Amy Wardley – SLE Pen Portrait

SLE Specialism: English

I am in my eighth year of teaching at my current school. I have progressed from Teacher of English to KS3 Progress Leader and at Easter will assume the position of Learning Leader for English.

As a practitioner, I want to inspire a love of learning and aim to plan engaging, varied and relevant lessons. I have been judged ‘outstanding’ by OFSTED as well as in internal inspections and believe that if students enjoy learning, they will progress. I have created a range of resources for the department to ensure the curriculum is varied and suitable for particular cohorts. Recently, I have been working with Chol Theatre to integrate dramatic teaching strategies into the department SOW to help students’ confidence and aid extended writing.

I strive to improve teaching and learning at KS3 and recognise the importance of applying a clear strategy. This has meant producing and streamlining SOW and assessments to ensure consistency across the department. Many of these have now been updated to fit in with new curriculum guidelines that students will be expected to adhere to at GCSE level. Therefore KS3 is effectively preparing students for the next stage in their education. I have planned and written new exams that students sit at KS3, differentiating these accordingly. My role involves writing mark schemes for the department and ensuring that moderation is carried out effectively, ensuring that new members of staff are confident in their marking. This has been a priority for the department over the last year and I feel there is a greater sense of accuracy in terms of assessing students’ work.

This is the third year I have line-managed a number of teaching and support staff. This has consisted of taking part in professional dialogue, carrying out observations and designing appraisals to ensure that staff improve their professional development while continuing to challenge themselves. I have worked with colleagues to evaluate their practice and put strategies in place to support their future development. For example, ensuring that feedback to students was more effective, relevant and less time consuming. I have also mentored a colleague to be able to teach Literature/Language at A-Level. Working alongside the head of department, I have also completed a number of learning walks and work scrutiny sessions. Rather than have a negative response, I believe this has helped foster a positive learning environment.

Analysis of AP/ATL results has been vital in ensuring that we intervene with students that are underachieving in English, as well as those who need stretching. Having attended Intervention Strategy Meetings, this has helped to provide an overview of a year group and the best way to assist individual students. Interventions I have implemented have included parental involvement, monitoring reports and providing students with personalised support such as reading lists, booster packs and interactive games/websites. From discussion with colleagues at these meetings, I have set up a reward scheme with a low ability class and so far, the students have displayed a superb and renewed attitude to learning.