C O N T I N U O U S P R O F E S S IO N A L DEVELO P MEN T & LEA RN IN G

Bexley Education Improvement Services 2015 -16

Bexley Learning Connects Listening to you, working for you



www.bexley.gov.uk

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Welcome to the Bexley Education Improvement Services e-brochure The London Borough of Bexley is committed to offering high quality and relevant support and training for all staff working in education; building on our strategy of implementing school-to-school support. Our determination to deliver quality assured professional development and learning underpins our vision and ambition for every young person in Bexley to achieve their full potential. We are working in partnership with you to develop resilient, independent and confident learners through:

We know that one of the most effective ways to achieve excellent outcomes for young people is through high quality professional development and learning for all school staff; importantly, at all stages of their careers. Our excellent track record and the distinctive reputation of our professional services means that we attract high levels of participation from those working in schools and a range of settings elsewhere.

• designing quality training and follow on support that is timely, tailored to your needs and has real impact on children and young people’s learning;

• assisting you to respond proactively to

national educational changes across the whole Early Years to post-16 spectrum; support you in disseminating best educational practice and learning from one another;

• ensuring that you deliver high quality provision,

Our experienced educationalists, many of whom are Ofsted trained inspectors, are adept at identifying best practice in schools and use research and evidence based approaches that have demonstrable impact. This e-brochure provides an overview of the wide range of Training, Implementation, Development and Evaluation (TIDE) programmes.

in particular for vulnerable groups; accelerating progress and raising outcomes for all children and young people.

Moyra Pickering

Deputy Director Education & Services for Children

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About Us Our highly experienced trainers and teaching and curriculum advisers can coach you using practical training and resources. The workshop sessions are helpfully followed up in your school to help you implement what you have gained. The courses offered are for everyone from newly qualified teachers to middle and senior leaders. You will have opportunities to explore teaching and assessment strategies that lead to outstanding behaviours, learning and progress for your pupils. You can gain deeper knowledge in the primary and secondary curriculum and schemes of work. Most importantly, in view of the national move to ‘assessment without levels’, you can gain critical insights into what this means for you in both primary and secondary contexts, and in addition, for children making the transition from reception to primary and primary to secondary. If you are a school leader, we can help you develop greater capacity, as our courses range from coaching and mentoring skills to performance management and leadership of teaching. You can gain invaluable skills and the experience of conducting a Pupil Progress Review (PPR). These sessions focus on ‘Closing the Gap’ for those pupils supported through additional pupil premium funding and those with special educational needs and disabilities, along with others who are not achieving as well as their peers. In the workshop and subsequently, in classroom observations, you will work alongside experienced advisers and school improvement officers and observe forensically pupils’ progress in lessons and triangulate this with their achievement over time. This is because the process we deploy uses the Ofsted methodology of observing learning. The Department for Education and Ofsted inspection framework from September 2015 both place significant emphasis on evaluating the depth of understanding, knowledge and skills that a pupil has gained towards his or her end of key stage. Therefore, schools need to demonstrate that they have reliable and accurate information at all points along a pupil’s learning journey.

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Our expertise and knowledge Our team of advisers and education associates have excellent knowledge and experience of working with schools, nationally and internationally. Through our research on the latest developments from the Department of Education and Ofsted, together with access to your school improvement/development plans, we can work in partnership with you on the best training and courses that fit your school’s particular needs. We facilitate a range of professional networks, including those relating to curriculum subjects, Post 16, leadership and management.

This valuable knowledge means that our teaching and curriculum advisers can hone their training to meet the key needs of national, local and school improvement priorities and statutory requirements. So, for instance, we are best placed to know where a school specifically needs to improve and we can advise the most effective strategies for your context. This will be monitored with you and readjusted for maximum impact in accelerating pupil outcomes.

Our suite of courses comprise ‘pathways’ that are:

• Value for money and customised to meet your needs • Packed with practical ideas and resources to use immediately

In addition, our team has a wealth of statutory and non-statutory moderation experience. This experience enables us to share outstanding practice with you. Our moderators also have instant access to local, national and school data.

• Led by expert trainers and facilitators • Quality assured by the EIS team • Enriched by up-to-date knowledge, and skills

Our suite of Continuous Professional Development and Learning (CPD&L) opportunities bring together reflective practitioners, and develop school-to-school support – aiming to share and disseminate exemplary practice and resources. We would like to capitalise on your expertise and skills. Therefore all schools are strongly encouraged to contribute to the CPD&L programme through identifying sessions that they can deliver to other schools. The EIS team will provide professional support and quality assurance for these.

• Supplemented though post-course support and in- school guidance

• Bexley Local Authority accredited The networks and courses are signposted with links to others. See the Service Level Agreement (SLA) guidance at www.bexleyeis.co.uk

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Continuous Professional Development and Learning Developing outstanding governance

• Ensuring your self-evaluation

individual responsibilities

processes accurately and convincingly evidence your school’s strengths and weaknesses

• Policies and procedures

• Writing your self-evaluation

• Team effectiveness and

How to challenge and support school leaders

• Expectations; Communication process

• Self-assessment/improvement/ challenge

Practical ways that governors can improve your school.

