Releasing POTENTIAL Issue Two - Spring 2016
Recruitment and Retention
The Importance of Nourishment
Teacher Of The Year 2015
In this issue: Education Around The World
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Releasing POTENTIAL Together Welcome to our Spring issue Articles This Month Page 3 – Recruitment and Retention Crisis Andrew Warren Page 4 – Education Around The World Christopher Brislen Page 6 – School Direct with BTSA and Derby University Page 8 – Adventures in Time and Space John Collier Page 11 – Teacher of the Year 2015 Linda Alliband Page 13 – Ensuring Extra Adult Support Is Effective Page 14 – Can You Ever Do Too Much Nourishing? David Alston Page 16 – A Brief History of Collaboration 2
RECRUITMENT AND RETENTION CRISIS – WHAT CRISIS? BTSA Director Andrew Warren reflects on his own teaching career and the current state of affairs facing school leaders. I was late for my first day of work as a teacher! Half an hour late. I didn’t mean to be, in fact I had planned the exact opposite, setting off very early with the aim of arriving at school just after 7.30am, which back in 1985 was very early indeed! However, my best laid plans were shattered by an accident on the A3, near to Richmond Park in West London. As I sat helplessly in the traffic jam I went through every emotion from slight annoyance, through irritation, worry, anger, panic to total resignation. Mobile phones were a distant accessory for the future, and so there was no way of contacting the school to let them know where I was. There was nothing I could do. For all they knew, I might have decided just not to turn up. My career was in tatters already, and I hadn’t even started. When I finally arrived at the school there was a solitary line of children standing in the playground with their parents and a very worried looking Headteacher. I remember running across the playground and saying, “Hello, my name is Mr Warren and I’m your new teacher. I’m sorry that I’m late but there was an accident on the A3.” And that was that. My teaching career had started. I loved my first job at St Stephen’s East Twickenham, Richmond-upon-Thames. The teachers were supportive, the children amenable and the parents, whilst occasionally “pushy” were only interested in making sure that I shared their high expectations for their children. The Headteacher, Paul Briten, understood that despite my huge energy and confidence (often misplaced!) I was an apprentice and I needed time to learn my trade. He clearly saw my potential but he didn’t rush it. He allowed me to grow and develop, to experiment and trip up, to get back on my feet and try again. He was quick to encourage and willing to challenge.
The unions don’t often tell the positive side of teaching and the power good teachers have to transform the lives of young people.” Nicky Morgan
He never laughed at me, even when towards the end of the summer term of that first year I went into his office and said, “Paul, what do I have to do to be a leader?” His response mirrored the wise leader that he was, “Andrew, pass your probationary year first!” I owe him a lot, certainly as much as the very best teachers I had when I was a pupil at school. But that was 1985, 30 years ago, and how times have changed. Newspaper headlines scream “RECRUITMENT CRISIS”, and certainly in some areas of the country finding a teacher, particularly for Maths, can seem almost impossible. But the crisis is also about the number of bright recruits who lose faith, and heart and leave their dreams behind as they walk out of the school gate. It is easy for us to say, “They just weren’t tough enough … they didn’t have what it takes!” But their future, their professional pathway should matter to us just as much as that of the children we teach. Maybe we have become too impatient with our new recruits; a sort of “they-must-beoutstanding-by Christmas-or-else” mentality, when the truth is that I wasn’t outstanding by my first Christmas – few of us are. Far from it. It took time for me to learn the tradecraft of a teacher. And that’s a gift we can give to our new appointees … time, and high quality support, with challenge, plenty of encouragement, and the odd dose of TLC.
Education think tank LKMco and exam board Pearson have produced a video aimed at boosting teacher recruitment. You can view it here http://vimeo.com/155018808
The big debate is needed on how we can ensure we have more good people into the system. Sir Michael Wilshaw
Many teachers join to make a difference and anything that prevents them from doing this, or makes them think that they can't, has a powerfully negative effect. Russell Hobby (NAHT)
Schools are struggling against falling applications and the highest number of teachers quitting the profession on record. Lucy Powell MP
There is much greater pressure now because of the high-stakes culture of increasingly tough targets and inspections which have been placed on schools. 3 Brian Lightman (ASCL)
Education Around The W
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In a special report National Leader of Education and CEO of the St Bart’s Academy Trust Christopher Brislen reflects on his recent educational visit to Shangai and New Zealand. How does anyone who has been as long in the profession as I have keep themselves motivated and refreshed for the challenges that lie ahead? Well, on this occasion I was privileged to join a party of senior school leaders from across England on an educational tour of schools in Shanghai and Auckland, New Zealand. Lucky me you might say and you may well be right, though at the end of the two week tour, which included the October half-term, I felt I needed a break! Please don’t feel sorry for me …… just yet!
