TG Educational Advisors

“Every child deserves a champion: an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.”

School to School Support within Tudor Grange Academy Trust

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. These principles underpin all support work carried out by the Trust Advisory Team.

Meet the Team

Executive Principals

DARREN TURNER

Within the Trust we offer support at the highest level of leadership, we use this as a means of securing sustainable improvement whilst sharing best practice in schools.  Darren Turner currently leads on whole school improvement across three secondary schools, Tudor Grange Academy Kingshurst, Tudor Grange Academy Solihull and Robert Smyth Academy in Market Harborough. 

SAM ROACH

Within the Trust we offer support at the highest level of leadership, we use this as a means of securing sustainable improvement whilst sharing best practice in schools.  Sam Roach currently leads Tudor Grange Academy Worcester as Principal and is deployed at Tudor Grange Academy Leicester as an Executive Principal to drive whole school improvement. 

Associate Principals

MATTHEW BOYLE

BOYLEY2Within the Trust we pride ourselves on strong succession planning, we use this as a means of securing sustainable improvement in schools, developing future leaders for our own schools and for the wider school system.

Associate Principals within the Trust are Principals in waiting. They are contracted to the Trust and so can be deployed to any Academy they are assigned to by mutual agreement. As an Associate Principal they deputise for Principals within the Trust and can manage some of the strategic responsibilities for the Principal, reducing the burden of school leadership to a manageable portfolio.

Matthew Boyle currently leads on behaviour and standards across the our schools.  He is currently deployed at three institutions to assist the senior leadership teams in their systems and processes.  Tudor Grange Academy Leicester, Robert Smyth Academy and Tudor Grange Academy Kingshurst benefit from his expertise.

DAVE BUTLER

Within the Trust we pride ourselves on strong succession planning, we use this as a means of securing sustainable improvement in schools, developing future leaders for our own schools and for the wider school system.

Associate Principals within the Trust are Principals in waiting. They are contracted to the Trust and so can be deployed to any Academy they are assigned to by mutual agreement. As an Associate Principal they deputise for Principals within the Trust and can manage some of the strategic responsibilities for the Principal, reducing the burden of school leadership to a manageable portfolio.

Dave Butler is based at Tudor Grange Academy Worcester where he sustains high standards as an Associate Principal, guiding senior leaders and supporting the Executive Principal in her role of school improvement at Tudor Grange Academy Leicester. 

JOHN HOLMES

Within the Trust we pride ourselves on strong succession planning, we use this as a means of securing sustainable improvement in schools, developing future leaders for our own schools and for the wider school system.

Associate Principals within the Trust are Principals in waiting. They are contracted to the Trust and so can be deployed to any Academy they are assigned to by mutual agreement. As an Associate Principal they deputise for Principals within the Trust and can manage some of the strategic responsibilities for the Principal, reducing the burden of school leadership to a manageable portfolio.

John Holmes is based at Tudor Grange Academy Worcester and coordinates the whole Trust assessment pathway at a secondary level. He has formed a team of assessment and moderation leads and together a common assessment is now calendared with comparative judgement undertaken which allows for a forensic approach in guiding students and offering high levels of intervention and support to both staff and students.

NICOLA CREHAN

Within the Trust we pride ourselves on strong succession planning, we use this as a means of securing sustainable improvement in schools, developing future leaders for our own schools and for the wider school system.

Associate Principals within the Trust are Principals in waiting. They are contracted to the Trust and so can be deployed to any Academy they are assigned to by mutual agreement. As an Associate Principal they deputise for Principals within the Trust and can manage some of the strategic responsibilities for the Principal, reducing the burden of school leadership to a manageable portfolio.

Nicola Crehan is deployed at Tudor Grange Academy Kingshurst offering support to the Principal and guiding senior leaders in using and developing Trust systems and processes.  Her skill is primarily in the English classroom but Nicola has the ability to transcend across all subjects and offer support in data analysis, intervention and outcomes. 

AIDEN BANNON

Within the Trust we pride ourselves on strong succession planning, we use this as a means of securing sustainable improvement in schools, developing future leaders for our own schools and for the wider school system.

