In School Consultancy Guide 2018

Havering School Improvement Services (Hsis) In-School Consultancy Guide for Primary and Special Schools 2018-19

In order to assist school leaders in making the most effective use of support time, we have devised this guide to provide an outline of the types of in-school support and training that we can provide. Therefore, whether you are looking for a whole-school or subject review, middle leader development, data analysis, subject improvement planning, health checks for aspects such as safeguarding, staff meetings or training days, our very experienced team of inspectors and advisers are able to assist.

‘The LA’s role in the improvement which has taken place in recent months would be difficult to underestimate. They apply the necessary pressure and support, which is crucial for improvement.

If ever there were a model of how the LA can impact swiftly on a school, so that there is reward, momentum and determination to succeed, this has been it.’

Primary School Headteacher

In-School consultancy support – Making the most effective use of Hsis support time Hsis Packages 2 and 3 provide your school with a cost-effective, quality assured package of 2 | Havering School Improvement Services (Hsis)

in-school support days for leadership, subjects and other aspects of school improvement, facilitated by our team of very experienced inspectors and advisers. Specialists in their field, they provide you with the reassurance of having the most up-to-date knowledge of local and national initiatives and practical and strategic advice on how to move your school to the next level.

Select from 5 days of subject support or one-day health checks. For example: Subjects English Maths Science Computing and Online Safety Health checks Pupil Premium Early Years Assessment Online Safety Safeguarding SMSC GDPR (Data and Information Security) We have also included English as an Additional Language (EAL) *Please note that EAL consultancy is free to all Havering LA maintained primary schools at no charge in most cases and all other schools by subscription.

This is by no means an exhaustive list and we are very happy to discuss any bespoke requirements that you may have. Please do not hesitate to contact us to discuss your specific needs.

If you do decide to purchase additional support days beyond your Package 2 or 3 allocation these are available at the following discounted rates:Full Day (up to 6 hours in-school support) - 1-3 additional days - £518 + VAT (per day) - 4 + days - £467 + VAT (per day) Half Day (up to 3 hours in-school support) - £285 + VAT Twilight (up to 2 hours) - £232 +VAT

Contents Page Whole School Reviews

4

Subject/Aspect Reviews for English, Maths, Science, Computing and Online Safety

5

English 6 Mathematics 8 Science 10 Computing and Online Safety

12

Online Safety Healthcheck

16

Safeguarding Audit

16

Early Years Health Check

17

Pupil Premium Health Check

17

We look forward to hearing from you.

Assessment Health Check

18

Best wishes,

SMSC/British Values Health Check

18

GDPR (Data and Information Security)

19

English as an Additional Language (EAL)

20

Package 1 Schools Have you considered upgrading?

Please contact hsis@havering.gov.uk or 01708 433813

Grahame Smith School Improvement Manager

Introducing the Havering School Improvement Services (Hsis) Team 22

In-School Consultancy Guide for Primary Schools | 3

Whole School Reviews Description

Suggested timings

Whole School Review From time to time, you may decide that a wider, whole-school review will support your evaluation processes and provide external validation to share with a range of outside agencies (eg Ofsted, Regional Schools’ Commissioner, etc).

This will depend on the size of the school and the number of inspectors taking part in the review – these are all part of the pre- review discussions.

Our whole school reviews will typically include the following: • Joint lesson observations with senior managers • Review of School Improvement Plan • Challenge and advice on school SEF • Learning Walk to explore general provision and ethos • Pupil work scrutinies • Review of Analyse School Performance (ASP) online, assessment data and tracking processes • Senior leader/Staff/Governor/Pupil interviews • Full oral and written report • Key Priorities for Improvement If you would like a whole-school review, contact your Strategic Lead or SIP and we will plan with you the size of the review team, the amount of time required and the specialisms you need. These factors will determine the final tariff of days.

4 | Havering School Improvement Services (Hsis)

Subject/Aspect Reviews for English, Mathematics, Science, Computing and Online Safety Description

Suggested timings

Subject Review – Securing Outstanding subject outcomes

This will depend on the size of the school and the number of inspectors taking part in the review – these are all part of the pre- review discussions.

