specialist leaders of education handbook€¦ · supporting a number of schools in the west...

Specialist Leaders of Education Handbook

The Teaching School, Harvills Hawthorn Primary, Wolseley Road, West Bromwich, B70 ONG.

SLE Handbook Page 1

Contents

Page No.

1. Introduction

2. What are SLEs?

2.

Types of SLE deployment

3. SLE deployment process

3. Cost of SLE deployment

4. SLE Profiles

Appendices

Appendix 1 SLE Deployment Request Form

Appendix 2 SLE Deployment Record Sheet

Appendix 3

SLE Evaluation/Feedback for Quality Assurance Monitoring

Appendix 4 WTSA Terms and Conditions Introduction Specialist Leaders of Education (SLEs) have a significant role to play in raising standards in our schools. The following information seeks to clarify the systems and protocols between a School requesting support and Wednesbury Teaching School Alliance for the deployment of SLEs and evaluations of their work. The lead school is Harvills Hawthorn Primary School which is proud to be recognised as a National Teaching School and has also been deemed 'outstanding' in its last two Ofsted inspections. Within the Wednesbury Learning Community Trust there are currently 12 primary schools, and a further 8 primary schools have joined our Teaching School Alliance for Continuing Professional Development. Our website http://www.wednesburyteachingschoolalliance.co.uk gives more detail of the work of Wednesbury Teaching School Alliance (WTSA).

SLE Handbook Page 2

What are Specialist Leaders of Education (SLE)? SLEs are experienced middle or senior leaders who are interested in supporting leaders in other schools. Many SLEs combine their outreach role with a leadership role in their own schools. This is one of the strengths of the SLE programme as it is essential that those being coached know that the SLEs are also practitioners. They know what they are talking about because they are successful in their own school. SLEs complete the mandatory core training requirements by the National College. Wednesbury Teaching School Alliance currently has 12 designated SLEs, who are supporting a number of schools in the West Midlands region. Types of SLE Deployment Short term deployment (1- 4 days), e.g. one INSET day, objectives are agreed by completing the SLE Deployment Form prior to deployment. Longer term support (5 – 10 days), e.g. 5 days over 5 month period, a SLE Action Plan will be agreed in a face-to-face meeting prior to work commencing. All deployment is subject to Wednesbury Teaching School Alliance Terms and Conditions.

SLE Handbook Page 3

SLE Deployment Process Any school seeking support of SLE must in the first instance contact Wednesbury Teaching School Alliance. The deployment will then be agreed between the school to be supported and the SLE home school. Tel: 0121 557 1034 or email: [email protected] The Teaching School will match the SLE with the appropriate area of expertise and capacity to offer support. The SLE and the School to be supported will agree the focus of work and outline specific objectives, expectations for outcomes and impact, length and frequency of support. Deployment commences and is reviewed in the format agreed by Wednesbury Teaching School Alliance, the School being supported and the SLE. The Teaching School will:

• Provide effective communication channels. • Maintain an accurate database of SLE expertise. • Match school requests to SLE expertise. • Maintain accurate records of deployment and evaluations. • Provide SLE support and professional development.

Quality Assurance All SLE deployments will be subject to evaluations by the supported school. Evaluations will rate progress against agreed targets. Wednesbury Teaching School Alliance review the feedback, impact and quality of support provided after each deployment. Cost of SLE Deployment Cost of a SLE is £400 full day; £250 half day; and £200 twilight session.

SLE Handbook Page 4

SLE Profiles

Amy Guy (Park Hill Primary) SLE in Phonics

Amy is an enthusiastic, committed member of a team at a school in Wednesbury, where she has worked since qualifying as a teacher in 2011. Amy has primarily worked in the Early Years Foundation Stage and Key Stage One, where her interest and enthusiasm for teaching reading and writing has always been evident, to both pupils and educators. As a senior leader, she has been responsible for raising standards in Phonics within her own school and has also implemented and led training courses for staff in other schools. Amy adopts a calm, approachable manner when coaching and mentoring and has delivered bespoke training packages to trainee teachers, NQTs and experienced staff. By modelling lessons and demonstrating "deeper" concepts behind teaching

Phonics, Amy has enabled others to meet their personal aims. She has supported educators in Sandwell, Staffordshire, Birmingham and Wolverhampton.

