Jayne is currently in her third headship. In 2005 she was invited by the LA to lead a school out of an Ofsted category. After one year at the school and rapid improvements in attainment and progress the school was successfully re-inspected.

In 2006 Jayne took up post as a full time Standards and Effectiveness Advisor during which time became accredited as a School Improvement Partner. For four years I worked as SIP to twenty schools all with very different needs. This work included supporting schools on the LA School’s Causing Concern protocol and those at risk of being placed in an Ofsted category. In this role I supported new headteachers during their first few years of headship and many governing bodies on a wide range of school improvement issues.

In 2010 Jayne returned to headship and is now leading a school with the aim of moving from good to outstanding.

At the heart of her work has been honest professional dialogue to facilitate schools in making an honest evaluation of their strengths and areas for improvement. She has facilitated school leaders to become solution focussed and bring about real, sustainable and embedded change for themselves.

In her capacity as LLE, Jayne has supported a newly appointed headteacher who took on a school recently judged to be Requires Improvement. Within 18 months the school was judged to be Good.

Jayne is currently supported 2 schools, off of which has recently moved from Requires Improvement to Good.

Ann has had various roles in secondary schools, including 2 Headships, before becoming Executive Headteacher. She was instrumental in developing Deyes High School, Maghull, Sefton as a high performing school through a relentless focus on robust systems and processes of self-evaluation (September 2010 to present). Due to the success of Deyes High, Ann was approached to lead Lydiate Learning Trust and work with other schools to raise performance, including Childwall Sports and Science Academy in Liverpool. Ann became a Local Leader in Education in 2011 and has a proven track record of working across the North West with other Headteachers and Governing Bodies in challenging circumstances to:

• • Negotiate objectives for improvement
• • Provide coaching and mentoring
• • Facilitate support for faculties, departments and individuals

Ann’s areas of strength include Leadership, teaching and learning, school self-evaluation and increased performance in challenging situations. Latterly, Ann has led the development and opening of a new school and has led the development of a school based teacher training centre. Her fundamental moral purpose is based on the premise that “all children have the right to be taught by outstanding teachers and to be developed as responsible citizens.”

Sue understands school improvement systems, having brought her own school from Special Measures to Good in 15 months.

Sue has supported other settings by: mentored a newly appointed Headteacher, provided confidential critical friend approach to staffing and parent problem solving, provided staffing restructuring advice, advice on staff complaints, advice on governance, provision of exemplar policies and other paperwork and demonstrated Pupil tracking and data analysis systems for several schools.

This support had a significant impact; confidence of Headteacher grew visibly as the year went on, school improvement planning was sharpened, changes in staff deployment ensured accelerated learning and demonstration of good practice resulted in changed practice across year groups.

Nick is a creative person who thrives on innovation and likes to support, encourage and help others to attain challenging goals.

Most people know what is needed to go into a SES or expected from SDP but the key is bringing it to life with an academically challenging and inspiring curriculum led by highly motivated and skilled individuals. Nick as a track record of working collaboratively with other schools and leadership teams in order to achieve worthwhile objectives.

Nick has supported other settings by working collaboratively to develop a learning partnership that has provided inter-school leadership meetings for subject leaders, tackled changes to curriculum and tackled More Able issues.

This support has had a significant impact as it has empowered staff with a creative approach to the curriculum while ensuring academic goals are met. Project CLAW (Creative Literacy Addressing Writing) has taken a strong hold in our collaborative and has made a big impact in tackling reluctant writers. By working closely and regularly with the collaborative – it has grown in strength on a number of levels – not least in hitting and exceeding expected standards by meeting regularly to talk through each schools issues and needs.