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Impact Driven & Targeted School to School Support

Our school to school support is built upon the experience of leaders in a variety of primary and secondary settings. Whether it be training, coaching or evaluation our school to school support promises to deliver clarity, simplicity and impact.

We only deploy experts in their field. All our SLEs are experienced and reflective practitioners that constantly strive to improve. Every SLE places a conscious emphasis upon collaboration and development of capacity within the supported school. Deployments are built upon a conversation with school leaders which is always carefully brokered by the primary or secondary lead for the alliance. A needs analysis then takes place and we choose who is best placed to provide support. At every stage we approach school to school support in the spirit of appreciative enquiry building on strengths rather than finding holes.

Our approach is one of high challenge, low threat and high support. We use an appropriate mix of coaching and mentoring to develop capacity of your staff so that any improvement is sustainable over time. At each stage we maintain close contact with school leadership and deployments are carefully monitored and evaluated against time specific criteria. We employ a theories of change model to ensure that evidence informs the activity.

Find an SLE who could support your school.

If you wish to discuss this further contact our NLE David Dennis at ddennis@taptonschool.co.uk

Emily Whiteley - Outdoor Education, Autism, SEND

Position and School

Outdoor Learning & Forest School Teacher - Bents Green School

Specialist Areas of Interest

  • Autism (PG Diploma)
  • Forest School (Level 3 Practitioner)
  • MFL Background (French, Spanish & Portuguese)
  • Behaviour Management

Experience and Impact

  • Broad teaching experience of 21 years in a range of settings
  • Introduced Forest School provision for all pupils at Bents Green School (Secondary Special)
  • Motivated the most disengaged pupils and reduced the number of significant incidents
  • Increased pupils' connection with the natural world
  • Promoted communication, one pupil with selective mutism began speaking during Forest School
  • I have led and continue to develop partnership projects incorporating aspects of outdoor learning

Pen Portrait

Forest School pedagogy has a huge potential to improve outcomes for all pupils regardless of their age, ability or levels of engagement. I am passionate about harnessing this potential and from successful first-hand experience I can offer support to achieve the following:

  • Design highly individualised programmes of study and interventions for pupils with complex needs
  • Shape Enrichment Curriculum provision to include Forest School
  • Improve Outcomes linked to EHCPs
  • Develop the nature of teaching and learning to promote social communication and reconnection with the natural world
  • Provide bespoke CPD to promote aspects of Outdoor Learning & Forest School across the curriculum
Grace Fletcher - English, Literacy, KS2-3 Transition

Position and School

English Teacher and TSAT Literacy Co-Ordinator - Tapton School

Specialist Areas of Interest

  • English
  • Literacy
  • KS2 Transition

Experience and Impact

  • Five years teaching English – experience of teaching different cohorts of students
  • Three years as a Literacy Coordinator – cross curricular work across Tapton School with a focus on improving explicit literacy teaching
  • Implementation of literacy policy, targets and marking criteria across school
  • Planning literacy intervention – developing cross-curricular links so that intervention is supporting English lessons
  • EAL Champion with Sheffield City Council – focusing on developing proficiency and supporting KS4 EAL students
  • Planning and delivering training for trainee teachers and whole staff on literacy and EAL provision
  • Work with Learn Shefield on Question Level Analysis of the KS2 data to inform the transition process
  • Creating resources which can be adapted in subject areas to support literacy teaching

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My most recent work has focused on teaching reading skills explicitly across school. I have launched whole school CPD and worked as a facilitator of a focus group including members from other subject areas. I constantly strive to remove literacy based barriers to learning for students so that they have every opportunity to succeed. Therefore another area of interest is work on closing the vocabulary gap for students, particularly those identified as Pupil Premium.

Finally, my love of reading and my recognition of the importance of reading for young people has meant that I am involved in leading book clubs, reading initiatives such as Readathon and also leading the development of Accelerated Reader across school. I am determined to encourage students to read and write more widely, and give them the tools to be able to do this as effectively as possible. 

