Name: Alan Rosen
Home School: Aylesbury High School
CV: I have supported a local primary school in its journey from Requires Improvement to Good (with the aspiration to go to Outstanding). I have led the Bucks Secondary Schools’ work on school funding this year and am the Vice-chair of Schools Forum. This year I was brought to sit on another school’s interview panel during their recruitment of a new headteacher. I am currently working on a proposal to undertake a review of a local school’s KS3 provision this Autumn Term.
Name: Ali Arber
Home School: Aylesbury High School
CV: I have worked with partners such as the BLT, Youth Sport Trust and LEAP (Buckinghamshire County Sports Partnership) and these roles have enabled me to work with headteachers, school governors and PE leaders in both primary and secondary sectors in providing bespoke mentoring, CPL, governor training and consultancy visits. I have been involved in several national pilot work projects and conferences including the classroom standards for PE national working party. I have supported 10 primary schools across Buckinghamshire to establish a Year 1 Girls Active project, this involved creating action plans and facilitating the sharing of good practice as well as conducting one-to-one peer coaching. At the 2016 Buckinghamshire PE Conference I tutored the workshop on Inspiring a Generation to be more Physically Active where I was able to challenge whether our current PE curriculum was fit for purpose, it also allowed me to share a case study on a girls’ run for fun unit of work that I had developed. I also run training for primary PE subject co-ordinators on behalf of the Youth Sport Trust including modules on being an effective leader of PE, school sport and healthy active lifestyles and whole school impact.
Name: Anita Baxter
Specialism(s): Literacy, Primary Transition KS2/3, Assessment and Feedback
Home School: The Buckingham School
CV: I have worked for over 22 years within the education sector across the country working with numerous schools. Currently, I am the Lead Practitioner for Literacy at The Buckingham School. During the past three years I have had the opportunity to work holistically across all departments within the school on literacy initiatives and also with all our feeder primary schools – my passion is to ensure that all the children who come to us in Year 7 are secondary ready. The knowledge of what being secondary ready means has been shared and developed with the literacy co-ordinators from each of our feeder schools. Over the past two years we have also worked together to ensure that assessment and feedback is sound and we regularly moderate together reading and writing though the whole year. In my own school I know how important having good reading and writing skills are to being successful. It is this commitment to ensuring all students have the best opportunity to improve and develop their literacy skills and thereby ensuing they achieve their potential, that drives me to want to share this enthusiasm for literacy with other schools. The impact of the work I have done has ensured that standards are improving across our school and has also had a direct impact on attainment grades.
Name: Suzanne Best
Specialism(s): Primary (English, Phonics, Early Years, Assessment) and Leadership
Home School: Great Kingshill CE Combined School
CV: As a Teaching Excellence Practitioner and SIA I have worked with a number of schools to facilitate change within their schools including curriculum redesign, supporting under-performing teachers, leading CPD and other school improvement work. I have designed and implemented a new AWOL system at Great Kingshill and have trained staff both in and beyond my school. I have supported other schools with their AWOL journey and provided support and guidance materials. I have facilitated workshops and moderation for liaison groups for years 2, 4 and 6 to support teachers with using their AWOL. As headteacher at Little Marlow I was responsible for writing and delivering the outcomes of the school’s Statement of Action (SOFA) and took the school on the journey from Special Measures to Good in just under two years. I am often required to work 1:1 with teachers who are requiring significant support or facing the prospect of capability, these teachers are often disaffected and disheartened and need reigniting. In the past 18 months I have worked with a total of seven schools all of which who are either requires improvement or inadequate.
Name: Rachel Caesar
Specialism(s): MFL, Marking and Assessment
Home School: The Buckingham School
CV: I have been in education since 2001. I initially started at a teaching assistant in MFL and qualified with QTS in 2004. I have taught languages in both primary and secondary schools. I initially worked mainly pastorally as Co-Ordinator of Learning for KS3 and Head of Year (Year 7-11). I then took on the additional role as Curriculum Leader. I am currently MFL CL and Most Able Coordinator. I have been a CL for a few years now and I have enjoyed helping my department grow through developing key skills and knowledge which is needed as an MFL teacher. I take pride in sharing my experience and resources with others and feel my expertise would aid others to becoming good teachers or indeed leaders themselves. I get satisfaction from analysing data and using this to implement a variety of interventions and monitoring students to help them achieve their full potential. I want to show and share these methods to others to help them achieve similar outcomes. I have helped develop policies within school and share these as a whole school initiative. I hope to help other schools, taking on board their vision and intended outcome, in their journey.