Associate Principals within the Trust are Principals in waiting. They are contracted to the Trust and so can be deployed to any Academy they are assigned to by mutual agreement. As an Associate Principal they deputise for Principals within the Trust and can manage some of the strategic responsibilities for the Principal, reducing the burden of school leadership to a manageable portfolio.

Aiden Bannon is currently deployed at Tudor Grange Samworth Academy in a school improvement role and also supporting the development of the Trust curriculum.

MICHAEL PHELAN

Within the Trust we pride ourselves on strong succession planning, we use this as a means of securing sustainable improvement in schools, developing future leaders for our own schools and for the wider school system.

Associate Principals within the Trust are Principals in waiting. They are contracted to the Trust and so can be deployed to any Academy they are assigned to by mutual agreement. As an Associate Principal they deputise for Principals within the Trust and can manage some of the strategic responsibilities for the Principal, reducing the burden of school leadership to a manageable portfolio.

Michael Phelan supports schools in developing pedagogy and practice, particularly in mathematics, and the use of data and assessment to inform improvement.

Education Advisory Team

Within Tudor Grange Academy Trust there are Education Advisors supporting the raising of standards in each of the core subjects. The role is designed to be flexible so that bespoke support can be tailored to meet the varying requirements of the secondary academies within the Trust. In addition to the bespoke support offered a number of consistent support practices are carried out.

CHARLOTTE TURNER

Education Advisor for English: Charlotte Turner has taught for 16 years in two nationally recognised schools both as a Deputy Headteacher at The Compton School London and as a Senior Leader developing whole school teaching and learning practices at Tudor Grange Academy Worcester. The bespoke teaching and learning training programmes, created in conjunction with the Principal, supported the school community in securing significantly improved academic outcomes for the students and ultimately enabled the school to come out of special measures and be categorised as good. Currently, she works as an Education Advisor and SLE developing teaching and learning on a whole school scale and more specific bespoke support for the four secondary English departments. This has included supporting Curriculum Leaders to design and implement an engaging English curriculum that meets the requirements of the new specification assessments. She has written Tudor Talk, a teaching and learning resource used within the Trust and within the alliance to both develop and enhance aspects of whole school teaching and learning.

JEANETTE PICKARD

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Education Advisor for Mathematics.  Jeanette Pickard has taught for 19 years in two nationally recognised schools as a leader of mathematics education at CTC Kingshurst and at Tudor Grange Academy Solihull. Currently she is an Education Advisor and SLE, developing teaching and learning in mathematics and providing specific bespoke support for four secondary mathematics’ departments and two primary departments. Her bespoke support keeps departments up to date with current developments and creates systems to ensure that departments are improving the quality of teaching and learning and securing significantly improved academic outcomes for the students in the school.

  • Core Values and Principles

    “The importance of our mindset when supporting our colleagues on a journey of improvement should not be underestimated. Effective change is a process, not an event. Educational change depends on what we think and then critically what we do in response. It’s as simple and complex as that.”

    At Tudor Grange Academies Trust (TGAT or the 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 affect that learning.cpb

     

    These values and principles underpin all support work carried out by the Trust Education Advisory Team.

    “The more we share common practices, the  more likely we are to reach common solutions and have significant, wide spread impact.”

    Within TGAT there are three Education Advisors supporting the raising of standards in each of the core subjects; these posts holders are employed directly by the Trust. The role is designed to be flexible so that bespoke support can be tailored to meet the varying requirements of the academies within the Trust and schools we engage with through Teaching School. In addition to bespoke support offered to TGAT academies, a number of consistent support practices are carried out, these are supported by Trust Lead Practitioners. It is critical that practitioners who are new to these posts benefit from the clarity gained as the Trust has matured. This handbook is designed to inform the Trust Education Advisory Team of the strategies that have had significant impact on students’ and colleagues’ learning experiences, and have enabled sustained progress.