Detail of specific areas within area(s) of specialism:

Amy has secure subject knowledge in Phonics and can demonstrate a variety of multisensory teaching and learning strategies in this area, which she models and shares with others. This includes phonological awareness in Phase 1, grapheme-phoneme correspondence in Phases 2-5 and spelling patterns in Phase 6. As well as teaching discrete Phonics sessions to pupils in Early Years and Key Stage One, she also has experience of delivering Phonics to pupils in Key Stage Two, who are not yet secure in decoding and/or spelling.

Amy has an understanding of how to plan Phonics in a variety of situations, for example, for whole classes or groups of ability-matched pupils and she delivers training that can be adapted for different schemes, particularly Letters and Sounds. She has developed assessment within her own school and highlights the structure of the National Phonics Screening Check, as well as its impact upon teachers and support staff in Years 1 and 2.

Twilight Session Examples

Inset Day Examples Long Term Support Examples (5-10 days)

Short Term Support Examples (2-4 days)

Flexible hour-long sessions focusing on a particular phase or aspect of Phonics. Visiting the school requesting support.

Half or whole days, focusing on teaching and assessment of all phases in Early Years and Key Stage 1, as well delivery in Key Stage Two.

Hosting sessions at Park Hill, where colleagues can observe modelled lessons in Phonics.

Modelling lessons for staff with their own classes, at their schools.

Developing planning and assessment techniques with subject leaders.

Support in identifying areas of importance and consistency in teaching.

SLE Handbook Page 5

Katie Cooper-Sayer (Old Park Primary) SLE in Assessment, Teaching and Learning, Thinking Skills and Dialogic Teaching During Katie’s 8 year career she has had many opportunities to work in a range of primary schools specialising in teaching, learning and AFL. She has been a lead teacher for three authorities and has been able to nurture people’s existing skills and develop them through creating a trusting and open relationship, where everyone feels they can succeed and achieve to the very best of their ability.

Katie has a constant drive and passion for high expectations and excellence for all leaders. In teaching, you must always be motivated and enthusiastic, not only as a classroom leader but also when leading individuals. As a leader, she does not just read the assessment scores, but she gets to know those whom she is leading. She ensures that she is specific about how to help each leader achieve their goals, desires and aspirations. During her teaching career she has worked first hand with a variety of schools, leaders, Local Authorities and other professionals to ensure outstanding provision is at the heart of education. She is and has always been motivated by impacting and seeing positive results.


Questioning (higher order) linked to dialogic teaching.

Teaching core subjects – differentiation, developing independence, making rapid progress.

Assessment within lessons (peer/self-assessment; gap tasking)

Use of symbol support for SEN children (literacy)

Facilitator for the Outstanding Teacher Programme and Improving Teacher Programme.




Modelling assessment for learning (self and peer assessment. Dialogic teaching)

Questioning – using and planning for higher order questioning.

Differentiation strategies (core subjects)

Developing rapid progress within lessons (core subjects)

Understanding the power of questioning. Planning opportunities for high order questioning.

Dialogic Teaching.

Coaching and mentoring class teachers and subject leaders.

Support for leaders when monitoring planning and books.

Support for leaders for lesson observations and feedback.

Improving Teacher Programme and Outstanding Teacher Programme.

SLE Handbook Page 6

Hayley Booth (Harvills Hawthorn) SLE in Teaching and Learning Hayley Booth has been teaching in Sandwell for the past eight years. She is currently a senior leader at Harvills Hawthorn Primary School where she also leads teaching and learning and science. Hayley teaches in Year 6 and has been recognised as ‘outstanding’ by Ofsted.

Hayley has worked alongside teachers in neighbouring local authorities to support the development of teaching and learning. She is a trained facilitator for the NCSL endorsed ‘Improving Teacher Programme’ and ‘Outstanding Teacher Programme’ and is also a qualified coach.


