全学校政策/Whole School Policy
Matthew is a skilled education leader with over 20 years’ experience in the state sector, working in high performing schools in central London. A graduate of Durham University, he worked as a music teacher, Director of Music and as an Advanced Skills Teacher at an outstanding London school. From 2004-2014, he worked extensively with primary and secondary schools and education authorities, national music organisations and arts venues, including the BBC Symphony Orchestra and BBC Singers, (Royal Academy of Music, Wigmore Hall, Royal Albert Hall, Royal College of Music).
As Music consultant for Westminster Authority he worked with 50 Primary schools to develop music programmes to engage children in meaningful music education. For the past 12 years he worked as part of a dynamic senior leadership team, delivering high quality teaching and learning and professional development opportunities for teachers and led the set-up of a new free secondary school. He is now Principal of an all through school, providing education for children aged 3 – 18 in North London.
I studied BA (joint honours) English and Dance with Theatre Studies at The University of Birmingham (1999-2002) since which time I have worked in a number of different senior roles in both primary and secondary schools in London, UK. I qualified to teach in the UK in 2003 and gained Qualified Teacher Status in 2004. I received a PGDip Cert in the psychology of Education from the Institute of Education, London (2007), and qualified via the Future Leaders Programme (UK) for fast track to Headship.
I worked at an outstanding CE School from 2003-2010 where I held a number of roles: Head of dance, Head of KS3 and Head of Year (8,9,10) and Assistant Head Teacher. Here, I taught English, Dance and Drama from KS3-5 and worked to ensure that the delivery of examination syllabi was effective. Following this, I transferred to the senior team of 2 further London secondary schools, leading on behaviour management, safeguarding, evaluating teaching and learning- ensuring best practice and securing improved outcomes for pupils. I also worked for a year in a Special School developing specific plans and curriculum for pupils with additional learning needs. I have specific expertise in ensuring pupils with disabilities or additional needs achieve highly and can access the school curriculum with appropriate support.
I then re-trained in the UK primary sector, joining the prestigious schools chain and most recently, led a school in Hastings, as Headteacher.
William is an Assistant Headteacher in charge of Teacher Development at a London Secondary School. He has delivered CPD to all staff, launched a CPD accreditation scheme and inducted all new teaching staff at the School. As a Head of Computing, he has taught Computer Science, ICT, Media Studies and Business Communication Systems from Key Stages 1 through to 5 in two London schools and in an International school in Seychelles. He was selected to be a CAS Master Teacher and recently an International Award for Teaching Excellence in Computer Science.
William is interested in the cognitive science and research behind self-improvement, teaching and learning. William has spoken at numerous national conferences and continues to advise on and support the teacher training programmes at Roehampton University. He has delivered CPD on curriculum design and assessment at various schools across the UK. William is also involved with the Quantum project, a national study into improving assessment run by Computing at Schools), Cambridge Assessment and CEM, Durham. William is currently writing a book on Teaching Computing in secondary schools which will be published by Routledge in autumn 2017.
John is an assistant Headteacher at a secondary school in west London with responsibility for special educational needs and disadvantaged students. He has a wide range of educational experience, having previously taught Spanish and Religious Studies to 'A' level, been a head of department at a leading independent school, and designed teacher professional development courses for a large multi-academy trust. His philosophy for problem-solving in schools is that approaches should be informed by strong evidence and research bases, both from education and other fields. He is particularly interested in how evidence from cognitive science can improve teaching and learning, an approach which has seen his students make rapid progress over the years. The teacher training programmes he has designed have focused on improving both collaboration between schools and teacher engagement with research.
As a consultant, John has advised on teacher training programmes in the UK, China, India and Sri Lanka. He continues to work closely with trainee teachers as a PGCE tutor. He also blogs regularly about a wide variety of education topics, including effective school leadership.
Having graduated with an honours degree in Sport Science from Brunel University I then completed a PGCE in 2005 with Brighton University.
I worked at an outstanding London school between 2005 – 2009, where I gained QTS and led the PE department.