Work with a specialist subject inspector/adviser to review existing provision, benchmarking practice against national standards in order to develop a strategy to secure Outstanding outcomes This will typically include the following:• Review of existing subject improvement planning • Learning Walk to explore subject provision • Pupil work scrutinies • Analysis of subject planning • Review of assessment data and tracking processes • Staff/Governor/Parent Round Table (to be agreed) - listening to views regarding subject provision and areas for development • Pupil Conference - listening to the views of pupils regarding subject provision • Where to next? Key Priorities for Improvement • Develop an outline improvement plan • Verbal feedback to Senior Leadership on outcomes of the review.

•

A detailed written report summarising the outcomes of the review.

One day (up to 6 hours)

In-School Consultancy Guide for Primary Schools | 5

English Description

Suggested timings

Subject Review Please see subject review details on page 5.

Working with senior and middle leaders to identify a school’s areas for development Supporting schools as they identify areas for development within English teaching and learning

Half day (up to 3 hours) Full day (up to 6 hours)

Supporting Subject Leaders Possible content: • The role of the English Subject Leader • Developing new English Subject Leaders • Creating/reviewing an English Action Plan • Considering data • Preparation for/response to Ofsted • Curriculum planning • Work scrutinies and Learning Walks (and how to conduct them) • Ideas for developing writing across the school • Encouraging pupils to read for pleasure • End of year review

Half day (up to 3 hours) Full day (up to 6 hours)

Moving teachers to good and from good to outstanding Considering quality first teaching and subject specific pedagogy

Half day (up to 3 hours) Full day (up to 6 hours)

Designing, conducting and supporting pupil voice interviews Using pupil voice interviews to evidence pupils’ attitudes to learning

Half day (up to 3 hours) Full day (up to 6 hours)

6 | Havering School Improvement Services (Hsis)

Whole school CPD sessions Bespoke CPD packages to support school development plan. Topics could include: • Subject knowledge (including grammar, punctuation and spelling) • Supporting the most able • Increasing pupils’ vocabulary • Improving progress in reading • Improving progress in writing

Twilight (up to 2 hours) Half day (up to 3 hours) Full day (up to 6 hours)

Supporting teachers Working with individual teachers, year or phase groups to develop teaching and learning and address identified areas of need

Half day (up to 3 hours) Full day (up to 6 hours)

TA and HLTA Training Bespoke sessions might include: • Subject knowledge for the National Curriculum • Developing independent learners • One to one or small group interventions (reading and writing) • Refreshing grammar knowledge

Half day (up to 3 hours) Full day (up to 6 hours)

Please contact us to discuss any other support needs.

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Mathematics Description

Suggested timings

Subject Review Please see subject review details on page 5.

Working with senior and middle leaders to identify a school’s areas for development Supporting schools as they identify areas for development within mathematics teaching and learning

Half day (up to 3 hours) Full day (up to 6 hours)

Supporting Subject Leaders Possible content: • The role of the Mathematics Subject Leader • Developing new Mathematics Subject Leaders • Creating/reviewing a Mathematics Action Plan • Considering data • Preparation for/response to Ofsted • Introducing the new National Curriculum • Work scrutinies and Learning Walks (and how to conduct them) • Ideas for practical activities, rich tasks and investigations • End of year review

Half day (up to 3 hours) Full day (up to 6 hours)

Moving teachers to good and from good to outstanding Considering quality first teaching and subject specific pedagogy

Half day (up to 3 hours) Full day (up to 6 hours)

Designing, conducting and supporting pupil voice interviews Using pupil voice interviews to evidence pupils’ attitudes to learning

Half day (up to 3 hours) Full day (up to 6 hours)

8 | Havering School Improvement Services (Hsis)

Whole school CPD sessions Bespoke CPD packages to support school development plan. Topics could include: • Subject knowledge • Developing Mastery • Using practical mathematics • Supporting the most able • Problem solving

Twilight (up to 2 hours) Half day (up to 3 hours) Full day (up to 6 hours)

Supporting teachers Working with individual teachers, year or phase groups to develop teaching and learning and address identified areas of need

Half day (up to 3 hours) Full day (up to 6 hours)

TA and HLTA Training Bespoke sessions might include: • Subject knowledge for the new National Curriculum • Developing independent learners • One to one or small group interventions • Using practical resources to support learning

Half day (up to 3 hours) Full day (up to 6 hours)

Please contact us to discuss any other support needs.

In-School Consultancy Guide for Primary Schools | 9

Science Description

Suggested timings

Subject Review Please see subject review details on page 5.

