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Elizabeth Connolly - Literacy
Liz has been the Head of English in two previous schools. Her areas of expertise concern the development of a whole school literacy strategy that has proved highly successful both in terms of outcomes and attainment. Liz’s areas of support cover whole school literacy implementation, monitoring and evaluation, as well as empowering staff to embrace their role as a Literacy teacher within all curriculum areas. Marking for Literacy is a key area of focus. Literacy in terms of effective intervention is also an area of expertise. Closing the gap for pupils who are behind their expected progress, commensurate with their targets / age. Liz has trained a number of staff in the delivery of phonics; designed especially to suit secondary teaching, having worked closely with a local primary school in order to facilitate best practice. Liz has developed full tracking and monitoring of Literacy and is able to support in the implementation of audits in order to refine and tailor strategies further. Wider reading is also an area where Liz can help develop schools’ efficacy in delivery, monitoring and evaluation. Literacy and English were recently shortlisted for the TES Department of the Year Award 2013.
Michael Coogan - English
Michael has supported many Heads of Department in raising pupil achievement in English, specialising in energising departments to review and revise their KS3/KS4 curriculum. As an English Leader, Michael has developed strategies that ensure that pupil progress is at the forefront of a department’s thinking. He has worked closely with many departments to ensure all initiatives feed into this idea. Michael’s role involves devising and monitoring strategies to oversee the entries for pupils at GCSE and works collaboratively with colleagues from numerous secondary schools to look at how we track and monitor the progress of our students. Alongside this Michael has helped numerous colleagues from other schools in creating their KS3 Schemes of Work in response to the publishing of the new National Curriculum. Under Mike’s leadership, the department has been placed in the top quartile of schools in the country and was recently shortlisted for the TES English Department of the Year Award 2013. Mike is also a Subject Leader for the Prince’s Teaching Institute.
Caroline Eckersley - English
Having taught English at SJP for eighteen years, I have a wealth of experience at all Key Stages. I am an experienced examiner at both GCSE Language and Literature and have also worked as a coursework moderator for WJEC. Having worked as both Second in Department as KS5 Coordinator, I have focused on developing strategies to raise achievement at KS4 and KS5; developing robust tracking and monitoring systems to measure progress. I have worked as a Lead Practitioner across the curriculum, responsible for improving whole school teaching and learning as well as delivering our Theory into Practice Research & Development strand to our staff and monitoring its development. I am a Quality Assurance Lead for School Direct and delivers the course, including Professional Training, English Subject Training and Mentor Training.
James Gatrell - Mathematics Data
James’ areas of expertise include Maths transitions from KS3 – KS4, from KS4 – KS5 and developing detailed diagnostic intervention plans to maximise progress for all. James has considerable experience in effectively using data to inform intervention plans and facilitate success. James also has expertise in Academic year structure, including Learning Programme model and assessment structure. He is involved with whole school data and the analysis of progress at all levels. James also has expertise in data monitoring and in SOWs and Resources. As a result of James’ approach to teaching mathematics and leading the department, it has led to securing the TES Numeracy and Mathematics Award for 2013, as well as a significant raise in the attainment of students, leading to improved Mathematic GCSE results. James has supported a large number of Heads of Mathematics to drive improvements in attainment and improvements in Teaching and Learning across their departments with sustainable improvements. James has also supported Senior Leaders at these schools and advised Head Teachers of recommendations for improvement.
Heather Garland - Pedagogy Science
As a leader in a Science department, Heather has created a climate which enables colleagues to develop and maintain positive attitudes towards the subject and confidence in teaching it through her work on training staff in pedagogical techniques, developing schemes of work, assessments and pupil progress tracking systems. She uses data effectively and develops the skills in others to identify pupils who were underachieving. This includes creating and implementing effective intervention strategies to support pupils and being able to implement these changes swiftly, even though it may challenge previous ways of working. This experience has been invaluable in supporting other schools. Heather has also worked with a cluster of feeder primary schools on developing a science “Bridging” unit to support pupils in the transition from Key stage 2 to Key stage 3. This has involved collaboration with primary specialists.
Dale Gordon - Mathematics and Pedagogy.
Dale is an outstanding practitioner who has a proven track record of raising attainment whilst leading a large and very successful Mathematics department in an outstanding school. Dale is able to provide advice on the quality of curriculum succession planning and quality assurance. She has wide experience of improving the standards of teaching and learning to support and improve the delivery of lessons. She has played a key role in deepening teachers’ understanding of how students learn and developing students' skills in Mathematics and across the curriculum. Dale has significant experience of developing schemes of work across the age range with a clear focus on Mathematical understanding and individually addressing areas of misconception. She has a Masters Degree in Teaching and Learning and has led on research and development across a whole staff. Dale is dedicated to improving students’ experience and outcomes and is committed to developing skills based learning through innovative teaching. She has played a pivotal role in powerful professional development and the continuing development of a Language for Learning.
Vikki Harris - Physical Education & BTEC
Vikki has significant experience in BTEC and its whole school implementation. She has successfully embedded robust monitoring and tracking systems, across BTEC programmes, in order to increase attainment at KS4 and KS5. Vikki has supported Heads of Department to ensure consistent systems and to quality assure verification processes. Vikki has been successful in developing the curriculum, monitoring and assessment processes and Teaching and Learning, within PE, to ensure consistency across all Key Stages.
