Catherine Green – SLE Pen Portrait

SLE Specialism: ITT/NQT Development, Assessment, Special Education Needs

Since completing my NQT year, I have successfully led a number of different curriculum areas. I have undertaken the role of maths coordinator in two schools where I have been responsible for the monitoring of teaching and learning, attainment and progress in this subject.  In 2010, the teaching of calculation was identified as an area for development within my school. As a result of this, I led a team to develop a new calculation policy. I delivered CPD sessions for teaching and support staff and workshops for parents and carers. This new policy had a significant impact on the consistency of teaching across school. It also received positive feedback from parents and carers who now felt they were able the help their children in this area. In 2014, I updated the calculation policy to ensure it was in line with the new curriculum. This policy is now used across a number of schools.

One of my key areas of expertise is Special Educational Needs. As Special Educational Needs Coordinator (SENCo), I have been able to channel my enthusiasm for supporting vulnerable children. A key aspect of the role of SENCo is tracking the progress and attainment of vulnerable children. Regular analysis of data allowed me to identify any individuals who were ‘off track’ and through the use of pupil progress meetings, plan appropriate provision.

Through parental questionnaires, I identified that parents and carers of pupils with special educational needs did not feel informed about the additional support their children were receiving.  I particularly focused on the way Individual Education Plans were written, used and managed in school. I created a new format for IEPs which were more parent/carer friendly and child-friendly. Through the use of regular, informal meetings, I increased the involvement of parent and carers and helped them to feel more informed about what provision their children were receiving.

More recently, I have supported SENCos new to the role in two schools. This support has involved the use of assessment data to identify the progress of SEN pupils and setting up clear organisational systems.

Since becoming a Deputy Head teacher, I have played a key role in the analysis and use of whole school assessment data to monitor pupil progress across the school. I have used data to monitor the progress of cohorts and also vulnerable groups including Pupil Premium, LAC and EAL.  I am confident in the use of SIMs assessment manager as a tool to support this work.  I am able to interpret assessment data in a range of forms and use this to identify strengths and areas for development. Following this, I have created actions plans which identify the measures that need to be taken to bring about improvements. These plans have clear, realistic and measurable targets which are reviewed regularly.

I have an understanding of the current national agenda regarding ‘Assessment without levels’. I am a member of the working party, looking at how these changes can be successfully implemented across the Trust.

I have planned and delivered whole school CPD on a range of areas.  It is essential to show awareness that all staff have differing needs and that any CPD should be tailored to meet these needs. All staff must have an understanding of current changes and initiatives within education, however it is important that these initiatives and changes are adapted to meet the needs of pupils and differing school contexts.