School to S chool Support D irectory

1. School to School Support Directory Summer 2013

2. Introduction This directory contains details of school to school support available in the City and beyond. The directory is designed to strengthen professional collaboration within and between schools. It provides the information schools leaders need to choose the right support for their school, based on the best fit, availability and cost. Follow the links on the next slide to discover information about people, places, prices and how to proceed. For more information please contact: Sarah Green sgreen@rusheymead-sec.leicester.sch.uk Tel: 0116 268 9734 NB: The information in this directory is correct as of April 2013 and will be updated in January 2014.

3. Right for my school? • Right for my school? • Right for my school? • Advanced Skills Teachers • Local Leaders of Education • National Leaders of Education • Find one • Time required • Find one • Time required • Find one • Time required • Right for my school? • Right for my school? • Cost • Cost • Cost • National Leaders of Governance • Professional Partners • Find one • Time required • Find one • Time required • Right for my school? • Right for my school? • Cost • Cost • Right for my school? • Specialist Leaders of Education • Children’s Centre System Leaders • Lead Practitioners • Find one • Time required • Find one • Time required • Find one • Time required • Cost • Cost • Cost

4. What is a Local Leader of Education (LLE)? LLEs are serving headteachers with at least three years successful leadership experience in one or more schools. They have a track record of excellent leadership and sustained school improvement. With the benefit of tailored training provided by the National College, LLEs have developed skills in working with colleagues in other schools to provide peer-to-peer support. Local Leaders work with partner headteachers to help them build capacity and raise attainment in their schools. They work on specific issues, providing collaborative and confidential support to improve outcomes. next back

5. What do LLEs do? LLE partnerships are driven by schools themselves and the relationship between an LLE and their partner headteacher is confidential. The decision to work with an LLE rests with individual headteachers, who set the purpose and context of any collaboration together. The remit for LLEs in Leicester is to support the conditions for effective school leadership to thrive, improving outcomes for children and young people. This includes: • offering peer-to-peer personal coaching or mentoring time • acting as a Professional Partner for new headteachers • acting as a sounding board for headteachers to develop leadership strategies in response to a specific school improvement challenge • advice in developing leadership teams to sustain change next back

6. How much time will I need to work with an LLE? The time commitment and duration of collaboration with an LLE is flexible, ranging from a few days to a regular commitment over an extended period of time. Typically, a partnership will not exceed more than one day a week and/or extend over more than three terms. next back

7. How much does a LLE cost? Transparency about costs and financial responsibilities is a pre-requisite for a successful collaboration. The cost for an LLE working with your school is £400 per day LLE support can be funded in two ways. In some instances, local authority funding may be available to support an LLE collaboration with an individual school, for instance a school facing challenging circumstances. In other instances, commissioning schools will need to fund most, if not all of the LLE involvement. The cost is the same for schools within the family of Leicester City schools, Academies, Free Schools or other schools outside local authority funding. next back

8. How can I find an LLE to work with me? LLE time is limited and in high demand, so deployment is managed through the LeTS School to School Support Group. If you want to work with an LLE, you need to make a request to this group, indicating: • the nature of the support you need • your expectations about the amount of time/duration of the collaboration; and • whether you are able to fund any of the LLE’s time yourself. The School to School Support group will prioritise: • approaches from recently appointed headteachers • proposals from schools which are vulnerable and/or facing challenging circumstances • schools requiring support as response to government priorities • requests for one-to-one coaching/mentoring to support headteachers personally Once a match has been suggested, an initial scoping meeting takes place. Working together, the commissioning headteacher and LLE use this time to shape a written partnership agreement which defines the purpose of the collaboration and the intended outputs. For an informal discussion about getting the best out of LLEs or to send your request for an LLE, in the first instance, please contact Jasbir Mann at the School to School support brokerage group, email: jasbir.mann@leicester.gov.uk, tel: 0116 252 6057. Choose for a list of LLEs working with Leicester schools. next next back

9. Local Leaders of Education (LLEs) There are currently 16 LLEs in Leicester. Together, they offer experience of leadership in primary, secondary and special schools. Follow the links to find out more about each leader and their school… back

