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Specialist Leaders of Education (SLEs)

The school has a longstanding track record of providing support to a wide variety of schools, both locally and nationally. Working with LA officers and school leaders, Cornerstone has provided advice and support in the implementation of 21st century learning technologies, curriculum design, infrastructure consultancy, and change management and staff training to whole school staff.

Within this section you will find information on:

Support Leaders and Specialist Leaders of Education

 National Leader of Goverance

Support currently being undertaken in schools

Support Leaders

Jonathan Bishop, Headteacher Broadclyst Primary School (NLE)

Jonathan Bishop, Headteacher Broadclyst Primary School (NLE)

Dr Anne Bull OBE, Headteacher Weston All Saints School (NLE)

Dr Anne Bull OBE, Headteacher Weston All Saints School (NLE)

Louise Herbert, Headteacher Clyst St Mary Primary School (LLE)

Louise Herbert, Headteacher Clyst St Mary Primary School (LLE)

Moira Marder, Headteacher St James High School (Challenge partner)

Moira Marder, Headteacher St James High School (Challenge partner)

Lorraine Heath, Headteacher Uffculme Secondry School (Headteacher Board for Regional Commissioner)

Lorraine Heath, Headteacher Uffculme Secondry School (Headteacher Board for Regional Commissioner)

Leading through specialisms, we have a team of people that can offer expertise and experience within a growing team. Listed below are members within the Alliance with specialist areas of expertise that have experience supporting in other schools and businesses. If you would be interested in joining this team and feel that you have a specialism to offer other schools, please contactThis email address is being protected from spambots. You need JavaScript enabled to view it..

Kari Brooks - Dance and the development of creative opportunities within the curriculum

kariKari Brooks is Dance Teacher at Broadclyst Community Primary School. She holds a first class BA (Hons) degree in Dance and a postgraduate qualification in Arts Management and Education. Kari has previous experience within education and production for a range of dance development organisations in Devon and the east of England and has managed a range of large-scale international education projects with choreographers such as Wayne McGregor (Random, Royal Ballet). She has variously worked as Community Programme Manager for DanceEast, as Director for seven years of Dance Digital (Essex and Hertfordshire), where she developed a large-scale dance and digital technologies project for artists involving motion capture technologies. She has also worked for the Foundation for Community Dance and as Chair of Dance in Devon. Kari combines her love of dance with experience of working with children in and out of school, particularly in Early Years settings. She holds various qualifications in Ballet and Performing Arts, Dance Notation and Arts Journalism and Foreign Languages. She has worked as Regional Council Advisor for Arts Council England, as Editor for the national community dance magazine, Animated, and holds the Pauline Hodgens Memorial Prize for Dance Writing from University of Surrey, having written many published dance articles, reviews and papers.

Chloe Farrant - Art, international projects

chloeChloe Farrant leads Art across BCPS and works with a number of other schools and businesses. She is the Artsmark adviser within Broadclyst having achieved Artsmark for the school. Chloe works with schools internationally and has travelled to India and Ethiopia to maintain these links and develop the creative curriculum in schools abroad. This has also led to BCPS achieving the International Schools Award. Chloe manages exhibitions throughout the year both in schools and the wider community and works with other companies, such the National Trust to exhibit work. She has led a number of Gifted and Talented programmes for Art in school and is experienced in working with teachers to plan and enrich the Art curriculum.

 

Anthony Lees - Music, IT, staff CPD

anthonyAnthony Lees has been a teacher for almost twenty years, and within that time has taught extensively across both key stages one and two of the primary phase, and coordinated and led a number of curriculum subjects, including the arts, music and computing. Anthony is a Microsoft Innovative Educator Expert for 2016; leading projects and training around use of Office365, social networking, OneNote in the classroom, flipped learning, computing and thinking skills. He has also taught large groups to whole school arts based workshops and teaching, INSET CPD to teachers, community and festival events in approaching 100 schools across Devon.

 

Angie Mudge - Behaviour, supporting children with adverse early experiences, staff CPD

angie mudgeAngie Mudge has been an educational psychologist in Devon for 13 years. Before training as an educational psychologist, she taught for 19 years in mainstream and special schools and as an advisory teacher for Devon County Council. Angie works with children and young people, their families and school staff to support learning and emotional well-being through the application of psychology. 

