1. School to School Support
  2. Comissioning
  3. dep
  4. Literacy

SLEs for;

  • Literacy
  • Reading

 

 

Name: Jane Palmer

Current Position: Deputy Headteacher for Teaching and Learning

School name and address: Byron Court Primary School, Spencer Road, Wembley

 

 

Specialist Area(s): Literacy

 Background information:

I have been teaching for 19 years and have extensive experience in both Key Stage 1 and 2. During my career I have led literacy in 3 schools, in Westminster and Brent. I now lead Teaching and Learning across the school and support the Literacy faculty, helping to create effective teams who work together to improve English attainment across the school. 

 Alongside the literacy leader, I successfully implemented Guided Reading in my current school - providing INSET, workshops, modelling lessons and team teaching. Through learning walks, book scrutinies, data analysis and staff questionnaires, there is strong evidence that reading attainment and staff confidence in teaching reading across the school has improved. 

I have been a strategic member of the London School Excellence Fund with the Brent Schools Partnership, providing a program of seminar lessons and training days for teachers, subject leaders and senior leaders who want to improve the Teaching and Learning of Reading and Writing in their schools. Through this I have helped design the on-line learning platform containing material to support professional development and resources in comprehension, grammar and writing.  

I have been an STA approved writing moderator for Brent for the past 9 years; successfully completing the annual STA moderation standards check for both Key Stage 1 and Key Stage 2. I have an excellent understanding of Greater Depth writing and what is needed to achieve this. I have led across-school writing moderation sessions in the borough for a number of years and have supported schools in preparation for writing moderation in Key Stage 1 and 2. 

As a Senior Teacher, I lead INSETs, provide NQT training, direct parent workshops, produce model plans, organise feedback sessions and model Outstanding lessons. I believe teaching should engage and captivate whenever possible; methods I have found very useful include using videos and model share-writing activities.

Furthermore, I provide school-to-school support to senior educators who require assistance in embedding whole-school practices and implementing strategic whole-school planning. I have successfully worked with a number of schools in Brent empowering teachers and leaders in improving reading and writing standards across the school through smart action planning, implementation of initiatives and modelling and supporting in class. I specialise in supporting English leaders to successfully lead their subject and improve standards. 

I am keen to share these key leadership skills, and help broaden cutting edge teaching practice across other schools within Brent.

I can support with:

Developing action plans, identifying key priorities and SMART targets

Successfully implementing new initiatives

Creating strategic whole-school planning

Reducing in-school variation

Providing one-to-one or group support

Offering coaching and mentoring support

Providing leadership development for English Leaders

Delivering bespoke CPD training for teaching staff and TAs on all aspects of the English curriculum

Data analysis

 

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Name: Kim James

Current Position: Phyical Health & Well-being Faculty Lead

School name and address: Byron Court Primary School, Spencer Road, Wembely, HA0 3SF

 

Specialist Area(s): Literacy, Closing the Gap

 Background information:

I am an outstanding practitioner and have over a decade of experience, delivering lessons and training that captivate and inspire pupils, fellow professionals and senior leaders. I consistently model ‘outstanding’ practice and possess the leadership qualities that enable me to implement initiatives that have long-lasting impact.

I have improved the standard of teaching and learning at a variety of schools through delivering bespoke INSET sessions, carrying out lesson observations, team-teaching, coaching and providing support with planning. I do this with a direct and honest approach, working collaboratively to ensure the provision meets the needs and expectations of the school.

I am relentless and passionate about improving children’s learning and enhancing their futures through rigorous development of reading and writing and enabling practitioners at all levels to pursue maintaining high standards.

