Pedagogical advisers are expert teachers and middle leaders who are able to coach and lead CPDL for teachers or middle leaders.  They specialise in pedagogical content knowledge, and are able to adapt generic teaching strategies to meet the needs of specific subjects. 

Our pedagogical advisers are:

Simon is the Trust’s pedagogical adviser for computing and is heavily involved in promoting the subject across our network of academies and supporting the staff who teach it. Simon has several years’ experience of supporting schools both in and outside the Trust in their adoption and delivery of the computing curriculum; he has spearheaded the implementation of computer science across the key stages, and is currently engaged in ensuring accessibility of this curriculum for all students through the development of bespoke online learning platforms. Simon holds a masters degree in the subject and is currently leading on the Computing SCITT programme for the Trust’s teaching school hub; his particular interest is embedding computational thinking as a key ‘fundamental’. More widely, Simon is involved with a number of regional/national networks: he is a facilitator for the National Centre for Computing Education, and is also a Computing At Schools hub leader. He is also involved with wider school improvement and has been a member of the School Improvement Board for the past two years.

Mariesue began her career in the children’s childcare sector in 1995 and has worked in Primary education for over 15 years, primarily supporting the most vulnerable children in settings, enabling her to develop an extensive knowledge and invaluable experience of supporting pupils with additional needs.

Mariesue is passionate about supporting children’s Mental Health and Wellbeing and for the last 6 years, she has been based at Cedars, a primary aged Social, Emotional and Mental Health (SEMH) Additional Resource Provision (ARP) at TGPA Yew Tree. Mariesue coordinates the provision at Cedars and liaises with pupils’ schools, parents, and external agencies to ensure the best outcomes for the pupils who attend there.

Mariesue believes that every young person deserves to have a champion who will support them to reach their full potential. She feels that a key aspect of supporting pupils’ wellbeing is through the power of connection and by fostering mutually respectful relationships between all individuals in schools. Mariesue has seen for first-hand how young people’s self-esteem improves when they feel safe, nurtured, and when they gain a sense of belonging somewhere. Only then do they have the ability and motivation to achieve.

Mariesue is the Trust Lead for SEMH and a Licensed Thrive Practitioner. Her trust role enables her to support all of the Trust schools in developing their SEMH provision by embedding the Thrive Approach.

Will is an experienced teacher of mathematics, who also works part-time as a data analyst for the Trust. He is skilled at developing data tools that simplify the complex, so staff can easily digest the resulting analysis, and so students can receive detailed feedback on their summative assessments. He specialises in analysis of whole-Trust assessment data – utilising the power of large data sets, Will has pioneered a methodology that produces accurate forecasts for students GCSE performance. Will has worked with multiple curriculum areas across the Trust to tailor data analysis and systems to their needs, whether that is evaluating the accuracy of marking, speeding up the moderation process, or evaluating the robustness of assessments.

Emma entered into maths teaching through the Teach First Programme in 2012 based in Sheffield, and in 2014, moved to Tudor Grange Academy Worcester where she has been based ever since. Emma currently leads on key stage 4 maths alongside the curriculum leader, as well as developing CPD for the department. Since 2018 Emma has enjoyed working with, and supporting, other schools across the trust in her capacity as a pedagogical advisor. Her main educational interest has to be in the students we teach, and supporting them in developing their love and understanding of mathematics. Emma continues to focus on teaching for mastery in mathematics to support herself and others across the trust in working towards this goal.

Lydia is passionate about reading and its ability to widen opportunities for all students. Her work is firmly grounded in research and she has introduced and embedded whole school strategies for reading and vocabulary learning. Alongside this, Lydia has led the drive for inspiring students to read for pleasure at all schools she has worked in, both within the curriculum and culture. Lydia has a masters degree in Educational Leadership

Beverley has been a primary school teacher since 1997 and is fortunate to have two teaching roles within TGAT. She is EYFS Lead at TGPA Yew Tree and also EYFS Pedagogical Advisor for the trust. Beverley is extremely passionate about EYFS and most of her career has been spent teaching the very young and supporting them with the start of their educational learning journey. She is very supportive of developing the whole child and to build upon foundations for a happy, confident, independent individual who feels proud of all their achievements whilst striving to maintain high standards in care and education for the benefit of all children.

Georgina started her career working in an inner-city school where she became aware of the challenges and importance of designing an English curriculum that is both aspirational and inspirational. Since moving to the Tudor Grange Academies Trust, Georgina has taken on the role of Lead Teacher for KS4 at TGAS, where she has a particular interest in bridging the gap from KS3 to KS4. She has a masters degree in English Literature, with a speciality in poetry. She also has a particular interest in the integration of Classical literature within the English curriculum, and developing cultural capital amongst students. In her role as Trust Pedagogical Advisor, Georgina provides support to ECF teachers in their implementation of the curriculum, and continues to focus on curriculum design.

Ruth has worked in primary schools in London, Hertfordshire and West Midlands. Working for her M.Ed. developed her interest in effective educational practice. Ruth has worked for Tudor Grange Academy Trust for eight years and is TGAT Primary Maths Pedagogical Adviser, working with primary schools within the trust. She has also worked with a wide range of schools in the Midlands as an SLE, PD Lead, and LLME, helping them to implement change and to apply high quality educational practice. Ruth is an Assistant Maths Hub Lead for Origin Maths Hub with a particular focus on supporting continuity from KS2-KS3.   

Rhiannon is a highly effective English teacher, with 17 years of teaching experience at KS3, 4 and 5.  Rhiannon has held a variety of roles including KS3 and KS5 coordinator, and both second in department and acting head of department, which has given her a breadth and depth of understanding of the leadership challenges and opportunities in English.  She is a skilful coach, and brings a research-driven approach to her work.  Rhiannon brings a particular expertise in Y11 and A level teaching, and in helping students to achieve the highest grades.  Her Trust role has a focus on helping ECF teachers to develop, in addition to contributing to the development of the wider Trust curriculum.

Kate is an excellent practitioner who has improved outcomes both within and outside the Trust.  She has 20 years’ experience in her field working for the Tudor Grange Academies Trust, working in both outstanding and improving schools to raise standards in education by creating high quality resources and coaching non-specialists to ensure quality first teaching is experienced by all students. 

As a Lead Coach Kate has extensive experience in coaching and mentoring having trained 68 staff through to the completion of their NQT year within a five-year period of her career. Kate continues to coach staff of all levels of experience to enhance their pedagogy and realise their potential.  As Trust Lead for RSHE Kate is experienced at supporting in-school leads and auditing provision to lead to improved outcomes.  She is fully committed to supporting schools improve the quality of their provision because she wants all children to flourish.

Kate has a degree in primary education and has taught in primary schools for more than 15 years. She has always had a passion for English and has led English for 8 years since joining a ‘requires improvement’ school in 2013. Her desire is to lead people to work alongside her to effect positive change for children. She was a key part of the Mosaic English collaborative, joining the Solihull English forum to aid school improvement across the borough. Kate is also devoted to supporting colleagues new to teaching; mentoring NQTs and ECTs joining the Trust. Since joining the Trust with TGPA Yew Tree in 2019, Kate has brought her wealth and breadth of primary school experience and taken on the role of Primary Trust English Lead. This has involved working closely with Trust primaries to build a common approach to English so that all children have the same opportunities and experiences of English. She has also supported schools outside of the Trust in an SLE role, supporting subject leads to raise standards in English. Kate’s role as Trust Primary Pedagogical Advisor for English allows her to continue the exciting developmental work of this integral subject across the Trust.

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