At Westbridge we have recruited some highly skilled practitioners to work with us as National Leaders of Education ( NLE's), Specialist Leaders of Education (SLE's) and Evidence Leads in Education (ELE's).
We have and extensive of system leaders with a variety of educational skills and experiences to provide the level of support required.
The cost of deployments is determined by a number of factors including the need, length and focus of any agreed work. Models and types of deployments will vary.
Deployments could be for a single or few days to provide immediate support and diagnosis of issues discussed or may be for significant periods with the SLE deployed in a school on perhaps one day per week for a term to provide bespoke support.
If you would like an NLE or, SLE to work with your school, please contact a member of Westbridge Teaching School Alliance who will be pleased to discuss your requirements and organise any support required. Evidence Leads in Education (ELE's) are available to work with your school through our collaboration with Blackpool Research School.
Tel: 01942 487973 Email: email@example.com
All NLE | SLE & ELE deployments from our Teaching School will be monitored 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 using a range of indicators including examination results, learner progress, reduction in in-school variation and the improved quality of teaching and learning. Westbridge will also liaise closely with the client school requesting the deployment of an practitioners to ensure all agreed outcomes at the start of the deployment have been satisfactorily achieved. Before an practitioners is deployed a contract will need to be completed to outline specifically what the areas of focus are, the agreed timescale of the deployment, funding agreement and impact measures.
National Leader of Education
Sue Darbyshire is CEO at Community First Academy Trust. Sue is also a National Leader of Education and supports school improvement nationwide. She started teaching in 1992 and has been in leadership positions for over twenty years, seventeen of these have been as Headteacher or Executive Headteacher.
Sue is the founder of Westbridge Teaching School Alliance and CEO of Kingsbridge EIP SCITT; an outstanding provider of initial teacher training for both primary and secondary trainees. Sue is totally committed to raising standards and to providing all pupils, staff and trainee teachers with opportunities to excel.
Sue successfully amalgamated two failing schools into a new primary school and took it to ‘Good’ in 12 months and ‘Outstanding’ in its next inspection. She specialises in schools within disadvantaged areas.
Sue delivers middle and senior leadership training locally, nationally and internationally to both primary and secondary colleagues. She is a qualified coach and NLP practitioner. Sue has completed the UCL MAT Leaders programme and The Future Leaders Trust’s Executive Educators Programme. She has a Master qualification in Educational Studies.
Sue continues to work with her Local Authority at a strategic advisory level, serving on the Wigan Education Partnership Board, the System Leadership Group and as a School Improvement Lead on the School Improvement Board.
In 2018 Sue served as an Interim Executive Board member for a school that was placed in special measures focusing on strategic direction, school improvement and providing a sustainable future for the pupils at the school. The school made exceptional progress and HMI praised the school for a series of rapid improvements.
National Leader of Education
Jane Chambers is a National Leader of Education with 28 years working in education, 12 years as Headteacher. Prior to becoming Headteacher Jane held a wide range of roles (SENCO, Expressive Arts leader, Parent Partnership development officer) that developed a sound understanding of what excellent quality education provision should both involve and lead to.
In 2006 Jane became Headteacher of Orrell Lamberhead Green Primary and children centre / nursery which was a school with many challenges, not least of which was that attainment was grade E* in the old style RAISE (PANDA). In 2015 the school was judged to be outstanding by Ofsted due to Jane’s determined raising of aspirations and outcomes. Outcomes have continued to improve. In the 2016 and 2017, KS2 tests attainment was above national and progress in reading and maths was in the top 10% of schools nationally. Jane is described by Ofsted as “an inspiring leader” and “relentless in her drive” (Ofsted 2008); “providing a strong sense of purpose” and “instrumental in leading improvements” (Ofsted 2012); “demonstrating exceptional leadership” having “tenacity and unrelenting drive leaving nothing to chance in making the school the best it can be” (Ofsted 2015).