Working with senior and middle leaders to identify a school’s areas for development.

Supporting schools as they identify areas for development within Science teaching and learning

Half day (up to 3 hours) Full day (up to 6 hours)

Supporting Subject Leaders Possible content: • The role of the Science Subject Leader • Developing new Science Subject Leaders • Creating/reviewing a Science Action Plan • Considering data • Preparation for/response to Ofsted • Curriculum planning • Work scrutinies and Learning Walks (and how to conduct them) • Ideas for developing science through literacy across the school • Ideas for developing science through Mathematics across the school • Developing pupils’ and staff skills to work scientifically • Supporting subject leaders with school application for Primary Science Quality Mark • End of year review

Half day (up to 3 hours) Full day (up to 6 hours)

Moving teachers to good and from good to outstanding Considering quality first teaching and subject specific pedagogy

Half day (up to 3 hours) Full day (up to 6 hours)

Designing, conducting and supporting pupil voice interviews Using pupil voice interviews to evidence pupils’ attitudes to learning

Half day (up to 3 hours) Full day (up to 6 hours)

10 | Havering School Improvement Services (Hsis)

Whole school CPD sessions Bespoke CPD packages to support school development plan. Topics could include: • Working Scientifically • Online Science resources • New subject leader roles and responsibilities • Assessment in Science

Twilight (up to 2 hours) Half day (up to 3 hours) Full day (up to 6 hours)

Supporting teachers Working with individual teachers, year or phase groups to develop teaching and learning and address identified areas of need

Half day (up to 3 hours) Full day (up to 6 hours)

TA and HLTA Training Bespoke sessions might include: • Subject knowledge for the new National Curriculum • Developing independent learners • One to one or small group interventions • Scientific vocabulary for Key Stage Two

Half day (up to 3 hours) Full day (up to 6 hours)

Please contact us to discuss any other support needs.

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Computing and Online Safety Description

Suggested timings

Subject Review Please see subject review details on page 5.

Working with Senior and middle leaders to identify a school’s areas for development.

Supporting schools as they identify areas for development within Computing and Online Safety

Half day (up to 3 hours) Full day (up to 6 hours)

Supporting Subject Leaders Possible content: • The role of the Computing and Online Safety Subject Leader • Developing new Computing and Online Safety Subject Leaders • Creating/reviewing a Computing and Online Safety Action Plan • Evaluating and developing assessment tracking processes • Preparation for/response to Ofsted • Curriculum planning • Work scrutinies and Learning Walks (and how to conduct them) • Ideas for developing cross-curricular use of technology • Please also see ‘Online Safety Healthcheck’

Half day (up to 3 hours) Full day (up to 6 hours)

Moving teachers to good and from good to outstanding Considering quality first teaching and subject specific pedagogy

Half day (up to 3 hours) Full day (up to 6 hours)

Designing, conducting and supporting pupil voice interviews Using pupil voice interviews to evidence pupils’ attitudes to learning

Half day (up to 3 hours) Full day (up to 6 hours)

12 | Havering School Improvement Services (Hsis)

Whole school CPD sessions Bespoke CPD packages to support school development plan. Topics could include: • Subject knowledge • Supporting the most able • Increasing pupils’ subject vocabulary • Computational Thinking • Switched on Computing support sessions • Getting started with Switched on Computing and the national curriculum for Computing • An introduction to Scratch • Creating an educational game using Scratch • Making movies with iMovie on the iPad • An introduction to blogging • Editing and Writing HTML • Creating a virtual space using Sketchup • Creating Apps using AppShed • How to use Learn to Code or Switched on iPad activities to support teaching and learning • Getting started with Switched on Online Safety • Making effective use of LGfL resources

Twilight (up to 2 hours) Half day (up to 3 hours) Full day (up to 6 hours)

Supporting teachers Working with individual teachers, year or phase groups to develop teaching and learning and address identified areas of need.

Half day (up to 3 hours) Full day (up to 6 hours)

This can include use of the Switched on Computing support options above.

In-School Consultancy Guide for Primary Schools | 13

Computing and Online Safety continued Description

Suggested timings

TA and HLTA Training: Bespoke sessions might include: • Subject knowledge for the National Curriculum • Developing independent learners • Using practical resources to support learning

Half day (up to 3 hours) Full day (up to 6 hours)

This can include use of the Switched on Computing support options above.