10. Profiles Name: Jane Brown School: New College Leicester Email: jbrown@newcollege.leicester.sch.uk Tel: (0116) 231 8500 Jane Brown Photo Mel Berry photo Name: Mel Berry School: Soar Valley College Email: mberry@soarvalley.leicester.sch.uk Tel: (0116) 266 9625 I am the  Principal at Soar Valley  currently Vice Chair of the Secondary EIP, and I also represent Secondary HTs on the Fair Funding Review Group for the city. Soar Valley is a PFI build and was within the first phase of the BSF programme and considerable experience was gained through this process. I was also the instigator of the Secondary Hub and Spoke model which has proved to be very successful especially within Maths, Science and English. I am also currently involved within the Future Leaders Programme through employing and mentoring a participant on the programme. I am very interested in other ‘school models’ and in Oct 2012 I accompanied other participants on the programme to look at Charter schools in the USA which was a fascinating experience. My school is also one of the early members of Challenge Partners which is a national programme. list

11. Profiles Name: Jane Ridgewell School: Highfields Primary School Email: jridgewell@highfields-pri.leicester.sch.uk Tel: (0116) 253 1382 • Leadership Experience: • 16 years of Headship in an Infant School within Leicester City • 4 successful Ofsted Inspections 1996, 2001, 2006 – 2010 last inspection Good with Outstanding features. Carol Browne photo Name: Carol Browne School: St. Marys Fields Infant School Email: cbrowne1@stmarysfields.leicester.sch.uk Tel: (0116) 282 4623 Jane Ridgewell photo list

12. Profiles Name: Erica Dennies School: Nether Hall School Email: ericadennies@hotmail.com Tel: (0116) 241 7258 Erica Dennies photo • Leadership Experience: • Acting Headteacher of large primary for two years • Headteacher of a city junior school for 8 years • In charge during two Ofsteds where school, including leadership, were good • NPQH development school for NCSL • Placement school for Associate Headteacher Program • Mentor for Headteacher new to headship • Coach for teachers at C.J.S who are participating in • Leadership Pathways from NCSL Name: Joy Denning School: Catherine Junior School Email: jdenning@catherine-jun.leicester.sch.uk Tel: (0116) 262 5896 list

13. Profiles I have been Head Teacher at Parks Primary School for over 12 years. During this time I have undertaken an Executive Headship and supported a number of schools who have faced challenging circumstances. Through these experiences I have gained a wide range of knowledge and understanding that I have shared through her  work as an LLE. I am presently training to be an Ofsted inspector. Name: Martin Fitzwilliam School: Christ the King Catholic Primary Email: mfitzwilliam@christtheking.leicester.sch.uk Tel: (0116) 285 7261 Martin Fitzwilliam Photo Name: Cas Evans School: Parks Primary Email: cevans@parks.leicester.sch.uk Tel: (0116) 287 2414 list

14. Profiles • Leadership Experience: • Principal Riverside Community College 2003-2007 • Principal Crown Hills Community College 2007-present • Experience of leading a school through Special Measures • Recent Ofsted Inspection in May 2012 • Experience of supporting new head teachers and NPQH placements Name: Bernie Green School: Crown Hills CC Email: bgreen@crownhills. leicester.sch.uk Tel: (0116) 2736893 I am currently the head teacher of a very large infant school. NCSL have published my Research Associate Report, 'Second headship: primary headteachers' reflections on leading a school second time around. My preferred leadership style has been towards the empowering end of the 'Tell, Sell, Consult and Empower' spectrum. This works. Supporting others in their skills, knowledge and career progression is another way of expressing this. These have been a contributory factor in improved and high results in the two schools I have been privileged to lead. My work with emotional literacy, change management and coaching has provided foundations for my own schools. I have found these themes important in a variety of different settings. I enjoy working with schools who are moving onwards in their journey and who may have systems in place but seem stalled with further improvement. Name: Mark Ingham School: Uplands Infant School Email: mingham@uplands-inf.leicester.sch.uk Tel: (0116) 262 5280 list