I worked at an Oxfordshire School between 2009 – 2016 where I held a number of roles including Head of PE, Head of Ethos and Professional Tutor, overseeing NQT’s development across the school. As Head of Ethos I oversaw the school House System and led a bespoke Student Leadership Programme. In 2015 I was appointed Assistant Headteacher for Standards and Culture in Year 7 & 8, embedding pastoral systems across Key Stage 3 and leading Year 7 transition.
I was appointed as teacher of PE and Extended Schools Lead at a London Primary School in 2016. I have developed my teaching and learning practice in Early Years, KS1 and KS2 as well as developing enrichment opportunities for students. I am passionate about developing students through values and character education.
Having graduated with an honours degree in music from Manchester University I became a jazz musician touring with a variety of groups both nationally and internationally whilst also completing a PGCE with the Institute of Education, University of London. Upon gaining qualified teacher status in 2003 I became a music teacher and in 2006 became Head of Music Technology at an outstanding School in Westminster. During this time I completed a Masters Degree in ‘School Effectiveness and School Improvement’ at the Institute of Education and became Head of Music at a school in Oxfordshire in 2009.
As well as developing the music department at the Oxfordshit school, including training three newly qualified teachers, I became a qualified coach through the National College of School Leaders and led their Outstanding Teacher Programme. Within this role I worked with numerous schools in the Oxfordshire area developing their teachers into outstanding practitioners.
In 2013 my was granted permission to open a Sixth Form and I was placed in charge of organising and setting up the Sixth Form. I continued as Head of 16 – 19 study until moving back to London in 2015. I was appointed as an Assistant Headteacher at a school in East London and Vice Principal of the Southern Consortium which incorporates five schools working together to provide an outstanding Sixth Form education for young adults in Barking and Dagenham. I continue to work hard advancing my own practice and working with others to develop and enhance their teaching.
I qualified as a teacher of English from The Institute of Education, London in 1991 and has held a number of leadership roles over 17 years, including Deputy Headteacher, Headteacher and education consultant, most recently supporting senior teams and middle managers in developing effective teaching and learning strategies and creating and developing whole school policies.
I have line managed large teams of curriculum and pastoral teachers and support staff and has developed whole school action plans and systems to hold regular learning conversations with teachers across both primary and secondary schools and multi academy trusts.
I have extensive experience in supporting teachers to improve outcomes forlearners of all abilities, including those with additional needs and pupils who are more able and talented. Her work has included developing effective partnerships with parents, pupils and the local community, to improve the reputation and vision of schools.
I have delivered training on developing differentiation throughout the curriculum and as a former Headteacher, held responsibility for devising strong behaviour management strategies and ensuring safeguarding systems are robust.
I have mentored NQTs and Senior Leaders, who are new to the role and believes passionately in supporting teachers through regular, supportive dialogue, with agreed challenge and support.
I am currently developing her expertise in Inclusion, through running a Nurture based provision for pupils with specific emotional, social and learning difficulties.
为包括小学、中学及multi academy trusts管理大型团队在教学大纲、学生辅导等方面的工作，为员工提供支持并建立全学校方案和体系，以解决与教师之间的常规学习交流。
School Development Planning:
• Developing a vision with stakeholders and honing your USP
• Developing whole school aims, success criteria and monitoring strategies
• Action planning for departments, subject and senior leaders
• Monitoring strategies for teaching and learning, progress, leadership and management, wider curriculum
Staff development and retention:
• Devising an appraisal system to develop effective and skilled staff
• Strategies for promoting excellent teaching and learning, sharing good practice and feedback
• Devising continuing professional development sessions and staff induction programmes
Pedagogy Development and mentoring with Subject Teachers: weekly
• Supporting subject teachers with writing schemes of work and lesson plans
• Monitoring the delivery of schemes of work and lesson plans
• Staff development to ensure innovative and relevant teaching methods
Whole school evaluation and system development support
• Writing strategic plans and targeted development reports with implementation support
• Recruiting new staff with UK training through own contacts and TES
• Interviewing candidates and liaising with subject staff on suitability/safer recruitment
• Inducting new staff to school teaching and learning protocols and principles