A Specialist Leader of Education’s (SLE) role is about developing the capacity and capability of other leaders so that they have the skills to lead their own teams and improve practice in their own schools.

Tina Georgiades | Early Years

Key areas of expertise:

I have worked in education for 14 years as a classroom teacher, phase leader in Early Years and KS2 and I am currently Assistant Head of whole school Data and whole school Curriculum. I support colleagues in assessment and monitoring procedures as well as supporting teaching and learning of the school’s curriculum. I have supported colleagues in developing their own practice through CPD, coaching and team teaching. My passion for an enriched curriculum and challenging teaching environment has ensured a significant rise in children’s attainment.

I am committed to making a difference in children’s education and lead by example ensuring the highest of expectations are set for every child by providing a rich curriculum and providing immersive and engaging learning environments.

Key strengths:

  • I am committed to making a difference for children and families.
  • I work closely with colleagues ensuring learning is challenging and led by formative and summative assessment.
  • I monitor data on a six weekly cycle to ensure all children are making good progress in all areas of the curriculum.
Rachel Bates | Inclusion

Key areas of expertise:

My specialism is in Inclusion and SEND. I have successfully led teachers, support staff and pastoral teams to work effectively with SEND pupils to ensure that they make sustained progress and achieve the best outcomes. I have worked creatively to provide practical solutions to supporting the increasing number of children with SEND in school, ensuring that their needs are met as fully as possible. This includes setting up a successful social communication class for Reception and KS1 and organising targeted SEND intervention across the school to ensure that the needs of all children on the SEND register are met.

In autumn 2018 I worked with another school in establishing systems to support SEND, safeguarding and pastoral support, which was recognised favourably in their most recent OFSTED inspection report. This involved providing CPD for teachers, modelling of interventions and the organisation of support staff.

I obtained the SENCo Accreditation in 2013 and NPQSL in 2017.

Key strengths:

  • Committed and passionate about inclusion and the successful outcomes for SEND and disadvantaged pupils.
  • Approachable and supportive, yet can hold others to account.
  • Ability to work productively and effectively with outside agencies.
  • Committed to life-long learning; every situation is an opportunity for building on professional development.
  • Trustworthy and sincere.
  • Great sense of humour!
Gary Wong | School Business Management

Key areas of expertise:

I have worked in school finance and business management for the past twelve years. Prior to this I was a senior officer in a development agency supporting the delivery and monitoring of programmes aimed at improving basic literacy and numeracy.

I have experience working closely with SLTs and governing bodies, developing a good understanding of strategic goals and how effective planning and resource allocation support these. A key area of expertise is budget setting, monitoring and reporting, with a focus on efficiency, sustainability and long-term investment in technology and premises development.

My knowledge and experience also cover areas including statutory returns, data management and compliance in areas such as employment law, data protection and H&S. Payroll administration and human resources are fields where my skills and knowledge have been enhanced though my experience working with both local authority services and third party providers.

My contribution to effective safeguarding and safer recruitment procedures includes participation during Ofsted inspections, with a clear understanding of the requirements for a school’s single central record.

Key strengths:

  • Objectivity and integrity
  • Good understanding of wider context in which schools operate
  • Inclusive and diplomatic negotiator
  • Empathic and understanding
  • Commitment to professional development.
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