Emma Soulsby - Music KS1-5

Position and School

Subject Leader - Music, Tapton School

Specialist Areas of Interest

  • Music KS1 - 5
  • World Music: Gamelan, Samba, African Drumming
  • Creative Learning

Experience and Impact

  • Teaching and Music across KS1 - 5
  • Planning and delivering inset for non-specialist teachers and delivering practical workshops at primary level
  • Designing an inclusive curriculum that provides support for low ability musicians yet challenges talented students
  • Working with music specialists in secondary schools across Sheffield to support the delivery of composition at GCSE

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“Even if people don’t know the language that you’re singing in, they still know good music when they hear it.”

(Lou Rawls)

I support a practical hands-on approach to the learning of music and believe that everyone has musical ability. Having studied music in Birmingham, I was lucky to have the Symphony Hall and one of my best memories is of Simon Rattle conducting our Orchestra; I will never forget that experience!

I have taught music at every key stage and across a wide range of schools, including overseas. I love seeing students experience the joy of performing as a group or creating their own music. The language of music is universal and is a powerful way of celebrating cultural diversity.

Scott Clarke - Behaviour and Attendance

Position and School

Senior Behaviour Co-ordinator

Specialist Areas of Interest

I have a wide range of experience of behaviour and attendance at both Primary and secondary school. I have a proven track record of improving whole school attendance, reducing persistent absence and decreasing the number of fixed term exclusions at school.

Experience and Impact

At my current school, our overall school attendance on arrival was 93.2%. Each year attendance has risen and we are currently 96.0%.

We have reduced the number of pupils given fixed term exclusions. This is due to our improved behaviour management and consistency of handling each incident. The reduction in fixed term exclusions has contributed to increasing our overall school attendance. On a number of occasions I have advised some head teachers and senior leaders in other schools in regards to fixed term and permanent exclusions. This has involved checking evidence gathered and the suport that has been offered has been sufficient. I also provide recommendations on further areas of improvement/support.

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I have previously worked as an Education Welfare Officer in a secondary school, Head of Year and Behaviour intervention worker. These roles were based in a very similar community to the one I am currently working in. The information and skills I gained from these roles was crucial in improving my ability to improve attendance and identifying barriers to learning and attendance both in and out of school.

I have the personality to work alongside staff in different schools and I am not afraid to challenge their opinions or practice if I feel that there is a need for this. I like to identify specific targets/goals that are easily monitored and manageable by all staff that are involved in the area identified. I am very confident in my own ability to deliver a high quality service to other schools.

Angela Maltby - Primary Teaching & Learning, MLD

Position and School

Assistant Headteacher - Meynell Primary School

Specialist Areas of Interest

  • School to school support to improve the quality of teaching and learning in Primary Schools
  • Development middle leadership – staff new to subject and phase leadership
  • Development of teaching assistants – Questioning, Differentiation, Challenge, Engagement and Impact                              

Experience and Impact

Coaching and mentoring

  • Developing consistently good phase leadership across and middle leaders within a primary school
  • Supporting teachers who are requiring improvement, to establish at least consistently good teaching and learning
  • Learning Support assistants – developing questioning, differentiation, challenge, engagement and impact

Mastery maths curriculum, teaching and learning strategies. Development of whole school initiatives.

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I am currently a non-class based Assistant head teacher, having been an effective and experienced Y6 teacher and previously SENCO. I am enthusiastic, diligent and keen to establish effective working partnerships with colleagues.  Working as part of the SLT I have delivered structured CPD, monitored the implementation of curriculum and assessment changes to include: the scrutiny of progress within books; effective moderation and the triangulation of evidence, drop-in’s and observations over time. A rigorous evaluation of a wide range of data is used to: clarify priorities, identify gaps, set targets, inform teaching and learning priorities.

In changing times, as new assessment models are developed, I believe remaining fully informed is crucial and communicating clearly and effectively being imperative I have led whole initiatives across schools, establishing and monitoring effective practice, using data analysis to identify gaps and improve outcomes for children.  