• Coaching/monitoring systems • Collective action through highly effective procedures

Senior and Middle leadership skills

• Support for NQT and newly recruited teachers: post NQT support/coaching and supervision skills

• Knowing how to use

achievement information effectively in planning outstanding teaching

• Pupil Progress and Learning Reviews (PPR)

• Using the new 2015 framework

document in response to the 2015 Ofsted framework

What really makes the difference in raising pupils’ achievement (primary and secondary)?

English, Mathematics and Science in the primary curriculum

CPD&L designed for teachers and teaching assistants strategically matched to school priorities.

• Moderation of pupils’ work

against age related standards including cross-borough moderation

• Termly subject leader

briefings and development days for keeping up-to-date with developments and for networking with colleagues

A proven process of improving teaching and accelerating pupil progress (Pupil Progress and Learning Reviews) uses Ofsted methodology and evaluates accurately and reliably evaluate the progress that pupils make in their knowledge and skills towards the end of key stage.

• Strategic training for new

Practical sessions on the ‘Big Four’:

• Training courses addressing

• Incisive feed-back and Feed-forward

• Challenge through skillful questioning

• Setting tasks and activities that

deepen pupils’ knowledge and skills; tackling misconceptions and building on pupils’ strengths

• Engage pupils in autonomous

and collaborative learning with peers

to support swift school improvement

• Termly core subject leader briefings

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or nearly new English or Mathematics subject leaders

• Effective feedback for learning national and local priorities such as reasoning in mathematics, reading comprehension, phonics and the mastery curriculum and developing thinking skills and investigative skills in science

• Support tailored to meet the individual needs of schools

• Strategies to promote improved understanding such as FFT literacy and Numicon

• Supporting teachers for effective transition to Year 7

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Computing in the new primary curriculum

A broad range of support and practical guidance in Computing, Computer Science and ICT including

• Support for subject leaders including regular network meetings

• Introducing and understanding algorithms and computational thinking

• Improving teachers’ skills

in programming languages including Scratch and Kodu

• Assessing children’s

progress in

Computing

Language and learning for disadvantaged pupils, GRT pupils and those with English as an Additional Language

A focus on best practice in teaching and learning for disadvantaged pupils, pupils with EAL needs and GRT pupils to improve outcomes and fulfil the potential of every child. Planning learning for the needs of pupils in receipt of additional funding and those from deprived backgrounds.

• Supporting pupils in the Early

Years Foundation Stage from ethnic minority groups and those with EAL needs

• Effective classroom practice for pupils with EAL needs (beginners and new arrivals) KS1-4

• Raising the achievement of more advanced EAL learners

• Developing teachers and

teaching assistants skills in supporting all disadvantaged groups of pupils

• Using Talk as a Learning Tool for

• Engaging parents (EAL and

Traveller) in the education of their children; ensuring continuity in learning

Languages in the new primary and secondary curriculum

• French/Spanish upskilling for KS2/KS3 teachers

• Support for subject and middle leaders

• Curriculum and Assessment at KS2 and KS3

• Developing listening, speaking, reading and writing skills in the target language

• Teaching in the Target Language

Accelerate sixth form students’ achievement and create a viable sixth form

• Induction/tutorial strategies

ensuring successful academic and vocational outcomes 16-19

• Developing higher order and critical thinking skills

• Managing progression from

GCSE to A level and vocational courses

• Avoiding NEETs at 17 by

identifying and supporting young people at risk of ‘dropping out’, enabling them to progress to sustained destinations

• Increasing success rates and optimising national funding

• Meeting Ofsted’s new

expectations for demonstrating outstanding progress

Early Years

Improve all aspects of quality and provision for children in the Early Years and provide better experiences which will enable children to extend their learning and raise attainment. Support and challenge is used to encourage critical thinking and self-evaluation as a pathway for impacting on children’s learning.

• Develop effective systems for observation and assessment

• Provide a stimulating and

rewarding environment for children and create a platform for developing independence and the core skills

• Use data to identify impactful

strategies and interventions to support children

• Address the requirements of the

Common Inspection Framework

• Establish interactive home/

school partnerships that will involve parents/carers in their children’s learning.

all vulnerable pupils

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Optimising post 16 outcomes and aligning young people’s aspirations to employers’ needs

• Progressing young people into further and higher education and vocational routes such as apprenticeships

• Developing employability and key skills

• Knowing the labour market and skills required by employers

• Shaping today’s curriculum for the jobs of tomorrow by adopting the new L3 qualifications

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Personal Development, Behaviour and Welfare

Support for this new area in the Ofsted framework which replaces the previous Behaviour and Safety category

