I don’t wish to waste your time, so let’s cover the essentials. My Linkedin profile provides a professional overview, experience, qualifications, honours, awards and endorsements. This blog has provided a professional record of my teaching and leadership thinking since 2007.
From Loughborough University, then onto SIUE near St Louis in America, I returned to England in 2000 and based myself in Southampton, teaching Physical Education and Sport at Richard Tauntons College and coaching with Southampton FC Academy. I moved onto Hamble Community Sports College and soon after I was invited onto the leadership team. By this time I had married and started a family and with the arrival of our second child, I took a break and coaching. In January 2013, I accepted a Vice Principal role at The Wellington Academy, leading Teaching and Learning. I joined “at a difficult time” with the educational provision being in a “considerable state of disarray.” Our Ofsted inspection January 2014 resulted in a “requires improvement” judgement, which represented “considerable progress” given our starting point a year earlier.
August 2015, the Academy secured it’s “Best Ever” results. 50% of students achieved 5A*-C including English and Maths. In English 68% of students made expected progress and in Mathematics, 76% of students made expected progress, taking the school from bottom of Wiltshire’s 2014 Performance Tables in all headline measures, to now being the local school of choice for our community. Through a relentless focus on the quality of teaching, learning and assessment, the Academy improved from the 85th to the 45th percentile nationally, for a significantly below average cohort. At GCE, the number of students achieving A*-A grades rose from 11% to 27% and students achieving A*-B rose from 27% to 47%.
In March 2016, Ofsted returned and judged the Academy a ‘Good School’ with notably key finding highlighting leaders
have nurtured a culture of higher aspiration, so that expectations of what pupils can and should achieve are higher.
Improvements in the quality of teaching are
as a result of leaders’ actions to share the best practice across the school and hold staff accountable for the progress that pupils make.
In May 2016 I accepted my first Education Consultancy role which led to my appointment as Headteacher. Following just 15 months as Headteacher, I have overseen two significant buildings projects, led a Material Change Inspection, a school reorganisation, a full inspection and taken responsibility for my first set of results.
The opening line of our inspection report a worthy acknowledgement of the effort of everyone involved at the school.
Focus School Hindhead Campus benefits from outstanding leadership, management and governance which have driven forward substantial improvements within a short period of time.
The school’s leadership and management are outstanding. This judgement is made despite the fact that the quality of education is not yet outstanding, because of the substantial and decisive impact on school improvement already made by senior leaders most of whom have not yet been in post for a full year.
This report is important, however, it is the views of our parents and students that are most important to me. In the space of little under a year our NPS score has improved markedly to levels of very high levels of parental satisfaction.
Up until recently, I have always found time to be hands on, working with staff on education projects, designing schemes of work, lessons and learning assets, most often exploring how technology can augment student experiences. My aim is for these interests to continue. Co-organising Southern Rocks 2018 and responses to it, a memorable highlight from this year.
My other guilty passion is exploring how education assessment (and data) can be more effectively used to inform teaching and learning, from a school leaders viewpoint, to enable educators to purposefully, decisively and intelligently, make the most of data for learning and from a learners self-directed viewpoint. Last year, I invested time reading and exploring how values and character can be encouraged in schools before moving this year onto complexity theory and Cultures of Thinking.