“What have the Chinese ever done for us?” Shanghai, a city of 34 million people is about as removed from Stoke on Trent, my work base, as one could imagine. Yet, despite the cultural differences, which are well documented, there are remarkable similarities too, not least the need for increased social mobility and the demands for skills to meet an increasingly technological and fast changing economy. Shanghai is famous for its maths and rightly so, but it was the pedagogy and classroom management across the curriculum that caught my attention. Here we have a curriculum that appeared to promote replication. Much was made of the Blue Peter, “Here’s one I made earlier model.” Put simply, the Chinese appeared to be very good at copying, replicating and repeating what they were being taught. Reading was frequently by “Look-Say” methodology and text books were everywhere. (Most written and printed in Britain, by the way.) Assessment appeared to be focussed on the success of the replication as much as the acquisition of the skills necessary to become competent and innovative.
The Chinese frequently talked about needing to be creative, but this was not clearly evidenced. The system seems geared to finding jobs, not in finding the new Steve Jobs! But, let’s face it with such a sizeable population, can you blame them?
Chinese pupils watch a short presentation before repeating the process.
An example of a finished piece of work.
Not for me then. The social and economic needs of China do not culturally transfer to the English system. Indeed I would argue that a replication of Chinese methods in the UK would be counterproductive. We have much to learn from each other. But, that is precisely the point, we both have strengths and weaknesses. A synergy of the best of both would seem to be the ideal, but with the health warning that British young people would not follow the social control model so evident in China and indeed our society demands nonconformity in order to grow democratically as well 4 as economically.
“Hobbits, Orcs and Men” What then of New Zealand? Well, as expected the system in New Zealand was more familiar than that of China. Yet fundamental differences were clear. Pupils are given much greater freedom to learn at their own pace and school accountability levels are significantly lower than here in the UK. Yes, there is a focus on standards, but with nowhere near the rigour we have come to accept as the norm. Teachers work hard, but the expectations of them are not as high and as a result comparative standards are lower than in England. Teaching is focussed on the whole child and academic progress is just one of the measures that are central to the desired outcomes. Certainly the very high regard for New Zealand culture and the celebration of cultural heritage has a much higher place than in the UK. New Zealanders are proud of their past and show it. Every school we visited welcomed us with a full on Haka! It was a clear demonstration of national pride and will always be an abiding memory of the visit. Assessment systems were well developed in some schools, but by no means all and the focus was much more on formative rather than summative. This led to a longitudinal view rather than short term targets and as a result the system seemed “healthier”, with the needs of the children being central, rather than politically driven. I know this sounds simplistic and I suppose it is on one level, but New Zealand children and teachers seemed happier over all!
Pupils work Auckland style: Writing in Year 6 (left) and Year 4 Problem Solving in Maths (above)
As a result of this reflection one of my abiding goals is to look at developing a more holistic approach to learning. This will not be revolutionary but rather an evolutionary process, probably led by work force reform and curriculum innovation and development. I have already held discussions with senior leaders about how we start the ball rolling and I shall continue to give energy to this long push. The lesson from down under was clearly to nurture and develop staff and pupils alike. It is something, I guess, we have always known, but somehow we have allowed it’s centrality to be removed. The challenge for us as leaders is to regain control and to create schools where every child and adult matters, not because of a government slogan, but because it is simply the right thing to do.
