Staff Profiles

National Leader of Education

Sarah, Lewis, Headteachers, NLE, TTA

Sarah Lewis

School: St Mary’s C of E Primary School
Age range: 4-11
National Leader of Education
Quadrant: South East

Career Path To Date

Trained as a Secondary Music and French specialist

1989 – 2000 Newman School in Hove, then part time The Ashcombe, and Howard of Effingham.

2001: Moved into primary teaching at St Joseph’s in Redhill, as yr 6 teacher and Music leader, and leading literacy teacher

2008: Deputy head (leading first on Literacy and then on Maths) and then Acting Head teacher at Manorfield School in Horley

2011: Headteacher at St Mary’s in Oxted

2016: NLE

2017: Head of Teaching School and the Tandridge Teaching Alliance

Profile

Key aspects of education you have improved / led on within your school

  • Curriculum development
  • Data analysis
  • Training of middle and senior leaders
  • Outcomes for Pupil Premium children

Key aspects of education you have improved in other schools

  • Monitoring and evaluation cycles
  • Use of data to accelerate progress
  • Use of peer observation to improve quality of teaching
  • Assessment informed planning
  • Tightly focussed SEF

What support can you offer?

  • Data analysis
  • Raising standards in writing
  • Assessment informed planning – ensuring progress in the new curriculum
  • Use of Target Tracker to accelerate progress and attainment
  • Progress for SEN and Pupil Premium

Early Years

Cassie Ladbrook

School: Lingfield Primary
Age range: 3-11
SLE specialism(s): Early Years, Curriculum Development
Quadrant: South East

What led you to become an SLE?

I believe that partnership and collaboration are fundamental to sustained school improvement and becoming an SLE provides further opportunities for this. I lead by example; I am an effective communicator, positive and energetic. I understand the importance of developing a good team – drawing out and utilising the skills of others in order to maximise impact. I am focussed towards achieving the school’s goals and work tirelessly to improve outcomes for all children.

Profile

Key aspects of education I have improved/led within my school:

  • Teaching, learning and provision within the Early Years Foundation Stage.
  • Enquiry led, whole school curriculum design co-constructed with children.
  • Forest Schools learning space within an unused part of the school site.
  • Overhauled data and assessment systems to track pupil progress.
  • Developed the role of middle leaders.

Key aspects of education I have supported in other schools:

  • I have worked as an Advanced Skills Teacher for Early Years across a number of schools.
  • I have worked as an Early Years practitioner moderator for Surrey.
  • Lead Early Years training with teachers and TAs for Surrey.
  • Developed the role of middle leaders.

Leadership

Julia Tappin

School: Lingfield Primary
Age range: 3-11
SLE specialism(s): Leadership/ Pupil Achievement/ITT
Quadrant: South East

What led you to become an SLE?

I became SLE whilst Deputy Headteacher at Lingfield as I could see the benefit of working with other teachers to improve pupil outcomes beyond our own school. Since that time, I have gone on to become Headteacher and have worked with other heads and senior leaders to collaborate regarding school improvement. As someone who relentlessly endeavours to improve my own setting, it is very rewarding to work with others towards the same goal.

Profile

Key aspects of education I have improved/led within my school:

  • Leadership of continuing professional development.
  • Leadership of curriculum.
  • Diminishing differences.
  •  Initial teacher training and NQT development.
  • Core subject leadership.

Key aspects of education I have supported in other schools:

  • School development planning.
  • Coaching/mentoring.
  • Teaching and learning.

Literacy

Krista Greenwood

School: St Mary’s Junior School
Age range: 7-11
SLE specialism(s): English
Quadrant: South East

What led you to become an SLE?

As a lead teacher at an outstanding school who is passionate about English and children’s literature, I felt I had lots to offer to others in my field of specialism.  I am keen to share my experiences with others.  System leadership is essential and possibly the most important part of running an effective school.  In order for colleagues to work effectively as a team and to take on new initiatives with a positive outlook they need leaders who can set up and support these initiatives in a way that allows them to grow as professionals themselves.  I endeavour to be the sort of leader that allows for this and enjoy being part of a leadership team that works on a system that is positive and includes sharing best practice and nurturing strengths of all members of staff.

I feel that one of my strengths is seeing things from different angles and viewpoints which allows me to be supportive of different types of people and in different settings.  I feel this is important in leadership, especially working with peers and colleagues from different schools.  What works for one person or team will not necessarily work in the same way for a different group and a variety of initiatives or ways of facilitating initiatives is a necessary part of leading.

Profile

Key aspects of education I have improved/led within my school:

  • Writing moderation.
  • Raising standards in reading.
  • Raising standards in writing.
  • Implementing and improving guided reading systems.
  • Using phonics for Wave 2/3 intervention (KS2).
  • Using key texts to teach writing.
  • Supporting pupils with dyslexia/dyslexic tendencies.

