Children & Young People’s Directorate
Executive Director: Sonia Sharp
Learning & Achievement Service
Bannerdale Centre
125 Carterknowle Road
Sheffield S7 2EX
Anna Grant
Learning in Localities
Tel: 0114 2930977
Fax: 0114 2930992
Email: [email protected]
Web Site: www.sheffield.gov.uk
August 2008
Dear Candidate
Application for Business Support Officer – Learning in Localities (ref: 0844CYLA)
Thank you for expressing an interest in applying for the above position.
The Learning and Achievement Service (LAS) leads the Directorate and its partners in
ensuring high quality services for children and young people, in promoting practice and
provision which will raise standards and levels of educational achievement, engagement
and enjoyment and in supporting the continuous professional development of the
workforce.
LAS provides advice on the leadership and management of schools (including the work of
governing bodies), early years settings with a particular emphasis on developing secure
self-evaluation and continuous improvement. It identifies areas of low attainment and
under-performance and coordinates support to ensure improvement. LAS also operates
services designed to maintain the breadth and richness of the educational experience
offered to Sheffield’s children and young people.
The above post supports the work of the project co-ordinator in the direct delivery of a
range of project activity (Learning in Localities), within the Learning and Achievement
Service. This is an exciting and challenging opportunity for someone who has a broad
experience of administrative and business processes.
The enclosed brochure provides a detailed view of the scope of ongoing projects within the
Learning in Localities strategy. The brochure is also available electronically via the Council
website at http://www.sheffield.gov.uk/education/services-to-schools/learning-achievement-service (click on Learning in Localities Booklet).
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For any further information, or for an informal chat, please don’t hesitate to contact me
directly on the number given above.
Yours sincerely
Anna Grant
Project Co-ordinator
Enc :
Learning in Localities Brochure
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Dear Colleagues
As you know, I have been meeting with all Families of Schools throughout the Autumn Term.
Having virtually completed this series of meetings, I have produced this brief report in order to share
the common themes and issues that emerged from the meetings together with a range of strategies
to address them.
What emerged?
Quality First Teaching
It became clear that there had been insufficient focus on quality first teaching in all schools. Whilst
there was much good and outstanding teaching in the city there was too much satisfactory teaching
leading to insufficient progress of some children in some year groups. There has been an overreliance on interventions. Schools themselves through their performance management and their
CPD programmes need to focus more on learning to learn in order to improve the quality of
teaching and maximise progress.
Language for Learning
It also became clear that we need to focus on language and literacy in all Key Stages and
particularly to promote children’s oral communication skills in the Early Years.
More generally, we also need to develop confident and competent young writers who can access
the curriculum, enjoy their learning and achieve high standards.
Pupil Progress
In the past, there has been too much emphasis on school performance and insufficient emphasis
on individual pupil progress. We started to address this in the primary sector last year with the
“Every Child, Every School, Every Day” strategy. We acknowledged that the unintended outcome
of the focus on school performance meant that low-attaining schools were inundated with
programmes of support and challenge, whilst relatively higher-attaining schools received little or no
support and challenge. Furthermore, this resulted in under-performing pupils in relatively highperforming schools not always receiving additional support. Whilst this is true in both the primary
and secondary phases, there was general agreement that we needed to prioritise pupil progress in
Key Stage 2 very urgently.
Data
There was also clear agreement that, whilst we are data-rich, we need to use the data more
effectively. A particular issue emerged about school-based pupil tracking systems that are both
effective and manageable. All schools have a system but many heads were asking for a city-wide
system to be made available across the primary phase. Furthermore, schools and some families
of schools need to share data routinely to collaborate around strategies for improvement. Where
barriers to pupil progress lie beyond the school, data should be shared with Service District
Managers to ensure that these barriers are addressed as a matter of urgency.
Personalisation
Our discussions led us to the conclusion that we need to ensure that all learners have the
opportunity to engage with a personalised and tailored set of learning opportunities, which are
appropriate and effective in contributing to the raising of aspirations and achievement.