 How I can support:

  • Deliver bespoke INSET training on all aspects of primary English
  • Implement new initiatives that have lasting impact
  • Support with the development of action plans and curriculum development
  • Offer coaching and mentoring support
  • Provide leadership development for English Leaders/Coordinators
  • Provide individual or whole school support

 

  • 2016 top 3% for progress in the England
  • 2017 completed an EAL project and was recognised by UCL Institute of Education
  • 2018 became a KS2 writing moderator for Brent
  • 2019 completed my NPQML

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Name: Siobhan Donellan

Current Position: Whole School Reading Lead,                                                     Yr 6 Teacher

School name and address:  Barham Primary School, Danethorpe Road, Wembley, HA0 4RQ

 

Specialist Area(s):  Reading, Coaching and Mentoring 

Background information:

As a highly experienced, current, class-based teacher with over 10 years’ experience I have taught throughout the Primary age range and have led in curriculum development through my leadership posts in RE, Humanities and English – as well as mentoring NQTs and working with PGCE and graduate student teachers. I believe that successful mentoring is based in the sharing of expertise and in supporting colleagues achieving their best practice so that the potential of the pupils can be unlocked. I believe that effective leadership can be accomplished through listening to others and working collaboratively as a team – at all levels.

In 2018, I took on a pivotal role in driving and moving the teaching of reading through guided sessions to training to teach reading through Destination Reader in collaboration with the Hackney Learning Trust. In leading the implementation of the pedagogy behind Destination Reader, I delivered insets, worked with teachers who showed a passion or interest in Destination Reader to promote DR in their year groups and supported staff through team-teach and planning sessions. Through the successful implementation of Destination Reader and working alongside the English team at my current school I was able to demonstrate my direct impact through a 15% increase in our end of Key Stage 2 reading data from the previous year. As a current class-based teacher I have the opportunity to constantly update my practice of reading and in the next academic year I aim to implement strategies at my current school which will improve greater depth results at the end of Key Stage 2.

Furthermore, having taught in Year 6 for the past 4 years I have become a passionate supporter of not only teaching children the curriculum-based skills of reading but of also developing reading as a life-long skill and pleasure – which I believe has been fundamental to improved results – by setting up a number of reading clubs; organising book corners and displays and making book recommendations to staff and pupils through my own reading.

Below is a statement from a current team partner:

“During my first year in year 6 S has been my rock, supporting me with SATs, writing moderations and subject knowledge.”

 

I have also had the opportunity to work with the BTSA in supporting a number of schools with the development and practice of reading and Destination Reader as well as working with school direct students and colleagues.

Below are statements from senior leaders from the schools that I have recently supported:

“Firstly let me say that the work that Siobhan has undertaken at LP Primary School has been phenomenal, I am so grateful for her high level of engagement, professionalism and expertise. This was also recognised by the Head, who acknowledged the impact Siobhan’s involvement has had on S’s leadership of reading, in addition to the school’s improved results…”

“I just wanted to say a huge thank you for releasing Siobhan this morning to help support reading at H Primary School … She was very professional, knowledgeable and is a credit to your school…”

“We were very pleased with the inset delivered – teachers were engaged and keen to implement the strategies…”

How I can support:

  • Developing actions with senior leaders to move reading forward strategically
  • Developing actions and providing support to class teachers with planning/lesson delivery/assessment
  • Modelling outstanding practice and offering team – teach sessions
  • Develop reading for pleasure within schools
  • Work with learning support assistants
  • Delivery of insets

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Name: Becky Parsons

Current Position: Literacy & Languages Faculty Leader

School name and address: Byron Court Primary School, Spencer Road, Wembley, HA0 3SF

 

Specialist Area(s): Literacy

 Background information:

As the Literacy and Language Faculty leader, I direct 24 members of staff within my specialist subject area, creating effective teams who work together to improve literacy attainment in the school.

 Yearly Action Plans help us to evaluate targets set, and consequently this has allowed me to raise standards in Reading and Writing, accelerating the learning of under-achieving pupils. Pedagogies implemented have been installed into the whole-school Literacy Curriculum, the weekly timetable and are in-line with the new demands of a more challenging National Curriculum.

 In 2015 I was fortunate enough to become a strategic member for the Brent Schools’ Partnership London School of Excellence Fund. This program - which consists of seminar lessons and a three-day course - is directed at teachers, subject leaders and senior leaders who want to improve the Teaching and Learning of Reading and Writing in their schools. We offer support to all teachers within Brent via the on-line platform; this contains material to support their professional development and provides detailed Literacy plans and quality resources to use in class.

