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Our Specialist Leaders in Education

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.

Emily Whiteley

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 Forset School provision for all pupils at Bents Green School (Secondary Special)
  • Motivated the most disengaged pupils and reduced the number of significant incidents
  • 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
  • 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

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 afocus 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

Pen Portrait

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

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

Pen Portrait

“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

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 handlings 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.

Pen Portrait

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

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.

Pen Portrait

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.

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. 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

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

Pen Portrait

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

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)

Pen Portrait

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

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 dept of over 20 staff. Dep 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 dept 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

Pen Portrait

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

I lead a Science dept 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.