• Supporting school leaders to

review how their school’s ethos and culture promotes exemplary personal development, ensures positive behaviours and actively promotes pupils’ welfare

• Good practice in fostering

positive attitudes to learning, such that pupils become confident and self-assured learners

• Using visual/graphic data to

monitor progress on attendance, so that no groups of pupils are disadvantaged by low attendance

Spiritual, Moral, Social and Cultural (SMSC)

• Using the RSA framework with schools

• Understanding the new Ofsted guidance on school culture and ethos and how SMSC is integrated through the curriculum

Transition Key Stage 2-3

As a strategic priority, we are working successfully with secondary schools and their feeder schools to establish Primary/Secondary Transition Hubs - the aims of these are to

• Moderate levelling and

standardise Year 6 pupils’ work in English, maths and science looking forward to Year 7 and EBACC programmes of study

• Develop baseline assessments

in Year 7 to track pupils’ knowledge and skills against the Progress 8 measures

• Exchange good practice

in teaching, feedback and assessment

• Jointly create learning materials

that will help Year 5 and 6 pupils to develop critical and analytical thinking and writing skills; fluency, reasoning and problem solving skills in the fundamentals of mathematics,

• Conduct

joint ways of working and activities during Year 6 that will develop secondary-ready pupils, including the use of secondary STEM ambassadors

• Creativity in SMSC: an effective balance between values, ethos and actions

• The Prevent Duty • British Values • Philosophy for Children • Rights Respecting Schools (RRS)

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Newly Qualified Teachers (NQTs)

Bexley’s primary and secondary NQT programmes are targeted at the Teachers’ Standards. The training deals comprehensively with the professional attributes, knowledge and skills required for the successful completion of NQT induction and complements regular coaching in school. Our trainers encourage NQTs to share practical experiences so as to further refine their skills. The programmes include input on curriculum subjects, positive behaviour management, SEN, assessment and safeguarding. Click here to link to our training and conferences schedule for 2015-16 www.bexleyeis.co.uk/ TrainingAndEvents

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Frequently Asked Questions Do the teaching and curriculum advisers only offer training to schools in Bexley? Our advisers work with schools in other local authorities and across a number of academy chains. Training can be developed and tailored to suit different groups and institutions, including colleges, PVI nurseries and other education settings. Do you provide a booklet for each person attending the training? Yes, post-course resources are provided, usually in electronic format. What is the usual process for supporting schools after the training and ensuring that there is a positive impact in relation to pupils’ achievement and behaviour? Follow-up sessions are organised so that our trainers can visit your school to monitor the impact of the input and to give participants an opportunity to share classroom developments. Trainers also provide support via telephone and email. How long does training usually last and how much do the courses cost? The length of training will vary according to the content and structure but are usually two hours, half day or all-day sessions. The mode of delivery will vary according to the content and aims of the session and will involve interactive, practical and group activities. Do you offer one-to-one support for NQTs? Yes, we offered tailored support to develop an NQT’s practice in an identified area

Can you deliver tailored training for a school and a group of schools and how much does it cost? Yes, we have a wide range of experience in delivering tailored training to a school or a group of schools. Content, pace and style can be designed to match individual requirements. Groups of schools may wish to join together to make the tailored offering better value. How many people can attend training in a workshop and in a school? The maximum number will vary according to the venue and the type of course. For example, courses involving Computing and ICT will be limited by the number of PCs available. We will always set a maximum number for a course and this will be published on our website. How do you help participants share their information across schools within Bexley and in those located in other LAs? We work with participants to identify best practice; subsequently we decide with you the most effective way to disseminate this, including inviting schools to establish a ‘Community of Learning’. Do you provide bespoke training and follow up for governors? Yes, we offer a wide range of training for governors, including curriculum, assessment and OFSTED inspection guidance. Do you offer tailored support for returning or overseas teachers? Yes, we can design tailored support for a teacher or group of teachers to develop their practice.

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Are you able to work with teachers who are new to a year group? Yes, our advisory team has a broad range of experience with all years and key stages and can support teachers to develop their expertise with a new year group or curriculum topic. Can you provide training for effective interventions and schemes of work for the curriculum? Yes, we are able to support primary and secondary schools in developing schemes of work to meet the requirements of the curriculum and address learning gaps, underachievement or specific needs. Do you provide training for schools in the new Ofsted framework? Yes, a number of our advisers are OFSTED trained and are able to guide schools with the significant changes in the new 2015 OFSTED framework. As a school or group of schools how do we contribute to the professional development programme? You will need to identify the area of training /skills that you wish to develop and present this as a proposal to our EIS team. We will provide professional support and an induction that ensures that the course and training you deliver is in line with our high standards of quality assurance. Your details and area of expertise would then be included in our ‘Directory of Services’ Please contact Meena Wood [email protected] for further details and to have a chat about this.

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Our partnerships Schools and the Education Improvement Service partner in many different ways. Schools are encouraged to develop ‘Communities of Learning’ that support each other at strategic and practical levels.

