Specialist Leaders of Education
Joanna Band - Cross phase Mathematics & Literacy
Job Roles: KS2/3 Maths Transition
Specialism(s): Cross phase Mathematics/Numeracy
Phase(s): KS2 and KS3
I originally trained as a primary teacher and predominantly taught in Y5 and Y6. I became KS2 coordinator in a 2 form entry primary school with responsibility for maths.
I began my current position, at Newquay Tretherras, as KS2/3 maths transition coordinator in September 2007. My role is to ensure a smooth transition from primary to secondary, maintain high expectations and continuity. I teach within our feeder primary schools and in Y7.
I have developed a maths scheme of work for all the primary schools within the Newquay Learning Partnership (NLP). This ensures high standards and consistency are maintained and transferred from primary to secondary. It also provides Y7 teachers an invaluable insight into new cohorts.
Newquay Tretherras alongside Newquay Junior Academy make up the Newquay Education Trust (NET). I work closely with Newquay Junior delivering and supporting Y6 maths.
Within my role at the secondary setting I have devised, implemented and deliver a Y7 numeracy scheme of work. This runs alongside the maths scheme embedding key skills and ensuring cross curricular links.
Emma Vyvyan - SEN & Behaviour Management & support for the Most Able
Acorn Academy Trust - Ninemaidens
Job Role: Lead SENDCo
SLE designation SEN Primary and Secondary
Specialism: Acorn Academy Cornwall is an Alternative Provision (AP) Multi Academy Trust (MAT) that comprises of 6 regional AP Academies and The Community and Hospital Education Service (CHES) a medical AP Academy. We provide support to enable pupils to reintegrate into mainstream or special schools; or in the last four terms of KS4, integration into the world of work or further education.
Phase: KS1, 2, 3 and 4
Emma graduated from Cambridge University, after reading Geography with Education, in 1998 and has since been a teacher in mainstream primary schools working across Key Stage 1 and 2, and latterly at Nine Maidens APA. After setting up the first Key Stage 3 Nurture Class in Cornwall she has grown into the role of Lead APA SENDCo, ensuring that our students’ special educational needs are identified and interventions put in place so that they can make the best progress possible in their learning and emotional/social development. Emma is a Thrive Practitioner and Thrive Train the Trainer working with schools to develop awareness, understanding, strategies and activities to help support students who have emotional, social and behaviour challenges, thereby enabling them to in their readiness for learning.Emma considers it a privilege to work with the young people in our APAs as they bring a zest to every day, encouraging you to be your very best to enable them to achieve and succeed. Emma also loves being with her family, pets and friends, and usually finds time to go Gig rowing, cycling and surf life saving coaching.
Example of work I have undertaken – so far:
ITT – Understanding behaviour for classroom management
ITT – Overcoming Barriers to Learning
Lianne Ward - Attendance, Behaviour & Discipline
Acorn Academy Trust - Restormel
Designated SLE for behaviour and attendance.
I am currently Vice Principal and SENDCO of Restormel Alternative provision Academy in St.Austell. Before this I managed the successful primary provision providing a Nurture Group Approach for pupils who were struggling to manage to challenges of a busy mainstream class in the mid-Cornwall area. I also supported schools with outreach work offering strategies and support to help improve classroom practice.
I am passionate about improving the outcomes for all students in education and have a proven expertise in managing challenging behaviour. I am committed to providing an outreach approach for schools and of sharing my expertise with other professionals.
Before working at the Alternative Provision Academy I taught in a large primary school for 16 years and have always had an interest in working with pupils with special educational needs. I have a proven track record of being successful in engaging the most reluctant of learners and enjoy using my nurturing approach whilst working with students.
This year I have been studying for my National Qualification for SEN with Plymouth University which I have now completed.
I am also a qualified ‘Thrive’ practitioner for childhood and adolescent age pupils. This has given me a greater understanding of reasons for the behaviour we see in school and effective strategies in how to manage these often tricky situations. It has also provided me with an assessment tool which can help monitor and identify areas for development for individual or groups of students.
