SLE Profiles


Louise Stokes:

Leadership of Curriculum; English; ITT & NQT Development

Louise is Deputy Headteacher of a large Primary school and has previously held the posts of Assistant Headteacher and Phase Leader.

Louise has experience of outstanding teaching across a range of primary year groups and currently leads English and teaching and learning, developing consistent approaches which has moved teaching from inadequate to good or outstanding. Louise is also a Key Stage 1 moderator with experience of making judgements on pupil attainment and evaluating performance and progress.

During her time at her current school, Louise supports middle leaders, teachers, teaching assistants, NQT’s and students with all aspects of teaching and learning. In her role as an SLE Louise is able to offer support in a wide variety of areas, such as:

Developing whole school Guided Reading and shared reading; Development of the English curriculum; Improving cross curricular writing and maths; making accurate teachers assessments; Improving teaching and learning; Quality intervention groups; Monitoring of teaching and learning; NQT, RQT and student training support.

Angela Skelton:

Music; ITT & NQT Development

Angela graduated with an honours degree in music from Liverpool University in 1986 and later returned to complete a PGCE with music specialism. With experience as a Music Advanced Specialist Teacher, Angela has been supporting schools in the region for over 20 years.

As an AST Angela was responsible for delivering music network meetings across the LA to primary

music coordinators and through these disseminated updated curriculum news and shared and demonstrated new resources for practitioners to take back to colleagues.

Angela has supported a significant number of schools in a variety of ways, for example she often delivers and models music lessons, supports in-school subject-leaders to develop schemes of work, provides leadership support for all aspects of teaching and learning, co-ordination and deliver of music projects. Angela is also adept at delivering targeted training and has provided INSET days, NQT/EYFS/KS1&2 training, the use of ICT, class instrumental works and ITT training.

Jayne Narraway:

Phonics

Jayne has been a Deputy Headteacher since 2010 and, as a practising classteacher, is fully immersed into the working life of the school at many levels.

A teacher for 22 years, having taught children from Early Years to Upper Key Stage Two, Jayne contantly seeks the best evidence based practice to inform ongoing school improvement for hers and other schools. n Early Years Moderator for many years. Jayne is today a Key Stage One Moderator.

The commitment to a holistic curriculum and a child-centred approach to education is what motivates Jayne, and she has worked with many schools in order to improve outcomes. In her current school she has led the school to achieving 100% in their Year 1 phonics screening test by providing a realistic, manageable and consistent approach to the teaching of phonics and spelling across the school. She whole-heartedly believes in the application of phonics across the whole curriculum and understands the pedagogy surrounding Early Years, Key Stage One and Key Stage Two.

Jayne offers a bespoke support package involving coaching linked to observation, audits of the learning environment, team teaching, analysis of data and continuous professional development to ensure a legacy of improvement and the empowerment of staff and phonics champions within the school she supports.


Julia Fletcher:

Closing the Gap; English & SEN

Julia is a specialist in literacy support and intervention as well as having considerable experience of supporting pupils with SEND.

She is an accredited trainer in a range of interventions including: Reading Recovery, Switch On, Inference Training, Fischer Family Trust Wave 3, BR@P and BR@S, Write Away Together and Talking Partners.

Julia has experience of supporting subject leaders in developing their role in school and has supported staff to develop their skills in delivering guided and shared reading; promoting reciprocal reading strategies in classrooms and assessing and monitoring progress in reading and writing. Julia is able to work with schools in carrying out reading audits and monitoring provision in the teaching of reading. She has a particular interest in the teaching of comprehension and is able to train school staff in strategies to develop inference skills through whole class and group teaching.

In addition to this Julia has worked as a Learning Support Teacher, working with SENCos in primary and secondary schools in developing their skills in assessment and provision mapping. She is experienced in identifying key areas of need, planning effective provision and adopting a whole school approach to SEND identification, intervention and support.

Marcia Atherton:

EYFS

Marcia has over 20 years’ experience working within Early Years. She has had considerable involvement of supporting practitioners and leadership teams across the sector, both in Warrington and across the North West, with all aspects of the Early Years Foundation Stage.

Marcia’s previous roles have included working as an Advanced Skills Teacher where she led an action research project published by Brunel University and more recently an Early Years Foundation Stage Consultant with responsibility for Early Years SEN and EYFS Profile moderation across the authority.

She is currently Deputy Head Teacher at Sandy Lane Nursery and Forest School.