As a Senior Lead Teacher, I lead INSETs, provide NQT training, direct parent workshops, produce model plans, organise feedback sessions and model Outstanding lessons. I believe teaching should engage and captivate whenever possible; methods I have found very useful include using videos and model share-writing activities.

Furthermore, I provide school-to-school support to senior educators who require assistance in embedding whole-school practices and implementing strategic whole-school planning.

I am keen to share these key leadership skills, and help broaden cutting edge teaching practice across other schools within Brent.

I can support with:

Developing action plans, identifying key priorities and SMART targets

Successfully implementing new initiatives

Creating strategic whole-school planning

Reducing in-school variation

Providing one-to-one or group support

Offering coaching and mentoring support

Providing CPD training for teaching staff and TAs

Data analysis

 

 ________________________________________________________________________________________________________________

 

 

Name: Siobhan Ali

Current Position: Assistant Headteacher

School name and address: Preston Park Primary School, College Road, Wembley

 

Specialist Area(s): Literacy

 Background information:

I have been teaching for 12 years and initially began my career as a Secondary school English teacher – I position I held for 11 years.  During my career I have been Whole School Literacy Co-ordinator.  I implemented a number of positive initiatives that are still being used throughout the school. For example, I introduced bespoke reading records for the lower school, which allowed teachers and parents to monitor students’ reading and I introduced silent reading during one form time per week throughout the school. Furthermore, I also implemented Literacy classroom displays across the school and conducted successful twilight inset sessions for all teaching staff, aiding them in developing resources for whole school literacy. The purpose of these initiatives was not only to set high expectations for teachers and pupils at the school, but to raise pupil outcomes.

Within the English department I successfully ran the A’ level coursework for seven years and my five years’ experience as a moderator for AQA, enabled me to develop my own skills as a teacher, and to also share my knowledge and experience with my colleagues.  As well as being a moderator for AQA for five years, I was also a Key Stage 3 marker for the reading paper for two years and I marked the Key Stage 2 reading paper.

Prior to leaving Secondary Education I was Head of Key Stage 3 English and this allowed me to work closely with a number of stakeholders.  As part of my role as Head of Key stage 3 English I also conducted half termly work scrutiny and peer observations for termly review purposes, as well as dealing with parental concerns. Furthermore, I worked closely with the Assistant Head of Key Stage 3 to monitor and track pupil progress every half term, in order to improve pupil outcomes, with a particular focus on disadvantaged pupils.

Over the past year I have been Year 6 Group Leader, English Curriculum Leader and more recently Assistant Headteacher. My responsibility for English across the school has enabled me to implement a new guided reading approach. I have successfully embedded guided reading across key stage 2 and this was achieved through a number of twilight inset sessions led by me; conducting regular book scrutiny and learning walks.  Under my leadership, standards in reading and writing have increased both at Key Stage 1 and Key Stage 2 and this was recognised most recently by Ofsted (June 2018). Our Local Authority Review (Feb 2018) also acknowledged the rapid improvement made in English.  Furthermore, as part of my role I have produced an English Improvement Plan.  I have also created a bespoke Key Stage 2 Reading Log that is now being used across Key Stage 2.  Where areas for development are identified, I support colleagues through a number of ways: support with planning, team teaching and modelling outstanding practice for them to observe.

Through a collaborative leadership style, I have secured the achievement of the school’s strategic priorities and over the course of the year I have worked closely with my Headteacher and other members of the senior leadership team in developing the English Curriculum across the school. This has included mapping and selecting books to teach in both English and Guided Reading and suggesting writing tasks across the school.  I am also responsible for monitoring English planning across the school and I make appropriate amendments as and when needed.

I can support with:

Developing and writing English improvement plans, identifying key priorities

Implementing new initiatives with rigour

Creating and editing strategic whole-school planning

Providing individual or whole school support

Offering coaching and mentoring support

Providing PLD training for all staff and parents