Using iPads to Support Teaching and Learning Explore ways in which iPads can support teaching and learning - explore some apps. Consider how iPads can be used to close the achievement gap.

You will be provided with a list of apps to support teaching and learning.

Recognise how to make the most effective use of the Switched on iPad English, Maths and Science activity books provided to every Hsis School Improvement Package school. Signpost where to find resources to support teaching and learning.

Twilight (up to 2 hours) Half day (up to 3 hours) Full day (up to 6 hours)

Online Safety training for pupils, staff and parents Pupils in Reception, we will explore the types of technologies that children are using and simple advice on how to keep safe. In Key Stage One we will examine the types of technologies that children are using, we will consider how to report concerns regarding inappropriate content and contact and how to keep safe online.

In Key Stage Two we will consider issues pertaining to tablets, smartphones, apps, games based technologies, social media, keeping safe online and how to report issues.

Staff will explore a range of issues facing pupils, staff and parents/carers through the use of new technologies. It will also signpost a range of resources to support Online Safety provision and how to engage with parents/carers regarding Online Safety issues.

Twilight (up to 2 hours) Half day (up to 3 hours) Full day (up to 6 hours)

14 | Havering School Improvement Services (Hsis)

Parents/carers will explore a range of safety issues relating to the use of new technologies (including tablets, smartphones, games-based technologies and other computers) – consider sources of advice to help keep their children safe online.

The following sessions are ideally suited to the staff members responsible for administering these tools.

How to develop Home: School communication through social media such as Twitter and Facebook This session will look at how Twitter and Facebook can be used as a professional development tool, help with home-school engagement, for finding out about curriculum ideas, sharing practice and building professional networks. Avoid the pitfalls and acquire some useful hints and tips. There is the option for us to work with you to set-up your school’s Twitter or Facebook accounts.

Twilight (up to 2 hours) Half day (up to 3 hours))

Using Blogging to improve writing Consider ways to engage pupils in the writing process through blogging.

Create a simple blog. Learn how to add a post, add weblinks, images and embed videos. Explore Online Safety considerations.

Explore the requirements of the Switched on Computing blogging unit.

Twilight (up to 2 hours) Half day (up to 3 hours))

This session is ideally suited to Key Stage Two teachers.

Please contact us to discuss any other support needs.

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Online Safety Health Check Description

Suggested timings

Online Safety Review practice in line with current Ofsted and national curriculum guidance. Explore self-evaluation tools and support materials to enhance Online Safety provision. The following aspects of provision will be examined: • Online Safety and Acceptable Use Policies • School Improvement Planning • Curriculum planning for Computing/Online Safety • Evidence of training for pupils, staff, governors and parents/carers • Network Security • Parents/Carers Engagement • Website provision • Views of pupils, staff, governors and parents

Full day (0.5 day onsite + 0.5 day report write-up) Full day (up to 6 hours)

Safeguarding Audit Description

Suggested timings

The safeguarding audits available are: Section 175 statutory compliance audit (Section 11 Children Act 2004, Section 175 Education Act 2002) – this is a supported self-review.

Meeting with designated safeguarding lead/headteacher, and includes Single Central Record (SCR) check with the staff member that manages this area.

Full day (up to 6 hours)

Single Central Record (SCR) – this looks in detail at the SCR and samples personnel files to check accuracy of info recorded in SCR. It also looks at where it is stored, who has access to it and how it is backed up etc.

Includes a one-and-half hour meeting with the staff member who manages this area. It is recommended that if this is the first audit for a school then a Section 175 Audit be undertaken beforehand.

Full day (0.5 day onsite + 0.5 day report write-up)

16 | Havering School Improvement Services (Hsis)

Early Years Health Check Description

Suggested timings

Early Years Review practice in line with current Ofsted and National Curriculum guidance. The following will be examined: • The environment, both indoors and outdoors • Planning • Continuous provision • Data • Leadership of the Early Years • Interactions between adults and children • Challenge within Early Years • Engagement with parents/carers

Half day (up to 3 hours) Full day (up to 6 hours)

Pupil Premium Health Check Description

Suggested timings

Pupil Premium The Pupil Premium Healthcheck begins with scrutiny of the school’s website and continues with a visit to the school to meet with the Pupil Premium Co-ordinator and to scrutinise further evidence. The health check is a full day process. The following aspects of the impact of Pupil Premium (PP) spending are examined: • Analyse School Performance What does the data say about the performance of PP pupils?