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School Direct The University of Derby’s College of Education has upheld its excellent reputation for teacher training after being awarded the highest accolade from Ofsted in their latest report. Ofsted awarded ‘Outstanding’ to Derby’s Primary and Further Education (FE) and Skills (post-14) provision, and acknowledged that the ITE (Initial Teacher Education) partnership has an excellent reputation with its trainees, newly qualified teachers (NQTs), employers and partner organisations, including Britannia Teaching School Alliance. Reporting on the quality, Ofsted highlighted that the University’s teacher training programmes are going from strength to strength; putting the trainees at the heart of all they do, with a Primary Leadership Team, who ensures that trainees' outcomes are excellent. “The University’s relationship with its partnership schools is excellent. Many of the schools are long-standing members of the partnership and those joining are often making a clear preference to work with this provider,” the report said. “Schools are an integral component of the training partnership. They are increasingly involved in the different aspects of the training programmes and contribute well to the future direction of travel.” Highlighting the outstanding FE and Skills provision, the Ofsted report said: “The University of Derby provides excellent training for teachers and trainers in the further education and skills sector. Teaching and learning are lively and thought-provoking; challenging students to rise to the high expectations set by trainees and NQTs in their lessons. “The partnership is extremely strong; stakeholders at all levels work well together to the benefit of trainees and newly qualified teachers. There is particularly strong and dynamic leadership from the University which ensures that partners are fully engaged in the development of the programme.” Dr Lynn Senior, Dean of the College of Education at the University of Derby, said: “We are thrilled with this recognition of the hard work and high quality of education we provide. The University offers a number of routes into teaching including School Direct in partnership with Britannia Teaching School Alliance. BTSA Programme Leader Gill Latos said, “It has been very productive working with the University of Derby to develop an exceptional School Direct programme. As an alliance we really appreciate the collaborative partnership and feel everyone has worked well together to create a gold standard programme that has been justly awarded an outstanding judgement.”
Why choose School Direct with BTSA? • A strong, well established partnership looking forward to the fourth cohort of school direct trainees • Successful track record – 2015 cohort - 100% of trainees graded good or better • Successful employment record- above national success rate • Derby University is an outstanding provider for ITT • Opportunities for varied placements in great schools • Unique opportunity for enhanced placement in Holland for international teacher training week • Wide range of experts to provide practical help and support • Well established and successful NQT/RQT programmes to support you in your first years of teaching • Well established Continuing Professional Development programme for every stage of your career • As well as Qualified Teacher Status you will gain a PGCE equivalent to a third of a masters degree with the University of Derby upon completion of the programme • Alliance Lead is involved in developing School Direct regionally
You can find out more about School Direct at the Teach West Midlands websitewww.teachwestmidlands.co.uk
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BTSA provide high quality professional development opportunities for teachers in the first five years of their career.
We need to support teachers as they move through the system by empowering them to improve their practice and raise standards in achievement. Professor Anna Vignoles Director of Research, University of Cambridge
Getting It Right From The Start BTSA is an Appropriate Body for Newly Qualified Teachers Our NQT programme includes an inspirational conference and six half termly sessions. Sessions cover how teaching and learning looks in practice and are closely linked to the Teacher's Standards. We also provide regular training sessions for NQT Mentors.
CURRENTLY 40% of teachers have been in the profession for 4 years or less
NQT’S
Embedding Excellence Our programme for Recently Qualified Teachers is a three session training programme to support primary school teachers in their second, third or fourth year of teaching. Content includes• Being a consistently effective practitioner • Reflecting on your own practice. • Developing leadership capabilities • Using action research to develop and contribute towards policy and practice • Engaging further in the wider life and development of their schools.
RQT’S
7 Download information about our upcoming NQT and RQT programmes from our website – www.britanniateachingschool.co.uk
ADVENTURES IN TIME AND SPACE John Collier reflects on being a Doctor Who obsessed teacher.
Build it. You never know WHO may come. Location: Blackpool. Earth Date: 1975 A.D. My earliest Who related memory is being given a book called The Making Of Doctor Who. The cover image is still burned on my brain. A picture of the then Doctor, Jon Pertwee, being stalked by a Sea Devil. I vaguely remember seeing the episode. I had been truly terrified by the monsters walking out of the sea. They scared me so much I had taken a black marker pen and scrubbed out the amphibious face. This was extreme behaviour for a boy who loved (and looked after) his books.
Right: A young John meets a Tom Baker lookalike outside the Doctor Who Exhibition, Blackpool.
