“A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves.” Lao Tzu.
School to School Support
At Tudor Grange Trust we believe that fostering a culture of achievement for our learners involves three key principles: clarity of thought; an unwavering belief that every individual within our learning community can achieve to the best of their ability (regardless of location, prior attainment and background) and a passion for ensuring each of those individuals are always engaged in high quality, valuable learning experiences. We fundamentally believe that everyone within our community has the capability to be a successful, life-long learner and this includes both students and colleagues from all of our academies. High quality, valuable learning experiences are offered to both the young people we teach and the invaluable staff who effect that learning.
SLEs are designated on the basis of the following skills:
- a successful track record of working effectively within their own school and/or across a group of schools, or working with a range of leaders within a single school
- evidence of successfully using coaching and/or facilitation skills to bring about sustainable improvements
- excellent communication and interpersonal skills
- a good understanding of what constitutes ‘outstanding’ in their field of expertise and the ability and confidence to communicate this
- a good understanding of how their specialism and skills can contribute to wider school improvement goals
- an analytical approach in identifying and prioritising needs
- the ability to set and establish new and innovative working practices
- the ability to grow leadership capacity in others
Expertise that Expands
SLEs focus on developing leadership capacity. While other roles focus specifically on developing classroom expertise, this role is about developing the capacity and capability of leaders so that they have the skills to lead their own teams and improve practice in their own schools. Our team of SLE’s are all experienced teachers and leaders who have the capacity to offer bespoke training shaped according to your requirements. If you are interested in training that can develop capacity within your school, please do not hesitate to get in touch.
Practicalities of deployment- Support Packages
Bespoke packages are created dependent on a school’s requirements. In its simplest form a package can involve an SLE visit to carry out a departmental review followed by a final guidance report identifying both areas of strength and areas for development.
The Tudor Grange NQT Development Conference
The Tudor Grange NQT development conference
has been specifically devised for NQTs from both the primary
and secondary phases. The carefully selected presentations
are delivered by experienced and highly successful school leaders who talk through in a practical and engaging way the key levers
that unlock the limitless potential of the children we have
the privilege of teaching.
The conference features talks from key speakers:
Claire Maclean Tudor Grange Trust Executive Principal;
Charlotte Turner Tudor Grange Trust Education Advisor;
Noah Turner Tudor Grange Academy Worcester College
Tom Wraith Tudor Grange Samworth Academy Curriculum
Leader of maths;
Nancy Grealey Tudor Grange Worcester Recently Qualified Teacher and Clare Waterhouse Executive Trust Lead SENCO.
Lee is an expert in developing facilities for greater student and community participation. His work can be witnessed at Tudor Grange Academy Kingshurst and he is developing similar facilitates at both Tudor Grange Academy Solihull and Robert Smyth Academy. He is well versed in working with Governing Bodies and his expertise will be vital in the future.
Jonno is an outstanding science practitioner and supports staff at both Tudor Grange Academy Worcester and Tudor Grange Academy Redditch. His efforts to support Laura Robertson to drive improvement in Trust science is greatly appreciated by many.
Kate coordinates PSHE and SRE across the Trust secondary schools and brings together leads from individual institutions to focus on this critical wider curricular area. Her work in the classroom as an RE teacher is exceptional and she also offers much guidance in classroom practice at Tudor Grange Academy Kingshurst.
Laura supports all Trust Schools in the field of Science, very much in the same guise as Charlotte Turner and Jeanette Pickard (English/Maths). Laura is exceptionally strong at action planning and driving improvement through strong and rigorous systems and processes.
Simon supports all Trust schools in the development of computer science whilst maintaining high standards at Tudor Grange Academy Solihull. He is nationally recognised as a leading practitioner and is part of national steering group.
Jenni has been pivotal in steering the improvement agenda from the DfE on ‘Every Child Counts’ and has offered guidance and support in primary schools linking to the Strategic School Improvement Fund.
Emily supports the secondary drive for English and offers vital support and expertise at Tudor Grange Academy Kingshurst whilst maintaining the highest of standards at Tudor Grange Academy Solihull.