Questioning (higher order).

Teaching core subjects – differentiation, developing independence, making rapid progress.

AfL (peer/self-assessment; gap tasking)

Use of symbol support for SEN children (literacy)

Facilitator for the Outstanding Teacher Programme and Improving Teacher Programme.

Thinking skills

Collaborative learning




Modelling assessment for learning

Questioning – using and planning for higher order questioning.

Differentiation strategies (core subjects)

Thinking skills / TASC wheel

Understanding the power of questioning and thinking skills. Planning opportunities for high order questioning.




Improving Teacher Programme and Outstanding Teacher Programme.

SLE Handbook Page 7

Jimmy Martin (St Mary Magdalene Primary School), SLE in English Jimmy is a passionate and charismatic middle leader who has spent his teaching career in Sandwell. He has taught in KS1 and 2, with the vast majority of that time as a KS2 practitioner. As English co-ordinator and part of the leadership team at St Mary Magdalene Primary during the transition from RI to Outstanding, he has led strategic improvements to improve progress and attainment in reading and writing. He builds a positive rapport with staff and children, ensuring a solid foundation to lead improvements through sharing practise, modelling approaches,

monitoring and giving feedback. He enjoys innovation and continually seeks new ways to raise standards in collaboration with others. Recently, he has worked as a LA writing moderator, developed a writing moderation document over a local cluster of schools, liaised with and supported other English leaders within Sandwell, as well as presenting at Primary Partnership with colleagues from St Mary Magdalene.


Subject review/ audit. Crafting and improving a writing learning journey across KS1/ KS2.

Developing the effective use of modelled and shared writing during lessons.

Using Talk for Writing to improve writing outcomes. Teaching and embedding grammar across KS1/KS2.

Writing moderation (LA moderator). Embedding writing and reading across the curriculum.

Proving progress in books. Effective planning for short, medium and long term objectives.

Enhancing presentation in books through creative approaches to displaying work.

Developing creative and exciting approaches to engage and enthuse.




Developing creative and exciting approaches to engage and enthuse.

Enhancing presentation in books through creative approaches to displaying work.

Developing guided reading approaches under the new curriculum and organising the reading curriculum.

Developing the effective use of shared and modelled writing.

Using Talk for Writing in school to boost outcomes.

Teaching and embedding grammar across school.

Effective short and medium term planning.

Grammar subject knowledge.

Crafting and improving a writing learning journey in KS1/2.




Writing moderation support.

Subject review and audits with subject leaders.

Developing outcomes for reading and writing through strategic improvements.

Embedding the teaching of grammar across school through training, coaching and mentoring.

SLE Handbook Page 8

Kate Roberts (The Priory Primary School), SLE in English Kate is an experienced and outstanding practitioner. She is currently a Deputy Head Teacher and has been instrumental in raising standards and achievements in English. She is passionate about building the foundations of basic skills in an engaging way so that pupils become independent learners. Kate understands the importance of using the whole curriculum to develop key skills in English using innovative approaches. Working as part of the SLT, she has developed and refined an assessment system for reading and writing that helps to monitor progress and attainment from Reception to the end of Key Stage 2.


Support with planning to develop pitch and progression (weekly, medium and long term planning).

Support with developing grammar subject knowledge and interactive ways of teaching the content over the year groups. Support with grammar planning and how to make links with different features of writing.

Support with moderation of writing using the National Curriculum objectives.

Support and training on different approaches to writing – teaching backwards as a model.

Support with a subject review: subject audit, action plans - reading, writing and SPAG and how to produce a Raising Attainment Plan focusing on key priorities.

How to use a ‘real’ book to plan genres of writing which, will engage and motivate learners.

Class teacher support: model lessons, coaching / mentoring staff through the planning stage, team teaching (differentiation, modelling, plenaries, questioning, success criteria, pitch, expectation etc).

Support with assessment of reading and identifying evidence.




Developing grammar knowledge and activities.