My second memory also involves a scary encounter. I am about six on a family holiday in Blackpool and my grandad has just paid for us both to enter the official Doctor Who Exhibition. But there is a problem. To get inside meant walking down a staircase. This was a problem for Daleks' in the Seventies and it was also an issue for me, as dangling dangerously above our heads was a Giant Spider. I was petrified, not least because these oversized arachnids had caused the demise of my beloved Third Doctor. I sobbed. No way was I going down there today. The irony is when I did finally make it inside the following year it was the start of an obsession. I loved spending time under the streets of the Golden Mile and as I got older my parents would leave me down there all day. Deep in my own thoughts and deep amongst the monster and props. Oh and there was a gift shop. As all teachers know, kids love a gift shop.
Location: Stoke-on-Trent. Earth Date: 2005 A.D. Fast forward thirty years and my interest in the show has waned. The toys have been put away and the obsession has long since passed. Then something happens. The BBC launches a reboot of the programme. A whole new generation are about to discover The Doctor and playgrounds across the country will once again be filled with shrieks of “EXTERMINATE!”. Hearing the new theme, watching the new stories, swapping the collector's cards with my pupils (yes really) gets me thinking. If Doctor Who is engaging the children in a way I can only dream of then why not use it as a curriculum driver? Suddenly the possibilities seem endless. The Time Lord is a natural cross-curricular topic. It covers English, Maths, Science, ICT, History and Geography. In fact pretty much everything except P.E. unless you count all that running around, chasing and being chased. So I begin by building a classroom TARDIS. It houses the bulky class computer and is adorned with characters from the series. The children love it. What I didn’t realise at the time was the people making the programme would also take an interest too.
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John putting the finishing touches to the classroom TARDIS.
In class we write letters to people associated with making the programme. The response is overwhelming. We start to gather all the letters and photographs we receive and put them on display. Most surprising of all is a response from an actor called Alan Ruscoe. Alan has appeared in Star Wars and played a host of monsters in the new series. He ends his letter by saying he is originally from Longton and his mum lives around the corner from our school! His offer to pop in and meet the children is soon accepted and we use his visit to carry out interviews with him. These feed into biographical writing and newspaper reports. The local press take an interest. Pupil engagement in English has never been better. I feel slightly guilty that I am having so much Star Wars and Doctor Who fun, this doesn’t feel like work! Alan has visited our school on a number of actor Alan Ruscoe pays a visit occasions since, talking to the children about his experiences in the acting to the classroom TARDIS. profession and providing drama workshops.
John Collier (left) with his son Elliot (centre) and K9 actor John Lesson (right).
Sci-Fi fever spreads throughout the whole school and we decide to hold a Doctor Who Day with pupils and staff dressing up as their favourite character. We also introduce a new member of staff to the children - Dolly the Dalek. Dolly was an ebay purchase and although she needed a lot of TLC she has since become a fixed feature in our entrance hall. She has been “kidnapped” to provide a stimulus for journalistic writing, starred in a spoof Amarillo video and even appeared in The Sun newspaper! Doctor Who Day also saw a visit from one of my childhood heroes, John Leeson. John voiced the part of K9, the Doctor’s robot dog. John also became a regular visitor to school and officially opened our Performing Arts Studio.
So looking back what did I learn from this experience? Firstly, that you can take a seed of an idea, water it, give it air and light and be pleasantly surprised at what blooms. Secondly, this story is not about Doctor Who. It is about finding a vehicle to engage and inspire your pupils. If you can match this to your own passions and interests then even better. You will find the day job a pleasure and school will become the best party in town. For adults and children alike. Take a risk, try the road less travelled and remember it’s not the destination that’s important but the journey we can share together. Just remember to keep your faith and battle any naysayers along the way. Be an intergalactic zapper rather than a staff room sapper. A great imagination will always be bigger on the inside…
Dolly, the school Dalek, guards the TARDIS doors.
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A selection of newspaper articles covering some of the Adventures in Time and Space.