Many students who are finding it difficult to cope in school have experienced early trauma, have insecure attachments and have not had their early needs met resulting in gaps in their development. As a result, these pupils display challenging behaviour often without apparent triggers. I am motivated to support teachers and school staff in managing these situations successfully.
Clare Ridehalgh - School Business Management & Academy conversion
The Learning Academy Trust
Clare is designated as a Specialist Leader in Education for Academy Transition and Business Management.
Clare is the Business Director/Chief Operating Officer for TLAT. She has been employed by TLAT since 2010 and has undertaken the project management of the conversion process of 10 schools since July 2010. Clare is employed as the Business Director (DSBM, IAM) with responsibility for financial management, risk management, income generation, human resources, site management and policy development. She is advisor to TLAT Board of Directors and advisor to the Kernow Teaching School Alliance in the development of structure and systems.
Clare’s previous experience in the voluntary sector development work (CVS) focused on trustee development and volunteer involvement. As National Development Director of SOVA she was responsible for the development of innovative projects and the management of complex partnership projects with statutory and voluntary sector partners. As a member of the SOVA SLT she was responsible for strategic management of the organisation. Key responsibilities included project development, European Funding, HR, budget setting and monitoring, policy development and development of mentoring training and standards. Clare took the project lead on behalf of SOVA for the development of prison, probation and voluntary sector partnership work – accessing European funding to address the impact of employment on recidivism (Thorn Cross YOI).
As Director of MIND (Cornwall) she was responsible for all operational and strategic management of voluntary sector mental health service.
Jude Moseley - Music
Trenance Learning Academy
Designated SLE for Music
I have been teaching for 16 years at Trenance Learning Academy in Newquay. During this time I’ve been fortunate to play a key role in a school that has rapidly transformed itself from a position where standards were in decline to now being outstanding and significantly above National Expectations in all areas.
I lead Year 2 which consists of 150 pupils, six teachers and a large number of support staff . Trenance is larger than most Cornish Primary Schools. Through coaching, demonstration, modelling and supportive collaboration I ensure that the quality of music teaching remains at an outstanding level.
I initially trained in music, obtaining a Bachelor Degree with Dual Honours in Music and History at Keele University in Staffordshire. I also have achieved Grade 8 in Piano and the Theory of Music.
I feel passionately that music should be embedded in every aspects of children’s education. Over the last 16 years as music leader I have improved the consistency of musical experiences across key stages and identified any areas that needed improving to raise standards in the teaching of music throughout the school. I have observed and mentored all teaching staff through individual training and whole school insets. This has developed the confidence and delivery of music by non-specialist teachers.
I have established three choirs at Trenance, a Mixed, a Boys’ and a Staff Choir. I created community links with Newquay Male Voice Choir and now the members support the development of our boys’ singing weekly. 1n 2014 I created a Staff Choir. The staff gather weekly and have developed confidence and skills in singing as well as inspiring the children to sing. All choirs perform regularly within the community and in 2013 our mixed choir reached the National Music for Youth Festival and sang in the Birmingham Symphony Hall.
I have written a dynamic Creative Curriculum for Music throughout KS1. This has provided children with deeper learning experiences to improve standards and attainment. I have entwined Music into so many different aspects of school and community life and work tirelessly to give pupils extra – curricular opportunities to perform, enjoy and raise standards in Music.
Since Trenance became a Multi-Academy Trust, I have found my role grow to encompass support across all our academies. In this role I have worked in their Primary School settings to help improve standards and staff confidence.
Working closely with other local schools is something I am thoroughly enjoying and look forward to this continued development. I am a positive and forward thinking practitioner and would relish the opportunity to inspire and motivate other Music teachers and support staff.