As a Specialist Leader in Education (SLE) I have provided various support to different schools to include: staff meetings, policy reviews; book scrutiny; Lesson observation and teaching and learning support (to close the gap, raise the standard of teaching and learning); developing phase leaders and new subject coordinators; action planning and skills audits. One such deployment, involved a 2 day per week secondment, in the improvement of Phase leadership (FS, KS1 and UKS) and raising teaching and learning in Y2, Y3 and Y4 to all consistently good. By Christmas, all phase leaders, both those new to school in September and existing post holders, were carrying out their tasks successfully, with a clear understanding of their phases, strengths and development points, in-line with School’s priorities. Teaching and learning had improved with 2 of the 3 staff members showing strong improvement by Christmas and both becoming consistently good by February.

I am a KS2 writing moderator for Learn Sheffield, and was an Enhanced KS2 writing moderator in Doncaster prior to my move. I have led leading Network meetings and training sessions and am trained to deliver the OLEVI OTP, ITP and OTAP training.

Hannan Mohammed - Primary Teaching & Learning, Curriculum, Y6 Closing the Gap

Position and School

Assistant Headteacher Curriculum Lead and English Lead at Hallam Primary School

Specialist Areas of Interest

  • Developing whole school teaching and learning
  • Curriculum development
  • Primary English
  • Closing the Gap Y6, data analysis, writing moderation

Experience and Impact

  • I have developed and embedded a new wider, creative curriculum at Hallam and developed middle leaders so that their subject has had a positive impact on outcomes
  • I have re-designed a new guided reading programme with excellent impact on KS2 results
  • I have coached and developed teachers in becoming consistently good teachers

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I am a systems thinker with a proven record of improving outcomes for teaching and learning through school. I am an experienced Y6 teacher and use and analyse data effectively to ensure all pupils make progress from their starting point.

I have promoted outstanding teaching in English and developed new working practices and introduced new concepts with the aim of raising the quality, provision and achievement. I have recently developed a new reading system that focuses on the teaching of reading skills that match the high expectations of the curriculum with nearly 50% of pupils achieving the greater depth standards in Reading at the end of KS2.

I have also developed an inspiring and creative approach to teaching the wider curriculum and developed the subject leaders so that they have had a positive effect on teaching and learning in school.

Jane King - Literacy KS1-2, Challenge, Curriculum

Position and School

Assistant Head Hillsborough Primary School

Specialist Areas of Interest

  • Coaching and mentoring
  • NQT development
  • English and phonics development across KS1 and KS2
  • Achieving challenge and independent learning across KS1

Experience and Impact

School to school support

  • Moved teaching from RI to good
  • Coached leader to successfully lead Key Stage (as judged by Ofsted)
  • Established a culture of Challenge in two schools
  • Helped to initiate change to move school from RI to Good (Ofsted)

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Jane is an experienced teacher who has taught throughout KS1 and Early Years. She has led English developments in school and has experience of establishing and monitoring effective practice.

Jane has successfully coached other leaders to bring about sustained change in their own environments. She has also mentored individuals to show more effective practice and help them move teaching that requires improvement to good.

Jane has been part of the Outstanding Teacher Project and has worked with HMI inspectors and colleagues, city wide to identify and promote outstanding practice.

Jane has a calm and considerate manner and establishes good relationships with colleagues.

Vivienne Bates - Science

Position and School

TSAT Director of Science

Specialist Areas of Interest

  • Enquiry based science teaching
  • Experimental science teaching
  • Engaging the disaffected in science
  • Science for all pupils

Experience and Impact

  • Director of science in a department of over 20 staff. Department is always judged outstanding
  • Coached science leaders to successfully analyse and tweak their curriculum offer and the learning strategies used in their departments
  • Initiating change helped move the department forward
  • Organise and deliver CPD in primary science
  • Organise and deliver `wow` primary science assemblies and bespoke primary science lessons
  • Lead professional for Sheffield LEA for 3 years

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I am an experienced secondary science teacher who enjoys inspiring both staff and pupils.  