Secondary and Post16 Strategic Partnership

“It is an excellent event. It gives children who do not want to remain in full time education the opportunity to explore other options. A well-presented evening, thank you.”

Post-16 “Decisions”: UCAS Progress

The borough has a pan-Bexley strategic group, bringing together a range of Secondary and Post16 providers to consider crosscutting issues. From this a number of working groups have been established, who have responsibility for taking forward key actions for achieving the priorities of the overarching strategy group. The following examples show some of the direct impact the Partnership and sub-groups have had:

UCAS Progress is a national online post-16 Directory which provides information and access to opportunities in Bexley and surrounding areas for young people. Training and ongoing support will be available to schools, FE and training providers in the use of UCAS Progress from October 2015. Advantages include: a live site available 24/7, accessible by parents and students for impartial information. Courses are visible to all and searchable by postcode.

Bexley Apprenticeships

Risk of NEET Indicator

An annual apprenticeship event is held each March for young people and their parents. It gives those attending an opportunity to meet employers and training providers who offer apprenticeships. It provides participants with impartial advice and guidance on work based routes available to Bexley residents post-16.

Participants’ comments from the March 2015 event: “I was very impressed with the quality and variety of the companies offering apprenticeships. The representatives were very engaging and had a lot of information to hand for my son.”

(RoNI) Project

Preventing young people from becoming NEET is a priority and a ‘Risk of NEET Indicator’ (RoNI) a Capita One tool is used successfully in schools for identifying key factors that place a young person at risk of disengaging in education and training. Early identification of young people potentially at risk of becoming NEET enables schools to provide them with additional support to make a successful transition to post16 learning. The project has also provided seed funding to 5 schools in the borough to pilot ways of working with young people at risk of disengaging. This has increased our understanding of ‘what works’ in relation to initiatives that support and encourage young people to continue to participate in education and training.

CEIAG (Careers, educational information, advice and guidance)

This partnership of secondary schools shares best practice in IAG and explores curriculum pathways following the changes in the secondary curriculum.

Primary and secondary partnerships Enthuse Science Partnership

The local authority successfully submitted an Enthuse Bid sponsored by the National Science Learning Centre, the partnership of eight Bexley primary schools and two secondary schools, is one of seven established across the country this year. Schools and the EIS team are working together in order to

• Raise attainment in primary science and other STEM subjects

• Close the achievement gap

in STEM subjects between disadvantaged and nondisadvantaged pupil groups

• Improve primary pupils’

knowledge and skills through professional development of their teachers by secondary science teachers and developing teachers’ understanding of the application of STEM subjects in business and industry

• Create sixth form pupil STEM

Ambassadors and Science Leaders who mentor and coach primary pupils in lessons

• Deliver Outreach Primary

Science activities to pupils in secondary settings

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Bexley Raising Aspirations for Transition Partnership

The 2014-15 Bexley Raising Aspirations through Transition Partnership supported Year 6 pupils in eight primary schools that were partnered with their secondary schools. As a result of curriculum change in English, maths and science, schools wanted to ensure that their pupils would be ready to access the KS3 programmes of study. The intention was to ensure that the pupils would be better equipped to join Year 7, through a two week structured scheme of work in the latter part of the summer term. The project was a shared enterprise between Bexley schools and Bexley LA. Participants developed a structured scheme of work consolidating and deepening knowledge and understanding for more effective transition. At the project’s conclusion schools gathered to show case and evaluate. The project enabled positive relationships to develop between primary and secondary colleagues, resulting in the sharing of expertise, experience and resources. Where possible, pupils visited secondary schools and were taught by secondary colleagues; in these cases, pupils were highly motivated and showed aspects of themselves previously unseen by their class teachers.

Feedback from pupils and teachers:

‘Year 6 children were thrilled to have the opportunity to go to secondary school and spend the morning as “real” scientists’. Y6 teacher ‘The school was really big! Much bigger than I expected’ Lucy (Year 6) ‘All of the children completed the investigations successfully and were able to talk with confidence about what they had discovered’. Y6 teacher

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‘Our teacher showed us how to use the Bunsen Burners. Then, we had to fill the boiling tube with water and take the temperature of the water. Next, we had to set a crisp on fire and hold it under the boiling tube’. Jack (Year 6) Owing to the success of the project, a Transition Network Partnership is in place for 20152016. Primary/Secondary Transition Hubs in each part of the borough are established that will facilitate secondary schools in working proactively with their primary feeder schools.