Recent research commissioned by the Specialist School and Academy Trust (SSAT) has identified
9 gateways to the personalisation of learning. These are: Assessment for Learning; the Curriculum;
Learning to Learn; Workforce Development; School Organisation and Design; New Technologies;
Student Voice; Advice and Guidance; Coaching and Mentoring. The gateways have been further
clustered into 4 “deep” concepts, namely: “Deep Experience”; “Deep Leadership”; “Deep Learning”
and “Deep Support”.
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Leaders of Learning
Many headteachers felt that they were frequently diverted from the core business of leading the
learning in their school. There were frequent short notice requirements to respond to requests from
the Local Authority, e.g. to attend training or to complete paperwork unrelated to learning. Whilst
headteachers are happy to respond to such requests, the underlying assumption was that all
schools had an administrative infrastructure to deal with such matters. In reality, in many schools,
such tasks have fallen to the headteacher alone.
Curriculum Review
Many headteachers felt that the curriculum at the primary stage is overloaded and that many
subjects are being superficially addressed and that the curriculum is too narrowly focused on
English and maths. Not enough headteachers felt able to take risks with the curriculum and reshape
it more effectively to meet the needs of the learners. Our focus should be on the development of
learners’ skills and competences and we should not be focusing on lots of content. The lack of
development of an appropriate curriculum is, in fact, a real barrier to personalisation of learning.
A focus on fewer initiatives
A general view has emerged that there have been too many initiatives hitting schools which
changed every year and did not allow sufficient time for embedding. We need to focus more on
develop ping the skills of our learners and believe that the main focus initially should be on
language for literacy, which has already been identified as a citywide theme to be addressed over
time. Most headteachers have expressed the wish to develop this work and take it forward via
Families of Schools.
Priority on Primary Phase
Secondary headteachers were clear that improving the rate of pupil progress from the Foundation
Stage through to the end of Key Stage 2 was a priority for the city. Therefore, most of the specific
strategic approaches that follow are targeted at the primary phase, and, in particular, in Key Stage
2. I must emphasise, however, that the focus on the progress of individual pupils is
common to all phases.
Strategies
I have set out below a programme of additional strategic actions and approaches to accelerate the
progress of identified pupils and all Looked After Children, together with some whole school
programmes. All of these approaches are in common use elsewhere and have a proven record of
success. These strategies are in place for the Autumn Term 2007 and will all be available until the
end of the Summer Term 2009 so that schools, and Families of Schools, can plan effectively.
Planning as a Family and sharing data across the Family of Schools on a regular basis is a
powerful approach to drive our results upwards. This will provide the opportunity for Family of
Schools to pool their resources to meet individual pupil needs and to create an infrastructure to
enable heads to lead the learning. The Family of Schools approach will promote collaborative
working and will enable schools to decide priorities locally within the over-arching city-wide agenda.
This programme of strategic actions and approaches is in addition to any support already provided
by the National Strategies to fully support teachers to improve their quality of teaching. However,
in order to avoid any school being overloaded with new initiatives, those schools heavily involved in
National Strategy programmes would access only those additional approaches targeted at
individual pupil progress, rather than whole school development.
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Funding
There are three ways in which these strategies will be funded:
A. A grant will be provided by the Learning and Achievement Service, which will be
administered by the Leader of the Raising Achievement Group, the Service District Manager
and the Strategic Lead for Learning and Achievement. In consultation with headteachers,
the grant will be allocated to schools and/or families of schools.
B. Additionally, all schools will receive identified Standards Fund in their budget for
personalisation, which can be used to support these strategies.
C. Finally, some of the strategies will be fully funded by LAS.
We will prioritise those issues that will raise standards in the short term but are very aware that we
need to address the issue of curriculum development in all key stages. We have currently set up the
Transforming Learning Group, which is working on this.
I am completely convinced that by working in this way we can improve our results and close the gap
between the results in Sheffield and those achieved nationally. More importantly, we will ensure
better outcomes for all learners in Sheffield.