I lead a Science department of over 20 staff which requires me to ensure all staff have a consistent approach in all areas.

I have successfully coached other leaders in both secondary and primary to bring about sustained change in their own environments. I have also mentored individuals to show more effective practice and help them improve teaching.

I have enthused and engaged staff by organising and delivering CPD in both secondary and primary science.

My drive is to build on and improve science provision and delivery.

 

Mike Pollock - Science, Technical Support

Position and School

Senior Science Technician and Co Team Leader

Specialist Areas of Interest

  • Science in general, Physics in particular
  • Engineering, especially STEM projects with industrial links
  • Staff and Student development
  • Microprocessors, electronics, coding and IT
  • Purchasing and Budgeting
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Experience and Impact

I have spent the majority of my career working in the telecommunications industry in a variety of roles from Graduate Product Design & Development Engineer through to Senior Business Development Management in global companies such as Cisco, Nortel, Micom and Vodafone.  Since 2010 I have worked at Tapton School as a Senior Science Technician and Co Team Leader.  Both stages of my career have given me a wide variety of experiences across a range of disciplines e.g. setting up and managing science lesson delivery (KS3 through to KS5), delivering outreach and STEM events, training and managing staff, departmental purchasing/budgeting management and representing the department for Health and Safety matters.

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I work in a busy science department with an ethos of delivering high value, safe practical experiments with every lesson.  This is complimented by extra curricula STEM activities and a major program of educational outreach.  It's fair to say that there is always plenty to do and plenty to enjoy!  The ability to help organisations enthuse students in the world of science and engineering gives me enormous satisfaction.

 Adam McAuley - History, MLD, Challenge, Curriculum

Position and School

Subject Leader, History

 

Specialist Areas of Interest

  • Effective middle management
  • Providing curriculum for challenge and engagement
  • Teaching and learning in History

Experience and Impact

I have been a teacher of History at Tapton for over 20 years and have led the Department for the last seven. In that time I have been part of a team that has secured consistently above average perfoamance at both Key Stage 4 and 5, as well as maintaining History’s status and poularity within the school

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With over 20 years of classroom experience as well as the lessons learned from a variety of roles within the school in that time, I am still passionate about the vital role that History must play in the development of young learners. I have been fortunate to work alongside and develop a team that shared these values and have, working in collaboration, provide a curriculum that offers every child stimulus and challenge from 11-18. I would welcome the opportunity to share my experience and also to have the opportunity to learn from the good practice taking place in other schools.

James O'Neill - Science, Physics, Astronomy 

Position in School

Head of Physics, Tapton School

 

Specialist Areas of Interest

 

Science KS3/KS4.  Physics KS5.  Specialist in Astronomy.  Practical Science. Science related extra-curricular activities. Primary collaboration and student transition. Use of technology in schools. IT systems development.  Data analysis.  Staff coaching and mentoring with a focus on useful reflection.  Staff training. Scientific misconceptions and use of scientific language.  Providing student inspiration through real research.

 

Experience and Impact

 

Experience of curriculum changes and development, application and progress of departmental strategies, staff motivation & development, new staff training and management of support staff.  Additional experience working with school wide behaviour systems, targeted behaviour interventions and student motivation. Specific experience developing classroom environments to benefit learning and behaviour.  Data experience including the support of exam office team and purposeful use of spreadsheets.  Technical experience with IT system development, use of technology in the classroom and the creation of online learning environments.

 

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Researcher in the fields of materials engineering, electronic engineering and space science who converted to teaching via a role as lead science technician. Having previous experience in academic research and roles in laboratories with Outokumpu, Science and Technology Facilities Council and the European Space Agency. Currently Head of Physics at Tapton School holding an additional role for one day a week with the Institute for Research In Schools (IRIS) to run their Northern Hub and develop projects across the region.