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Assessment Network Partnerships (Secondary and Primary)

(DfE 2015) Schools are expected to establish effective assessment systems that

• Give reliable information to

parents about how their child, and how their child’s school is performing

• Help drive improvement for pupils and teachers

• Make sure the school is keeping up with external best practice and innovation

• Sharing good practice locally, nationally and internationallywhat works best

• Accurate, consistent and reliable ways of capturing the progress that pupils make

Schools and EIS advisers meet regularly to discuss the implementation of assessment systems and pupil tracking; sharing ideas on levelling of Year 6 and 7 standards developed in their own schools. Experts are invited to inform the groups and provide a wider perspective. Members are

currently working on resources to meet the challenge of assessment without levels e.g. the vocabulary of assessment, case studies, and portfolios of exemplar work. Focal points within the year were addresses by Tim Oates and Mike Treadaway at the February and October conferences respectively. The work of this partnership informs the Primary /Secondary Transition Hubs.

Beyond MaST Beyond MaST is a collaborative of Bexley and Greenwich Mathematics Specialist Primary Teachers (MaST) and the Education Improvement

Contact details for Partnerships

Service. They meet regularly to share ideas and develop resources including a series of parent leaflets to support workshops on fluency, reasoning and problem solving. Beyond MaST has also created stimulating teaching resources including ‘Maths in Books’ used in World Book Week and maths focus weeks. Teachers’ responses have been positive and the resources will be republished at the beginning of term. Professional development for schools is delivered on pupil feedback and marking in mathematics. This is helping schools to track pupil progress and develop mastery skills in pupils.

Science primary professional development:

MaST

Enthuse Partnership

If you have a MaST teacher or a teacher that completed a SSPIPS degree at Greenwich who would like to join the group, please get in touch with Emma Blackman [email protected]

For further details of the programme contact Suzanne Spencer [email protected]

Outreach Primary Science

Assessment Network Partnership

For further details of how to contribute please contact Stuart Cunningham [email protected]

For further details of the programme please contact Terri Funk [email protected] or Chris Vialls [email protected]

Primary /Secondary Transition Hubs

Post 16 Partnership

For further details please contact Meena Wood [email protected]

For further details of the partnerships please contact Johanna Dench [email protected]

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Education Improvement Services Team Jo Lakey

Meena Kumari Wood

Jo held senior management positions in schools, including ten years of successful headship in Kent. She is skilled in working collaboratively with school leaders and, as a qualified leadership coach, she has successfully helped leaders and governors to identify their impact on pupil outcomes. Jo’s involvement in classroom-based research alongside Shirley Clarke and Ros Wilson has contributed to enhanced formative assessment principles and practices in a number of schools.

Meena was one of Her Majesty’s Inspectors for 11 years and is highly experienced in leading S5 and S8 inspections and school improvement strategies. Subsequently she has worked very successfully with primary/ secondary academies across the country through establishing systems leadership, assessment processes with impact through dialogic marking and feedback and ‘Closing the Achievement Gap’ - a forensic process of Pupil Progress Reviews conducted in lessons, leading to targeted professional staff development.

Head of School Improvement

Her areas of expertise include AfL, mathematics, science and PSHE. She is an accredited trainer for Quality Circle Time and TASC (Thinking Actively in a Social Context). As an Ofsted team inspector, her school self- review visits and self-evaluation surgeries have greatly helped schools enhance their self-evaluation and improvement planning strategies.

Senior Education Adviser

She has held senior management positions in schools and colleges and gained international experience through her work as a teacher and trainer in France, Malta and India. Her areas of expertise are in primary and secondary education, post 16, curriculum, assessment, foreign languages, English and literacy.

Julia Andrew

Teaching and Curriculum Adviser Julia has led English and ICT in primary schools. Her leadership roles include KS2 leader and Assistant Head Teacher. Julia has driven school improvement through the Improving Schools Programme and has raised standards in phonics though implementing the communication, language and literacy development (CLLD) programme. She specialises in primary English. As a Fischer Family Trust Wave 3, Write Away Together and Hi Five trainer, Julia is recognised internationally for delivering effective programmes for children who struggle to read and write.

Aruna Singh

Teaching and Curriculum Adviser Aruna’s professional experience includes teaching pupils with English as an additional language and spans educational phases from early years to post-compulsory education. She has international teaching experience through tailoring bespoke programmes of English in Italian and German schools. She has held school management positions in both Italy and the UK; including Director of Studies, for a Language School. Her areas of expertise include Special Educational Disabilities and Learning Needs, dyslexia, and English as an Additional Language.

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Emma Blackman

Stuart Cunningham

Emma is a professional lead trainer for National Centre of Excellence for the Teaching of Mathematics (NCETM). As an specialist leader of education (SLE) and Advanced Skills Teacher, she has supported subject leaders and NQTs. Emma’s primary senior leadership roles included responsibility for assessment and mathematics

Stuart is a specialist in mathematics, ICT and computing science. He was a secondary school Computing/ ICT head of department and is experienced in working with children and young people at all levels from primary to post-graduate.