Key aspects of education I have supported in other schools:

  • Writing moderation in Keystage 1 and 2.
  • Raising standards in reading.
  • Raising standards in writing.
  • Building vocabulary skills.
anna, sutton, tta, SLE

Anna Sutton

School: Lingfield Primary
Age range: 3-11
SLE specialism(s): English
Quadrant: South East

What led you to become an LSE?

I have been a leader of English across Lingfield Primary school for over 5 years and I wanted to share our great practice at school with others to improve the outcomes for other children beyond our own setting. It is well known that sharing great practice amongst excellent practitioners is an extremely effective form of CPD and I am very passionate about this; we can all learn from each other in a challenging and supportive environment.

Profile

Key aspects of education I have improved/led within my school

  • Use of Read, Write, Inc.  to develop phonics teaching across Reception, Year One and Year Two.
  • Whole class reading workshop to teach reading skills.
  • Development of Talk for Writing.
  • Development of wider writing strategies.
  • Use of grammar starters to teach grammar skills.
  • Use of Read, Write Inc. Spelling Programme across Year 2 -6.
  • Development of writing planning across the school.
  • Development of whole school and cross-school moderation.

Key aspects of education I have supported in other schools

  • Planning writing opportunities that link to the wider curriculum.
  • Skills based writing planning linked to picture books.
  • Subject leadership development and action planning.

NQL

anna, woodward, SLE, Oxted, TTA

Anna Woodward

School: St Mary’s C of E Primary School
Age range: 7-11
SLE specialism(s): Leadership of continuing professional development (CPD), Leadership of curriculum, Initial teacher training (ITT) and newly qualified teacher (NQT) development, Religious Education and Worship, Geography.
Quadrant: South East

What led you to become an SLE?

I have been fortunate enough to work with a wide range of people during my career with different levels of experience and have always learnt something from them. I believe passionately in the sharing of good practice and new developments in education to secure positive outcomes for all pupils and develop the professional capacity of staff. Becoming an SLE has enabled me to share my expertise and provide me with the opportunity to develop my own practice further.

Profile

Key aspects of education I have improved/led within my school:

  • Embedding assessment processes in the new curriculum.
  • Pupil Engagement through Outdoor Learning, the Great Learner initiative and Continuous Provision.
  • Embedding Christian and British Values in all areas of school life.
  • Raising the profile of RE and Collective Worship.
  • Raising the profile of geography.
  • Improving the teaching and learning experience across the curriculum .
  • Developing middle leaders.

Key aspects of education I have supported in other schools:

  • Improving teaching and learning.
  • Delivering training and support for NQTs and mentors.
  • Strategic planning including vision, values and ethos.
  • Development of subject leadership.

Numeracy

Angela, Mance, TTA, SLE

Angela Mance

School: St Mary’s C of E Primary School
Age range: 7-11
SLE specialism(s): Maths
Quadrant: South East

What led you to become an SLE?

I have been Maths Leader at St Mary’s for six years. I have a passion for the development of the curriculum and ensuring the best possible outcomes for the children. I think it is important to support others with their School development and to be able to share ideas and innovations across the local network. I have experience of working with other schools and have shared my ideas with particular reference to the roll out of moving to mixed ability teaching in Mathematics. In addition, I have supported and provided training to the staff at St Mary’s and have delivered training sessions to NQTs and Students from schools in the local are.  I have found this to be a very interesting and rewarding aspect of my role as Maths leader and I am keen to develop this further. I believe that it is important to be able to help to raise standards in Maths and to ensure that all children have an equal opportunity to succeed.

Profile

Key aspects of education I have improved/led within my school

  • Change of teaching from sets to Mixed ability including the development of allowing children to choose a starting point within differentiated activities
  • Introduction of the new curriculum
  • Developing maths teaching as an outdoor activity
  • Introduction of Mastery in Maths – Ensuring that Mastery is available to all children regardless of their starting points
  • Developing leadership

Key aspects of education I have supported in other schools

  • Change in teaching processes from sets to mixed ability
  • Support with teacher training
  • ITT training/Mentor training and support
  • Developing leadership

Lucy Bryant

School: Lingfield Primary
Age range: 3-11
SLE specialism(s): Maths
Quadrant: South East

What led you to become an SLE?