Jane achieved NLE status in 2016 which recognised her role in supporting other schools to improve. All Jane's work is undertaken by a clear and determined passion to ensure every child gets the most form their one chance in life to be at school and the belief that collaboration, not competition, makes us stronger.
|Wigan System Leaders Directory - National Leader of Education (NLE)|
|Andy McGlown||St Peter's High School|
|Jane Chambers||Greengate Trust|
|Janet Kneale||Learning Together Trust|
|Julian Grant||Shevington High School|
|Sue Darbyshire||Community First Academy Trust|
|Cath Taylor||Aspire Federation|
|G Baker||Cansfield High School|
|S Lawrenson||Ince CE Primary School|
|Wigan System Leaders Directory - National Leaders of Governance (NLG)|
|Adrian Hardy|| Mosaic Academy Trust
Newton Westpark Primary
|Andrea Atherton||The Wings’ CE Trust|
|Andy Wilson||The Rowan Learning Trust|
|Brian Wilson|| Leading Learners Academy Trust
1Lateral Academy Trust
|David Whitehead||Bedford High School|
|John Lumb||St John Rigby|
|Liz Haworth||Gilded Hollins Primary School|
|Michelle Foster||Shevington High School|
Charlotte Hindley SLE | ELE
Charlotte qualified as a teacher in 2010, at Edge Hill University and later completed an MA in Education whilst working at Platt Bridge Community School, enabling her to investigate and research pedagogical strategies within her own classroom that had the most impact on pupils’ progress. Charlotte's career at Platt Bridge Community school spans 10 years: she has experience of teaching in all classes from EYFS to Y6, and has a passion for providing engaging, stimulating experiences for pupils across the curriculum to encourage them to develop a passion for learning whilst making effective progress. In addition, she has also led departments in KS1, LKS2 and UKS2 which has resulted in her having an excellent understanding of the different statutory assessment requirements at the end of each respective key stage and also the transition between curricula and children’s different start points. In her role as Assistant Head, she has supported other members of staff through coaching, to reflect upon and develop their practice to become outstanding practitioners. She has also provided guidance for teaching staff from other settings through school to school support and in her role as an SLE. She has also facilitated a range of CPD both in the UK and internationally.
Charlotte's role as Director of Research and Development, allows her to explore new initiatives and innovative practices in order to maintain high expectations and maintain the school's strive for relentless improvement. She believes that it is essential that decisions in school are evidence informed and based upon research. Charlotte has engaged with National research projects as part of the ‘Closing the Gap’ study and the Wellcome Trust’s Neuroscience in Education studies and has developed, implemented and ran Randomised Control Trials (RCTs) with a focus on identifying best practice in retrieval practice, vocabulary and spelling. She works collaboratively with Blackpool Research School too.
Westbridge TSA: Specialist Leaders of Education (SLE's)
Carly is a highly experienced School Improvement Partner with a track record of school turnaround with particular strengths in supporting schools in challenging circumstances. Carly believes in improving the quality of teaching and learning and supporting teachers to improve their pedagogical delivery is the most important aspect of school improvement.
Carly is also experienced in delivering training both locally and internationally. Carly provides support, coaching, and bespoke training for trainee teachers and NQTs right through to experienced teacher and leaders. This has covered themes including; quality interactions, developing outstanding environments, outstanding practice in primary and secondary educational settings, outstanding progress and parental partnership, across countries including UK, Germany, Egypt, Prague and China
Martin qualified as a teacher in 1990 and worked for 10 years in a school for children with Severe Learning Difficulties aged 2-19 years as the coordinator for Design Technology and Information Technology across the school.
Martin became an instructor in the Team-Teach Physical intervention system in 1997 and introduced this within the school; Martin remains an instructor to this day.
In 2000 Martin was appointed to the newly formed Behaviour Support Team in Wigan and then in 2005 took up the post as National Training Manager for the Nurture Group Network where he developed the ‘Theory and Practice of Nurture Groups’ training and the ‘Marjorie Boxall Quality Mark Award’.
After returning to Wigan in 2010 as coordinator within Targeted Education Support Service (TESS), he completed a Chartered Management Institute: Management Development Programme (2011) and the National Programme for Specialist Leaders of Education (NPSLBA – 2011).
Martin joined Platt Bridge Community School in 2013 and is the Deputy Head, SENCo, Designated Safeguarding Lead and Designated Teacher for Looked After Children.
In addition to the work within school, he also supports with training delivered within the SCITT and Teaching school whilst also sitting on the LA EHCP and ASC panels.
He successfully completed the Postgraduate Certificate in SEN at Edge Hill University in 2015. Martin is a Specialist Leader of Education for SEN and Inclusion.
Laura qualified as a teacher in 2008, at The University of Central Lancashire with a BA Honours degree in English Language before later completing a PGCE in Primary Education.