    These practices include:

    1. supporting schools on a continuous journey of improvement, identifying and informing colleagues of strengths and challenges and offering strategic and practical support that will enable sustainable improvement, independent of external support in the future
    2. effective communication with our Trust academies to ensure all relevant colleagues remain fully informed and are empowered to utilise this information to enable maximum impact
    3. facilitating creative and strategic curriculum planning to provide every child and staff member with valuable and effective learning experiences
    4. leading by example by remaining fully informed about curriculum or assessment process changes and adapting teaching and learning practices accordingly. These insights then inform planning and creation of resources, and the Trust drive is used as a mechanism to enable collaborative planning and sharing of learning resources
    5. supporting with the analysis and interrogation of data, enabling identification of highly effective practice and areas for improvement in performance and also underpinning implementation of effective intervention pathways
    6. systematic record keeping and documented impact analysis
  • Supporting schools on a continuous journey of improvement

    Aim: 

    The principal purpose of the Trust Education Advisory Team is to support TGAT academies and affiliated schools on a continuous journey of improvement identifying and informing colleagues of the strengths and challenges within their department and offering strategic and practical support that enables internal and sustainable improvement. The role, both internally when working with Trust schools and externally when appointed as an SLE, focuses on developing leadership capacity. While emphasis is placed on enhancing classroom practice, primarily the focus is on 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. The Trust Advisory Team are all experienced teachers and leaders who offer quality, bespoke training shaped according to the individual school’s requirements.

    How is this achieved?

    This is achieved through a robust quality assurance review and support process adapted according to the requirements of the individual academy. The intention of the initial review day which involves a book trawl exercise and a series of lesson observations is to identify strengths and the challenges hindering progress. This is followed by a bespoke developmental day that offers meeting time with a variety of experienced leaders and observations of outstanding learning experiences in one of our academies with a strong track record of sustained improvement. A further review day follows that identifies progress and evaluates the impact of support offered by the Trust. All evaluation processes are completely transparent and teachers have access to all documentation used to review the department prior to the visit. This is to ensure all involved in the quality assurance process are clear on how they will be assessed and evaluated. The review includes the following:

    Teaching and Learning support observations

    Meeting with Curriculum Leader to review current SoL

    Moderation of formative and summative marking – there is a focus on accuracy of marks awarded and how written commentary supports progress

    Accuracy of data tracking

    A report is then written by the Education Advisor/Trust Lead Practitioner highlighting highly effective teaching and learning practice and advice on how these strengths can be utilised to widen impact across the department. The report also identifies current challenges and how further support can be shaped in response to this.

    What does this look like in practice?

    Appendix 2 provides review and developmental proformas:

    a. Trust book trawl proforma

    b. Trust lesson observation proforma

    c. Trust scheme of learning review document

    d. Trust data tracking review document

    e. Trust individualised review document

    f. Trust development day agenda

    g. Trust review day agenda

  • cycle

  • Subject Update Meetings

    Aim:

    The purpose of the Subject Update Meetings with the Education Advisor/Trust Lead Practitioner and Curriculum Leader is to effectively review current practice and impact within the academy and use this as an opportunity to collate and share best practice and expertise from across the academies within the Trust. Collaboration of this nature enables each academy to access varied, high quality resources and processes that are not limited by an individual academy context. The meeting also accurately informs the MAT board’s understanding of progress within each of the academies.

    How is this achieved? 

    Half termly subject update meetings are organised in accordance with the assessment calendar. The agenda is set by the Education Advisor/Trust Lead Practitioner and sent ahead of the meeting. This provides an opportunity for the Curriculum Leader to prepare the requested information to present at the meeting. The agenda will vary dependent on the demands at the point in the academic year however common agenda items relevant to each group include:

    • schemes of learning
    • formative and summative assessments
    • use of 1-9 and moderation processes
    • data tracking
    • intervention pathways
    • exam points

    The meeting should be arranged around the Curriculum Leader’s commitments and should last approximately 1-2 hours.  The Education Advisor/Trust Lead Practitioner records and sends minutes to the following: Executive Principal, PA to Executive Principal, relevant Principal, College Leader linked to department and the Curriculum Leader. The frequency of meetings and content will vary dependent on context of school/progress with regards to implementation of new specification/deployment of the Trust Advisory Team.

    What does this look like in practice?

