations. 

I also conducted a training day specific to teaching assistants to ensure the approaches were consistent when children were working in smaller, intervention groups. As a result of this, CPA is evident in classrooms through working walls and the children are transferring their skills to independent tasks by drawing their own pictorial representations of learning. I also implemented a calculation policy to show how differentiation can be achieved through the CPA approach. Once this had been established, we worked on ensuring challenge for all and providing all groups of learners with opportunities to apply their learning. The impact of the White Rose approach was rapid and Ofsted commented on the effectiveness of the maths incentives in our most recent report; ‘In mathematics, teachers use a good range of visual and practical resources, which help all groups of pupils to secure their understanding of mathematical concepts. Pupils can work out how to solve mathematical problems.’ (November 2016). 

As part of my role, I have been involved in developing the assessment systems used across the federation of Kings Rise, Croft and Woods Bank. Having taken part in the end of KS1 and KS2 writing moderation, I developed new assessment systems and approaches to assessment that ensured we were meeting the National Curriculum as well as placing emphasis on the end of key stage interim frameworks. Following the successful implementation of this, I was invited to share them at a secondary school who were developing their support and teaching for the lower ability year 7 pupils. 

Ways I am best at supporting colleagues
I really enjoy researching, planning and delivering CPD to all members of staff. I have a passion for maths that is often reflected in my delivery of initiatives. The maths INSET I lead always has a practical aspect so that teaching staff can take strategies away from the session that they can implement successfully as they know which resources to use and how to use them most effectively.  I also enjoy supporting individual year groups with their planning; I have supported staff from EYFS to year 6. I also team teach with members of staff and have modelled teaching with their specific classes. 

I have also worked as a part of a triad focused on improving the use of success criteria. Having found that children did not understand the purpose of it, we developed a colour coding strategy that pupils could use to indicate where they had been successful in their work. This process engaged children in their learning and self-assessment, an activity that helped them to understand their starting points, how well they were doing and what they needed to do next. I currently support middle leaders with leading triads and develop CPD to support the needs of their colleagues.

If you visited me at my school, this is what you could see
At Woods Bank, we have teachers who are confident in teaching maths and enjoy exploring new ways of presenting learning to children. You would see me supporting my colleagues in this and empowering them to take risks in their teaching and develop exciting lessons. You would see me supporting colleagues with their maths learning journey planning, coaching colleagues and mentoring NQTs.In my teaching, you would see children engaged in their learning opportunities, good modelling and demonstrations that enable children to achieve successfully when working independently.  You would also see children excitedly greeting me in Spanish as I teach MfL across the school. 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
I am working with the Teaching and Learning team in my school to develop a whole school approach to engaging learners in all aspects of their learning journey. We want to develop learners who can talk confidently about their learning, why they are completing chosen challenges and how they hope to progress further.
I am currently working with the federation maths leads to develop a CPA approach to fractions, decimals and percentages.

Angela Watson

Lead Practitioner - Curriculum & Teaching and Learning

A little about my experience as a teacher so far …
Since qualifying in 2013, my career at Billesley Primary School has gone on a fantastic and accelerated journey which I am very proud of. In my RQT year, I took on the leadership of history in my school which is a huge passion of mine, both in and out of teaching. The following year I became Year Group Leader of Year 6, a role which has its own challenges and opportunities for great success, and this has allowed me to develop my role not only as a teacher, but as a leader. Then in 2018, I was given the role of Lead Practitioner, allowing me to further develop my skills as a coach. I work alongside teachers to raise standards of achievement in reading, writing, maths and the curriculum for children of all age groups through the use of coaching support.

Projects I have led including how they have had a meaningful impact in my school and/or other schools
I have been lucky enough to be a part of several projects at Billesley that have made a real difference in our teaching and learning:
The progression of skills and knowledge in history - Looking at the National Curriculum and the historical skills children should learn in primary school, I developed guidance for teachers on how skills and knowledge should progress in a topic, a year group and across the school. Through coaching I have supported teachers with planning effectively, modelled lessons and monitored evidence for this. Coaching - I have used the coaching programme to develop effective teaching and learning in all areas of school.