Teaching and Curriculum Adviser

Yvonne Mooney

Teaching and Curriculum Adviser Yvonne is an adviser in narrowing the gap with a particular responsibility for Gypsy Roma Traveller pupils. She previously led a Lewisham team giving advice and training on SpLD and supporting pupils with statements. Yvonne has worked in the Thriving Families team and maintains a link with this service in relation to working with Traveller pupils and families. Her background is in secondary English and other areas of interest are Philosophy for Children parenting and safeguarding.

Her areas of expertise include calculation policy, the teaching of fractions, reasoning skills and the use of visual images and manipulatives to support problem solving. Emma has just updated and published ‘Mathematical Challenges for the More Able’.

Teaching and Curriculum Adviser

He is highly experienced in leading school-wide ICT developments in both academic and technical areas. He has an excellent track record of improving student achievement in mathematics and ICT, drawing upon his experience as chief examiner and in coaching teachers in effective classroom practice.

Johanna Dench 11 – 19 Manager

Pete Le Bas

Behaviour and Attendance Adviser Pete taught in mainstream and SEBD secondary schools, and a PRU, for 24 years. As an adviser for behaviour, attendance and social and emotional aspects of learning (SEAL) he has worked with schools in Bexley and three other boroughs. He is a qualified Quality Circle Time and Safeguarding trainer. Pete still teaches SEAL, leads assemblies in schools and talks to parents about the importance of good attendance. His latest area of responsibility is to help schools with the Prevent Duty.

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Johanna has experience of working in Secondary and Post16 settings to promote participation in education, employment and training. A qualified advice and guidance professional, she also holds qualifications in leadership and management. Johanna has a diverse background in working for Local Government, including projects such as the transformation of services for young people. Her areas of expertise include 14-19 policy, NEET prevention and re-engagement, careers education, information, advice and guidance (CEIAG), Strategy, Project Management and research, analysis and evaluation.

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Felicity Carne

Danielle Moore

Christine Jerram

Felicity was a Head of Department in a secondary school and joined the London Docklands Development Corporation as a professional trainer focusing on CPD&L for teachers and relationships between schools and employers. Felicity managed the Bexley Education Business Partnership and currently has a remit for supporting 14-19 provision.

Danielle leads on the NQT induction process and the NQT training programmes. The Bexley NQT Induction Service acts as the Appropriate Body for schools and provides training for induction of tutors and support for NQTs. Danielle is Chartered Institute of personnel Development (CIPD) qualified, an accredited trainer with extensive experience of providing information, advice and guidance.

Christine is Early Years Team Lead Advisor for Assessment and manages the Bexley programme supporting the EYFS Profile and the Bexley Moderation of teacher judgements. She has worked in schools as a teacher, Early Years coordinator, NQT mentor, governor and has led parenting programmes supporting disadvantaged families. She is a qualified Learning through Landscapes facilitator and Associate of the CIEA.

Strategic Leader for WRL (Work Related Learning)

NQT Appropriate Body Coordinator

Her particular areas of expertise are in ESF programmes, facilitating work- related learning and post 16 progression, including Work Based Learning, Supported Internships, Traineeships and Apprenticeships. She specializes in support for SEND 16-25.

Early Years Adviser

Christine trains in Safeguarding, all aspects of the Foundation Stage and has strong interests in the development of language, literacy, SMSC and inclusion.

Jenny Reardon

14 – 19 Project Manager Since joining the London Borough of Bexley, Jenny has supported projects for 14-19, SEN and Inclusion. She previously worked in the London Regional Office of the Learning and Skills Council, supporting the Regional Director. Jenny was involved in the establishment of the Local College First Programme which promotes local provision for learners with moderate to severe learning difficulties. She is skilled in data analysis, creating publications and organizing events aimed at young people and their parents.

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Jacqui Griffin

Early Years Lead Adviser for SEND & Transition Jacqui is the Lead Early Years Adviser for SEND and manages SEND transition. She works across the entire Early Years sector. Her areas of expertise include child development, assessment and early communication skills. Jacqui is a qualified Early Years teacher and an accredited Early Years OFSTED inspector. She has over 30 years’ experience in early years health, education and social care and she received an “Award for Excellence” for her respite care work.

Mandy Braisted

Early Years Adviser Mandy is an accredited Early Years Ofsted inspector. She is the Lead Early Years Adviser for quality provision and is currently running the Moving to Good Programme. She is a Foundation Stage Profile Moderator. Mandy also supports child minders to access support for children with SEN. Mandy’s senior leadership roles include Acting Deputy Head and Inclusion Manager. She successfully led the Achievement for All Programme and has attained the NPQH. Mandy was a school governor for 14 years.

Orla Fehilly

Lara Hickson

Orla is an SEND and Early Language Adviser with over 14 years of experience. She has studied languages and linguistics and holds a qualification in Early Years Education and Childcare.

Lara is experienced in working in the Early Years field. She has worked in a number of different early years settings in the private, public and voluntary sectors. For 15 years she worked as an Early Years Inspector, inspecting the quality of child minders, preschools, day nurseries and after school clubs. Lara is part of the Early Years team providing support team providing ongoing support and guidance to Early Years settings across the borough.

