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Southend Primary

Teaching School Alliance

By Schools, for Schools

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  • Southend Primary
  • Teaching School Alliance
  • Avenue Road
  • Westcliff-on-Sea, SS0 7PJ

SLE Support

Specialist Leaders of Education (SLEs)


SLEs are experienced middle or senior leaders with a specialism (for example, mathematics, ITT, behaviour).

While other roles (for example, advanced skills teachers) focused on developing classroom expertise, this role is about developing other leaders so that they have the skills to lead their own teams and improve practice in their own schools.

You should arrange for an SLE visit if you want to improve the leadership in a specific subject or specialist area in your school.

SLEs can provide one-to-one or group support. Their work could involve a variety of activities, such as:

  • data analysis

  • coaching

  • facilitating and training

  • joint action planning


SLE specialisms cover the 4 areas of focus for Ofsted.


Ofsted focus

Areas of expertise

Leadership and management

Academies and academy transition; assessment; leadership of continuing professional development; school business management and financial management; leadership of curriculum

Pupil achievement

Art; closing the gap; drama; design and technology; early years; English; geography; history; information and communication technology; maths; modern foreign languages; music; phonics; physical education; personal, social and health education; religious education; science; special educational needs; support for the most able pupils

Quality of teaching

Initial teacher training and newly qualified teacher development

Behaviour and safety

Behaviour and discipline; attendance


We have a number of Specialist Leaders of Education (SLE) available to work with your school. 

To find out more, please see individual's profile, and to book an SLE please contact


Cherie Knight


Milton Hall Primary


Early Years
Parental Engagement
​Pupil Premium

I am the Assistant Headteacher of a three form entry primary school in a particularly deprived area of the town, responsible for EYFS, Year 1 and Pupil Premium across the school. 

I also have over 10 years' experience of working within the early years and feel very strongly that every child is entitled to the best possible care and education.

Over the years I have helped support our EYFS team to ensure the children are at the heart of everything we do. Children's interests and next steps in learning underpin every aspect of our provision and ensure children leave reception confident, independent learners. I am committed to helping raise standards and achievement, through the use of engaging environments, data analysis, assessment, parent partnership and knowledge of the curriculum.
I have worked hard to increase parental engagement and implement a range of programmes in school to build parent/school partnerships and raise attainment through home/school learning. As Pupil Premium Coordinator I am able to offer support, guidance  and strategies to improve the outcomes for all children. 

I am an experienced NQT Mentor and really enjoy working with others to help them improve their own knowledge and understanding. I look forward to supporting a variety of schools in any way I can.

Debora Donoghue

Edwards Hall Primary

Assessment for Learning
Coaching and Mentoring
Leading CPD

​I have been a teacher in Essex and Southend for the last fifteen years, including as an English AST and a Deputy Headteacher, and have taught in all primary year groups.
I have worked alongside other senior leaders to develop and evaluate assessment and tracking systems across a range of subjects, and trained staff on how to make accurate assessments of their pupils. I can support assessment leaders on preparing to report on assessment, and how to use the wide range of information available to them effectively.
Improving teaching and learning is an area I am passionate about and have supported teachers and leaders in other schools to achieve this, including how to work strategically and effectively for maximum impact and how to intervene when necessary. I am able to support new leaders to support their own staff at all stages of their teaching careers, having been a school mentor for SCITT at a lead school for three years, as NQT manager/mentor and as a line manager for teaching staff. This forms part of my role as CPD lead: I can offer support to other CPD leaders on using time, personnel and budgets effectively to maximise CPD based on the school's priorities, and evaluate and report the impact.

​I am also able to support schools using action research within CPD to improve outcomes.