Laura has worked at Platt Bridge Community School for 7 years, in different teaching roles across both Key Stage One and EYFS which has enabled her to gain an in depth understanding of pupils’ start points and the importance of clear progression in their learning. For the past five years, she has held a leadership role, initially as Early Years and Key Stage One Lead before then progressing into the role of Assistant Headteacher, with the responsibility of Curriculum. In this role, she has provided excellent coaching and guided the career development of NQTs and ITT graduate teachers by providing various training sessions in her role as a mentor.
As Director of Curriculum, she has also lead the implementation, development and delivery of the Read Write Inc. programme. She has supported colleagues to implement and manage changes within the phonics scheme and ensure transitions are smooth. Through rigorous data analysis and in depth observations, she has been able to monitor pupils’ progress and identify areas for development which have resulted in the programme being adapted and tailored to suit the bespoke needs of our pupils and school setting. More recently, she has been fortunate enough to join the KS1 Local Authority Moderation Team; this role has enabled her to develop a more comprehensive understanding of the end of key stage expectations.
In collaboration with the school’s senior leadership team, she has supported the development and implementation of a whole school writing process which has improved the standard of writing across school and also further developed pupils’ independence and application of grammar skills and knowledge for different purposes.
She believes in the importance of self-reflection and the positive impact it can have on teaching and learning. As an SLE, she looks forward to being able to share these experiences and her knowledge to support and develop colleagues.
Nicolas teaching experience is predominantly within KS1 but Nicola has taught within Lower Key Stage 2 and EYFS. Nicola has led KS1 as Key Stage Lead and over the past 2 years, Nicola thas been the lead teacher for the Teaching School (Westbridge) for five years. As part of this role Nicola has developed a systematic approach to both reading and spelling. This has involved consultation with staff, schools, parters and developing purposeful proformas and action plans being developed that are linked directly to the school improvement plan and departmental implementation plans. Having recently qualified as a KS1 SATs moderator, Nicola have thoroughly enjoyed working with other schools and staff, sharing ideas providing honest and appropriate feedback to the assessments. A personal key strength is the coaching style which I use as part of Nicolas own practice and is an area that she is passionate about to making improvements in teaching.
Platt Bridge Community School provides outstanding provision for children from the age of 2 years and I lead a large team with a clear focus on teaching and learning and improving outcomes for children. In addition, I am passionate about providing opportunities for our families who often come from challenging backgrounds. Since 2014 I have led a very successful parent partnership programme which has now been rolled out to more than 9 settings across Wigan. I am also the nominated Qualified Teacher for the Start Well Family Centre which covers more than 30 schools and nurseries and supports these settings to improve provision and outcomes for under 5’s across the community.
Since 2015 I have delivered Early Years training both locally and internationally. I have provided support, coaching, and bespoke training for trainee teachers and NQTs right through to experienced teacher and leaders. This has covered themes including; quality interactions, developing outstanding environments, outstanding practice in EYFS, outstanding progress and parental partnership, across countries including Germany, Prague and China.
Phase: SEN Primary & Secondary
Areas of expertise: SEN&D curriculum and assessment / Leadership of continuing professional development (CPD)
I qualified as a teacher in August 2000 and started my career as class teacher and IT subject lead in a special school. This was to take me to an additional role of a ‘hands-on’ support teacher for IT in 2005 where there was a growing demand for teachers who were proficient in the use of IT to help transfer skills to teachers and support staff working in schools across the borough.
Early on in my career it was recognised that I have the skills and interests in mentoring, supporting and developing others and so I became the school and college lead for ITT placements and mentoring NQTs and I was very proud when I later gained the NPQML Qualification as this recognised my leadership skills.
As part of our school’s outreach service I was assigned to various settings; offering advice and recommendations for improving the provision for SEN pupils this included delivered training to schools around curriculum and assessment for SEN&D. I have always been interested and particularly enjoy working with a variety of different schools where supporting and encouraging colleagues through discussion, training and advice staff teams can devise and implement strategies to support progress of children in their own settings and by transferring skills to mainstream colleagues for their own CPD strategies will become part of their process of progression for all.
I am currently involved with facilitating the NPQML qualification for teachers in the Wigan area – this is proving to be very successful and something that I thoroughly enjoy being part of.
Within school my role is that of class teacher to a key stage group of pupils with a diversity of needs including, physical, behavioural and communication as well as additional learning needs. I am also curriculum lead for Key Stages 1&2 within the school and I am part of the ‘Curriculum Drivers’ team which is an integral driving force for the new assessments tool we have devised as a school alongside our specialised Curriculum Pathways and includes both Engagement and Progression Steps.
