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:
facilitating and training
joint action planning
SLE specialisms cover the 4 areas of focus for Ofsted.
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
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 firstname.lastname@example.org.
Milton Hall Primary
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.
Edwards Hall Primary
Assessment for Learning
Coaching and Mentoring
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.
Milton Hall Primary
Primary - whole school approach
For the past six years I have been an Assistant Headteacher of a dynamic primary school in a particularly deprived area of the town. For the past 5 years I have been the SLT lead teacher in charge of whole school Literacy with an additional responsibility for Years 5 and 6.
I have extensive experience in primary schools, working closely with class teachers, middle leaders and year group teams. I aspire to motivate and support all teachers to progress and encourage them to strive to be the best that they can be. Through support, guidance and strong leadership, I endeavour to ensure that every child receives the education they are entitled to in this ever changing world.
I have worked hard to introduce many new initiatives in my school and can offer support in: facilitating and organising the introduction of RWI; setting up associated monitoring and assessment programmes; significantly raising reading achievement and progress; developing whole school Literacy initiatives and raising the profile and achievements of AMA pupils.
I offer practical support for individuals and cohesive whole school strategies, all done through active support of senior leaders, middle managers and teaching staff.
More recently, through SETSA, as the chair of the Literacy Group, I have also facilitated the sharing of best practice with a range of different schools.
I look forward to working with other teachers and schools in the future.