SSAT School Improvement 2018 – Speakers

SSAT Aspirations Show 2018 - 6 July 2018 - University Square Stratford, London - Sponsored by University of East London
SSAT Aspirations Show 2018 - 6 July 2018 - University Square Stratford, London - Sponsored by University of East London

Speakers

ANGELINA IDUN

Director of School Improvement, SSAT

Biography

Previously Acting Principal at Ark Evelyn Grace Academy, Angelina joined SSAT as Director of School Improvement in 2017. Her school leadership career has been largely focused on south London schools in diverse, vibrant yet challenging communities. Angelina is driven by an unwavering belief in the difference a high-quality learning experience can and must make to the life chances of young people.

WELCOME AND INTRODUCTION

TRACY SMITH

Executive Director, Tower Hamlets Education Partnership

Biography
Before being appointed as Executive Director for THE Partnership in 2017, Tracy worked at Seven Kings School in Redbridge for 21 years as Headteacher and then Executive Headteacher. Seven Kings was one of the first 100 Teaching Schools and Tracy has a track record of working collaboratively with schools and other partners. She has supported colleagues by acting as a professional coach and was a leadership coach for the GAL/Challenge partners ‘Getting Ahead London’ programme, supporting aspirant headteachers, and now sits on the advisory board for that programme. As executive Director of The Tower Hamlets Partnership Tracy leads school improvement and professional learning across 96 schools.

KEY QUESTION

Key question 1: What does school improvement mean for our school?

How do you drive a school improvement agenda within a school and across a group of schools? This session will provide an overview of school improvement focusing on learning and teaching and leadership development as the drivers for change. All school improvement should be rooted in the classroom and focus on developing the systems and structures that enable teachers, leaders and organisations to grow and to have impact on the outcomes of children and young people.

DAVID ANDERSON

Deputy Headteacher, Uppingham Community College

Biography
David Anderson is Deputy Principal with a Teaching and Learning focus at Uppingham Community College. He worked initially as a Science teacher in a purpose-built school incorporating special school students into a mainstream setting in East Sussex. He then worked in a large North London school as Head of Science before moving to Rutland where he progressed to senior leadership.

BEN SOLLY

Headteacher, Uppingham Community College

Biography
Ben Solly is Principal of Uppingham Community College, an 11-16 secondary school for 900 students in Rutland, and before that he was Headteacher of Lutterworth College in Leicestershire. Ben started his career as a PE teacher and Advanced Skills Teacher before moving into senior leadership roles in the East Midlands. Ben is part of the editorial board for the weekly educational publication Sec Ed.

KEY QUESTION

Key question 2: Where are we on the journey to being a great school?

Ben and David’s session will focus on Developmental Lesson Observations and on Teacher Learning Communities. Working on the premise that everyone wants to be an even better teacher, (but no-one wants to be unfairly judged) they will explain why it is time to move away from a high pressure, high stakes culture that is judgemental and harmful and they will highlight the impact of adopting a fairer, more sensible approach to observing teaching and learning that is developmental, formative and founded on principles of coaching, collaboration and continual improvement. They will demonstrate how to make your CPD stick and will show how Teacher Learning Communities and the EFA programme have provided the blueprint for sustainable, supportive, meaningful CPD and spin off benefits they hadn’t seen coming.

KATIE SCOTT

Principal, Portslade Aldridge Community Academy

Biography
Katie has been Principal of Portslade Aldridge Community Academy (PACA) since 2015, when the school was judged as RI. In 2017 Ofsted judged PACA to be ‘good’ in all areas and the school achieved FFT5 in basics and maths, and FFT20 in English. Prior to her headship, Katie trained as a history teacher in South London, became an Assistant Principal, then was a Deputy Headteacher in West Sussex for six years experiencing what going in and coming out of ‘special measures’ is like, showing that a focus on team transformation is a motivating lesson in what is possible.

KEY QUESTION

Key question 2: Where are we on the journey to being a great school?

Katie will outline the challenges her school faced, including those that continue to surface. She will give insights into how her team dealt with cultural change and explain how to deal with resistance and survive the process. Katie will also explain how driving a strong commitment to high expectations for all has helped to secure improvement, and demonstrate how managing changes to the curriculum and qualifications have made a difference to students. Finally, she will explain how important student rewards, leadership and action have been and provide a list of key questions to reflect on.

LISA PETERKIN

Principal, St Mark’s Church of England Academy

Biography
Lisa Peterkin, Principal of St Mark’s Academy since 2013, has dedicated her 19 years in education to school improvement in diverse, inner city schools. In 2018, St Mark’s was the first secondary school in the country to be awarded the enhanced Values Quality Mark and also holds the gold award for CPD. The innovative use of performance information at all levels has also been a key lever in St Mark’s transformation. Lisa is driven by ensuring high quality education for all, through inclusive practices and empowering others through a distributed leadership model.