Rob Bradley - ICT
St Columb Major
I am currently a Year 6 class teacher. I have been the ICT co-ordinator for several years in my current school. The school has undergone (and is still in the process of) a major technological transformation to ensure that it is up-to-date and that it equips the children for the challenges of a technological age. Having grown up with technology I am competent in using it and I enjoy using it. Within my own practice I am always looking for ways to try out new ideas making full use of technology which is available. I have supported the staff in adjusting not only to the new curriculum but also in the use of new technology. All of this has been recognised in the schools quick accreditation of the NAACE ICT mark. I have helped to support other schools within the ACE MAT and I am now in a position to do on a wider area as an SLE.
Richard Horswell -Data Analysis and Assessment
Current Position: Director of Data & Information
Designated Specialism: Assessment & Data
Main Phase: Primary & Secondary
In 2003 I joined the Cornwall Council Local Authority Stats Team as a Statistician. During my 11 years with the Local Authority, I advanced to lead the team of 10, becoming the LA's Senior Statistician. During this time, the team, and I personally, were recognised for their excellent skills, ability and services to schools. During many Ofsted inspections, and prior to them, I was able to help schools make sense of the performance analysis available to senior leaders in schools and well as look at bespoke analysis wherever appropriate. Many school visits took place, meeting with and training leadership teams and individuals, including presentations to governors.
In 2014 I joined Newquay Education Trust, initially as a Data Manager before becoming Director of Data & Information a year later. This time has allowed me closer, continual, access to 'front line'. I've been able to utilise my statistical skills and educational performance measure knowledge into school settings, both at Newquay Tretherras and Newquay Junior School. I have also worked with schools across the Kernow Teaching School Alliance (KTSA) during this time.
Until recently I was also a Governor at a local primary school. During this time the school retained its "Good" status under a tougher Ofsted framework in 2014, with elements of outstanding practice.
My belief is that, in this ever-changing educational world, if information can be used timely and effectively, it can aid teaching and learning to ensure it is outstanding.
Pamela Waters - Phonics & Literacy
Trenance Learning Academy
Pamela has 17 years’ experience teaching across Key Stage One, she is currently Assistant Headteacher and Literacy Lead at Trenance Learning Academy, Newquay.
Pamela has worked as a trainer and consultant for Ruth Miskin Training, leading CPD in phonics and providing school improvement to many schools across the South West. In 2015 Pamela was awarded funding from the DfE to form a Phonics Partnership supporting local schools to raise standards in reading, she has recently received additional funding to repeat the project in 2017.
Pamela was interviewed as part of the 2010 HMI publication ‘Reading by Six, how the best schools do it’ and has worked with Oxford University Press to produce a school improvement ‘pathway’ in phonics.
Pamela became a Specialist Leader of Education in 2014.
Pamela is able to offer practical support and guidance to enable staff to teach focussed, engaging lessons and a range of leadership strategies to raise standards in teaching and accelerate progress for all pupils
Louise McGuill - Teaching & Learning
Newquay Junior Academy
Teaching and Learning & Literacy
I have been teaching in Primary Schools for over 10 years and have had a range of leadership roles and responsibilities during this time. I have successfully completed the NPQSL course and utilise these senior leadership skills daily. My current position is as Director of Teaching and Learning in a larger than average Junior Academy which has over 530 pupils split into 4 year groups. In each year group there are either 4 or 5 classes. I lead the whole school in Teaching and Learning from strategic level to the classroom. A huge part of my leadership role is to ensure the consistent implementation of our learning vision and policies to ensure excellent progress, attainment and a love of learning for all.
Through coaching, mentoring, modelling, team teaching, demonstrations and supportive collaboration I ensure that the quality of teaching across the curriculum for over 25 members of staff remains excellent promoting a joint practice development approach. I am a positive, creative and supportive leader who believes in empowering others to fulfil their potential. I am fully trained in coaching skills and have led both training on this in my own Academy and hold led coaching sessions with members of staff to support and engage in a range of areas. Coaching is a very powerful tool which can be transformative for staff and pupils alike.
