Tim Moralee, NLE and Principal
Tim worked with the Headteacher and the middle leaders in a Leicestershire secondary school over a period of two terms.
His remit was to improve the quality of middle leadership, reducing inconsistencies and variance in quality reported by OFSTED.
Together with a senior leader colleague, he delivered a whole day of leadership training with a twilight follow up session to embed and evaluate impact, using a differentiated approach which incorporated system leadership opportunities as appropriate.
Feedback from the Headteacher reported greater consistency and autonomy, with use of leadership tools clearly embedded in process and practice, a judgement confirmed by OFSTED on their later visit when the school’s category was moved from Requires Improvement to Good.
Lynsey O’Keefe, SLE, Head of Modern Foreign Languages and ITT co-ordinator
Over a six month period, Lynsey spent time working with Heads of MFL and Music departments in a Leicestershire secondary school.
Her role was to support improvement in teaching and learning, pupil progress and leadership and management skills.
Lynsey observed lessons, helped develop schemes of work, policies and procedures, moderated GCSE work and worked alongside middle leaders to improve marking and feedback.
Teaching and learning evidenced improvement from ‘requires improvement’ to good in the targeted departments, and policies and practice were embedded.
Holly Coull, SLE and Maths leader
Holly worked with a Maths leader in a Leicestershire primary school to help improve standards in Maths across the school.
This involved lesson study, teaching assistant training, pupil voice involvement and sharing resources and strategies around development of the Maths Environment and calculation methods.
Impact included improved Maths results at Key Stage Two and OFSTED no longer rating Maths as an issue of concern.
Ian O’Flynn, SLE and Head of PE
Ian supported a Leicestershire secondary school, working with the Deputy Head, PE leadership team and a newly qualified teacher.
He helped the department to improve the allocation of roles while maintaining strong working relationships. Observing lessons with coaching based feedback was also an improvement focus.
Leadership became more strategic through the effective development of roles and responsibilities.
Maxine Young, SLE and Senior Leader I/c Inclusion
Maxine is carrying out a series of regular visits to a Leicestershire secondary school after their request for help in embedding understanding and actions around the new SEN reforms, combined with supporting the progress of vulnerable pupils.
Working with a senior leader and Inclusion/Pastoral Managers, they are working to support processes in line with the new reforms and to measure the impact of identified interventions.
Policies and practice are already in place, and increased confidence is apparent, to support further work this year.