15. Profiles • I have been teaching for 31 yrs and have been HT of Beaumont Leys School since January 2002. Before that I was Vice Principal at Longslade Community College in Birstall, Head of English at Beauchamp College in Oadby, & pastoral head of Years 10,11,12 & 13 respectively, also at Beauchamp College. • Whilst I am happy to work with primary colleagues, which is what I did for two years, I really welcome the opportunity to work with secondary colleagues. • I am interested in working on: • Leadership Development • Establishing an Ethos and culture • Performance Management • Quality Assurance • Self Evaluation Name: Liz Logie School: Beaumont Leys SecondarySchool Email:llogie@beaumontleys.leicester.sch.uk Tel: (0116) 234 4480 Head teacher of a Junior School in Staffordshire for 4 years. Head teacher of a Church Aided School in Leicester for 18 years. School Improvement Partner (SIP) in Leicester for 3 years Chair of Development Group 6 for 15 years. Executive member of the Leicestershire Catholic Schools Council for 12 years. Two years experience of coaching new Head teachers in Leicester. LLE and Professional partner. Name: Pat Mason School: St Thomas More Voluntary Academy Email: pmason@stthomasmore.leicester.sch.uk Tel: 0116 2706365 list

16. Profiles Name: John Morris School: Hamilton Community College Email: jmorris@hamilton.leicester.sch.uk Tel: (0116) 241 3371 John Morris photo Name: Sarah Ridley School: Willowbrook Primary Email: sarah.ridley@willowbrook.leicester.sch.uk Tel: (0116) 241 3756 I am the headteacher of Willowbrook Primary School in the Thurnby Lodge area of Leicester. The school was rated Outstanding by OFSTED in March 2011 after rapid improvements at the end of Key Stage 2. My areas of strength are assessment, curriculum and raising attainment in challenging circumstances. list

17. Profiles Name: Tim Foster School: Abbey Primary Community Email: tfoster3@abbey.leicester.sch.uk Tel: (0116) 266 1809 Name: Annemarie Williams School: Humberstone Junior School Email: awilliams@humberstone-jun.leicester.sch.uk Tel: (0116) 276 7248 Annemarie Williams photo list

18. What is a National Leader of Education (NLE)? NLEs are outstanding school leaders who, together with staff in their own school, provide additional capacity to schools in difficulty both within the city and beyond. NLEs provide support to other schools on either a full time or part time basis and ensure that staff at all levels engage with each other to support school improvement. Leicester has 4 National Leaders of Education (NLEs). next back

19. How much time will I need to work with an NLE? The time commitment and duration of collaboration with an NLE is flexible, ranging from a few days to a regular commitment over an extended period of time. Typically, a partnership will not exceed more than one day a week and/or extend over more than three terms. next back

20. How much does a NLE cost? Transparency about costs and financial responsibilities is a pre-requisite for a successful collaboration. The cost for an NLE working with your school is £400 per day NLE support can be funded in two ways. In some instances, local authority funding may be available to support an NLE collaboration with an individual school, for instance a school facing challenging circumstances. In other instances, commissioning schools will need to fund most, if not all of the NLE involvement. The costs is the same for schools within the family of Leicester City schools, Academies, Free Schools or other schools outside local authority funding. next back

21. How can I find an NLE to work with me? NLE time is limited and in high demand, so deployment is managed through a School to School Support Brokerage Group. If you want to work with an NLE, you need to make a request to this group, indicating: • the nature of the support you need • your expectations about the amount of time/duration of the collaboration; and • whether you are able to fund any of the NLE’s time yourself. The brokerage group will prioritise: • approaches from recently appointed headteachers • proposals from schools which are vulnerable and/or facing challenging circumstances • schools requiring support as response to government priorities • requests for one-to-one coaching/mentoring to support headteachers personally Once a match has been suggested, an initial scoping meeting takes place. Working together, the commissioning headteacher and NLE use this time to shape a written partnership agreement which defines the purpose of the collaboration and the intended outputs. For an informal discussion about getting the best out of NLEs or to send your request for an NLE, in the first instance, please contact Jasbir Mann at the School to School support brokerage group, email: jasbir.mann@leicester.gov.uk, tel: 0116 252 6057. Choose for a list of NLEs working with Leicester schools. next next back