PROFESSIONAL PATHWAYS PORTFOLIO
10 Download information about all of our current CPD programmes from our website – www.britanniateachingschool.co.uk
TEACHER OF THE YEAR 2015 For the second year running BTSA has been the proud sponsor of the Signal Radio Pride in the Community Teacher of the Year Award. We spoke to this year’s winner Linda Alliband from Oakhill Primary. Can you tell us a little about your background and previous experience? I began as a parent helper at Oakhill Primary School in 1994 and have been there ever since! Right from the beginning as a volunteer, I was working with children with SEND delivering short interventions. I was then employed as a T.A. for six years and had the opportunity to work throughout the school. In Sept 1999, I became one of Stoke’s first graduate teachers, qualifying in July 2000. I have had a number of roles in the school, eventually joining the leadership team in 2008. I have always had a strong interest in SEND and became SENCo in 2011. Who nominated you for the award and for what reason? A parent of a pupil with complex health and educational needs nominated me. She felt I had gone above and beyond in ensuring her son received an accurate assessment of needs and appropriate provision. We negotiated the process for obtaining an EHC naming special school together and also the process of finding a placement where her son’s needs could be met. Anyone who is involved in such a process will know that it is a long arduous road, particularly if a child has an unusual mix of needs.
(From left to right): Teacher of the Year 2015 Linda Alliband receives her award from Louise Stones (Signal One), Andrew Warren (BTSA), Gill Latos (BTSA) and Chris Bovaird (Signal One).
A worthy reason indeed. How did you feel on the night? It felt a bit unreal but also very emotional. Often a SENCo is an unsung hero whose work goes under the radar. I am OK with that and it was strange yet thrilling to have recognition of my efforts. There was no acceptance speech but I would have said that not enough people realise that working with children with SEND is actually a privilege.
Absolutely! Do you have any advice for colleagues entering the profession or thinking of leaving teaching? I would say you must be clear about why you want to become a teacher. If you do not have strong intrinsic motivation, you will find parts of your role extremely difficult to manage. If you are thinking of leaving, I would say, remember why you became a teacher, and if necessary find a role where you can be that person. Thanks for speaking to us Linda. Good luck with continuing the incredible job you are doing. 11
The MECHANICS of TEACHING and LEARNING BTSA offers a suite of training programmes aimed at addressing specific elements of the Teachers’ Standards.
PROGRESS IN PRACTICE Teaching Standard 2 Promote good progress and outcomes by pupils • What is “progress”? How do we make it visible to teachers and achievable for children? • How do we unlock and build on pupils prior knowledge? • How do we promote collaboration and independence?
ENGAGEMENT THROUGH ENGLISH Teaching Standard 3 Demonstrate good subject and curriculum knowledge • Do you have a secure knowledge of English? • Can you foster and maintain pupils’ interest in the subject and address misunderstandings? • Can you demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English?
MARK LESS, IMPACT MORE Teaching Standard 6 Make accurate and productive use of assessment • How do we make use of formative and summative assessment to secure pupils’ progress? • How do we give pupils regular feedback, both orally and through accurate marking? • How can we encourage pupils to reflect on their own learning? All three programmes are available as whole staff training, either as a one day session or over a number of twilights. To discuss your school requirements please contact12 BTSA on (01782) 235523 or email btsa@belgrave.stoke.sch.uk
GOING THE EXTRA MILE Ensuring Adult Support Is Effective “The quality of the interactions that teachers and teaching assistants have with children is the most important aspect of teaching and learning in the classroom.” Rob Webster Since the mid Nineties, we have seen a continued rise in the number of extra adults employed by schools to support teachers and pupils. The issue for many Senior Leaders is how to ensure that teachers know how to deploy teaching assistants effectively and where to find quality professional development for TA’s. Britannia Teaching School Alliance has been working with teaching assistants for the past three years and our Effective Classroom Support programme was quality rated in 2015 by CUREE (Centre for the Use of Research and Evidence in Education). Our CPD provision was also shared nationally at The Key For School Leaders Increasing The Impact of Your Teaching Assistants Conference in London last year. Our new programme Effectively Deploying Teaching Assistants is due to begin in June 2016 and is aimed at supporting classroom teachers and senior leaders in maximising the impact of extra adult support.
The Rise and Rise of TA’s
The Education Endowment Fund published their Making Best Use of Teaching Assistants in 2015. A summary of the report can be found here https://educationendowmentfoundation.org.uk/campaign s/making-best-use-of-teaching-assistants/
BTSA offers two CPD programmes to support both teachers and teaching assistants.