Throughout my time in the role, I have engaged staff in creating vision models, building a collaborative ethos around Teaching and Learning. I feel passionately about the importance of involving all members of the team in decision making and school development. In addition to this I have lead policy changes, created effective performance management systems, built whole school T&L policies, marking and feedback policies and codes, supported and lead staff development and embedded an ‘open door approach’ to continuing professional development.
As part of an Academy Trust (NET) I have strong links with our secondary link school as well as others across Cornwall. Within NET we have developed cross phase collaboration and have developed systems and practices to support smooth transition and continuity between Academies. I believe that primary and secondary phases can benefit hugely from working collaboratively and sharing best practice in and out of the classroom.
I have been an SLE for a number of years now and during this time, and before, I have been fortunate enough to lead a range of projects and leadership challenges which include:
- Leading a model of school improvement linked to Every Child Writer in a smaller Primary School working closely with SLT and Subject Leads
- Developing knowledge and understanding linked to Literacy across the curriculum in Secondary Schools leading department leads and core teaching staff through directed CPD and training
- Guest speaking at a Heads Conference on the transition process from Primary to Secondary and creating effective links
- Employed as SLE for a large Secondary School working closely with the SLT on a whole school improvement priority linked to Literacy across the curriculum – embedding reading and reading skills to raise attainment across GCSE subjects
- Leading CPD workshops linked to a whole range of curriculum areas especially in pupil engagement, Literacy, embedding Literacy across the curriculum and practical ideas
- Leading learning walks, pupil conferencing, formal observations and difficult conversations for whole school improvement
- Coaching members of SLT, LT, teaching staff, support staff and pupils
- Leading training courses for School Direct Students on various topic areas
- Working alongside our teaching school to develop a School Direct Program for teacher training
This is by no means an exhaustive list; please do not hesitate to get in touch to discuss how I may be able to support you and your team.
Clare Crowle - Leadership & Management, whole school improvement
Trenance Learning Academy
Designation Leadership & Management
I am currently the Head of School at Trenance Learning Academy part of The Learning Academy Trust. Trenance is a large 4/5 form entry Outstanding Infant School in Newquay. I have worked on the Senior Leadership Team of this School for 10 ten years.
Recently I have been a key part of a School Improvement Team that supported 2 local Primary schools judged by OfSTED to be RI-Requiring Improvement. I was acting Head of School in both settings and led improvements in Personal Development Behaviour and Welfare, and Teaching and Learning.
I work for the Kernow Teaching School Alliance particularly in the areas of Initial Teacher Training and have co-written training programmes for our Primary School Direct provision. Prior to my leadership roles in the Learning Academy Trust I worked as an Advisor for Cornwall Local Authority.
Emma Lawton - Teaching & Learning - English
St Columb Minor
Job Roles: Deputy Head Teacher/ACE School improvement team
SLE designation - Teaching and Learning, English
I joined St Columb Minor Academy in 2000, during which time I worked as an AST for Assessment for Learning and Leading Literacy Teacher as well as being Literacy subject lead within my school.
I was promoted within the school in 2012 to Assistant Head teacher with responsibility for Y3 and 4 (6 classes) as well as continuing to lead English. I also led the Middle Leader Development training within our cluster and have had extensive facilitation training.
I am currently Deputy Head Teacher at St Agnes ACE Academy for 3 days a week and working as part of the ACE School Improvement Team for the remaining 2 days.
I enjoy working collaboratively to reach sustainable outcomes for each school.
Lara Simmons - EYFS
Trenance Learning Academy
Designated SLE for Early Years
I have been teaching for 7 years at Trenance Learning Academy in Newquay. During this time I’ve been fortunate to play a key role in a school that has rapidly transformed itself from a position where standards were in decline to now being outstanding and significantly above National Expectations in all areas.
I lead the Foundation Stage that consists of 120 pupils, five teachers and a large number of support staff and services. The Foundation key stage at Trenance is larger than most Cornish Primary Schools. Through coaching, demonstration, modelling and supportive collaboration I ensure that the quality of teaching remains at an outstanding level.