Different approaches to teaching the writing process.

Comprehension: activities, different approaches to reading.

Different approaches to teaching the writing process.

Developing grammar knowledge.

Support for auditing of the subject area and identifying key priorities.

Support for planning. Identifying progression for weekly, medium and long term planning.

Coaching / mentoring for action plans, planning, book scans and lesson observations.

SLE Handbook Page 9

Natalie Dolan (Harvills Hawthorn Primary School), SLE in Early Years Foundation Stage Natalie is an Outstanding leader and practitioner, having led the change from Good to Outstanding in her Foundation Stage setting in their most recent Ofsted in 2013. She has taught the full phase of Foundation Stage, as well as having experience teaching up to Year 6, thus having a full understanding of each stage of Primary education. As Early Years lead, she takes a key role in transition across Foundation stage and into Key Stage one, liaising with parents, carers and other agencies to ensure the best start to school life. Natalie has experience working within a larger than average setting, managing staff across up to 150 children in the Foundation Stage. Natalie has a specific interest in continually striving to improve outcomes for children through raising standards, particularly in communication and the importance of this milestone before being able to achieve in other areas such as Phonics or Mathematics. She is committed to shaping and developing others, through monitoring, lesson observations, delivering CPD and modelling effective teaching and learning, to enable others to reach their full potential.


Review all aspects of Early Years provision: Assessment, Teaching and Learning, Planning, Assessment and Moderation, Leading and managing a team.

Working with parents as partners.

Early speech and language support and ‘Close the Gap’ interventions for groups of pupils.

Developing an evidence base and analysing and using Early Years data effectively.

Twilight Session Examples Inset Day Examples Long Term Support Examples (5-10 days)


Moderating assessment judgements.

A introduction to assessment in Early Years.

I Can-‐ developing communication skills in children aged 0-‐3 and 3-‐5.

I Can-‐ supporting pupils with Speech, Language and Communication needs aged 0-‐3 and 3-‐5.

I Can-‐ Working with parents to support pupils with Speech, Language and Communication needs aged 0-‐3 and 3-‐5.

iCan parent coffee mornings (with a focus on developing early communication skills)

Data analysis, review and interventions planning and implementation.

Leadership support-‐ Developing an effective Early Years team.

SLE Handbook Page 10

Gemma Edwards (Albert Pritchard Wood Green Federation) SLE in Foundation Stage and Phonics Gemma is an excellent leader in her role as Assistant Head Teacher EYFS. She has a proven and successful track record of effective working internally and externally across the LA and within the learning community. She is passionate about leading her teams across the school and is always seeking out new and innovative ways for staff to improve their practice to benefit children’s development further.

She is committed to outreach work and will strive to meet the needs of other schools in simple yet effective ways. She always leads by example and encourages others to adapt their styles in order to get the best out of themselves and their children. She fully understands what it takes to be ‘Outstanding’ in the Foundation Stage as recognised by Ofsted in June 2010 and May 2013 and is confident in assisting others to get to the same place. She is keen, enthusiastic, reflective about her practice and flexible in approach.

• Detail of specific areas within area(s) of specialism: • Developing Early Years practitioner’s knowledge & skills • Developing provision and practice • Reviewing all aspects of Early Years provision • Moderation of EYFS evidence • Parental Engagement • Supporting the creation of enabling environments



New to EYFS

Moderating assessment judgements.

Staff subject knowledge

Sharing Good practice at own setting

Action planning and follow up visits.

Developing an effective Early Years team.


Claire Keeler (Moorlands Primary) SLE in Foundation Stage and English Claire Keeler is a highly motivated practitioner with a passion for early years. Through a commitment to action research and twelve years teaching in both early years and key stage one Claire has a strong understanding of early skill acquisition, enhancing environments, quality assessment for learning and leadership. As a proven middle leader and through her role as SLE Claire has undertaken many ventures across three authorities including the initiation & development of cross-school key stage one gifted and talented projects for writing, early years improvement initiatives & setting specific restructuring of synthetic & analytical phonics teaching.