SEND & Language Adviser

She is trained in Speech and Language Therapy and a variety of related disciplines. Orla’s particular area of expertise is in early language and communication and she has worked on effective inclusion of children with language and communication difficulties in the Early Years.

Nadine White

Early Years Adviser Nadine is the Lead Early Years Adviser for behaviour. She trains on quality of provision and SEND across the Early Years Sector and leads information sharing cluster meetings for Managers and SENCOs. Previously she taught for twenty eight years, working in Early Years, Primary and Secondary phases. She works collaboratively across the Foundation Stage and her areas of expertise include Special Educational Disabilities and Learning Needs. She is a qualified dyslexia teacher and assessor.

Phillipa Holmes

Early Years Adviser Phillipa is the Early Years Adviser with responsibility for the Bexley Early Years Interim Targeted Fund. She has a particular interest in Special Educational Needs and Disability and she has worked as an Early Years teacher and Area SENCO. She works with practitioners to ensure quality early years provision including personalised learning, appropriate agency referrals and a sound transition.

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Early Years Project Officer

Carol Gibson

Early Years Adviser Carol has extensive experience as an Early Years Adviser. She currently trains and advises in schools and the early years sector. Carol also leads on the Integrated Health and Education Reviews for Two Year Olds. Carol worked for many years in London Primary schools and has senior leadership experience to Deputy Head level. She is an accredited Early Years Foundation Stage Moderator. Carol trains on all aspects of Early Years quality of provision and SEND, and is a qualified Learning through Landscapes trainer. She innovated and devised the ‘Moving to Good’ and ‘Outstanding’ Programmes, and co-wrote the Bexley Self-Evaluation Toolkit.

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Jo Smith

Lead Early Years Project Officer Jo has experience as an officer, manager and practitioner in childcare, education, youth, play and extended services. She is an experienced and qualified trainer and assessor who specialises in early years and play, safeguarding and child protection and child development. In Bexley, Jo has worked with schools and other education settings and a range of agencies and organisations providing support to children and their families. She has extensive experience of project management, procurement and commissioning.

Tracey Shaw

Gill Curzon

Amy Nolan

Tracey is experience in the Early Years sector. She has worked with nurseries, childminders and out-ofschool providers. She has trained parents and staff on safeguarding, parenting programmes and level 3 childcare qualifications.

Gill is an experienced Project Officer in the Early Years sector. She supports Nurseries, Childminders and Out-of-School Clubs with the requirements of EYFS. She has delivered successful programmes including Strengthening Families and Extended Services.

Amy is the Placement Officer for Bexley’s 2 Year Offer Project and is responsible for supporting vulnerable families in finding good quality childcare. She is experienced in supporting and working with Early Years children and as a baby room leader. She is part of the Early Childhood team providing support and guidance to Early Years settings across the borough.

Early Years Project Officer

Tracey has experience in supporting children’s speech and language. She oversees the placement of children with childminders, working closely with social care and other organisations. She has recently qualified as a Childcare Business Advisor and is able to offer support to childcare providers.

Early Years Project Officer

Gill produces the training programme for the Early Years and Childcare settings and delivers Safeguarding training. She is a qualified Information and Guidance officer, and has recently qualified as a Childcare Business Advisor, and is able to offer support to new childcare providers.

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2 Year Project Placement Officer

Kelly Rutherford Modern Apprentice

Kelly is currently working towards her Level 3 apprenticeship in Management having already achieved Level 2 NVQ in Business and Administration. She supports the 2 Year Project Placement team and is responsible for managing data, budgets and processes to ensure an effective application and placement process.

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Education Associates Malcolm Staunton 14-19 Associate

Prior to working in Bexley, Malcolm was the 14-19 Manager at Medway Council (3 years) before which he was a partnership director at the Kent and Medway Learning and Skills Council (9 years). His main skills include strategic planning of education and training, project leadership and coordination, partnership building and contract management. He is experienced at working with schools, colleges and private training providers on developments to improve the participation, attainment and progression of young people.

Peter Jordan NQT Advisor

Peter concluded thirty five years in the classroom with fifteen years as a secondary school Deputy Head before moving into initial teacher training and mentoring at Masters’ degree level. As the advisor for Newly Qualified Teachers, he aids mentors and coordinators in their schools, as well as quality assuring the service they give to their newly qualified teachers.

Clementina Aina Clementina Aina is a freelance Education Consultant. She is an accredited Ofsted inspector and LA Progress Adviser. Her particular areas of expertise are in Early Years and Foundation Stage, Primary Education and Special Educational Needs.

Justina Ilochi

Florence Olajide

Justina is an independent Education Consultant. She is experienced in leading school and subject reviews and has a specific interest in SEN. She has inspected schools (secondary, primary, special) since 2008 and, until 2011, she held a senior leadership position in an outstanding inner city special school.