Alison Lock - Sixth Form Pastoral Structures & Systems
Alison has a wealth of experience having developed and implemented new, effective curriculum and pastoral systems, which includes detailed methods of reporting at Sixth Form level and has led workshops for staff on how to structure and implement them effectively. She has trained pastoral teams to work effectively with Years 12 and 13, utilising all opportunities for enrichment and community service through a structured programme, to maximise potential and ensure smooth progression into post 18 education or employment. Alison’s expertise lies in the joining up of these curriculum and pastoral monitoring systems, utilising knowledge of the student, ensuring seamless communication takes place to provide the best care, guidance and support during this phase of their education. This has led to a significant rise in the attainment of students, which has in turn increased the opportunities available post 18. Her experience includes training staff in the UCAS process, including the monitoring of realistic, yet aspirational university choices, as well as effective personal statement and reference writing. Working with a variety of teams through school-to-school support, she has been able to inspire colleagues to adopt examples of good practice for tailoring curriculum and pastoral systems to suit their school’s needs and facilitate whole school improvement at Sixth Form.
Ann-Marie McGagh - Mathematics
Ann-Marie’s areas of expertise include Maths transitions from KS2 – KS3, and from KS3 – KS4, and providing Maths Enrichment and Numeracy across the Curriculum. Ann-Marie also has expertise in Academic year structure, including Learning Programme model and assessment structure. She is also involved in Staff and Teaching evaluations including ‘What does an outstanding Maths lesson look like?’ as well as implementing engaging activities across the classroom. Ann-Marie also has expertise in data monitoring and in SOWs and Resources. As a result of Ann-Marie’s approach to teaching numeracy it has led to securing the TES Numeracy and Mathematics Award for 2013, as well as a significant raise in the attainment of students, leading to improved Mathematic GCSE results. Ann-Marie’s work has also extended into the primary sector, which has allowed her to share ideas in order to inspire the junior school children, and to enhance pupil enjoyment for mathematics.
Peadar McLoughlin - Attendance Behaviour & Safety
Peadar has worked for many years developing strategies to improve attendance and behaviour. Peadar has successfully introduced a new rewards policy and system (Vivo) which has been embedded throughout the school. He has worked with other pastoral teams from many schools to showcase systems used within SJP to improve attainment and attendance, ensuring that all students feel safe. Peadar has experience in the joining up of curriculum and pastoral monitoring systems, utilising knowledge of the student, ensuring seamless communication takes place to provide the best care, guidance and support to help ensure all students achieve their full potential.
Colette Singleton - Attendance Behaviour & Safety
Colette has worked closely with large groups of pastoral leaders over many years to introduce systems to track and monitor behavior and attendance effectively. The systems look closely at the incorporation of escalating interventions to improve attendance when it falls below 92%., and this system is mirrored through the behaviour strategy . This is communicated to pupils, parents and staff via a range of mechanisms and documents. Colette has successfully introduced these systems and embedded them, leading to year on year improvement of attendance across all year groups and identified cohorts . These strategies have proven to be highly successful in reducing persistent absence, again via the systems set up through this work. Combined with this, Colette has also introduced systems to school to aid the tracking and monitoring of behaviour within year groups and identified cohorts. This has led to an improvement in behavior across school, and with staff feeling supported and involved at every level. Colette has worked with different teams of colleagues through school-to-school support, where she has been able to work with them to adapt policies to suit the individual schools needs; encouraging good practice to aid whole school improvement across these two vital pastoral areas.
Lisa Thierry - Special Educational Needs (SEN)
Lisa has significant experience of working with a range of pupils with additional needs. A SENCO at SJP for over 10 years, her skills base includes not only an intricate understanding and working knowledge of the SEND Code of Practice 2014, but also a wide experience of the way in which pupils’ additional needs can best be met in the mainstream classroom. Lisa’s role is strategic at SJP: she works closely with both pastoral and curriculum teams, offering advice and sharing strategies to ensure appropriate modification and differentiation take place in order that pupils with special educational needs and disabilities receive quality first teaching and appropriately personalised pastoral support. All SEND pupils at SJP achieve significantly above the national average at KS4. Lisa can offer advice and support regarding the best way to meet additional needs in mainstream schools including the writing of pupil centred profiles; assessment and monitoring of SEND pupils; strategies to support a range of additional needs in the classroom and advice regarding the transition from statements to EHCPs. Lisa has a very wide experience of working with outside agencies, including social services and a range of NHS professionals such as Paediatricians and Mental Health Services and can offer support regarding the best way to ensure a multi-agency approach is successfully utilised.
Vanessa Thompson - Design Technology
Vanessa has significant experience in supporting Heads of DT in their leadership of a department in order to drive improvements in attainment. She has been successful in developing Teaching and Learning to ensure consistency in the classroom across all Key Stages. She has significant experience in curriculum design, developing robust monitoring and assessment processes, and using data to impact upon progress. Vanessa is involved in developing Teaching and Learning across the college and is responsible for the development of STEM (Science, Technology, Engineering and Maths) initiatives.
Chris Veitch - Pupil Progress Mathematics
Chris has considerable experience in effectively using data to inform intervention plans and facilitate success. She has successfully led the implementation of an English and Maths Strategy resulting in a year on year improvement in results in terms of attainment and achievement of all pupils including pupils from vulnerable groups, both SEND and Pupil Premium. This has involved leading successful additional intervention strategies to raise overall attainment and achievement and narrow the gap for pupil premium pupils. These successful KS4 strategies are now also used in KS3 as part of whole school Curriculum Additional Intervention Meeting model (Curriculum AIM) to further maximise achievement and attainment for all. Chris also leads on effectively using data to identify pupils who are underachieving at any stage in their journey and to implement intervention plans to address this underachievement.