Marcia is passionate and committed to quality early years practice and improving outcomes for our youngest children. She is enthusiastic, committed and motivated to share the skills, knowledge and practice she has built up over her many years within the Early Years sector.

Heather Addison:

Attendance; Behaviour & Discipline

Heather has a vast experience in working with vulnerable individuals; from looked after children in residential care to children with disabilities, working in challenging schools with significant behavioural issues and significant safeguarding incidents. Highly experienced and continuing to work directly with children and young people and their families, as an advocate, an ally and an authority figure.

Heather strongly believes that behaviour and safety are the elements that make teaching and learning effective and enjoyable; every member of staff wants to create the best environment possible for their children to ensure that they achieve an inspiring education.

Heathers expertise lies is in addressing any issues at a grass roots level right up to supporting senior management to create and implement effective whole school strategies and policies. Heather is experienced and confident in supporting schools in the following areas:

  • Implementing effective behaviour strategies - creating a culture where children show outstanding behaviour which stems from an increase in self-esteem, fundamental life skills and emotional resilience; effective behaviour strategies; policies and procedures and preventing exclusions.
  • Safeguarding – implementing robust policies and procedures that ensure safeguarding is always effective and proactive; training and professional development including how to effectively deal with safeguarding concerns and statutory level 2 training; the role of the Designated Senior Lead; advice and support for practitioners; staff supervisions and emotional wellbeing.
  • Attendance – supporting schools in improving their attendance; how to address persistent absentees and also rewards for good attendance; working with external agencies including Children Missing Education and Education Welfare; safeguarding and attendance.
  • Social and emotional wellbeing of pupils – bespoke and individually tailored interventions for children and young people; mental health support; therapeutic interventions; restorative justice, friendships and anti-bullying work; E-Safety and nurture groups and attachment.
  • Sex and relationships – policies and good practice; how to address difficult issues; support with faith schools; safeguarding issues and ensuring pupils receive accurate and comprehensive SRE education.
  • Safeguarding and the curriculum – SRE and PSHE policies; incorporating safeguarding into the curriculum; NSPCC P.A.N.T.S rule and encouraging active questioning.
  • Family engagement – working with families; encouraging positive engagement; building authentic relationships; Early Help offer; completing high quality CAFs and Family Support meetings; working with challenging parents and ensuring staff wellbeing.
  • Pupil Voice – vulnerable pupils; pupils with SEND; tools and resources;evidencing pupil voice and authentic relationships with pupils.
  • Tracking, data and evidence – tracking vulnerable pupils; attendance tracking; safeguarding and behaviour data; evidencing impact; getting ready for OSTED and what does Outstanding look like?

Gillian Clarke:

ITT & NQT Development

Gill has been a full time primary teacher for 20 years and has a passion for music and supporting trainee and new teachers in their new careers.

Over the last 10 years Gill has been working with numerous students from different universities as they started on their teaching career and in the last year Gill has been recruited into the lead mentor role for the WTSA School Direct programme. In this role Gill works closely with mentors and students across Warrington schools. Developing mentor training, providing training quality assurance, classroom observations, developing relationships with students. Gill works tirelessly with students offering support and guidance where needed and celebrating successes when they happen.

Available to support school leadership of music and to provide support and development of NQT and ITT mentor support.

Gemma Callaghan:

EYFS; Assessment; Attendance; Phonics; ITT & NQT Development

Gemma has over 10 years of experience working in the Early Years Foundation Stage. Her current role is Deputy Head, EYFS lead and Nursery teacher, she is also an EYFS moderator for the Local Authority.

Gemmas teaching and provision is judged as ‘Outstanding’ by OFSTED and she frequently welcomes many other EYFS practitioners into her setting; sharing knowledge on planning, environment and assessment.

Through an informal and supportive approach Gemma has supported and enabled other practitioners and leaders to implement changes in their provision successfully.

A dedicated and passionate teacher who has high expectations and a commitment to continually raise standards and outcomes for children. Gemma wishes all children the very best in their Early Years education and ensuring environments are organised, bright, stimulating and offers appropriate challenge for ALL children both indoors and out.

Experienced and knowledgeable in the use of data, Gemma supplies her school a robust tracking and detailed data analysis so no children slip through the year unnoticed. Gemma, as a result, delivers training sessions to practitioners and senior leaders on effective tracking and also delivers training to Schools Direct students on marking, assessment and feedback.

"I am not a leader who will talk at you; I am a leader that will talk with you. You know your setting, you know your children, and you are the invaluable link that will make it all work."

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