As the maths leader at Lingfield Primary School, I have a strong passion for the teaching and learning of maths and my aim is to ensure the best outcomes for children from Nursery to Year 6. I am dedicated to inspiring my colleagues and ensure that they have the confidence and capabilities of delivering the Maths National Curriculum and gain a huge sense of satisfaction and enjoyment when supporting others. I believe that, as schools, we have a moral responsibility to ensure we work collaboratively together to ensure that all children in the local area are provided with the best opportunities in order to reach their full potential. When completing my National Professional Qualification for Middle Leaders, I learnt a lot about the leadership competencies and how relevant they are on a day-to-day basis, specifically when leading a subject. The knowledge and skills that I learnt through this process have become invaluable and I thoroughly enjoy passing this onto other leaders to further develop their skills. Through the maths training that I have received, I have gained many transferable skills which assist me when developing the maths teaching and learning in other schools.

Profile

Key aspects of education I have improved/led within my school:

I have had a significant impact to the teaching and learning of maths at Lingfield. Since April 2017, through specific training and by keeping up to date with the latest initiatives, I have completely restructured how maths is taught using our maths scheme – Inspire; improved teachers’ subject knowledge about maths to mastery; successfully implemented Numicon Firm Foundations in EYFS and delivered training on the expectations of maths in Reception so that they are ready to start Inspire in year 1; and introduced Times Table Rockstars which is already having an impact on fluency.

I have delivered this training and continued to support teachers and other leaders through staff meetings/Inset days, planning meetings with teachers, lesson studies, learning walks, book scrutinies, observations of my teaching and coaching sessions with teachers. The impact from my contribution can be seen in the classroom, in terms of the improved confidence in teachers, as well as the progress that the children are making. Since training has been delivered, there has been a vast improvement in the amount of concrete resources being used to support new concepts, the of time spent on a concept to ensure it is embedded, the types of activities being used to challenge the more-able to deepen their understanding and the results of summative assessments carried out termly.

Key aspects of education I have supported in other schools:

In addition to leading teachers and leaders at my school, I have been lucky enough to have the opportunity to support other maths leaders in local schools. This has involved: training leaders in aspects of maths as well as their leadership skills; supporting with the implementation of maths schemes; assisting with difficult conversations and situations and setting up professional development opportunities for both teachers and leaders. This has had a large impact on the teaching and learning of maths in other schools that I have supported.

Science

Charlotte Bunyan

School: Lingfield Primary
Age range: 3-11
SLE specialism(s): Science
Quadrant: South East

What led you to become an SLE?

I have been a leader of science at Lingfield Primary School for the last 3 years and during my time have transformed science teaching and learning. This was recognised recently as we obtained the Primary Science Quality Mark (PSQM) Gold accreditation. I would now like to develop this further by working collaboratively with other colleagues beyond my own school. I believe that by working collaboratively with other teachers and schools, together we can achieve more and ultimately improve and enhance the life chances of all children. I am committed to outreach work and this was a motivating factor for becoming an SLE.

Profile

Key aspects of education I have improved/led within my school:

  • Raising the profile of science.
  • Improving the teaching and learning experience in science (including enhanced provisions and experiences).
  • Developing cross-curricular links.
  • Assessment.
  • Improving teacher confidence and subject knowledge.
  • Monitoring processes.
  • PSQM Gold level 2017.

Key aspects of education I have supported in other schools:

  • Development of subject leadership.
  • Raising the profile of science.
  • Improving the teaching and learning experience in science.
  • Supporting teacher training.
  • Monitoring processes.

Julia Nash

School: Limpsfield CE Infant School
Age range: 4-7
SLE specialism(s): Science
Quadrant: South East

What led you to become an SLE?

I have been a leader of science at Limpsfield CE Infant School since 2007 and during my time in role have taken the school through many changes in how science is taught as well as 2 rounds of PSQM (Primary Science Quality Mark)accreditation, first at Silver (2012) and then (Gold) in 2015.  In 2012 I was awarded an outstanding science teacher award and fellowship to the Primary Science Teaching Trust. I have since set up the Tandridge Science Cluster (supported by the PSTT) which aims, through sharing good practice/CPD, enhance science teaching and learning in a local cluster of schools.  I have recently become a Hub leader and mentor for the PSQM.  In my PSQM role I work alongside primary schools throughout the SE to enable them to enhance their school’s science provision and become PSQM accredited.  I am passionate about science teaching and learning and believe strongly that enhancing life learning through Science is essential for all children. I am committed to science outreach and sharing my experiences both locally and nationally and this I believe can only be enhanced through becoming an SLE.

Profile

Key aspects of education I have improved/led within my school:

  • Raising the profile of science.
  • Improving the teaching and learning experience in science (including enhanced provisions and experiences).
  • Developing a Scheme of Work specific for my school and its needs.
  • Assessment and monitoring.
  • Improving staff confidence and subject knowledge through enhanced outreach opportunities.
  • Building confidence in science teaching and learning.
  • PSQM Silver 2012, PSQM Gold 2015, in 2018 to undertake PSQM Outreach.