We are a Read Write Inc model school and teachers from a range of other schools in the county regularly visit to observe outstanding practice and gain advice and coaching in implementing our methods. I have led Kernow Collaborative Trust YF moderation sessions which have allowed time for collaboration and sharing good practice.
Since Trenance became a multi-academy trust, I have found my role grow to encompass support across all our academies that have seen standards rise and confidence grow.
Working closely with other local schools is something I am thoroughly enjoying and look forward to this continued development. During my teaching career I have tutored a wide range of Early Years students and NQTs in the best Early Years development. I am a positive and forward thinking practitioner and would relish the opportunity to inspire and motivate other Foundation Stage teachers and support staff.
Celia Leonard - ITT
Designated SLE for Initial Teacher Training and Newly Qualified Teachers.
I graduated from the University of Hertfordshire in 1996 with a B.Ed Hons 1st class. My first teaching job was in a 5 form entry middle school in London (bit of a baptism by fire really) and I stayed there for 5 years. I then went to be Head of Year in a 3 form entry primary school in Pinner, Middx. I moved to Cornwall in 2000 and have worked in a variety of schools and age ranges across the county.
I obtained by NPQH (National Professional Qualification for Headship) in 2007 and am currently working at Charlestown Primary School as Deputy Headteacher.
For the last 16 years I have been heavily involved in working with trainee teachers. I have worked closely with a range of providers and with trainees following all routes into teaching. I love this aspect of my work. I firmly believe that children deserve the very best of teachers and try to ensure that trainees in my care get the best training available to enable them to become outstanding teachers. My role includes not only supporting trainees with the rigours of the course but also supporting schools to provide the very best of training.
This belief is underpinned by a vision of education is that is child focused, teaching pupils to acquire the knowledge, understanding and skills that will empower them to become independent learners but also caring, responsible citizens. I feel that education is concerned with assisting children to think and understand by promoting the ability to create, reflect, reason, argue and solve problems, allowing them to understand themselves, other people and the world around them and not just about assimilating facts. I feel my philosophy of education is implicit in my practice and have very high expectations of myself with regard to the quality of teaching and learning.
Since working with KTSA I have had the pleasure of working with School Direct trainees. It has, and continues to be, an incredibly rewarding experience. It is such a privilege to see the hesitant steps of new trainees turn into bold strides of creative, confident and skilled teachers.
Lucy Newnham - English & cross phase Literacy
Current position: Deputy Head of English, Phase 1 and Transition Lead
Designated Specialism: Literacy Transition
Main Phase: Secondary
I have been a Deputy Head of English at my current school for 3 years and have been involved in transition for 7 years.
Over the last 7 years I have had a variety of different roles in the transition sector. Initially, I became involved in primary transition meetings - held annually - to discuss the movement of Year 6 students into Year 7. To develop this role, I sat in primary colleague meetings to discuss the support required for individual students. There needed to be a seamless transition in order to ensure Literacy levels did not dip upon entry to Year 7.
To support with this process, I collaborated in the production of a ‘Transition Booklet’, consisting of 20 lessons to support Primary Schools in their delivery of Literacy material after the summer SAT exams. The step-by-step booklet encourages students to complete activities and has mini lessons and explanations to explain new and potentially unfamiliar concepts. Further to this, I have delivered sessions to primary teachers to ensure success in their delivery of writing units; reading skills has also been a focus to ensure students in Year 6 can access the higher papers.
I believe that every student has the right to succeed in a school environment. The process of transition should not hinder this process. My passion is to ensure that all students have equal learning opportunities and are able to thrive in a Secondary School setting. I aim to support schools in this transition process and to reduce the gap in learning between Year 6 and Year 7, especially in Literacy. I feel that the strategies we have trialled
in my current school have meant that I have been able to become a reflective practitioner; as a consequence I am aware of more successful strategies.
I look forward to working with schools to support this process.