OLIVIA PAGE

Associate Principal, St Mark’s Church of England Academy

Biography
Olivia Page, Associate Principal of St Mark’s Academy, has substantial leadership experience across inner-city secondary schools particularly in the areas of improving the quality of teaching and learning, quality assurance and CPD. She previously held roles of Deputy Principal and now works as a consultant supporting school improvement. Olivia is driven by improving the life chances of all young people through high quality teaching and is passionate about the role of coaching in bringing about school improvement.

KEY QUESTION

Key question 2: Where are we on the journey to being a great school?

In this session Lisa and Olivia will share insights into the improvement journey at St Mark’s and how success has been achieved, underpinned by strong vision and values. They will focus on key levers for change at St Mark’s: getting the right team in place and building capacity to sustain strong practice, using performance information to inform the strategy for improvement, and measuring the impact of the strategy. Reflecting on next steps for the school Lisa and Olivia will share what they consider gaps and potential barriers. They will remind us of the importance of celebrating our strengths and achievements.

COLIN LOGAN

Senior Education Lead, SSAT

Biography
Colin has worked at five large comprehensive schools as a languages teacher, head of department and faculty, deputy head and finally headteacher. He was also a senior adviser in the National Strategies in the data and evaluation team, and trained as an Ofsted inspector. He joined SSAT in 2011 and is currently a senior education lead with responsibility for data, accountability and inspection.

INTRODUCTION: KEY QUESTION 3

HELEN MARRIOTT AND AVANI HIGGINS

Deputy Headteachers, Little Ilford School

Biographies
Helen and Avani are Deputy Headteachers at Little Ilford School (LIS), an outstanding secondary school in Newham, London. They have both been teachers for 25 years, working in a number of challenging schools where they developed their approach to balancing strategic planning with people-focused delivery. Understanding that staff are the most valuable resource, they have developed evidence-based systems which are both strategic and emotionally intelligent. By bringing people with them, they have been able create developmental, self-improving systems which also drive staff accountability.

KEY QUESTION

Key Question 3: What do an effective school SEF and development plan look like?

In this session Helen and Avani will provide insight into their journey from MERgate to MERmaids: how evidence is used in the MER/SPP and SEF at Little Ilford, how to build effective teams which are self-improving and strategic, how the school addresses staff workload issues in its planning and implementation, and how to make the systems work for the students and the teachers, not just SLT. You will also hear examples of good practice from LIS, and get practical ideas to take away and use.

SIMON WADE

Headteacher, Beckfoot Upper Heaton

Biography
Simon began his career as a PE teacher in London Hand has since taught in four schools across Leeds and Bradford, all of which have been very different. He is currently Headteacher of Beckfoot Upper Heaton in Bradford. Simon has a great team who have worked tirelessly to transform the school from the depths of Special Measures to Good in all areas in a relatively short space of time. Phase two of the journey is just beginning phase and there is excitement to see where that will lead in the years ahead!

GRAEME WRIGHTSON

Deputy Headteacher, Beckfoot Upper Heaton

Biography
Graeme is Deputy Headteacher at Beckfoot Upper Heaton and has been since January 2018. Prior to that, he had been an Assistant Headteacher for eight years in two schools. His responsibility is Teaching Quality and he has professional interests in teacher and middle leader development. He facilitates and leads on numerous courses for Beckfoot Trust Teaching School. His goal is always to provide students and staff with the opportunities to do great things.

KEY QUESTION

Key question 4: How can we make the school improvement plan we’ve committed to paper a reality? How will we know when we’ve arrived?

The session will focus on the lessons learnt at Beckfoot Upper Heaton on this school improvement journey. Simon and Graeme will explain the starting point and early priorities of the school, and share some of the mistakes made as he and his team tried to get culture, behaviour, teaching and learning and strategic vision right. He will explain how they reached agreement about the school improvement plan and why it took 20 or more drafts to get there, and talk about some successful ways in which they have monitored progress and self-evaluated.

KATY PARKINSON

Founder Director, Sound Training

Biography
Katy is the inspiration behind Lexonik by Sound Training – the award-winning vocabulary teaching programme raising attainment through specific literacy instruction. Prior to developing the programme Katy was a Senior Learning and Language Advisor in a large urban unitary authority. Katy has 27 years of teaching experience, specialising in supporting pupils with dyslexia. She holds a Post Graduate Certificate (PGC) in Special Education, a PGC in Dyslexia and is an Associate Member of the British Dyslexia Association (AMBDA). Her personal mission is to enable every child to fulfil their potential.