Key aspects of education I have supported in other schools:

  • Through organised Tandridge Science Cluster meetings/ PSQM Hub Mentor/Workshops/Outreach.
  • Development of subject leadership
  • Raising the profile of science.
  • Improving the teaching and learning experience in science.
  • Monitoring processes.
  • Development of Schemes of Work
  • Assessment.
  • Becoming accredited at PSQM.

SEND

Maryanne Lloyd

School: Limpsfield CE Infant School
Age range: 4-11
SLE specialism(s): Inclusion, Assessment
Quadrant: South East

What led you to become an SLE?

I thoroughly enjoy working with staff from other schools and strongly believe this type of collaboration can improve provision and outcomes for children.

Profile

Key aspects of education I have improved/led within my school:

As Inclusion Manager I have led the development of all the systems in our school which support children with special needs and disabilities. Through embracing the new legislation for SEND and working with all staff to implement the key principles, in line with our whole school ethos, I have embedded cohesive and child centred systems to ensure all children can flourish work towards outcomes which will impact their present and future life. The impact of this work has been recognised and commended by children, staff, parents and supporting professionals.

Since becoming Assessment Leader I have led the development of whole school systems to support the National Curriculum and EYFS. This has been a challenge at times to ensure that we hold onto the importance of the understanding of child development and creativity. This year I am part of a team leading the school to develop the principles of The Great Learner Project to further enhance our whole school approach to assessment and challenge.

I also continue to work with my own class to be an active member of the teaching team.  Implementing the changes I am leading, in my own daily practice, has a positive impact in supporting staff.

Key aspects of education I have supported in other schools:

I have supported staff from other schools to develop their SEND support arrangements. I am regularly involved with cross school moderation for EYFS and Key stage 1.

Maggie Vinten

School: Lingfield Primary
Age range: 3-11
SLE specialism(s): SEND/Social, Emotional and Mental Health
Quadrant: South East

What led you to become an SLE?

I have been a SENCO/Inclusion Leader for over 14 years and have worked in several schools in Surrey.  I am passionate about the personal and emotional wellbeing of the children and people I work with and strive to create and support a nurturing environment where everyone feels they can grow and develop, both professionally and as individuals.  I am constantly learning and improving myself and endeavour to promote an ethos of mutual development within the teams that I lead.  I am reflective in my approach to leadership and encourage this in those I work with.  I love to work as part of a team and to support others in their own development.

Profile

Key aspects of education I have improved/led within my school:

  • Introduction of the Thrive Approach to support children’s emotional development, mental health and wellbeing.
  • Positive behaviour management strategies using the Thrive Approach as its foundation.
  • Implementation of the Best Practice Guidance for Behaviour to support behaviour management strategies across the school.
  • Supported the lead teacher in achievement of the Silver Healthy Schools Quality Mark.
  • Improving teacher confidence and subject knowledge in relation to SEND.

Key aspects of education I have supported in other schools:

  • Sharing information about the Thrive Approach with schools considering this for their own schools.
  • Sharing impact data of the Thrive Approach with other schools including presenting at their 2017 conference and hosting an open afternoon.
  • Hosting Thrive network meetings and training for existing practitioners from other schools.
  • Mentoring for SENCO in another school.
  • Sharing good practice with SENCOs in other schools.

Kate Wylie

School: St Mary’s CofE Junior School
Age range: 4-11
SLE specialism(s): SEND
Quadrant: South East

What led you to become an SLE?

My first leadership role was as Year 3 Leader, during this time I completed my NPQML with a focus on building teams. I then went on to lead Early Years with a focus on improving teaching and learning in the setting. I am now the SENDCo at St Mary’s, this is a role I have always wanted to do and one I enjoy thoroughly. I decided to apply for the role of SLE as I like working with other people and feel I learn a lot by doing so. I am looking forward to working with other leaders in the area to improve practice for our pupils with SEND.

Profile

Key aspects of education I have improved/led within my school:

  • Developing teams.
  • Improving teaching and learning.
  • Improving provision in Early Years.
  • Developing phonics provision in Early Years.
  • Training teaching assistants in different aspects of SEN provision.
  • Implementing Precision Teaching across the school.
  • Modelling strategies to support pupils with SEN.
  • Whole school provision mapping.
  • Developing speech and language provision.
  • Leading welfare team in school and providing high quality support for SEMH.

Key aspects of education I have supported in other schools:

  • Provision mapping.
  • Support for pupils with ASD.
  • Support for pupils with Attachment needs.
  • Guidance for EHCP/GRIPS funding applications.
  • Developing provision for interventions.
  • Work on what the role of SENDCo entails.