The aim is quite simple. Learn. Develop skills. Work-family balance.

This year I have a new role with new responsibilities. Since the summer I have continued to take an unhealthy interest in policy and also have a responsibility for systems and processes.

HR, arbitration and reconciliation, quality assurance, systems and processes are fast becoming a professional strength. I wrote the Academy’s Performance Related Pay Policy and designed and led the new Performance Review and Learning (Lesson) Observation procedures. I have led staff investigations, grievances and capabilities procedures where required. Currently I am responsible for day-to-day operations and all calendaring and scheduling. I have introduced a new Managing Absence Policy and restructured our Planned Absence procedures; staff attendance has improved with absences falling from 8.8 days per staff (Term 5-6) to 3.4 days (Terms 1-2), below the Work Census mean. Expenditure on supply cover has been reduced by 70%.

I lead the scheduling and timetabling team and have developed a growing awareness of the financial implications of all strategic decisions, particular where focused on staffing and curriculum but also through services procurement and revenue generation. My role on the Executive Management Team of the Trust has highlighted the importance of community and stakeholder engagement and this academic year I will be introducing our Adult and Community Education program in partnership with New College Swindon. External liaison has extended me co-leading our first National Conference and developing a school based “research-lead” professional development program with Sussex University’s Centre for Teaching and Learning Research.

To further my awareness of the issues faced by our most vulnerable learners and better appreciate the roles of the colleagues that support them, I attend our Personalised Learning and Inclusion meetings and I have supported both our Personalised Learning and Alternative Learning provision. Most recently, I secured a secondment to Ashwood AP Academy in Basingstoke to further my professional knowledge of transition between education sectors.

I still keep an eye of the impact of the library and developing literacy. Reading age deficits continue to narrow. The first year group tested with Year 8 (thought I can not quite remember why I started with Year 8). Over 74% of the current Year 10 cohort reading are at their chronological age, an improvement of 42%.