 

For many years an active member with the Association for Science Education (ASE) including roles regionally and with the national 11-19 Committee. Member of the Institute of Physics (IOP) and currently part of the South Yorkshire Committee. Sheffield support teacher for Isaac Physics. National assessor for the STEM Centre, Space Education Quality Mark. Has developed an extensive network in the area of science teaching & learning including links with both of the universities in Sheffield.

 

An outstanding teacher and excellent communicator to both staff and students. With a belief and focus on support through reflection and shared support. Has developed and maintained extensive change in roles at Tapton and Fir Vale School with involvement as KS3 coordinator, Gifted & Talented coordinator and Enterprise Coordinator. Valuable experience with the support and delivery across schools and all key stages (Primary and Secondary) with STEM learning.

 

Recent projects and outcomes include the increase of students taking physics A-level including the percentage of female students. Numbers of external students opting to travel to study at Tapton have increased. The development of space science as a context to learning in class and through extra-curricular activities, including Astronomy GCSE at Y9. The successful application of grants and the involvement in academic research projects. Development of super-curricular activities leading to increased student aspiration.

 Joanne Hogg - Inclusion, SEND

Position in School

Head of Vision Support Service (City wide service based at Tapton School)

 

Specialist Areas of Interest

 

  • Developing inclusive practice for children and young people with SEND
  • Assistive Technology to support access and inclusion to curriculum
  • Personalised Learning

Experience and Impact

 

I have worked as a Specialst Teacher for over 10 years teaching and supporting children and young people in mainstream and special schools across the city. Within my role as specialist teacher and Head of Vision Support Service  I have worked with a diverse student population with wide ranging needs and abilities, where I have developed and shared a range of specialist teaching strategies to ensure success and positive outcomes for children and young people with varying degrees of vision impairment.

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I have expertise in teaching students with profound vision impairment but equally have gained experience of students with a range of additional and complex needs. This has developed my knowledge of inclusive strategies that support students with complex leanring needs in a mainstream environment .

Since taking on Lead Role in Vision Support Service I have worked to establish and lead on best practice for children and young people with a vision impairment and defining further areas for improvement within the Service. For all our students I am passionate about developing individualised strategies that enable greater independence to empower young people to be successful throughout their school life and in their journey towards adulthood.

 Andrew Kennedy - Geography, MLD

Position in School

Subject Leader of Geography at Tapton School

Specialist Areas of Interest

  • Geography
  • Curriculum and assessment design
  • Staff development
  • Learning outside the classroom

Experience and Impact

 

I have led the Geography Department at Tapton for 8 years. Recent attainment at GCSE has been outstanding with P8 scores of +0.83 and +0.44 in 2016 and 2017 respectively. Our strong GCSE performance is grounded on sound curriculum and assessment design which sets students up to be successful. The process begins at KS3 and I have been the driving force behind the ongoing evolution of teaching, learning, assessment and feedback which all members of the department have contributed to. Geography is the most popular optional subject choice at GCSE and each year we attract 40-50 AS level students.

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Planning and resourcing lessons which are engaging and enable students to build their knowledge and understanding of geography is something I am passionate about. I take pride in keeping myself up to date with the current thinking in the profession through my own personal reading and keeping up to date with social media. I disseminate what I have learned through the lessons we plan collaboratively as a department so that strong teaching and learning is a feature in every classroom. I have closely followed the national debate on assessment and feedback and its relationship to workload. Over the past few years I have led the department in finding ways to give the best possible feedback to students whilst balancing these demands against having a happy and productive team.

Beyond Tapton I have supported four other departments both within and beyond TSAT. The support I have provided has ranged from curriculum planning, moderating CCA and mock exams at GCSE, informed choice of new GCSE and A level specifications as well as some crisis management.

I have also worked alongside the Geographical Association and AQA as part of a consultancy team during the development of the new examination specifications. I worked as an AQA examiner for three years and AQA commended our centre for the quality and consistency of our CCA under my leadership.