Detail of specific areas within area(s) of specialism: Claire Keeler has supported schools looking to improve practice in early years teaching and learning. She works in partnership with leaders and teaching staff to develop a quality and reflective improvement focus that echoes the holistic and continuously changing nature of early years alongside the aims of the setting. This has included: Action planning Staff appraisal Transition processes Curriculum planning Provision planning & area review Quality assessment With a strong interest in early years pedagogy and a passion for literacy across learning Claire also supports settings in the delivery of quality child-led phonics and literacy strategies – including experiential planning to support pupils working at greater depth within key stage one.



Developing internal moderation Analysis of school entry phonics, implications & ensuring progress.

Ensuring a quality setting (to include role of the adult, environmental provision & planning alongside current key issues within EY) Outreach days within Claire’s setting individually planned to support key issues.

Long term ongoing review process – developing middle leaders within setting & measuring impact. Short term support to improve teaching practice – joint planning & delivery, collaborative reviews, effective assessment and using data.


Andrina Flinders (Fullbrook Day Nursery) SLE in Foundation Stage Andrina Flinders is a Deputy Head teacher of a large nursery school in Walsall. She has previously been a Children’s Centre Teacher and Early Years Consultant. She has also published a number of Early Years Teaching resources with Yellow Door Publishers.

Andrina is an early years specialist and enthusiast and she has experience in supporting a range of settings from child-minding to primary schools. Her specific areas of interest are developing early years leaders/practitioner’s knowledge/skills, supporting the creation of enabling environments, using audit tools ECERS/ITERS/SSTEW as an improvement tool, developing provision and practice for 2yr olds, Inclusion/SEN, EYPP provision and evidencing impact and engaging parents. She has supported settings and practitioners through providing training on topics such as schemas or through longer term coaching visits.


*Developing Early Years leaders/practitioner’s knowledge/skills,

*Supporting the creation of enabling environments,

*Experienced in using audit tools ECERS/ITERS/SSTEW as an improvement tool.

*Developing provision and practice for 2yr olds,

*Inclusion/SEN (2-‐5yrs),

*EYPP provision and evidencing impact

*Parental Engagement (2-‐5yrs).

Twilight Session Examples Inset Day Examples

Long Term Support Examples (5-10 days)


Overcoming barriers to learning including EYPP.

Understanding and Using Schemas (2-‐3s yr olds)

Engaging Parents – why and how.

Letters and Sounds – Phase one – Two resources to develop young children’s listening, attention and concentration.

Sharing Good practice days at Fullbrook Nursery School

ITERS/ECERS audits, action planning and follow up visits.

Coaching/Mentoring of EY Leaders.


Kathryn Salmon (Harvills Hawthorn Primary) SLE in Mathematics Kath is an experienced teacher with a proven track record as a leader in mathematics. During her career, she has taught children from Reception to Year 6 and therefore has a good understanding of the needs of all primary school key stages.

Through her role as maths leader, she has implemented a range of changes and improvements within her own school. These have included the writing of a new curriculum, which has been adapted to come in line with the 2014 curriculum, the creation of a robust assessment system and the implementation of a discrete AT1 lesson. She has an in depth understanding of mathematics and the important role in plays in children’s education. Beyond her own school, Kath has supported maths leaders in other schools, identifying areas for development and providing training and support to improve these areas.


-‐ Problem solving

-‐ Assessment

-‐ Arithmetic skills

-‐ Written methods

-‐ Concrete, visual, abstract

-‐ Progression in fractions

-‐ Moderation

-‐ Scrutiny of learning, planning, etc.



-‐ Problem solving -‐ Progression across a

specific area

-‐ Cross school moderation Assessment

-‐ Leadership support


Kate Lester (Albert Pritchard Wood Green Federation) SLE in Physical Education and Teaching and Learning Kate has taught in Wednesbury since 2003 and has experience of teaching in both Key Stage 1 and 2. She has recently completed her NPQSL through WTSA and become a Deputy Head Teacher following a successful secondment. She is now Thematic Leader for her school working alongside the subject leaders in all curriculum areas.