Sincerely
Maggie Williams
Director
Learning & Achievement Service
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Mindful of the need not to have too many initiatives overloading schools, the following range of
strategies and approaches has been developed to meet our needs. These approaches will be
available from September 2007 until July 2009 in the first instance, in order to allow schools good
time to plan their use. It will be very important for schools and colleagues in the Learning and
Achievement Service to meet in the New Year in order to discuss needs and agree funding
arrangements. Underachievement will be the key driver and decider of priorities. In essence, the
task in the New Year will be to target groups of pupils; identify appropriate strategies to meet their
needs and agree the appropriate funding mechanism.
As outlined in my introductory letter to this booklet, there will be 3 funding mechanisms, as follows:
A. A grant will be provided by the Learning and Achievement Service, which will be
administered by the Leader of the Raising Achievement Group, the Service District Manager
and the Strategic Lead for Learning and Achievement. In consultation with headteachers,
the grant will be allocated to schools and/or families of schools.
B. Additionally, all schools will receive identified Standards Fund in their budget for
personalisation, which can be used to support these strategies.
C. Finally, some of the strategies will be fully funded by LAS.
Quality First Teaching
Your Learning Space – How is this being funded?
This is a feature of the ‘Moving On Up’ project that is underway with eight primary schools and will
be offered to Service District D (Mosborough Handsworth) in January 2008, providing support to
teachers through a dynamic learning community called ‘Your Learning Space’. This is an online
community that provides a range of tools to support teachers in actively participating in a blended
learning approach to continual professional development.
The tools include:
Online tutors
Teachers and tutors collaborate on-line through Skype calls and sharing desktops. In this way we
can work collaboratively on producing and testing classroom resources.
Project Path
Keeping up-to-date with project developments has never been easier. Teachers have access to the
latest information, can ask questions of colleagues, keep up-to-date with project developments and
give feedback on activities.
Webinars
These are short video clips that have been recorded during the training sessions that teachers and
teaching assistants have participated in. They are accessible online and provide an opportunity to
revisit activities / share experiences with colleagues in school.
Wikis
All of the course content is contained within a Wiki. This is an online area where teachers can
download course information and useful classroom activities. Teachers can put up their own
activities and co-produce collaborative classroom resources.
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Weblogs
Each school has access to a weblog. This is very much like an online diary where staff and
children can post reports of classroom activities. These posts can then be commented on by other
colleagues and provide a great way to motivate reluctant writers.
Funding mechanism A and B
Contact: Diane Stokes – [email protected]
Easter Schools
Primary Strategy Consultants are running an Easter School for targeted pupils in targeted schools.
We are planning to provide an Easter School experience for those children involved in the ‘Your
Learning Space’ project. Playing for Success will also offer Easter School learning. See later
section on “enrichment, engagement and extended learning.”
Funding mechanism A and B
Contact: Diane Stokes - [email protected]
Assessment - Whole Staff Training
In order to support schools in raising attainment through effective target setting and pupil progress
tracking, an assessment package has been put together which can be delivered via an in-school
professional development meeting. This can take the form of a staff meeting, a team leader
meeting, and a coordinator meeting etc, during or after the end of the school day. The content of
the meeting can be tailored to meet the needs of each school.
Aspects offered are as follows:
 Using the Primary National Strategy (PNS) assessment guidelines in reading, writing and
maths to aid accurate teacher assessment of NC levels and sub levels (tracking).
 Using the PNS assessment guidelines in reading, writing and maths as an aid to formative
assessment and layered target setting.
 Using Average Points Scores (APS) – the link to NC levels and simple applications and
implications for tracking.
 Embedding individual pupil targets.
 Targeting under achievement at KS2.
 RAISEonline – a summative assessment tool.
Funding mechanism C
Contact: Helen Farrell - [email protected]
In Mathematics
In addition to the training all Mathematics Co-ordinators will receive to support the implementation
of the Revised Framework, one Y1 and one Y3 teacher from each school will be involved in a
mathematics programme. In all training there will be a focus on:

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
use of the Renewed Framework to ensure progression in calculation across the school
use of the new Assessing Pupil Progress (APP) materials to strengthen Teacher
Assessment in mathematics
precision teaching to address the needs of identified groups of pupils
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These training programmes will ensure that each school has a team of teachers who can support
colleagues in their mathematics teaching.