    Appendix 3 provides:

    a.An example of a subject update meeting agenda.

    b.Subsequent minutes from Subject Update Meeting agenda

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  • Strategic and Creative planning of the Year 7 to Year 11 Curriculum

    Aim:

    To design a five-year curriculum plan that can be utilised across the Trust. The plan maps out the key skills (in light of new specification requirements) and strategically interleaves those skills supporting learners’ long term retention and ultimate enjoyment of the subject. The map provides agreed, consistent, summative assessment points that assess the same skill set. The review days are an opportunity to explore different ideas and best practice across the departments within the Trust to ensure that all schools have a clear vision on how to effectively teach their subject and best track and use assessment.

    How is this achieved? 

    Curriculum Leaders are guided by the Education Advisor or Trust Lead Practitioner to effectively plan a five-year curriculum that meets the content and assessment requirements of the new GCSE specification. Termly/half termly curriculum development meetings enable the appropriate mapping of key skill requirements and knowledge. This level of clarity enables subsequent planning and creation of engaging learning journeys that result in common, valuable learning behaviours and academic achievement. This collaborative approach results in the Trust sharing the substantial planning of the new specification, allowing colleagues to select and resource areas of specialism/interest which are then shared with the other academies. The termly/ half termly curriculum development review meetings will be led by the Educational Advisor or Trust Lead Practitioner and must be arranged a half term in advance. A date should be proposed and sent to each of the Curriculum Leaders and any other relevant staff. Principals of each academy should be cc’d into the email and once the date is agreed leave of absence forms should be submitted by staff attending the meeting. The meetings are hosted at each of the academies on a rotational basis and it is the responsibility of the hosting school to organise a suitable location to meet and confirm catering arrangements. The Educational Advisor or Trust Lead Practitioner agrees the agenda and sends this out beforehand. In addition to reviewing and developing the five-year curriculum map, the meetings also provide opportunity to reflect on and review current teaching and learning and assessment practices and the following will also be built into the agenda:

    formative assessment check points – in the absence of nationally prescribed levels of attainment or bench-marks we will look at ‘types’ of learning check points that can be implemented that will effectively lead to common, summative assessments

    samples of agreed summative assessment responses from across the academies will be moderated to enable greater understanding and accuracy

    Iris video footage will be utilised to expose middle leadership to outstanding learning experiences that link to a whole teaching and learning focus

    AoB’s can be added prior to the meeting by Curriculum Leaders. Minutes should be completed on a rotational basis and should clearly state actions. These should then be sent to the following: Executive Principal, PA to the Exec Principal, Principals, College Leaders linked with department, and Curriculum Leaders.

    What does this look like in practice?

    Appendix 4 provides:

    a.An example of a Curriculum Development Review agenda

    b.Example minutes from Curriculum Development Review Agenda

    c.Mapping tool created by the design team

    CONFERROOM 1 2
  • Learning and Leading by Example

    Aim:

    A dedication to self-improvement and development of practice results in the Trust Education Advisory team carrying out continuous research and reading around the process of cognitive thinking and learning in their specified subject area. This supports their understanding of what constitutes ‘outstanding’ in their field of expertise and enables them to understand how their specialism and skills can contribute to wider school improvement goals. They have the ability to set and establish new and innovative working practices remaining fully informed about curriculum or assessment process changes and adapting teaching and learning practices accordingly. These insights then inform planning and creation of resources and the Trust drive is used as a mechanism to enable collaborative planning and sharing of learning resources across the wider Trust.

    How is this achieved? 

    All Education Advisors/Trust Lead Practitioners teach in one or more of the Trust academies. They have a successful track record of working effectively within their own academy and/or across a group of schools, or working with a range of leaders within a single school. They prepare resources that can easily be utilised by a range of schools to support the progress of students beyond their own classroom. The Trust drive is used as a mechanism for sharing inspiring resources and schemes of learning are saved in an agreed format which enables a range of schools to navigate their way through the resources and deliver them effectively in their own schools. The scheme of learning includes additional support resources such as scanned exercise books that demonstrate the learning journey from a student’s perspective and video footage of the delivery of key lessons.  This is particularly relevant to a school on a journey out of special measures and resources of this nature enable our colleagues to make the rapid gains required. In addition to the planning, creation and sharing of such resources, weekly bulletins are sent to relevant subject staff sharing curriculum or assessment process changes, specification updates and internal Trust news regarding the subject or teaching and learning practices.