 

 

Matthew Pitts – Microsoft Educator, IT    

matthew pittsMatthew Pitts has been a teacher for a number of years at BCPS, and within that time has taught primarily in KS2. Matthew is a Microsoft Innovative Educator Expert for 2016; leading projects and training around use of Office365, social networking, OneNote in the classroom, flipped learning, computing and thinking skills.            

 

 

 

 

National Leader of Governance NLG Henry Massey

Henry Massey

As the chair of governors, I led the school over the summer of 2010 to become one of the first primary Academies in the UK, converting on 1st September 2010. Since then I have been instrumental in ensuring a rigorous remodelling of the governing body to enable effective and high quality governance of the school. Through the use of good strategic planning, precise data analysis and accurate risk management, we have implemented a rapid process of change. In partnership with the head teacher, I have supported him in the translation of that strategy into the recruitment of an enlarged leadership team with the capacity to both expand into becoming a multi-academy trust, and approved academy sponsor and a designated teaching school.

I have undertaken the support of other schools and their governing bodies both locally and nationally in their academisation journey. One of my key roles over the past 5 years has been the detailed analysis of both achievement and progress where I have led the governing body to set challenging key performance targets for the head teacher. I have also ensured that there is a program of support and development to enable our strategic aims to be met. Through collaboration with the National College, we have become a National Exemplar for leading on 2 year olds in education, early years education and the training of teachers through school direct. 

 

Support currently being undertaken in schools:

 

Extension of the early years and implementation of best practice.

Broadclyst is a 'Two-year-olds in schools champion'. Mentoring other schools, sharing best practice and increasing awareness.

The school used freedoms under its academy status to set up and run a nursery from 9am to 3:30pm daily, and there are plans to extend this to a full-day provision. In early 2014 we took over an independently-run preschool that was offering early years provision on-site. Having a school-led nursery means we can dovetail with the main school, supporting families in one large community.We worked with the Department for Education (DfE) to extend our school age range from 5 to 11 to 2 to 11.

We consulted with the preschool trustees, the parents and the wider community in order to create a 36-place school-led nursery, where the majority of the children would transfer directly into the main school.High-quality care combined with outstanding education produces great progress. For this reason, we engaged a qualified, highly-experienced early years teacher to lead the nursery environment. We also re-evaluated the combination of education and care we deliver to ensure the right blend to guarantee excellent progress. A great benefit of this approach was that the nursery and reception staff could work as one.

This successful foundation stage teaching team is able to prepare the children for their transition to more formal schooling in year 1, ensuring the very best start to their school life and minimising progress and transition issues.

Development starts early

Transition from different early years settings into 'big school' in reception has always been fraught with issues; these have now gone away. We have been able to provide a richness of opportunity and the expertise of a much larger organisation to the crucial early years stage. This brings the nursery staff into a bigger team which enables them to work collaboratively and supportively.

Added to this is our ability, through academy status, to invest funds in the training of staff, the buildings and our outdoor environment and allowing the children in the nursery a range of opportunities including:

  •  seeing older children
  •  sharing in the school dining service
  •  visiting the library
  •  access to specialist teachers
  •  trips using the school transport

All these experiences encourage our youngest children to develop their natural talents and thinking skills through a range of activities designed to meet their developmental needs.

In the nursery this means that we can support children from a very early age, working with their families and bringing quality to the very beginning of their school life, so giving them the building blocks for high achievement at the end of it.

We have a number of events coming up to champion the extension of the age range within schools and to share our experiences (see the events page). If you are interested in any aspect of support within the early years, please complete the enquiry form on this page.

 

 

Health Education, PSHE including RSE

The Cornerstone Teaching School is offering a tailored programme on Health Education, Support and Guidance. The programme includes lessons on Personal, Social and Health Education (PSHE), Relationships and Sex Education (RSE) and offers support in developing your school’s policies. This programme can be tailored to both primary and secondary school provision.

 

 

Changing eating habits

Working with the school food trust and other independent advisers, local leaders and services, we are able to offer a service to implement change in school dining. Practical solutions that will help schools improve meals, dining areas, catering and take up of school meals for children.

 

 

 

Classrooms for the future

future

Working with I.T, audio visual and furniture companies we are able to offer a service of consultancy in creating the best environment for children. We would take a space and discuss how technology, furniture and the space can be used to create a 21st century learning environment. A team would look at acoustics, technology, specific room usage, creativity and furniture giving you recommendations for improvement and change.

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