Performing Pedagogy - I was lucky enough to be part of this project from the very beginning which aims to develop children’s oracy, memory, engagement and work through the use of drama in the classroom. After delivering CPD to staff, this was implemented across our school and had a direct impact on data.
Whole Class Feedback - I helped develop a way of marking using whole class feedback in humanities that is now used across our school.
Google - I have helped shape the use of Google as a form of evidence and as a teaching tool in our school and have shown this to visitors.

Ways I am best at supporting colleagues
Through the use of coaching programmes which are tailored to that specific staff member’s needs.Planning and marking support either on an individual basis, with year groups or as part of a staff inset.Team teaching and delivering model lessons which will be evaluated with the member of staff.Delivering CPD to teachers. 

If you visited me at my school, this is what you could see
I am a teacher first so if you came in you would see me teaching my Year 6 groups reading, writing and maths. When I am not teaching, I am supporting teaching and learning in classrooms, mentoring NQTs, team teaching and modelling curriculum lessons. Most recently you would see me meeting with and working with artists and event organisers from across the Midlands (Arts Connect, The Rep, Stan’s Cafe…)  to plan exciting experiences for our children. 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
I am currently beginning my journey as the Lead Arts Ambassador for the Midlands so I will be working with our partners at Arts Connect and several other organisers to create exciting opportunities for our children!

Fahima Begum

English KS2

A little about my experience as a teacher so far …
Throughout the entirety of my teaching career, I have had the opportunity to work with a huge range of students, teachers and professionals that work passionately to ensure progress for all students. I am inspired daily by the effort, commitment and positive attitudes to teaching and learning within the Elliot Foundation and am proud to say that I am part of it and have grown as a teacher and then as a leader with these values.
From my NQT year, I have had consistently ‘outstanding’ feedback on lessons and book scrutinies across the curriculum. Since my RQT year, I have held leadership roles within a range of curriculum areas. This has allowed me to develop my leadership and personal skills in order to most effectively collaborate with others to ensure progress for students. I have had the opportunity to launch, carry out and embed new initiatives, which has allowed me to see the impact of my leadership school-wide.

I have been a leader of Wider Curriculum and also of English - these roles have allowed me to work closely with colleagues, develop my coaching skills and incorporate new and relevant initiatives. 

As a leader, I have been supported and encouraged to fulfil my visions and with this in mind, I have been able to support, improve and innovate within my school and then beyond this, within the local authority to support other schools. I am passionate about sharing outstanding practice and therefore I feel I can use my experience, expertise and leadership skills to support within the Foundation as an expert teacher as well as having the opportunities to network with other exceptional leaders within the foundation. 

Projects I have led including how they have had a meaningful impact in my school and/or other schools
As part of my role as English Lead, I analyse the feedback from moderations and scrutinies in order to continue to improve standards and refine strategies for teaching and assessment. When the 2016-17 cohort moderation revealed that Year 6 writing was too similar, I decided to investigate this further and consider approaches to remedy this. Alongside this, I examined SATs tests and considered the gaps prevalent within our area (high proportion of deprived and EAL). I recognised the gaps as being the pupil’s limited range of vocabulary and sentence structure which could be addressed to exposure to a wider range of texts.
During this time, I also attended (and continue to) English Network Meetings with leaders of English and SLT from within the Local Authority. It was in one of these meetings that I was introduced to the work of Doug Lemov. I read his book ‘Reading Reconsidered’ which inspired me to introduce a whole new range of texts into our curriculum at George Betts.

It was important to me, however, to ensure there was still engagement in English within reading and writing which is why I was conscious of not being burdensome or extraneous in my expectations. With this in mind, I developed a whole school planning proforma which tied in the Reading Barrier texts with the English text which tied in with the English writing outcomes. Alongside this on the proforma were the Wider Curriculum writing outcomes as I developed writing within the Wider Curriculum in order to further diversify writing through a range of outcomes for a range of purposes. 
Following this, I shared my vision, support materials and the proforma in a PDM. Pre-empting colleagues which may need further support, I worked alongside my NQT mentee and the colleague I was coaching in mapping out their learning journeys. So far, this has led to positive outcomes where student engagement in reading continues to improve and the majority of students are making good or better progress in reading with Spring 1 data demonstrating all year groups being on track to meet their targets for expected. 