Over the past thirteen years I have planned and led fieldwork to a variety of locations both close to home and abroad. I am well versed in the process of planning and delivering fieldwork and enrichment opportunities which are safe, inclusive and make a valuable contribution to the cultural capital of the students who have attended.

I have mentored several NQTs throughout my career as a subject leader and each of them has left to lead their own department. I take pride in this and believe that I have played an influential role in their early career development and built within them the capacity to lead in their own right.

 Steve Rippin - Mental Health and Wellbeing

Position in School

Assistant Headteacher at Tapton School

Specialist Areas of Interest

Mental Health and Wellbeing of Staff and Students

Experience and Impact

 

Member of the leadership team at Tapton for over 10 years

Experience of delivering whole staff CPD, assemblies and coaching

 

Pen Portrait

 

As Assistant Headteacher at Tapton School, Sheffield and SLE for Fields of Learning, leading mental health, wellbeing and personal development, I am passionate about changing the culture of mental health. I actively led Tapton School in a 12 month national pilot (2015-2016) to develop strategies to better support mental health in school, working closely with Sheffield CAMHS. Through this work I was invited to represent education on two expert reference groups: Achieving Better Access to Mental Health Services for children and young people, and Effective, Safe, Compassionate and Sustainable Staffing. These were organised by the National Collaboration Centre for Mental Health through the Royal College of Psychiatrists to produce NICE guidance for the NHS. Tapton School hosted a national visit from the Department for Education and NHS England in March 2017 to see the ground breaking work we have been engaged in. I have also presented at a number of national conferences and contributed articles for publication on Mental Health in the SSAT, ACAMH and Teach Well Alliance. I continue to champion mental health and wellbeing in schools as well as actively developing further links with organisations to improve the mental health and wellbeing of students and staff. Recently I was invited to Buckingham Palace by the Prince of Wales and Duke and Duchess of Cambridge in recognition of my work in the mental health and was one of a select few selected to speak with the Duchess of Cambridge about the work I have been doing which was a great honour. 

Rachel Williams - Curriculum & Timetabling 

Position in School

Curriculum Manager at Tapton School

 

Specialist Areas of Interest

Curriculum Planning & timetabling

 

Experience and Impact

I’ve been the Curriculum Manager at Tapton since 2013, during that time our curriculum has changed quite dramatically year on year to reflect changes in government guidelines (e.g. EBACC for all) and the financial restraints imposed.  I have managed to successfully implement solutions to issues raised by these challenges and my ability to analyse inefficiencies has enabled me to advise other schools within the trust and work with their staff to create a cost effective and successful timetable.

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In the current economic climate, schools have to run efficiently.  If changes haven’t been made to the curriculum for a while, it’s likely there are savings to be made.  I create the timetable for all three secondary schools in our Trust, two with sixth forms.  We’ve made economies without impairing the student experience, which is at the heart of planning.

I love that no matter how difficult a problem seems to be, there is usually a solution to be found with a little creativity with the timetable and curriculum plan. I enjoy the problem solving aspect of timetabling and the challenge it brings.

 

Emma Kay - Inclusion, SEND 

Position in School

Inclusion Manager and SENCO at Hillsborough Primary School

Specialist Areas of Interest

Developing general inclusion systems for attendance, behaviour and safeguarding, developing SEND systems and paperwork, planning SEND provision, use and moderation of the Sheffield Support Grid, quality assurance of Myplans, improving parent partnership. 

Experience and Impact

Awarded PGCERT in SEN Coordination in 2014.

Supported SEN at Southey Green 2015-2016(Graded good by OFSTED in February 2016. Strengths in Inclusion and SEN identified).

6 years experience of working as SENCO in various Sheffield schools.

Supported new SENCOs and delivered SEN training across TSAT (Tapton Schools Academy Trust).

Restructured TAs and provision at Hillsborough Primary to ensure all children receive targeted support.