• School website Is this clear, up-to-date and compliant?

• School policy Is this fit for purpose and its implementation evident within the school?

• Governor accountability Are governors discharging their responsibility regarding PP? • School budget Does this clearly identify PP funding, and is this funding separate from the rest of the budget?

• School data systems Are PP pupils clearly identified on the school’s tracking sheets, and is their performance analysed?

• Impact analysis What is the impact of PP spending, and how does the school know?

Full day (0.5 day onsite + 0.5 day report write-up)

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Assessment Health Check Description

Suggested timings

Assessment Review the robustness of the school’s processes for formative and summative assessment, pupil tracking and interventions, use of data to drive improvement planning, including improving the quality of teaching and reporting arrangements. This will support the school in preparing for inspection. This is not a review of standards and achievement.

Evidence to be reviewed: • Interview with the headteacher and/or assessment manager • Documents e.g. appropriate policies, school improvement plan, annual reports, CPD log • School tracking systems • Pupils’ work/books • Governor minutes and reports to governors e.g. headteacher’s report • Evidence gathered through moderation processes • Discussions with pupils and teaching staff

Full day (0.5 day onsite + 0.5 day report write-up) Full day (up to 6 hours)

SMSC/British Values Health Check Description

Suggested timings

SMSC and British Values Evidence to be reviewed: • A short questionnaire is completed by the school in advance containing prompts to help them self-evaluate provision in readiness for the visit • Website and previous Ofsted report • Meeting with headteacher to review summary SMSC audits • Learning environment walk with a focus on SMSC and British Values • Meeting with pupils • Work and planning scrutiny • Meeting with middle/subject leads to review how/where SMSC and British values can be evidenced in curriculum planning, school systems and procedures and ethos • Feedback to headteacher

Full day (0.5 day onsite + 0.5 day report write-up) Full day (up to 6 hours)

18 | Havering School Improvement Services (Hsis)

GDPR (Data and Information Security) Description

Suggested timings

Data and Information Security Audit This is a supported self-review. The report will be completed and sent back to the school to continue to update and develop.

Full day (0.5 day onsite + 0.5 day report write-up)

Meeting with headteacher and key data officer (this may be the office manager, school business manager or bursar).

The review will include: • File storage (physical and digital), shared drives and use of external media • IDs and passwords • Email protocols • Dealing with information requests, sharing information with other settings • Ownership of data sets • Backup and archiving • Web filtering • Equipment disposal • Baseline of GDPR requirements

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English as an Additional Language (EAL)* *Please note that EAL consultancy is free to all Havering LA maintained primary schools at no charge in most cases and all other schools by subscription.

Description

Suggested timings

EAL Health Check Use of data and questions related to the Ofsted framework to identify strategic priorities in relation to EAL provision

Half day (up to 3 hours)

Working with senior and middle leaders to identify a school’s areas for development Supporting schools as they identify areas for development within their EAL provision

Half day (up to 3 hours)

Supporting Subject Leaders Possible content: • The role of the EAL Co-ordinator • Developing new EAL Co-ordinators • Creating/reviewing an EAL action plan • Considering data • Preparation for/response to Ofsted • Admission and induction of newly-arrived EAL learners • Analysis of the needs of advanced EAL learners • Pupil observations and feedback on strategies for meeting learners’ needs • Support around distinguishing between the needs of pupils with EAL and those with SEN

Half day (up to 3 hours)

Moving teachers to good and from good to outstanding Considering quality first teaching and EAL pedagogy

Half day (up to 3 hours)

20 | Havering School Improvement Services (Hsis)

Whole school CPD sessions (twilights) Bespoke CPD twilight sessions to support current priorities in relation to EAL. Topics could include: • Newly-arrived learners • More advanced learners • EAL and writing • EAL and Maths • Differentiation

Twilight (up to 2 hours)

Supporting teachers Working with individual teachers, year or phase groups to develop teaching and learning and address identified areas of need

Half day (up to 3 hours)

TA and HLTA training Bespoke one-off sessions might include: • Admission and induction of newly-arrived EAL learners • Meeting the needs of more advanced EAL learners

Half day (up to 3 hours)

*Please note that there is some flexibility in timings as LA maintained primary schools are not subject to an SLA agreement.