22. Who are the NLEs? There are currently 4 NLEs in Leicester. Follow the links to find out more about each leader and their school… back

23. Profiles I have twelve years of secondary headship experience across two very different schools. In my current post at Rushey Mead School there have been two outstanding Ofsted inspections during my time in post. Additionally I have been Executive Head at a further school, supporting it from Special Measures to a current good. I have been a National Leader of Education since 2008 and I am an Advanced Skills Teacher of 11 years’ standing having worked in county and city schools in this capacity, including in schools facing challenging circumstances. I have been chair of the Leicester EIP and co-chaired Leicester’s Leadership Strand of the citywide improvement plan. I have also been the governor of a county secondary school for 16 years and have been a primary governor of two schools. Name: David Bateson School: Ash Field Academy Email: DBateson@ashfield.leicester.sch.uk Tel: (0116) 273 7151 Name: Carolyn Robson School: Rushey Mead School, Sports and Science College Email: crobson@rusheymead-sec.leicester.sch.uk Tel: (0116) 266 3730 list

24. Profiles Chris Hassall photo Name: Chris Bruce School: Keyham Lodge School Email: cbruce@keyhamlodge.leicester.sch.uk Tel: (0116) 241 6852 Name: Chris Hassall School: Taylor Road Primary Email: chassall1@taylor.leicester.sch.uk Tel: (0116) 262 4597 Chris Bruce Photo list

25. What is a Professional Partner (PP)? PPsare serving headteachers with at least three years successful leadership experience who are there to support new headteachers only. They have a track record of good or excellent leadership in a school which has the capacity to enable to headteacher to work beyond their own school. The Professional Partner has the ability to work sensitively and collaboratively with other headteachers using a coaching and mentoring style. next back

26. What do PPs do? PPs provide confidential mentoring and coaching support for new headteachers, providing space and time for reflection, questioning and clarity. The purpose of the partnership is to support effective school leadership, thus improving outcomes for children and young people. A Professional Partnership relationship is most effective when a clear purpose and memorandum of understanding of any collaboration is established together at the beginning. The role of a PP is not to replicate any intervention or work of the School Improvement Advisor. next back

27. How much time will I need to work with a PP, and how much will it cost? PP time lasts for 20 – 30 hours over a school year and is funded by the LA for new headteachers, regardless of whether it is their first or third headship. If a school is not eligible for a Professional Partner funded by the LA, then the cost is £400 per day. next back

28. How can I find an PP to work with me? As part of the new headteacher induction programme, the LA will broker a partnership between a PP and a new headteacher. Your PP may not necessarily work in the same phase, and many successful PP partnerships have been cross-phase. The National College also holds a register of Professional Partners, and new headteachers can choose a PP from within the City or beyond. For more information about PPs or to request a PP to work with you, contact the School to School support group: Jasbir.Mann@leicester.gov.uk Choose to find a list of Professional Partners working in Leicester schools next next back

29. Professional Partners There are currently 9 PPs in Leicester. Follow the links to find out more about each leader and their school… back

30. What is a Specialist Leader of Education (SLE)? Specialist leaders of education (SLEs) are outstanding middle and senior leaders who demonstrate outstanding practice in a particular area of expertise and have the skills to support individuals or teams in similar positions in other schools. They understand what outstanding leadership practice in their area of expertise looks like and are skilled in helping other leaders to achieve it in their own context. SLEs use coaching and/or facilitation skills to bring about sustainable improvements. next back

31. What does an SLE do? SLEs develop the leadership capacity of individuals and teams in schools, using coaching or facilitation support that draws on their knowledge and expertise in their specialist area. An SLE will bring a fresh perspective to specific challenges or issues, as well as the benefit of their specialist knowledge and expertise. SLEs take a coaching collaborative approach, to ensure long-term, sustainable improvement through increased capacity. Accessing support in a particular area can have a marked effect on school performance overall, as this provides a specific focus for development work and makes it easy to implement tangible improvement goals that staff can really engage with. next back

32. How much does an SLE cost? Transparency about costs and financial responsibilities is a pre-requisite for a successful collaboration. The cost for an SLE working with your school is £300-350 per day Commissioning schools will need to fully fund the SLE’s involvement. The cost is the same for schools within the family of Leicester City schools, Academies, Free Schools or other schools outside local authority funding. next back