Lead SENCO in Locality A since February 2016.

Producing role specific development plans for support staff for appraisal.

Gaining Leading Parent Partnership Award in 2015.

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I am an approachable and supportive member of SLT and lead the Hillsborough Inclusion Team. I am also the Strategic Lead for Inclusion across the Primary Schools in TSAT and support colleagues who are new SENCOs. I am the line manager for support staff at Hillsborough.

I deliver SEN training across the Primary Trust for students, NQTs and schools. I am a lead SENCO for Locality A. This role involves planning the spending of SEND funding , moderating Sheffield Support Grids and Myplans, supporting SENCOs and participating in the EHC assessment process. I have adapted process and procedure at Hillsborough in line with 2014 Code of Practice. I have successfully supported other schools in reviewing and developing practice.

Jack Emmens - Primary Mathematics 

Position in School

KS2 Leader and Mathematics Co-ordinator. Hunloke Park Primary School

Specialist Areas of Interest

  • Primary Mathematics
  • Mastery Maths
  • Using practical resources to develop understanding and reasoning skills
  • Small steps planning

Experience and Impact

Following research into both Shanghai and Singapore mathematics teaching approaches, I have developed a mastery approach that is tailored to suit the children in my school. At the heart of this were issues that mattered most to us and our children. The impact of this has been improvements in outcomes and progress year-on-year.  Children have found a passion for maths that they perhaps didn’t have before with the most notable change in levels of confidence of previously lower-attaining children. 

On a number of occasions I have collaborated with head teachers and senior leaders from other schools to help devise an approach that meets their needs.  For one of these schools this has involved delivering whole-staff training, observing and modelling lessons and assisting in data analysis.  The impact of this work has been much greater staff confidence when teaching mathematics and (for this particular school as it was their focus) improved outcomes for reasoning and problem solving.

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I always enjoyed mathematics at school as it just made sense to me.  Since I first stepped into the classroom I have strived to create the same experiences for the children in my care.  As my roles and responsibilities increased, so did the number of children that I could have an impact on.  I see my role as an SLE to be the next step in reaching out to even more young people.

I have been fortunate to teach classes across Key Stage 2 with my greatest amount of experience in Year 6. However, through my maths work I have modelled and supported teaching across both Key Stages and in schools with very different backgrounds.   I have successfully worked with children and staff all with different levels of confidence and competence.  I look forward to continuing this work in even more settings.

Hayley Sharman - KS3 Progress, PSHEE, Mental Health 

Position in School

Associate Assistant Headteacher – KS3 Progress Leader and Subject Leader for PSHEE

Specialist Areas of Interest

  • PSHEE curriculum linking to British Values, SRE, working with charities and external companies
  • Mental health, raising awareness of mental health and reducing the stigma
  • KS2 to KS3 transition
  • KS3 curriculum plan, interventions and analysing data
  • School Direct recruitment

Experience and Impact

  • Progress Leader of KS3.
  • Teaching and Learning Facilitator
  • Teaching for 10 years within Dance, Drama and PSHEE
  • Created and led T&L sessions for Schools Direct and Newly Qualified Teachers
  • Revamped the PSHEE curriculum to suit modern day society and requirements of the current cohort.
  • Subject Leader of PSHEE

Plan and co-ordinated Y10 and 11 PSHEE Days with whole school impact

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I am a proactive individual aiming to analyse a situation and find solutions which will make an impact on the students, teachers and departments.

Moving from Dance to Subject Leader of PSHEE 3 years ago enabled me to transform and rejuvenate the curriculum to suit the development and growth of our students, whilst also adding in key relevant subject topics that link to the requirements of the Government and current cohort.

I am now Associate Assistant Headteacher with a focus of KS3 Progress. I work with the Subject Leaders to create a cohesive curriculum which enables students to master all subjects and supporting their transition from KS2 into KS3 and flowing onto KS4. I analyse data to provide key interventions within departments and whole school aiming to change students learning behaviours and behaviours.