Kate is passionate about developing teaching and learning in order to enable all children and staff to reach their potential (and beyond). Kate redesigned the PE curriculum in line with recent changes. This model, and other resources, has been shared with a number of schools across Sandwell as part of the ‘DanceDesk’ network.


Curriculum development (long term and medium term planning) for PE.

Gymnastics, athletics and swimming areas of specialism.

Developing AfL techniques within teaching and learning.



Development and use of the core tasks for PE

Teacher subject knowledge.

Curriculum evaluations

Teacher subject knowledge

Redesign of PE curriculum

Teacher subject knowledge

Strategies for on-‐going use of AfL as a teaching tool


Vicky Hardeman (St Mary Magdalene Primary) SLE in Creative Curriculum / Irresistible Learning Vicky is a passionate, enthusiastic, outstanding practitioner who is committed to developing the practice of her and others. Vicky considers it to be important that staff feel a ‘shared ownership’ of a vision and throughout her career to date, Vicky, as an Assistant Headteacher and a curriculum leader has supported and innovated staff to implement new curriculum initiatives through a proactive, motivated school culture, where colleagues work collaboratively, combining strengths.

Vicky has transformed how the creative curriculum is delivered throughout school and she has led an Irresistible Learning approach to the curriculum. On a more bespoke level, she has worked with other schools in redesigning their curriculum.


• Developing an Irresistible Learning/child-‐centred approach to delivering the curriculum. • Creating long term, mid-‐term, weekly planning formats alongside staff adopting a skills based

approach to teaching National Curriculum objectives. • Ensuring skills are progressive across the whole school. • Building confidence in staff in teaching curriculum areas which are non-‐core subjects-‐ drawing on

strengths/talents of others to develop confidence. • Enlivening the curriculum through arranging visits, visitors, workshops and enriched learning

opportunities. • Developing a new assessment system for non-‐core subjects. • Differentiating depths of learning within a non-‐core subject skill and creating a progression document

which can be utilised to support planning. • Transforming how children’s learning can be presented and giving children ownership of this. • Enhancing creative writing opportunities through non-‐core subjects.




Support with long-‐term, mid-‐term, short-‐term overviews and planning. Adopting an Irresistible Learning approach to delivering the curriculum. Develop creative presentation ideas and how children can take ownership of how they can present their learning

Ensuring skills progression across the school and developing depths of learning within a skill. How to use skills to apply knowledge. Differentiating depths of learning within a skill. Enhancing creative writing opportunities.

Adapting an Irresistible Learning approach to suit a school’s own vision. Developing a child-‐centred approach to learning. Assessing against non-‐core skills. Coaching and mentoring class teachers and subject leaders through the monitoring cycle. Incorporating all subject areas in an approach where children can transfer and apply English and Maths skills. Working alongside English and Maths leaders to ensure basic skills are applied through non-‐core subject areas. Support in curriculum planning and mapping across the school and within each year group.


Appendix 1 SLE Deployment form It is intended that this form will be agreed by all parties (the SLE, the supported school and the teaching school). The form sets out the contracted arrangements and the agreed objectives of the deployment. Deployment details Specialist Leader of Education details:

Name:

School Name:

Specialism:

Supported school details

Supported school name:

Local authority:

Headteacher name:

Name of school leader(s) being supported:

Main school contact:

Name of broker:

Deployment Date: Start date: End date:

Is this training/support…

No. of INSET Days?

No. of Twilights?

1 -‐4 days. Short term support

5 – 10 days Long term support

For long term deployment/support an action plan is required.


Identification of key focus areas for the SLE Identification of key focus areas for support (Please indicate below the main priorities of the deployment and any relevant contextual information).