Florence Olajide is an independent consultant and an accredited Ofsted inspector. She has worked as an HMI and Head Teacher of a primary school. Her particular areas of expertise are in leadership and management, school improvement, assessment and record keeping.

Lesley Leak

Anne was an LA adviser leading on primary and secondary mathematics and whole school achievement. She is a current secondary lead inspector for Ofsted and her areas of expertise are in school improvement, mathematics and data.

Lesley is an independent consultant with experience as a secondary school leader, senior LA education adviser and Head of English and drama. She has considerable experience as a primary lead inspector and secondary team inspector with an understanding of a wide range of different educational contexts.

Sarah O’Donnell Sarah is an independent education consultant with experience as a head teacher in four schools. She has a particular interest in Literacy, Closing the Gap and Inclusion. She is an accredited Ofsted inspector and inspects regularly in the Primary phase.

Ogugua Okolo-Angus Ogugua is an accredited Ofsted inspector. She is a nationally recognised coach and trainer for the National College with an understanding of a strategic approach to school improvement. Her areas of expertise include analysing data, developing leadership pedagogy, science and mathematics teaching.

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Anne Pepper

Sue Reid Sue is an Independent Education Consultant and accredited Ofsted inspector. She has successfully supported schools in all Ofsted categories. She has experience in both primary and secondary schools and undertakes focused reviews of governance, disadvantaged pupils and safeguarding.

Lyn Riley Lyn has been a primary Head Teacher, local authority adviser and director of an EAZ. She is an independent education consultant, trainer and accredited Ofsted inspector. She is a qualified Life Coach and has a great deal of experience in observing and coaching teachers and senior leaders.

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Diana Robinson Diana is an independent education consultant. She was Principal Adviser for Special Schools and Pupil Referral Units in Kent and Head Teacher in two primary schools. She is an experienced school improvement adviser working with primary and special schools.

Steven Smith Steven Smith worked as an LA school improvement officer across a range of primary, secondary and special schools. He gained considerable experience as a primary lead inspector and secondary team inspector. He taught in four secondary schools over a period of 20 years, holding middle and senior leadership posts for most of his career.

Pauline Watts Pauline has been a primary Head Teacher and an accredited National Leader of Education. She is now a part-time LA school improvement adviser, education consultant, trainer and accredited Ofsted inspector. Her particular areas of expertise are school self-evaluation, teaching and learning and leadership and management.

David Westworth

Hazel Forrester

David is an independent consultant and accredited Ofsted inspector providing support for primary and secondary schools and local authorities across London. His particular areas of expertise are assessment and the use of data, teaching and learning, leadership and management and school improvement. His subject expertise is English.

Hazel was head teacher of an infant school and is an accredited Early Years Ofsted inspector. As an LA officer, she has supported the entire Early Years sector, including schools, independent childcare providers and nurseries. Hazel specialisms include child development, assessment, early language and communication skills and in strategic leadership for school improvement.

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C O N T I N U O U S P R O F E S S IO N A L DEVELO P MEN T & LEA RN IN G

Leader providing support

Home school /Federation/Trust

Designation

Sue Brooks

Bedonwell Federation- lead for the Bexley Teaching Schools Alliance

NLE

Angela Barry

The Woodland Academy Trust

NLE

Jo Southby

New Horizons Federation

NLE

Pat Slonecki

St Catherine’s Catholic School

LLE

Lee Mason-Ellis

The Pioneer Academy Trust

LLE

Justin Smith

The Primary First Trust

LLE

Andrew Hogarth

The Pelham Academy Trust

LLE

Lesley Fisher

Reach2 (Brampton Primary School)

LLE

Peter Wilson

The Amadeus Academy Trust

LLE

Mary Masterson

St Stephen’s Catholic Primary School

LLE

Sue Stringman

Dulverton Primary School

LLE

Jan Atkinson

London Academies Enterprise Trust (Bexleyheath Academy)

LLE

Liz Walker

Birkbeck Primary School

SLE

Louise Chalkley

The Primary First Trust

SLE

In addition we have a team of Bexley Leading Head Teachers, who provide school to school support and mentoring for new senior leaders. We also have a number of leading teachers and accredited school-based moderators available to support the development of teaching, learning and assessment.

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Contact Information Bexley Education Improvement Services (Bexley Learning Connects) London Borough of Bexley 2 Watling Street Bexleyheath Kent DA6 7AT Tel: 020 3045 4474 Email: [email protected] Website: www.bexleyeis.co.uk

Our Partners Bexley Teaching School Alliance

Training Venues St Columba’s School Training Suite,

Civic Centre,

Halcot Avenue, Bexleyheath, Kent DA6 7QB

2 Watling Street, Bexleyheath, Kent DA6 7AT

If you would like the information in this document in a different format, please call 020 8303 7777 and ask for Communications/Graphics. The reference to quote is: 605795/9.15

Listening to you, working for you



www.bexley.gov.uk