There will also be a range of additional support packages offered to targeted groups of schools:
 an Advanced Skills Teacher (AST) will offer support to a small group of identified schools
 schools in Service Districts D,E,F,G, and part of A will all receive additional support and
consultancy
 an additional specialist consultant will be working with the team on a part-time basis until
Summer 2009
Funding mechanism C
Contact: Alan Rea – [email protected]
Raising Boys’ Attainment
We have managed to procure a substantial number of days from Gary Wilson who is a national
leader in the area of raising boys’ attainment. These dates are from April 08 to July 2009. He will
provide training based in schools and families of schools on successful cross-phase strategies to
raise boys’ attainment.
Funding mechanisms A, B or C
Contact: Liz Tunnard – liz.tunnard:Sheffield.gov.uk
Performance Management
We are keen to work with leadership teams in school to build on the training for performance
management which has already taken place to make stronger links between this process and the
learning outcomes. This training will be jointly provided by the Learning & Achievement Service
and Human Resources.
Funding mechanism C
Contact: Sarah Draper - [email protected]
Language for Learning
Reading Volunteers
Each school will need to supply a co-ordinator and two Reading Volunteers to be trained by Elaine
Belcher from Reading Partners in order to ‘start-up’ the project.
Thereafter schools will be able to train either their own volunteers or direct them to Reading Matters
for full accreditation.
Project co-ordinators will need, on average, an hour per week to maintain the project. Additionally,
some CYPD staff have already been trained as reading partners and are working in some schools
to supplement existing volunteers.
Schools with looked after children will have first priority to enable these pupils to benefit.
Funding mechanism C: Training costs for school co-ordinator and one volunteer. It is hoped that
the training costs of the second volunteer will be met from Service District Funds.
Contact: Brian Taylor - [email protected].
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Read On - Write Away
All Write Now! is a whole school writing strategy that has helped many children improve the
accuracy and quality of their creative and cross-curricular writing.
All Write Now! is an inset day for teachers and teaching assistants and covers every genre relevant
to primary education. The programme uses a combination of tried and tested writing motivation
strategies and is based on the principles of Ros Wilson’s ’Big Writing’.
Schools in Service District D are now at the implementation stage, to be followed by schools in
Districts E, F, G and part of A according to agreed priorities.
Funding mechanism A and B
Contact: Diane Stokes - [email protected]
Personalising learning and Accelerating Progress
SamLearning ‘An e-learning tool to improve results’
www.SamLearning.com / www.SamLearning.co.uk
(Sam website highly recommended. Lots of advice/ back-up materials.)
Used extensively in many of our Secondary Schools, and is now available for primary pupils. It will
help individual pupils, at school and at home, to raise attainment in SATs results at the end of Key
Stage 2.
The aim of SamLearning is to ‘help raise achievement in UK Schools by providing high-value
services that reduce workload for teachers and schools while enabling learners to take more
responsibility to improve their SATs results’.
All our City Learning Centres (CLCs) have offered to host the accompanying training sessions,
provided by SamLearning plus potential support for future implementation.
Funding mechanism: A City-wide activity funded by e-learning credits taken from Key Stage 2
accounts only.
Contact - Brian Taylor at [email protected]
Maximising Progress in Y6
A course open to all schools for Y6 teachers designed to maximise the progress in the last term and
a half of Y6.
Three half-day workshops will be run for English and maths and will be aimed at identifying pupils’
knowledge and refining planning and precision teaching to move them from level 3 to level 4. This
course is applicable for schools with identified under-performing pupils who, with targeted teaching
could achieve age related expectations. The sessions will be held 18 January, 8 February and 7
March 2008 with gap activities to support the targeted group of children.
We would ask teachers to identify the pupils before the first sessions.
Funding mechanism through the Primary Strategy.
