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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.

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