33. How can I find an SLE to work with me? SLE time is limited and in high demand, so deployment is managed through a School to School Support Brokerage Group. If you want to work with an SLE, you need to make a request to this group, indicating: • the nature of the support you need; and • your expectations about the amount of time/duration of the collaboration The brokerage group will prioritise: • approaches from recently appointed headteachers • proposals from schools which are vulnerable and/or facing challenging circumstances • schools requiring support as response to government priorities Once a match has been suggested, an initial scoping meeting takes place. Working together, the commissioning headteacher and SLE use this time to shape a written partnership agreement which defines the purpose of the collaboration and the intended outputs and the cost for the work. For an informal discussion about getting the best out of SLEs or to send your request for an SLE, please contact Sarah Green on behalf of the School to School support brokerage group – sgreen@rusheymead-sec.leicester.sch.uk, tel: 0116 268 9736. Choose to find a list of Specialist Leaders of Education working in Leicester schools next next back

34. Specialist Leaders of Education There are currently 9 SLEs in Leicester and 2 based in Leicestershire. Follow the links to find out more about each leader and their school… back

35. Profiles Jane has been teaching French for 17yrs and has worked in a leadership capacity within the MFL faculty for most of this time. She has been involved in supporting best MFL practice in primary schools across KS2, and has also been involved in teaching pre-school children, Early Years classes, adults and individual students, and has recently been appointed as a Parent Governor for her local primary school with responsibility for MFL in the curriculum. Jane is currently leading 3 collaborative projects as part of the DFE’s national languages strategy to improve MFL at both primary and secondary levels. Jane is currently on the SLT with responsibility for leadership development within Rushey Mead School; she is a National College accredited facilitator and has been instrumental in developing the National College’s Middle Leadership Development Programme. She also developed, and delivers, our own Introduction to Leadership Programme, which continues to be very successful in growing leadership capacity in others. She is able to support department heads and leaders, particularly with the KS3 and KS4 MFL curriculum, primary languages provision, teaching and learning and pupil engagement, and all aspects of school leadership development. Ashley has almost eight years’ experience teaching in a secondary school and was an adult education tutor before that. He has significant middle leadership experience having lead a History team, undertaken a whole-school a pastoral role and in his current role supports the SLT in leading the development of teaching and learning. Ashley is a trained OLEVI facilitator who has delivered a wide range of CPD both internally and externally. His workshops include the ‘Teaching and Learning Cocktail’ (with Lisa Vann) - delivered at the Institute of Education and to local primary schools in Leicester. In addition he has co-written an article in ’Teaching History’ on supporting PGCE students, an area of which he has considerable experience. Ashley is an accredited ‘Challenge Partners Subject Leader’ and he has previously worked with the Local Authority to organise a ‘History Conference’ of noted speakers and workshop leaders. Name: Ashley Bartlett School: Rushey Mead Secondary Name: Jane Bland School: Rushey Mead Secondary list

36. Profiles Julie has been teaching French for more than 20yrs and her experience as a Head of Faculty includes moving the faculty from satisfactory to being consistently outstanding. She has been involved in supporting best MFL practice in primary schools across KS2, and has also been involved in teaching pre-school children, adults and individual students. Julie is currently on the SLT with responsibility for leadership development within Rushey Mead School; she is a National College accredited facilitator and has been instrumental in developing the National College’s Middle Leadership Development Programme. She also developed, and delivers, our own Introduction to Leadership Programme, which continues to be very successful in growing leadership capacity in others. She is able to support department heads and leaders, particularly with the KS3 and KS4 MFL curriculum, primary languages provision, teaching and learning and pupil engagement, and all aspects of school leadership development. Name: Julie Gardiner School: Rushey Mead Secondary Pearl has taught Maths at key stages 3 and 4 for 23 years and has considerable experience of the demands of teaching and learning in the subject. She was head of maths for several years and also has experience of line managing a maths faculty. She is currently on the leadership team with responsibility for outreach work at Rushey Mead School. Pearl has successfully supported staff in other schools to focus on management, teaching and learning and student progress at Key Stages 3 and 4 Maths and also worked with a local primary school to improve problem solving for years 5 and 6. She is able to support department heads and leaders, particularly with the KS3 and KS4 Maths curriculum, data led student achievement and teaching and learning. Name: Pearl King School: Rushey Mead Secondary list