Contact: Marie Lowe - [email protected]
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Pupil Progress
Foundation Stage
 Web-based tracker – therefore can be accessed from anywhere.
 Gives instant feedback for use as an assessment for learning tool.
 Informs future planning.
 Needs to be updated/maintained on a half-termly basis through teacher observational
assessment.
 A framework to support on-going assessment resulting in the statutory Foundation Stage
Profile.
 Available now!
 Free training if required.
In the Summer Term 2008, simple instructions will be available on how to upload the information
from the Foundation Stage Profile Tracker into Assessment Manager.
Funding mechanism C
Contact: Lynn Trainor - [email protected]
Sheffield’s Pupil Progress Tracker
Many primary schools wanted a common system for tracking pupil progress across the phase.
However, some schools already have effective systems in place and do not want to change. This
implementation strategy is for those schools who do want to change their system to the Sheffield
Pupil Progress Tracker.
Implementation Strategy
Getting Started - Basic Pupil Tracker Spreadsheet
Available for November 2007 - slimmed down version of the Sheffield Pupil Tracker in Excel to
produce summary data, individual data and some group analysis. This version can be populated in
Excel with pupil characteristic data, teacher assessments and targets.
Data entered directly into Excel can later be used to update Assessment Manager mark sheets by
trained personnel prior to the provision of the full version. A spreadsheet will be available to
download from the website and on CD.
Sheffield Pupil Tracker (Full Version) Strategic Roll Out
Prioritise schools:
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

in Ofsted categories
hard to shift
with Looked After Children
with identified problems with assessment/tracking systems
others
All schools will have this opportunity by Easter 2008.
One term after installation Alex Crawshaw will undertake ‘follow up’ visits with Assessment Coordinators in schools to identify:


key issues for improvement
unresolved issues still needing support
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Outcomes
All schools will have robust pupil tracking systems in place
Schools will be data rich and able to use systems effectively to target pupils to ensure progress is
good
All schools are nearer to meeting their targets
Pupil progress and attainment outcomes are good or better
Funding mechanism C
Contact – Alex Crawshaw – [email protected]
Support for SATs in Key Stage 2
All schools with KS2 pupils will receive a SATs preparation timeline, incorporating good practice
guidelines and highlighting points for actions. A key action point will be the provision of readers for
maths and science SATs. Full guidance on this issue will be sent later but schools need currently to
be identifying children who would benefit from this provision and also giving consideration as to the
number of TAs / volunteers they will need to recruit and whether there will be any financial
implications. The Local Authority (LA) will have a pool of volunteers to supplement school-recruited
readers but as this supply is finite, schools need to recruit a full complement of readers wherever
possible.
Funding mechanism C
Contact Helen Farrell - [email protected]
Key Stage 1
This strategy is to enhance teaching in Y2 in reading, writing and mathematics
to raise attainment at the end of KS1.
It comprises:
 1 day training (replacing the former end of KS1 expectations training) which supports at
least one Y2 teacher from each school, in targeting those pupils at risk of not attaining L2b+.
 Half day training for the same teachers in April to check on progress of the target group and
to evaluate the progress in terms of enhancing teaching and learning.
 Details of other training for teachers in KS1 will follow.
Funding mechanism C
Contact: Chris Turner - christine.turner @sheffield.gov.uk
Personalising learning work with SSAT
As a result of our discussions with Families of Schools, we have agreed to take the personalisation
of learning as a key development focus. The adoption of this focus will enable all key players to
speak in a common language and to identify one of the “deep” concepts to work on over the coming
year. Opportunities will be organised for schools that are working on the same “deep” to network
with each other and to share good practice. Support for this work will be provided by the SSAT and
Professor David Hargreaves in order, ultimately, to develop a model of System Redesign fit for 21st
Century learning and development.