Name: Kimberley Joynson
Specialism(s): Science, Leadership, Pupil Premium, Assessment and Curriculum, Raising Standards
Home School: Holmer Green Senior School
CV: I currently work at Homer Green Senior School as an Assistant Headteacher with responsibility for curriculum and assessment. I also teach and line manage Science, and therefore work in very close conjunction with the Science team and have helped them to achieve outstanding results over the last three years and navigate all the changes to the science curriculum. During my time as both teacher and a head of faculty I developed an inexperienced department into a successful and cohesive team producing GCSE results that were significantly above national average. In 2015 I was promoted to Assistant Headteacher taking more whole school responsibility for the progress and achievement of all students as well as pupil premium and pastoral care. I have previously supported schools in improving planning, assessment, and the quality of teaching. As well as supporting subject leaders in developing their team further. I have worked with other local schools on how best to help the progress of Pupil Premium students. Through being an SLE I hope to support other schools, helping them to raise pupil attainment through an engaging curriculum which will produce confident scientists with a natural curiosity of the world around them.
Name: Johnny Magee
Specialism(s): Primary English, Leadership
Home School: Bedgrove Junior School
CV: As a Deputy Head for a school that was in special measures and is now on its journey from Good to Outstanding, I have had ample opportunity to lead whole school change and have seen the hugely positive impact that this had had on children’s education. I am a firm believer in looking outward and working with other schools to share excellent practice, I see the huge benefits to all involved. Following my own leadership of English across the school I have supported two subsequent leaders to continue the development of English, one has gone on to successfully lead English at another school and moderation across a number of schools using materials I have developed during my time as English lead and I have supported her in leading training for a group of ITT students in Talk4Writing. As part of my role as Deputy Head I manage and develop Middle Leaders and teachers across the school and support subject leaders in having an increasing impact on their area of responsibility. Working with both Newly Qualified Teachers and experienced teachers I have seen the real value in sharing good practice and collaboration and the positivity and enthusiasm that it brings to the classroom.
Name: Jamie Makepeace
Specialism(s): Primary SEND and Behaviour, KS2
Home School: Bedgrove Junior School
CV: Currently I am Assistant Head of Inclusion at a Good primary school and I have experience of being a Phase Leader in my previous school alongside shadowing the school SENDCO to develop my knowledge and understanding of SEND. The transition of SEND students from Infant to Junior School has been a challenge for many students, and I have been working with our current feeder school to highlight areas of improvement and putting together an action plan focusing on building better links between the two schools, identifying joint areas of concern and putting in place paperwork and procedures to give the students a smoother and happier transition, whilst ensuring staff are well trained and supported. I have a firm belief that a collaborative approach is essential to improving and raising the standards of all students. I am looking forward to building further relationship with colleagues in order to prioritise and implement innovative as well as “tried and tested” methods to contribute to the whole school agenda and create a network of professional development.
Name: Karl Hoddell
Specialism(s): Primary Science
Home School: Great Kingshill Church of England Combined School
CV: I am currently a Year 6 Teacher and Science co-ordinator, where I have led the school in raising the standards of Science teaching and in 2017 our school was awarded the prestigious, Primary Science Quality Mark, for the teaching and learning of Science, as well as the impact of our commitment to the quality of Science beyond our school. Whilst working towards this award, we were the lead school in the Enthuse Project. The project, which involved local primary schools, produced lesson plans and assessment tools for all topics across the Science curriculum for both Key Stage 1 and 2. Following the success of this project the assessment tools developed by colleagues and myself are in the process of being shared nationwide. I am qualified as Lead Practitioner in delivering Continued Professional Development, in the areas of “Working Scientifically” and “Literacy and Science”. I have delivered training to colleagues in other schools. The results have included Science lessons that are tailored to the specific needs and requests of the children and staff that demonstrate improved subject knowledge and confidence when delivering their lessons. The children now talk more positively about Science and some of the older students now work as Science Ambassadors: sparking interest with younger students by explaining experiments they have completed and sharing their subject knowledge with their peers. I am looking forward to working with more colleagues, sharing my experience, knowledge and passion for Science across the curriculum, enabling them to embrace new challenges and ensure children reach their scientific potential.
Name: Robert Marchant
Specialism(s): Primary Maths, ITT and Behaviour
Home School: Bourton Meadow Academy
CV: Currently I am Phase Leader and part of the Senior Leadership Team at my school, responsible for promoting the visions, ethos and culture of our school. Managing the day to day running of the phase and modelling expectations for both staff and pupils. I am Mathematics and Behaviour lead for our school and have extensive experience in delivering high quality training in Mathematics and provide ongoing support to trainee teachers as well as established teachers. I have found this to be a privilege and find it motivating and rewarding to work with others, engaging them in constructive dialogue to improve outcomes for all learners. I enjoy developing and supporting new links and partnerships with colleagues in order to share outstanding practice with a view to improve standards, fostering exceptional pupil behaviour and delivering high quality staff development; all of which have a considerable and positive impact on pupil outcomes. Networking and collaboration with colleagues, within schools and other organisations is a key part of my role and I know how much my work with other teachers, leaders and other organisations has improved my own practice. Sharing these effective strategies and innovative ideas to develop my own school and with partner schools within our trust and beyond. As a leader I believe we should constantly be seeking the opportunity to gain from others’ experiences.