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Both programmes explore common themes including – Ground rules • Effective questioning Effective deployment • Intervention strategies Promoting independence • Dialogic talk for learning Ensuring high standards and • Assessment and feedback expectations
To find out upcoming dates please visit our website www.britanniateachingschool.co.uk Both programmes are also available as INSET days or twilight sessions in your own school. 13 Please email your requirements to btsa@belgrave.stoke.sch.uk
Local Leader of Education, Executive Head and BTSA associate facilitator David Alston reminds us of the importance of professional nourishment. 4
Can we ever do too much nourishing? When I first took up gardening it was much to the surprise of my emerald fingered father. He'd prompted, pushed and pleaded but to little success, perhaps the odd turn of a wheeled blade, but that was it. When I bought my own house I became enlightened and loved and tended my garden with pride. One problem persisted; my hanging baskets. I would buy good compost, good plants and pack them in tightly. They would show initial flourish and vitality, but by August, when those of my neighbours were in full flower, mine looked as if they'd had enough. And they had. Several years passed, with the same results. Then a visitor said to me, your hanging baskets are dying, are you nourishing them? Whilst I had manured and mulched my vegetables, it never crossed my mind that flowers need the same. Amazingly, after some trimming and cajoling, with plenty of drops of Miracle Grow the hanging baskets found new life and stunned my family by lasting into the first frosts of October. How are you nourishing your colleagues? Is it a bit of water now and again? Or is it devoted support which nourishes their soul and enriches their experiences? Contact us with your thoughts at btsa@belgrave.stoke.sch.uk and we may use your ideas in a future issue.
Super conscious nurturers support and heal others, leading to happy, healthy and confident colleagues. 14
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A Brief History of Collaboration • •
Trade Routes (circa 3000BC)
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Producers and traders from across the world improve reputations and business opportunities by improving the wide spread movement of goods.
The Scientific Revolution (circa 1500s)
The Coffee House (circa 1600s)
Scientists around the world disseminate their ideas in printed books and papers resulting in fame, wealth, inventions and knowledge.
Intellectuals gather in London cafes to exchange thoughts and hear ideas directly which improves knowledge and promotes social status.
Urban Slums (circa 1900s)
Open Source Movement (circa 1990s)
Online Video (circa 2010s)
To escape poverty, new industrial centres are built where people live together in close quarters, socialise together and share ideas.
Computer programmers make better code for free resulting in more effective processing and peer recognition.
The world becomes a smaller place where anyone with the technology can globally share their talents or concepts.
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The BTSA Team Director
Andrew Warren
Gill Latos
Chris Brislen
Director of BTSA and Vice-Chair of the Teaching Schools Council
Logistics
Deputy Directors
C.E.O.
John Collier
Executive Principal/C.E.O. of Deputy Director for Deputy Director for ITE and St. Bart’s Academy Trust/NLE CPD and Specialist School Direct Lead Leader of Education
Ian Hunt
Josephine Edwards
Michelle McNally
Deputy Director for School to School Support
Operations Manager and PA to the Director
Academy Secretary
Continuous Professional Development Team NQT Facilitators
Kelly Deaville Specialist Leader of Education for NQT Development
Associate Facilitators
Sue O’ Neill
Dave Alston
Andrew Black
Appropriate Body Lead
LLE and Coaching and Leadership Facilitator
RQT Programme Facilitator
Core Four Facilitators
Amy Bell
Linda Jones
Project Lead SLE/Project Manager for the Early Years Quality for the Early Years Quality Improvement Project Improvement Project
Jan North
Carly Wright
Specialist Leader of Education for English
Julie Gallimore
Joanne Martin
Specialist Leader of Education for English
Nikki Lockett
Andrew Bowler
Specialist Leader of Education for Maths
Specialist Leader of Education for Maths
Luci Kendrick
Specialist Leader of Education for Computing
Specialist Leader of Education for Computing
Specialist Leader of Education for Curriculum
Contact Us: Britannia Teaching School Alliance Belgrave St. Bartholomew’s Academy Sussex Place Longton Stoke-on-Trent Staffordshire ST3 4TP Tel: (01782) 235523 Fax: (01782) 235525 Email: btsa@belgrave.stoke.sch.uk www.britanniateachingschool.co.uk
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