KEY QUESTION

Key question 4: How can we make the school improvement plan we’ve committed to paper a reality? How will we know when we’ve arrived?

Katy will demonstrate how widespread underachievement can be addressed through the use of explicit vocabulary teaching. With literacy as the cornerstone of the curriculum, appropriate and effective teaching of literacy is necessary at all key stages to ensure academic success. Katy will provide tips and strategies to overcome common barriers to literacy and present ways to improve teaching and accelerate learning. She will also show how explicit vocabulary teaching not only enhances comprehension and results across the curriculum, but also provides school leaders with the opportunity to close the achievement gap for disadvantaged students.

ANDREW LUND

Headteacher, Appleby Grammar School

Biography

Andrew has championed and supported the work of SSAT for two decades and contributed to iNET conferences in the US. Andrew believes in inclusive, comprehensive education with schools working in partnership not competition. A strong community and international dimension is important to the ethos at Appleby. The school are current partners in the Erasmus+ project and have partner schools in Holland and South Africa. Andrew also co-ordinates a National Community Headteacher group that meets three times a year to advance the case for strong links between schools and their communities.

KEY QUESTION

Key question 4: How can we make the school improvement plan we’ve committed to paper a reality? How will we know when we’ve arrived?

The session will focus on two key themes: working with middle leaders to secure improved outcomes and working in partnership/collaboration with other schools to secure improvement. Andrew will explain what has been put in place at Appleby Grammar School to ensure that middle leaders share ownership of and take responsibility for the school improvement plan. He will also give insights into some of the strategies used to develop middle leaders, building confidence and challenging resistance to change/improvement. Andrew will share with us how the peer review process works in the South Lakes Federation and how it creates a positive culture which supports collaborative partnership on the school improvement journey. Demonstrating how monitoring activities have been used to support school improvement rather than being an end in themselves and how progress and processes are reviewed will also feature.

ANNABELLE TAYLOR

Deputy Headteacher, Ricards Lodge High School

Biography
Annabelle Taylor is Deputy Head at Ricards Lodge High School with responsibility for teaching and learning, professional development and is secondary lead for Teach Wimbledon, a school direct training alliance. The school values of trust, equality, resilience and aspiration underpin the motto “Educating Successful Women of the Future”.

LOUISE ROUND

CEO, Tandridge District Council

Biography

Louise Round is the CEO of Tandridge District Council. She is a qualified solicitor and provided legal advice at the highest in London Boroughs for over 20 years as well as being responsible for a variety of services as a corporate director. Other roles include a Board Director of the Gatwick Diamond Initiative Limited, Vice Chair of the District Chief Executives Network, Chair of Governors, Ricards Lodge High School, Merton, Trustee, Surrey Youth Focus and Member of the Advisory Board of The Faculty of Business and Law, Kingston University (2010 – 2013). She has an LLB from London School of Economics and passed the Solicitors’ Final Examination at the Guildford College of Law.

KEY QUESTION

Key Question 5 – How do we track our progress towards our objectives? How do we know what is and isn’t working?

This session will consist of brief 5 minute inputs from a middle leader with responsibility for a department/pastoral area, a senior leader with a whole school remit and a governor. Delegates will have time to ask questions and then reflect on the implications for their own practice. The short QA session will be facilitated by Colin Logan, Senior Education Lead at SSAT.

ANNABELLE TAYLOR

Deputy Headteacher, Ricards Lodge High School

Biography
Annabelle Taylor is Deputy Head at Ricards Lodge High School with responsibility for teaching and learning, professional development and is secondary lead for Teach Wimbledon, a school direct training alliance. The school values of trust, equality, resilience and aspiration underpin the motto “Educating Successful Women of the Future”.

SARAH SAWYERR

Assistant Headteacher, Ricards Lodge High School

Biography
Sarah Sawyerr is Assistant Headteacher with responsibility for SMSC and Community Development. Sarah has a BA (Hons) in English and Drama and a Masters in Drama in Education. Sarah believes passionately that drama can transform lives and that every young person should have the opportunity to see live theatre.

KEY QUESTION

Key question 6: How can we involve our students? What role do they have to play in the improvement journey?

Students will contribute to this session, demonstrating how a focus on student leadership can significantly impact school improvement and how this has been instrumental in Ricards’ journey from good to outstanding. Initiatives developed by staff, governors and students will be shared and you will hear how Ricards have embedded the SMSC curriculum through student leadership. Students will share their stories, explain how valuable their work is across the school community and outline the wider impact of student leadership beyond the school gates.