    What does this look like in practice?circle triangle

    Appendix 5 provides:

    a. Trust schemes of learning document

    b. Document detailing how to save SoL on Trust drive

    c. Mathematics, Science weekly bulletin

  • Data Analysis and Responsive Practice

    Aim: 

    The Education Advisory Team remain dedicated to improving life chances for the young people within the Trust community and appreciate that the reading, tracking and understanding of data, and critically how this is responded to, is central to this improvement process. Education Advisors/Trust Lead Practitioners work to the Trust assessment calendar and follow data analysis practices that allow them to remain fully informed about progress at each of the academies. They effectively analyse and compare the data presented and identify practices that enable the quickest and most secure gains. Once they have clarity regarding how these gains have arisen e.g. curriculum decisions, pathway entries etc. they advise academies on such areas, exploiting the advantage of being a part of a diverse Trust and enabling rapid and wide spread success.

    How is this achieved? 

    At six points throughout the academic year, as indicated in the Trust assessment calendar and in accordance with the CA data shot points, Curriculum Leaders are provided with a breakdown of their results comparing Y11 predictions with Trust targets and most recent assessment results. In response to this data they complete a section of the subject update report detailing the intervention pathways they are offering to students who fall below the Trust minimum rate of progress. This document is discussed at the subject update meetings and is then used by the Education Advisor at three points in the year to write a MAT board report detailing progress across each of the academies. The MAT board report focuses on the Year 11 Nov and Jan mocks and the Year 10 end of year exam. Students sit a ‘standardised’ assessment that is common across the Trust to enable viable, comparative data. This then enables the Education Advisor to identify the most effective practices across the Trust and advise each academy of this so that all students within our Trust community have the best possible chance of making maximum progress. Curriculum Leaders discuss internal structures used to track data in other year groups and the Education Advisor/Trust Lead Practitioner is presented with this data at the subject update meetings. Once again the most effective assessment processes are identified and are shared as part of the support offered to academies new to the Trust.

    During 2016/17 the Education Advisory team have been tasked with supporting the development of the Trust dashboard.  There is no doubt that we need to improve our monitoring and understanding of all year groups, and particularly key stage 3.

    What does this look like in practice?

    Appendix 6 provides:

    a. Subject update reports

    b. MAT board report

    c. Internal data tracking systems

  • Record Keeping and Impact Analysis Practices.

    Aim:

    The Trust Education Advisory Team is not only committed to supporting all academies in reviewing and establishing the most effective teaching and learning practices but also appreciates the value and importance of being able to document and measure the impact of such support. There is an understanding that by frequently analysing impact individuals can identify where they are having greatest effect so that these practices can be continued and replicated in other academies as appropriate. There is also an understanding that analysis of impact can indicate when practices are not having the desired effect and as a result these practices can be refined or amended promptly so that the team is consistently offering a high quality, reflective service to all academies within the Trust.

    How is this achieved? 

    The collation and upkeep of an impact analysis folder is the responsibility of the individual members of the Trust Education Advisory Team. The folder contains categorised sections, dependent on the individual’s remit, that logs and tracks the impact of the support they are contributing to the academies. The half termly action plan documents the school to school support work the individual has been tasked with, what this looks like in practical terms and what specific outcome the support work will enable. Outcomes are always specific and measurable so that there is clarity regarding the purpose of the work, how that outcome will be achieved and how impact will be quantified. This folder is used to validate and evidence impact of support for external audiences such as HMI during an academy inspection and also for individual performance management purposes.

    What does this look like in practice?

    Appendix 7 provides:

    a. Action planning

    b. PM documentation

    c. Documented impact analysis for HMI

 

Trust Lead Practitioners

The Trust augmented the Education Advisory team in 2016 to include Trust Lead Practitioners who are staff based within schools in the Trust. They have been seconded to carry out directed school to school support projects.

  • LEE FLETCHER

    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 SMITH

    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 TIPPING

    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 ROBERTSON

    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 BROWN

    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 DUNN

    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 COSNETT

    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.

  • GEORGINA JACKSON
    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.

    Phase: KS3-5

  • CLARE WATERHOUSE
    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.

  • EMMA PENN
    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

  • KATHLEEN TAYLOR
    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.

    Phase- KS3-5

  • HELEN MYERS
    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.

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