37. Profiles Greg is an experienced leader and accomplished practitioner in Maths who has been fortunate to oversee the development of many successful teams. He has experience in harnessing the talent and goodwill of colleagues to share good practice and raise the quality of the learning experience. Greg has some expertise in monitoring and evaluating teacher and student performance; knowing what to look for, how to organise and how to plan for improvement. He understands how the effective use of data can help to highlight student potential and make planning and target setting more meaningful. Greg feels he has a clear vision of what the approach to teaching maths should be. Students have to develop a deeper understanding of key concepts; they should create links between these ideas and have a confidence to explore problems in a range of contexts. To that end Greg is well versed in mentoring and coaching colleagues, helping them to develop the questioning skills and resources to achieve that. Jane has been a departmental head for 10yrs; over 6yrs as a D&T Head of faculty. Jane teaches Product Design at KS3 & 4, however she has delivered both Resistant Materials and Textiles at KS3 & 4. Jane is also a Challenge Partnership Leader for Product Design/Technology. Over the past 6 years, with the invaluable support of a dedicated and forward thinking department, the Product Design team has raised the school’s GCSE percentage of A*-C grades from an average of 50% to our current93%. Jane has also moderated for GCSE Product Design. Jane leads a successful DT team who continue to develop strategies to improve all students’ enjoyment of the subject and our supporting resources are vast. Jane has implemented new technologies to the teams monitoring and assessment strategies as well as the teams delivery of the curriculum. Moreover, Jane has experience of coaching and mentoring fellow teachers within her school base. Jane has developed strong network links with other city schools and continues to offer advice and inset training. Jane is able to share knowledge and methodologies /strategies with other leaders to enable successful progression for all types of learners. Jane is very supportive and can focus on specific issues and help to formulate achievable targets within a realistic timeframe. Name: Greg Holyland School: Soar Valley College Name: Jane Turnbull School: Soar Valley College list

38. Profiles Name: Kim Taaffe School: Humphrey Perkins School As a Curriculum Leader for Science Amanda’s main drive and commitment is to improve the quality of the curriculum, raise teaching and pupil standards, promote pupil enjoyment and increase the profile of the subject within her own school. Amanda is an outwardly thinking person and views situations from a variety of perspectives and asks pertinent questions. She is an analytical, reflective and creative thinker, able to think outside the box. Amanda values and respects those she works with, building trustworthy relationships. She recognises that she doesn’t know everything and her way of doing things is not always the only way. Name: Amanda Harrison School: Ash Field Academy As head of department, Kim has experience of leading and motivating a team. Her role requires her to instil high standards of teaching and learning; to ensure the team work together to create an outstanding learning experience for the students. Kim has proven experience of working with other schools and raising standards in teaching and performance of students, of particular note was some work she undertook with Primary English teachers who wanted to increase the number of level 6s their students achieved by the end of Key Stage 2. She is passionate that effective leadership of English faculties and departments is essential if students are to achieve to the best of their ability. list