I eagerly look forward to embedding the role of SLE, working in partnership with others and helping to improve the education and outcomes of children and young people.
I qualified as a teacher in 2007. My experience has predominantly been in the Early Years Foundation Phase in Reception; however, I also have 2 years teaching experience in Year 1. A key aspect of my current role as Foundation Stage Curriculum Co-ordinator is to complete learning walks, scrutinise planning and moderate and oversee the completion of children’s individual learning journeys all the way through from Babies to the end of Reception. A key aspect of my day to day role is to advise on curriculum issues within the setting, lead on moderation tasks and develop and enhance the outdoor learning space. In addition to my classroom based experience, I am an active member of the local cluster group and have played an integral part in establishing links with other local settings, developing interschool relationships that have been based upon the sharing of good practice and the creation of a variety of curriculum enhancements designed to impact on teaching and learning in an innovative and stimulating way. I am also extremely fortunate to have experience of mentoring both graduate and Newly Qualified Teachers. I have undertaken observations, responsibility for training plans and worked alongside these aspiring teachers guiding and advising on best practice and other matters related to teaching and learning. Within my setting I am the Early Lead Practitioner for ECAT (Every Child A Talker) and have advised colleagues both internally and externally on best practice, supporting the completion of action plans, environment audits and supporting the implementation and review of subsequent changes to practise. I am also experienced in implementing the key principles related to Communication Friendly Spaces (CFS) and other Early Years initiatives. In 2013 I welcomed the role and responsibility for parental engagement in the Early Years and have since created action plans, written policies and implemented a variety of initiatives and strategies designed to actively engage parents in their children’s learning. I enjoy the challenge and rewards of working with and supporting colleagues and value the opportunity to help provide the best educational experience for children.
I qualified as a teacher in 2008 with a specialist degree in Early Years. My first job was in a Private Day nursery in Leigh where I was the lead professional for the 0-4 provision; my role was to implement the Early Years Foundation Stage curriculum which was new at the time. I implemented planning, assessments and learning journeys and did a lot of work ensuring the Welfare Requirements were fully embedded in the setting. I managed a team of 12 staff and delivered staff meetings to look at moderation and assessments. During this time I completed my Postgraduate in Education and my Early Years Professional Status. I then started Westfield Community School where my 9 years teaching have been in Reception and Nursery. During the past 5 years I have been working in an integrated nursery with a private and voluntary provider as the qualified teacher for a 120 place pre-school. This provides a seamless provision for 3&4 year olds offering pupils wrap around care and flexible delivery. The school and nursery has an onsite Starwell Family Centre which is a key part of my role, working and engaging with other settings within our reach. I am a Qualified Teacher working closely with PVI/MaintaIned Nursery/Reception, supporting /advising and maintaining training events. am very keen to provide a stimulating and supportive environment in my class and my setting has consistently been graded as Outstanding. In addition to my passion and enthusiasm for Early Years I am also passionate in Special Educational Needs and Disabilities, in particular Early Identification. My current manager’s role in school is the Inclusion Coordinator for Foundation Stage and Key Stage One and I have just completed the Postgraduate degree in SEN Coordination. As part of this role I work very closely with all members of staff and children in identifying any additional needs and how to implement interventions for children who are working below expectation. I monitor and review children’s Individual Learning Plans to ensure they are making progress and the provision that is additional to and different from is having an impact on their learning. I support staff in Key stage one and early Key stage 2 in differentiating provision and ensuring children are receiving high quality differentiated teaching that meets the individual need on the schools Additional Needs List. My particular expertise is around Speech and Language and I have implemented Every Child a Talker from 0-8 to ensure our learning environments are communication friendly. I also work very closely with the specialist Outreach team implementing interventions and assessments for children with complex learning needs. During my teaching career at Westfield I have been part of 4 Ofsted inspections and all four have been graded outstanding, including the Children’s Centre inspection. I am also an active member of the School Governing Body. I have experience of lecturing at Edge Hill University, looking at Early Identification in practice.