As well as this, I have tied together my roles and expertise of Wider Curriculum and English by introducing and embedding mastery of English through cross-curricular writing. For this, I have supported teachers through staff meetings, leading directed times and providing planning support that tied in Wider Curriculum writing outcomes in a purposeful manner. 

This has led to our 2019 Ofsted stating:
“There is an excellent range of high-quality, independent writing in pupils’ books and on displays. This reflects well on the school’s broader curriculum, but also demonstrates that even more pupils are capable of reading and writing in greater depth.” 

Ways I am best at supporting colleagues
As part of my roles as subject leader in both Wider curriculum and now English, I continue to support teachers as part of the school’s monitoring cycle. This includes delivering staff meetings, support with planning, resources and delivering high quality lessons as well as moderation and monitoring. 
I have had the opportunity to mentor Newly Qualified Teachers and PGCE students who have consistently made rapid progress and been successful in their outcomes. Alongside this, I have also had the opportunity to coach experienced teachers to support them in further improving good practise, which has resulted in positive feedback from staff and promoted positive outcomes from students. This has allowed me to develop my expertise in coaching, mentoring and curriculum design and implementation.

I have worked closely with the Teaching and Learning Advisor for English within the federation to develop an assessment system with new frameworks and current policies in mind. I believe it is important to coach through modelling and therefore I often support through the approach whereby I first model, then team-teach, then observe the impact of this. This has led to 100% of teaching of English at George Betts being good or better which has led to the majority of pupils making expected or better progress.I have led on federation-wide moderations and have modelled lessons for teachers from different schools to demonstrate outstanding practice. 

If you visited me at my school, this is what you could see
The support I provide for colleagues is wide and varied through tailored CPD, coaching and monitoring for sustainable impact. Below are two examples of situations where this was needed but where there were also sensitive issues to be acknowledged  alongside.
One example is when I was placed with a year group partner mid-way through the year who was identified as ‘requiring improvement’ as he was struggling with adjusting to a new key stage in terms of teaching and learning (e.g pitching correctly, ensuring challenge). Over a term where I supported with planning and delivering lessons through modelled lessons and team-teaching, he began to show drastic improvement.  This meant he was taken off his action plan, his book-looks and lesson observations became consistently good or better and he has now recently been appointed Maths lead.
I had to show sensitivity and interpersonal skills as there were significant issues at home impacting on his performance which needed to be dealt with sensitively. This was compounded by the fact that my relationship with him was new and he had had previous support which had not been showing significant improvement leading to low self-esteem.

Another example of support I have provided where I had to be aware of sensitive issues was when I was asked to coach a teacher who had been consistently good but who had recently lost some confidence (evidenced through SLT lesson observations and gap analyses of her books by the Teaching and Learning advisor for TEF). This was sensitive as it required acknowledging this with the teacher who had significantly greater years of experience than me. The way I supported her was by acknowledging areas for development and then putting in bespoke coaching through modelling and paired planning. 
This led to not only an improvement in teaching within her class but also in the partner class which meant her lessons when observed after coaching were significantly improved and her confidence increased. 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
I am currently working on developing and embedding cross curricular writing to support with mastery of writing. 

Wendy Lee

Learning and Teaching, PSHE

A little about my experience as a teacher so far …
Since qualifying in 1994 I have worked in various schools, building up extensive experience across KS2 in both Scotland and now, in my current position at Millfield Primary School in East Anglia.