In-School Consultancy Guide for Primary Schools | 21

Introducing the Havering School Improvement Services (Hsis) Team Havering School Improvement Services (Hsis) is a team of staff that are highly experienced in supporting schools to improve performance. Team members regularly update their professional knowledge both of government education policy and in all aspects of their specialist areas. All team members are regularly updated on matters pertaining to Ofsted inspections; including the training undertaken by Ofsted inspectors prior to full accreditation as well as updates on changes to Ofsted criteria.

Although all our staff have areas of expertise they are also flexible and are able to cover a wide range of support needs. It is our aim, therefore, to develop our relationship with schools by allocating team members in a consistent way that ensures such relationships grow.

Peter Ellison BA (Hons), PGCE Inspector, English

Celia Freeth BEd (Hons) Inspector, Early Years

Over 20 years’ experience in secondary English as a teacher, subject leader, examiner and author. 17 years in Local Authority and national school improvement advice and consultancy (primary and secondary). Specialising in English and literacy.

With 18 years’ experience as a teacher at KS1, KS2 and within the Early Years. Now a Local Authority Early Years’ Inspector with an area of expertise in developing a challenging environment where learning opportunities are promoted in the outdoor area.

Email: pellison1.311@lgflmail.org Tel: 01708 433822

Email: celia.freeth@havering.gov.uk Tel: 01708 433802

22 | Havering School Improvement Services (Hsis)

Wendy Goodman Office and Accounts Manager

14 years as Office and Accounts Manager for Havering School Improvement Services. Previously worked for a building society/bank for 25 years.

Email: wendy.goodman@havering.gov.uk Tel: 01708 433794

Ian Gurman BA (Hons), PGCE, NPQH Senior Inspector

Over 30 years’ experience in education, including 9 years SLT experience in 2 London secondary schools and 6 years as a senior education adviser and trainer for the Local Authority and a national academy chain. Works in primary and secondary phases, specialising in teaching and learning and in leadership, and has led numerous school reviews.

Email: ian.gurman@havering.gov.uk Tel: 01708 433814

Amanda Jackson BA (Hons), QTS Inspector, Computing and Online Safety/ NQT Induction Coordinator With 19 years’ experience in both primary and secondary education, with subject specialism in computing and online safety. School Improvement Professional (SIP) supporting primary schools with whole school improvement.

Qualified Naace ICT Mark Assessor. CEOP Ambassador training facilitator. Coordinator of the NQT provision in Havering, including quality assurance as the appropriate body. Amanda has worked with Rising Stars on the development of Switched on Computing, Switched on Online Safety, Switched on Minecraft and Switched on iPad. She has also contributed to other publishing articles and documents. Bett Award Finalist 2015 (HSIS, Support for Schools), BETT Award Winner 2015 (Switched on Computing); BETT Awards 2013, Support for Schools, Highly Commended.

Mary Jones BA (Hons), PGCE, EYFSP Accredited Moderator, School Improvement Associate Over 20 years’ experience in school improvement, leading on Assessment for the Local Authority for the last 6 years. 5 years as a School Improvement partner for schools in the primary sector. Experienced KS1 Moderation Manager.

Email: mjones.311@lgflmail.org Tel: 01708 433813

Email: ajackson.311@lgflmail.org Tel: 01708 431662 In-School Consultancy Guide for Primary Schools | 23

Caroline Mitchell BA (Hons), PGCE, MA (Education), Assoc CIPD Senior Education Advisor (Early Years)

7 years’ experience teaching in Primary Education. EYFS Lead with experience of effectively leading improvement and developing early years provision to Outstanding. Member of the Leadership Team contributing to whole school agendas.

Supporting PVI settings, schools and childminders, including delivering training.

Email: caroline.mitchell@havering.gov.uk Tel: 01708 434532

24 | Havering School Improvement Services (Hsis)

Ann Nelson Cert Ed. Assoc.

Univ of Herts.

NACE assessor

I have worked on provision for More Able pupils for 15years, undertaking provision audits for schools and whole school in service training .

Email: hsis@havering.gov.uk Tel: 01708 433813

Mina Patel BSc (Hons), PGCE Science, MSc – TELIC Associate Adviser, Science

Over 5 years’ teaching secondary science (1995-2000). Education Partnerships Manager for Plato Learning/New Media in Science teacher training (2000 – 2005).