TUDOR GRANGE ACADEMY SOLIHULL
LEAD TEACHER MFL SUPPORTING SPANISH DEPARTMENT TUDOR GRANGE SAMWORTH ACADEMY
SUBJECT SPECIALISM: MFL (FRENCH, GERMAN AND SPANISH)
Specialist Areas: Georgina Jackson has worked at Tudor Grange Academy Solihull since joining as an NQT in 2012. She currently holds departmental responsibility for KS5, assessment and enrichment, as well as supporting the Spanish department at Samworth Academy. She has consequently been heavily involved in the development of new schemes of learning, data tracking and assessments in preparation for life after levels and the incoming changes to the GCSE and A level curriculum. In addition, Georgina has a keen interest in teaching and learning, having worked with the TG SCITT programme as a subject lead for MFL, as well as facilitating CPD via INSET and 15 minute forums.
TUDOR GRANGE ACADEMY TRUST
EXECUTIVE TRUST LEAD SENCO
SUBJECT SPECIALISM- SEN AND SAFEGUARDING
Specialist Areas- Clare Waterhouse has been teaching for 12 years. She started specialising in the area of SEN in 2008 and gained her SENCo Award in 2013, when she was also appointed Achievement Team College Leader at Tudor Grange Academy Worcester. She has also been the Designated Safeguarding Lead, overseeing a team of safeguarding deputies. At the inception of Tudor Grange Academy Worcester, Clare established the Foundation Programme, a bespoke curriculum for students with low levels of learning. She has also created intervention pathways and bespoke support packages to cater for a range of student needs. As an SLE, Clare has been providing support to other schools within the Trust, both primary and secondary, developing and advising on SEN processes and structures as well as examining individual student cases.
TUDOR GRANGE ACADEMY SOLIHULL
SUBJECT LEAD FOR MATHEMATICS
SUBJECT SPECIALISM – MATHEMATICS
Specialist Areas – Emma Penn has led the mathematics department at Tudor Grange Academy in Solihull for three years, supporting a rise in the GCSE and A Level results in mathematics during this time. She is heavily involved with the Department for Education funded local Central Maths Hub, delivering CPD relating to the current changes and developments in the mathematics curriculum to many schools in the region. This is alongside running bespoke programmes for the Tudor Grange Academies Trust Teaching School – such as a ‘Leadership in Maths’ development course and a ‘Subject Knowledge Enhancement’ course for new and aspiring teachers of mathematics. Working as a Subject Lead across the Tudor Grange Academies Trust, Emma has supported the secondary mathematics departments at Tudor Grange Academy Redditch and Worcester by providing CPD opportunities and Teaching and Learning guidance.
Phase – KS3-5
TUDOR GRANGE ACADEMY TRUST
TRUST LEAD SUBJECT PRACTITIONER
SUBJECT SPECIALISM- ENGLISH
Specialist Areas- Kathleen Taylor has taught at Tudor Grange Academy for 6 years. As Lead Teacher for Key Stage 5 within English she developed and implemented a new curriculum programme for years 12 and 13 to meet the demands of a new specification. Through her work developing schemes of learning across all year groups she has contributed resources and delivered training sessions that have been utilised within the Trust and schools within the wider community to support the continued development of teaching and learning in English from Key Stage 3 to 5.
TUDOR GRANGE ACADEMY REDDITCH
SUBJECT LEAD FOR ENGLISH
SUBJECT SPECIALISM: ENGLISH
Specialist Areas: Helen Myers has taught English for 14 years, firstly in an inner-city Birmingham school where she rose from being an NQT, through to second in department, and then an AST. She developed a CPD course for staff entitled ‘Play’ which promoted the values of creativity, curiosity and challenge. She worked on the National Strategies campaign to promote Functional Skills, where she was filmed as an example of national best practice and used for the national training materials. She worked as a lead English teacher for Birmingham LEA. Helen then moved to Kingsley College as Head of English. Helen’s leadership of the English department helped the school to move from ‘Special Measures’ to become a ‘Good’ school. She was then appointed Assistant Headteacher for Teaching and Learning at Tudor Grange Academy Redditch. Helen currently works as an AST within the school and works to support the Trust secondary English departments to enhance their teaching and learning and outcomes for students.
Richard Hatton, trained through the Tudor Grange TS Alliance in Solihull and Worcester and now a Teacher of Science at Solihull
“I chose to train to teach with the Tudor Grange Teaching School SCITT as I knew I would be working with outstanding practitioners. I very much enjoyed my teaching practice placements in both the Solihull and Worcester Academies. I am now working at Tudor Grange Academy Solihull and I am delighted to have been recognised for my outstanding practice. The Trust has recognised that I want to continue my research and development and I am now pursuing my PhD whilst maintaining my teaching commitment and a leadership responsibility for the development of research practices within the Teaching School”.