I have worked in primary school administration for 22 years. For 14 years I worked in a small Catholic primary school, being the sole administrative member of staff, before moving on to a new large community school with responsibility for leading a team of 5 admin members and 3 premises’ support staff. Having worked in both fields, I feel this has provided me with an excellent background and insight into the challenges that can face both types of settings. I take the lead role in financial administration, personnel, site management and health and safety issues. On my appointment to Platt Bridge Community School in 2006, my initial tasks involved the setting up of service contracts, resourcing classrooms and taking a lead role in liaising with partners and contractors for the newly built school. As the school has grown in size and popularity from 1.5 to 2 form entry, this has resulted in both increased budgets and funding streams, together with the building of additional classrooms, appointment of extra staff and greater challenges for the school in general. I acquired the qualification of CSBM through the National College in 2008 and have been undertaken the role of Clerk to Governors in both schools for 20 year. In February 2013, I took the lead role in our Academy conversion process and have since supported other schools going through this transition. I was appointed to the role of Finance Director for the Trust in September 2014. Community First Academy Trust consists of Platt Bridge Community School (Primary), Rose Bridge Academy (secondary), Kingsbridge S.C.I.T.T., Westbridge Teaching School Alliance and Platt Bridge Start Well and Family Centre. Over the last 12 months, the Trust has been actively establishing a central team and as part of this team, I work alongside the CEO and Director of HR to promote the Trust and provide information/support to other schools who are exploring academisation.
I graduated from Edge Hill University as a qualified teacher in 1996. My teaching experience has predominantly been in Year 6 but I have also taught in Lower Key Stage 2 and in Key Stage 1. During my middle management experience, I managed - KS1, LKS2 and UKS2. I was fortunate to have been part of the Senior Leadership Team (SLT) that opened a new school in 2006 (Platt Bridge Community School). As part of the SLT, I have developed teaching practices that accelerate learning and ‘Close the Gap’. The first stage in this process has been developing prior learning activities. These identify exactly where the pupils are on a ‘continuum of learning’ and show what the next steps in their learning are. The second stage is to plan for learning. The planning format that we have developed works on a daily basis ensuring that continuous, on-going assessments inform the next step for every pupil. The delivery of the lesson is the third stage of the process. I have worked as part of a team to develop differentiated input lessons. Each ability group receives a daily input based on assessments of the previous days learning. To further ‘Close the Gap’ we have also developed interventions that are delivered at a ‘point of need’ being identified through on-going assessments. In order to deliver differentiated inputs, we have had to develop skills for learning in our pupils so that they are able to work completely independently during the pre-input phase of the lesson. The development of these skills has been a major factor in the success of differentiated inputs and ‘Closing the Gap’. I am also jointly responsible for overseeing Research and Development projects focusing on ‘Closing the Gap’ in a number of different settings. These projects include: Growth Mindsets, Numicon and Breakthroughs in Literacy. I have had the privilege of working with a number of settings and supported them in ‘Closing their Gap’ and am grateful for the opportunity to share my passion for promoting effective practices that improve education for children.
I qualified as a teacher in 2002 and began my teaching career in a Reception class. During the next eight years, I worked in both Key Stage 1 and 2 classes in two schools and took on the role of English Subject Leader in both. In my previous school, I was lucky enough to work with the Local Authority Senior Consultant for English and gained many skills which have helped me lead other staff effectively and sensitively. In 2011, I started at my current school as Year 6 teacher, English Subject Leader and joined the Leadership Team. Over the past four years I have progressed to Assistant Headteacher and added Maths and Curriculum Subject Leadership to my role! I have been fortunate to have worked in all key stages which I feel has provided me with a comprehensive overview of teaching and learning and leadership across the school. My impact in school has been recognized in many comments in OFSTED reports as well as the standards achieved in Key Stage SATs tests, and I feel proud that my own teaching is graded as Outstanding. I am frequently to be found mentoring, coaching and demonstrating for colleagues who articulate that they feel comfortable and willing to seek my advice and guidance whenever they need it. Another source of pride is that they now feel confident to coach and support each other. My passion is all aspects of English and Maths and I would relish the opportunity to nurture and support other leaders and teachers to develop the teaching and learning of both these areas of the curriculum.