Throughout my career I have taught from Reception to Year 6, taking on different roles, and in a variety of school contexts. I have taken on SLT roles both with TEFAT and in my previous experience in Scotland as Principal Teacher, Acting DHT and Acting HT.  I have a PGCE in P.E. which I completed whilst teaching full time and also gained a qualification for teaching primary French. I have recently completed my NPQML and am currently Principal Teacher, Progress Leader for Y3/4, Teach First Mentor and Lead Practitioner for PSHE. I am also a Y6 writing moderator.

In my current role as Principal Teacher I am supporting the DHT and leading in learning and teaching, assessment, moderation, pupil progress and observations. In the absence of SLT, I am responsible for the day to day practices in school. In my role as Progress Leader, I have been involved in improving learning and teaching, supporting and providing professional development opportunities for different members of staff and working effectively to promote and enhance the skills of those within my team. 

Projects I have led including how they have had a meaningful impact in my school and/or other schools
In my role as PSHE lead, I have led several projects within my school which have also taken me into the wider community.
Whilst undertaking my NPQML I implemented a new initiative, the Self Enrichment project, to ensure Mental Wellbeing was a focus in the school. In supporting individual staff members, delivering staff meetings and training for new staff, I have provided staff with the tools and confidence to lead mental health in their classrooms.The impact of which has included the introduction of daily meditations, mindfulness and positive techniques and strategies from nursery to Year 6. 

As part of a Social Learning Project, I led the school in developing Social Learning Objectives. The impact being guidelines and attributes from which our children aspire to follow and are the basis for all learning (nursery to Y6) in the classroom and playground. 

Having completed my Y6 moderator training, I can now support staff effectively in my own school when undertaking moderation and standardisation tasks. Attending a recent Y6 Moderation event with TEFAT I was able to share this expertise and help with the moderating of writing. I led the Y4 writing moderation at an Ely Schools Partnership event.

As a mentor for the Teach First I am currently supporting a student with her in-school teacher training. I am influencing the next generation of teachers.
As an Improvement Champion, I have been involved in the Peer Review process on several occasions, from being a peer reviewer to delivering staff training in a school in the region.

As a result of the Self Enrichment Project, I expanded the Young Carers Group in school. This is an invaluable resource in supporting our Young Carers. It has been so successful that we recently produced a video which has been shared within TEFAT. Our group was invited to launch the video at another school and share thoughts, ideas and experiences with identified children and staff. This has certainly been a highlight for me and one which has increased my passion and motivation to influence the wider community and become a leader of change.

Ways I am best at supporting colleagues
I am driven to supporting staff to become better or more confident in their job, helping to raise attainment and build confidence, self esteem and wellbeing. I take enjoyment in watching teachers grow and develop under my direct influence.
When supporting colleagues, I understand the need to adopt different leadership and communication styles. It is also vital that I am flexible in my approach and delivery, often having to challenge ideas and methods.

Through my various roles and in my leadership capacity in school, I have supported in various ways. with planning, teaching and assessing through observations, feedback and monitoring. However, my strength lies in my own classroom practice.  As a role model, I have increased the capabilities of colleagues through modelling, team teaching and mentoring.

I am sensitive in identifying strengths and areas of development for colleagues. In having honest but considered discussions where I take the time to listen, I then support in developing appropriate, reasonable but challenging targets.

If you visited me at my school, this is what you could see
First and foremost, I am a class teacher with outstanding observations. I am a positive role model for my peers and colleagues gaining their respect for my teaching pedagogy and leadership capabilities. Through modelling and mentoring, I am currently developing the capacity of my team.

In my classroom, you would see an organised and effectively managed environment.I use a variety of positive behaviour management strategies to maintain an ethos where pupils feel valued and safe. By setting high expectations, pupils are challenged by aspirational targets. 
I am enthusiastic in my teaching and confident in motivating my pupils to be successful in their learning. 

Here is the next thing I am working on. I would be pleased if other schools were interested in working on it with me
I am continuing to develop the Young Carers Group within my own school but I would love to hear from other schools so we can work towards building links. 
It would be great to develop the capacity across the Elliot Trust whereby we have a network of Young Carers’ Groups to support each other and promote the positive outcomes of such groups. This would also lead into my interest in further developing mental wellbeing and self enrichment. 

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