LGfL Curriculum Consultant (2005 – 2011). Primary Science Quality Mark Assessor and Consultant for Hsis (2011 – present).

Email: hsis@havering.gov.uk Tel: 01708 433813

Penny Patterson BEd, Graduate in Education Leadership; Child Safety on the internet; Computer Science, Senior Inspector

Over 20 years’ school improvement, including a 4 year secondment with DfE. Member of CEOP Ambassador, UKCClS Education board. 30+ years supporting schools specialising in Safeguarding, and Online Safety.

Email: ppatterson1.311@lgflmail.org Tel: 01708 433829

Christina Pumfrey BA (Hons), MA, PGCE, NPQH School Improvement Associate

Currently Executive Head Teacher and experienced head teacher with a background in both primary and secondary School Improvement. Over 26 years’ experience including Early Years.

Email: hsis@havering.gov.uk Tel: 01708 433813

Kairen Raper MA GCME, Cert.Ed. Inspector, Mathematics

Over 24 years’ teaching experience in Primary and Secondary with mathematics, pastoral and whole-school responsibilities. Leading Mathematics Teacher. 15 years as a member of a LA Advisory and Inspection Service. Former Lead Curriculum Adviser, LA Mathematics Strategic Lead, MA in Mathematics Education Lecturer, trained HLTA facilitator and assessor.

Email: kairen.raper@havering.gov.uk Tel: 01708 433815

In-School Consultancy Guide for Primary Schools | 25

Carol Rockey BA (Hons), PGCE Adviser, English as an Additional Language

Carol has 5 years as Secondary English and Drama specialist, including Head of Drama & Head of English. 16 years school improvement experience – specialising in Ethnic Minority and SMSC, English as an Additional Language. Talking Partners trainer, ESL in the mainstream qualified.

Email: carol.rockey@havering.gov.uk Tel: 01708 431651

Dave Smith BEd (Hons) PgDip. Computing and Online Safety Adviser and Business Development Lead

BETT Award - Service and Support – winner 2015 (Switched on Computing), runner up 2013, shortlisted 2012; 2009 ICT Excellence Awards - ‘Support for Schools’ (Winner) and ‘Leadership, Management and Collaboration’ (Runner-up).

7 years’ senior leadership in 3 London schools. Senior National Tutor/Assistant Marketing Director at mPowerNet at Anglia Ruskin University. Bett Awards’ Judge, Junior Vice Chair of Naace, Naace Fellow and MirandaNet Senior Fellow.

Email: dsmith1.311@lgflmail.org Tel: 01708 433824

26 | Havering School Improvement Services (Hsis)

Grahame Smith BA (Hons), PGCE, Accredited SIP, Graduate Certificate in Education Leadership Development & Consultancy School Improvement Manager Formerly senior leader in large secondary school; 20 years’ experience with the Inspection & Advisory Services, including role as Inspector for English and Senior Inspector for Core Subjects. Primary and Secondary SIP and Performance Management Consultant.

Email: grahame.smith@havering.gov.uk Tel: 01708 433942

Gill Stocker Cert. Ed. BEd, SIP Accredited School Improvement Associate

Jacqueline Treacy MEd, BEd, NPQH

Michelle Wain BA (Hons), MA, PGCE Adviser, English as an Additional Language

Over 18 years as a Primary head teacher in Essex followed by 9 years in School Improvement in Havering as a Senior Inspector of Standards and Effectiveness and School Improvement Professional. Works across the primary phase specialising in learning and teaching across the school and leads School Reviews and leadership development across all levels of management including Governance.

Experienced KS1 moderator.

A qualified primary teacher with substantial teaching experience from Nursery to Year 6. Former headteacher leading schools in challenging circumstances.

Working with Hsis as a Quality Assurance Inspector and School Improvement Professional since March 2016.

ESL in the Mainstream qualified and a Talking Partners trainer with 17 years’ school improvement experience, supporting schools as an EAL and SMSC specialist. Previously a postgraduate tutor at Aberystwyth University and secondary school teacher of Modern Foreign Languages.

Email: jacqueline.treacy@havering. gov.uk Tel: 01708 431287

Email: michelle.wain@havering.gov.uk Tel: 01708 431650

Email: gstocker.311@lgflmail.org Tel: 01708 433813

In-School Consultancy Guide for Primary Schools | 27

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