| Name | Phase | Areas of Specialism | |
|---|---|---|---|
| Eleanor Amato | Primary | English, writing, SPaG and reading | Click here for a biography of Eleanor Amato |
| Joni Benjamin | Primary | SEND, whole school leadership of SEND, inclusive classroom practices and teacher development | Click here for a biography of Joni Benjamin |
| Naomi Boyce | Primary | English and phonics, Whole school development of the Talk for Writing approach and Whole Class Guided Reading | Click here for a biography of Naomi Boyce |
| Chloe Butcher | Primary | Maths, music, assessment, diminishing differences | Click here for a biography of Chloe Butcher |
| Emma Cooper | Primary, Special | Autistic Spectrum Disorders, SEN | Click here for a biography of Emma Cooper |
| Victoria Langan | Primary | English and NQT development | Click here for a biography of Victoria Langan |
| Katy Pearson | Primary | English phonics, reading and writing and NQT development | Click here for a biography of Katy Pearson |
| Becca Tranter | Primary | SEND and music | Click here for a biography of Becca Tranter |
| Meg White | Primary | Phonics KS1 assessments | Click here for a biography of Meg White |
SLEs will be monitored and held accountable for the quality of the support they provide. They will be expected to be able to evidence that their work has had a positive impact.
As a Teaching School, we are responsible for ensuring that the SLEs we have designated are providing high-quality support to others and that this support is having a positive impact. We are also responsible for reviewing the designation of any SLEs whose work does not ensure sufficiently high-quality outcomes.
To identify and monitor appropriate outcomes and impact measures for deployments, we may look at indicators such as:
Before an SLE is deployed there would be a brokerage contract completed to outline specifically what the area of focus is, the agreed duration/scope of the deployment, funding agreement and impact indicators