I qualified as a teacher in 2001 and have worked in teaching since then. My first job was in Skelmersdale in West Lancashire. I worked there for 4 years then moved as part of an amalgamation of three schools to a two form entry school. My experience has predominantly been in key stage two, however I have led and managed in key stage one and had some teaching experience within the early years. I came out of class in 2008 to start a new role of intervention and inclusion manager as well as senior designated officer for safeguarding and child protection. Working as part of a senior leadership team consisting of myself, two assistant headteachers and a lead behaviour professional I feel a lot of my experience came from this role in terms of raising standards across school. The CPD I gained within this role has allowed me to further develop my skills in making an impact across school, particularly raising standards in reading, writing and maths. The use of data analysis, pupil progress meetings, working walls, scrutinies and question level analysis has given me a great insight into how standards can be raised from satisfactory to good. I am very passionate about ensuring that inclusive education is paramount within every school and every child is given high expectations and the opportunity to achieve their true potential. In 2012, I became inclusion manager for my current school, leading a team made up of myself and two inclusion co-ordinators. The school is two form entry with a resourced provision. Working across school, I have a strategic lead to ensure progress is made for all vulnerable learners including EAL, CLA and SEND children. I work closely with the pastoral team ensuring the correct provision is provided for the children in our care. I also work closely with other members of the SLT ensuring that the innovative ways of working has the greatest impact on the more vulnerable learners. I have worked closely with Wigan Authority as they were a pathfinder for the SEND reforms and have undertaken a number of education, health and care plans as part of a graduated approach to SEND. I have delivered training to my peers across the borough for the local authority. I have worked with Edge Hill University delivering lectures and working with PGCE students on interview techniques. As part of the teaching schools alliance, I deliver training mainly around inclusion and behaviour on which I have gratefully received positive feedback each time. My S2S support role has been predominantly working with members of staff who are new to SEND and want further support with new structures within their school setting. Each school has a different approach to SEND so it is important that this is captured. I relish a challenge and am always inspired and motivated by different working practices and how we can get the impact that our children deserve. I am an open and honest communicator and will listen to what already works and how this can be adapted to make progress and raise standards.
My name is Carolyn Penzak and I am the Deputy Headteacher of an outstanding nursery school in Wigan. I have been working in schools as a teacher and for school improvement for 27 years across different authorities and have developed an expertise in the Early years. I have the knowledge, skills and experience to help support and empower people to: · Collect, analyse and interpret Early Years data to plan for improvements. · Develop effective learning environments that motivate and engage children, promoting the characteristics of learning. · Develop assessment, planning and tracking systems that remove barriers to learning, respond to children’s interests and abilities and plan for progress. · Refine and create excellent Early Years pedagogy using research and child voice.
|Wigan System Leaders Directory - Middle Leadership and Subject Leadership Support|
|SLE deployments should be commissioned through the host Teaching Alliance|
|Academy conversion/ MAT Financial Management||Janice Jones||Commission via Westbridge TSA|
|ACADEMY CONVERSION/FINANCIAL MANAGEMENT||Michelle Frost||Commission via Westbridge TSA|
|BEHAVIOUR/INCLUSION||Martin Haskayne||Commission via Westbridge TSA|
|Behaviours and discipline||Chris Airey||Commission via Westbridge TSA|
|CLOSING THE GAP/CURRICULUM||Ann Howard||Commission via Westbridge TSA|
|Early Years||Carolyn Penzak||Commission via Westbridge TSA|
|Early Years||Lavern Shelford||Commission via Westbridge TSA|
|Early Years||Joanne Bradbury||Commission via Westbridge TSA|
|Early Years and ITT||Nicola Evans||Commission via Westbridge TSA|
|Early Years Development and Inclusion||Charlotte Redford||Commission via Westbridge TSA|
|English||Claire Christopherson||Commission via Westbridge TSA|
|English and Maths||Lucy Ward||Commission via Westbridge TSA|
|ICT||Andy Houghton||Commission via Westbridge TSA|
|Inclusion and SEND||Rachel Penman||Commission via Westbridge TSA|
|ITE and NQT||Jen Innocent||Commission via Westbridge TSA|
|Music||Tim Dykes||Commission via Westbridge TSA|
|SEN and ICT||D Baxendale||Commission via Westbridge TSA|
|English with a focus of KS1||Nicola Wood||Commission via Westbridge TSA|
|Writing and phonics||Laura Farrell||Commission via Westbridge TSA|
|Early Years||Fay Holderness||Commission via Westbridge TSA|
|English||Charlotte Hindley||Commission via Westbridge TSA|
|ITT||Carly Bozdogan (Lomax)||Commission via Westbridge TSA|
|SEND with a speciifc focus on KS2/3||Kathryn Stazicker||Commission via Westbridge TSA|