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Teaching Leaders programme

A total of 16 teachers from across the Trust’s schools applied for and successfully secured places on the nationally accredited Teaching Leaders Fellows programme. This is a two-year course aimed at further developing high potential middle leaders.

The programme has been running for a number of years and this is the first time that the Trust has sponsored a number of staff to be involved. Each of the teachers had to submit an application at the end of the summer term and this was followed by a half-day assessment in Birmingham. Demand for places on this course is high and it attracts high calibre staff from all over the country.

The two-year course is delivered by experienced educational facilitators, it stretches and supports participants to become leaders in the future and improve education outcomes for students. This group of staff will now work together and lead an Impact Project focussed on a key strategic priority for the Trust and that is securing seamless curriculum provision from primary to secondary school.

The programme started with an inspirational residential in York during the summer holiday and the vast majority of future training sessions take place outside of school hours. The Trust has ten secondary and six primary teachers in the September 2016 cohort.  

The secondary practitioners are Rebecca Clark, Roisin Fernando and Matthew Rodger from Brooke Weston Academy, Charlotte Knight and Rebecca Horridge from Corby Business Academy along with Angela Charlton, Rachael Davies and Grace Smith from Kettering Science Academy and Deborah Simpson and Trevor Jones from Thomas Clarkson Academy.

Those from the primary sector are Gemma Carey, Charlotte Johnson and Charlotte Evans from Beanfield, Michael Knight and Hannah Tibbs from Compass and Andy Buffham from Peckover Primary School.

Executive Principal Trish Stringer said: ‘This is an exciting programme that gives our teachers the opportunity to network with the finest middle managers across the country. This will enable them to share the most innovative methods of maximising outcomes for our children. Focussing on providing a seamless curriculum from primary to secondary education should mean that students do not fall back when they join secondary school. Standards in the primary schools have shifted significantly in the past two years and we need to ensure that secondary providers capitalise on this and continue to move learning forward. This is a significant personal undertaking by all our colleagues involved and we are delighted to support their continued professional development. This is a nationally recognised programme with a strong track record of improving student outcomes.’

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