39. Profiles As a Science Curriculum leader, Suzanne has experience of raising attainment and improving standards in science, as well as being able to liaise with other colleagues within her school. Suzanne’s role requires her to demonstrate a strong leadership and commitment to learning. Suzanne has experience in using self-evaluation effectively to turn areas for improvements into areas of strength. She has experience of improving the teaching and learning of staff through effective coaching and support. Suzanne is able to lead and support staff through Ofsted inspections and Curriculum changes. She is able to use data effectively to challenge underperformance as well as implementing effective intervention to raise standards in Science. Suzanne has worked closely with middle leaders in Science to raise standards and is capable of developing leadership skills of others. Name: Suzanne Thompson School: Fullhurst Community College Ali is a specialist in Special Educational Needs and Disabilities, inclusion and behaviour and has over 12 years’ experience of special needs education and working with young people with Social, Emotional and Behavioural Difficulties. She specialises in issues such as safeguarding learners, behaviour and discipline, multi-agency collaboration and Children who are Looked After. Above all her work is in supporting schools to promote inclusive practices to meet the needs of students with SEND. Prior to joining Rushey Mead School, Ali led a specialist outreach team and has worked extensively in all secondary settings in Leicester City. She is primary trained and comes from a background in Psychology and her work is directed by this knowledge base. Ali is passionate about ensuring that young people have all the opportunities to achieve their full potential, particularly those with SEND. This can be ensured by schools adopting inclusive practices underpinned by Quality First Teaching principles. Ali has proven experience of successfully meeting very complex needs and in developing strong structures and practices to ensure that pastoral as well as academic needs are addressed appropriately. Name: Ali Rutherford School: Rushey Mead School list

40. Profiles As a Maths Specialist Teacher Kate has experience in raising the quality of teaching and learning in her own school and with colleagues from different settings. Kate’s role requires her to demonstrate a strong enthusiasm and commitment for learning in order to successfully inspire others. Kate is able to recognise excellence in teaching and learning and effectively and supportively challenge poor performance in others. She has proven experience of raising underperforming teachers through appropriate support and coaching. Kate continues to develop herself professionally by reading widely, ensuring that she is on top of current trends and able to advise and support staff. Name: Kate Crespin School: Rothley C of E Primary School list

41. What is an Advanced Skills Teacher (AST)? An AST is a teacher who has passed a national assessment and been appointed to an AST post. An AST post enables excellent teachers to concentrate on using and sharing their skills in classroom teaching. ASTs normally spend 80 per cent of their time in their own school teaching their own classes and 20 per cent working with and for teachers from other schools (outreach). next back

42. What does an AST do? ASTs work with and for the benefit of teachers in other schools. Typically ASTs will spend some time each week in a school other than their own to support and develop its teachers on an agreed area of focus or subject. ASTs may also provide professional development to other teachers through the demonstration lessons either in the AST's own class or in that of another teacher. The sole aim of ASTs is to increase the quality of teaching and learning with all teachers that they support and equip teachers with the skills and knowledge to meet any outcomes or goals that have been set prior to working together. next back

43. How much does an AST cost? AST support is currently paid through by the LA who access funds from Schools Forum, but this is not a guaranteed source of funding. Going forward, in some instances, the LA may be able to continue to fund the cost of an AST working within a school, especially if it is a school in challenging circumstances or at risk of a DfE intervention. However it is likely that commissioning schools will need to be prepared to fund most, if not all of the costs for an AST in the future. next back

44. How can I find an AST to work with me? next Choose to find a list of ASTs working in Leicester schools. For further information please contact Phil Drabble. phil.drabble@leicester.gov.uk tel: 0116 252 8968 next back

45. Advanced Skills Teachers (primary) There are currently 4 Primary ASTs in Leicester. Follow the links to find out more about each AST and their school… Choose for secondary ASTs next next back

46. Advanced Skills Teachers (secondary) There are currently 17 secondary ASTs in Leicester. Follow the links to find out more about each AST and their school… Continued… next back

47. Advanced Skills Teachers (secondary) There are currently 17 secondary ASTs in Leicester. Follow the links to find out more about each AST and their school… back

48. What is a Lead Practitioner? Lead Practitioners have been an integral part of and received CPD for a range of focused programmes in partnership with the LA. They are teachers whose practice has been quality assured either by a professional body or a strategic lead within Learning Services. There are 9 different kinds of Lead Practitioner: next back

49. What does a Lead Practitioner do? A Lead Practitioner can add capacity to your current CPD programme by working alongside colleagues in your school with a specific focus. This may include 1: 1 support, modelling quality lessons, planning support and whole school or phase meetings. Lead Practitioners will support your drive to ensure consistency and improvements with regard to the quality of teaching and learning. next back

50. How much does a Lead Practitioner cost? The Headteacher of the Lead Practitioner’s school will charge £185 per day, to cover the cost of supply while the LP is working with you. Any additional costs should be agreed by the Headteachers prior to any work being carried out. next back