Name:

School Name:

Agreed objectives/key impact expected at the end of the deployment For long term support, please state time commitment agreed (Please indicate time commitment in terms of days per week/fortnight). Other arrangements agreed (This may include any funding agreed.) Signed _______________________ (SLE) _______________________(Headteacher of supported school) _______________________(SLE co-‐ordinator on behalf of WTSA) Date ________________________ All parties involved may want to keep a copy for their records. The supported school will complete the deployment evaluation form, which should be returned to the Teaching School, Harvills Hawthorn Primary, Wolseley Road, West Bromwich, B70 0NG.


Appendix 2 - SLE Deployment Record Sheet It is intended that this form will be a daily record sheet completed with a members of the Senior Leadership Team. Date _______________ Key Personnel _______________________________ Planned Objectives:

• • • •

Actions/Tasks to be completed:

• • • •

Impact:

• • • •

Debrief summary / Additional comments. Next Visit Date __________ Personnel Required ________________________ Objectives for next visit: Actions/Tasks for next visit:

• • • •

• • • •


Appendix 3 – SLE Deployment Evaluation Form To be agreed by all parties SLE, the supported school and the teaching school. Two copies of this form should be completed separately by the SLE (as a self-‐evaluation) and by the supported school, before bringing the two sets of comments and ratings together for discussion and final agreement. Deployment details Details for SLE

Name:

School Name:

Specialism:

Supported school details

Supported school name:

Local authority:

Headteacher name:

Main school contact:

Name of commissioner:

Deployment start date:

Time commitment agreed (eg length, number of days a week):


Review of progress achieved during the contract For each of the targets that were identified in the original contract for the deployment, please summarise the impact made by the SLE and the evidence to support this. Agreed Targets Progress made and

evidence of impact Rating (red, amber or green)

Please evaluate the following using a RAG rating Rating (red, amber or green)

The SLE’s role in facilitating support and influencing change

The overall success of the deployment

Additional comments (Where unsatisfactory progress has been made, please give reasons):

Please suggest how the partner/supported school can continue to make improvements in the focus area and the requirements for any additional support:

Signed ________________________ (SLE) ________________________(Headteacher of supported school) ________________________(Co-‐ordinator on behalf of WTSA) Date ________________________ On completion, please copy for each partner and email to [email protected] Or post to: Teaching School, Harvills Hawthorn Primary, Wolseley Road, West Bromwich B70 0NG.


Appendix 4 WTSA Terms and Conditions These terms & conditions apply to the booking of SLE deployment by Wednesbury Teaching School Alliance (WTSA). Confirmation of booking Bookings can be made by email, telephone or in writing on the SLE Deployment form. Confirmation of the deployment will be emailed to the address provided. Cancellations The School to be supported will give at least 5 days’ notice of any cancellation of SLE deployment. The Supported School will ensure that key staff are available during each visit. If key staff are unavailable the Supported School will let WTSA know as soon as possible. WTSA reserves the right to amend the terms of any booking or to cancel the booking if the SLE deployment is prevented by reason of an unexpected event that crucially affects the SLE’s ability to carry out the terms of agreed for the SLE deployment. Payment Invoices will be issued on completion of deployment and must be paid in full within 30 days of the invoice date. Time commitment agreed The SLE deployment is required to start and finish on the specified date and at the time agreed in the SLE deployment form. SLEs will meet with Senior Leadership in the Supported School at the end of each day to discuss progress and outline the agenda for the next visit. Equipment The SLE may only bring additional equipment, articles or substances onto the premises with the prior agreement of the School to be supported and such equipment, articles or substances must be specified. Any equipment, articles or substances must comply with safety regulations and WTSA does not accept any liability for any loss or damage arising out of the bringing of any additional equipment, articles or substances onto the premises. Personal Property All goods are left at the owner's risk and WTSA do not accept liability for any loss or damage to goods so left. WTSA advise SLEs to keep personal property with them at all times and not leave them unattended. Obligations of WTSA WTSA shall procure the removal from the premises of any person acting in a manner, which, in the reasonable opinion of WTSA, may be inappropriate. Health and Safety SLEs are required to comply with all health & safety regulations and all general instructions issued by the staff of the School to be supported. Signed ________________________________ (SLE)

________________________________ (Head Teacher of School to be supported)

Date ________________________________

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