Funding mechanism C
Contact: Andrew Jones - [email protected]
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Curriculum
Enrichment, Engagement and Extended Learning
The Learning and Achievement Service has created a single Extended Learning Team to support
schools in providing a range of learning activities for children and young people in the areas of Arts
and Creativity, Healthy Schools and Social Emotional Aspects of Learning, Music, PE and Sport,
Outdoor Education and study support, including Playing for Success. The team’s brief is to facilitate
opportunities that will support the Every Child Matters agenda by enriching curriculum provision,
engaging reluctant learners and extending learning beyond the school day. Much, although not all,
of its focus will be on learning beyond the classroom, incorporating stimulating environments and
expert facilitators in their field.
In part this work is a universal offer to all Sheffield children and young people, but increasingly the
focus will be upon personalised learning offering additional stimulation and support where
necessary. This work has already begun through the Playing for Success centres where targeted
under achieving children are engaged in sport related additional learning in literacy, numeracy and
ICT.
From January 2008 we will be further developing our support for schools by:

Providing Easter Holiday programmes in Playing for Success Centres for all Y6 children in
Sheffield who require additional support to achieve level 4 in English and mathematics in the
2008 SATs. These programmes will build on the successful 2007 Easter numeracy
sessions and aim to engage and motivate these targeted children in the critical period prior
to the tests. The pupils will be identified using Fischer Family Trust data agreed through the
school target setting process. Deployment of places will be managed through Service
Districts.
The cost of these sessions, including transport to and from the centres, will be met by the
Learning and Achievement Service without additional cost to the school. However, support
to individual children from full-time (non-term) Learning Mentors and Teaching Assistants
may be required by negotiation with the school.

Providing priority study support at the Sheffield Wednesday Playing for Success Centre from
Easter, leading up to the SATs for priority Y6 pupils in Service District G schools.

Working with targeted pupils and schools to provide additional enrichment activities during
curriculum time and through Study Support to improve children’s self-esteem, confidence
and enthusiasm for learning. This will be on a bespoke negotiated basis with pilot schools in
Service District G initially, although it is hoped that this can be extended if resources allow to
Service Districts A, D, E and F.
Whilst we are able to offer facilities, resources and expertise it is important to note that we need to
create effective partnerships with the schools involved to maximise the benefit to their children.
Places will therefore be allocated following contracted negotiations with schools on behalf of their
children through the Service District structures.
Funding mechanism A, B or C
Contact: Ian Anniss – [email protected]
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Other issues raised through Families of Schools
Immediate Action
Preparing for OFSTED – Support
Targeted support to help schools prepare for Ofsted inspections will be available through the
Learning and Achievement Service. We will arrange for an experienced inspector to undertake:


A desktop exercise on the school’s SEF, RAISEonline and school-based data
A follow-up visit, where appropriate, to provide additional support in presenting and
interpreting data for the OFSTED inspector’s visit
Funding mechanism C
Contact: School Improvement Partner/Adviser
Leadership Development Strategy
Key Developments for this term have been:
 Comprehensive review of the leadership development opportunities in Sheffield.
 The revision of the induction and mentoring programme for new headteachers. This has
now been extended to include acting headteachers.
 The evaluation by Sheffield Hallam University of last year’s shadowing programme for
primary and secondary deputies and planning for an extended programme this year.
 Participation in an NCSL pilot for trainee headteachers involving 6 primary and secondary
deputies.
Planning for the local delivery of the SSAT primary aspirant heads programme.
Further work on succession planning in particular with governors.
Sheffield has many good and outstanding leaders in a range of schools. We have started to use
these leaders more to add additional leadership capacity in other schools. We have done this by
the creation of learning partnerships and we intend to extend this through the use of best practice
DVDs in key leadership activities.
Funding mechanism C
Contact: Sarah Draper - [email protected]
Further Issues For Longer Term Consideration
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Points of entry into F2
Transition (particularly Y6 to Y7)
SEN Systems
Service Districts processes
Less centre-based training and more school-focussed training
Support to enable headteachers to focus on the core task of leading the learning
Rapid pupil mobility and changing communities
Common training days for families of schools
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Service District Structure
Service District – Key Officers
Service District
Leaders of
Achievement
Sub Group
Strategic Lead
for Learning &
Achievement
Service District
Manager
A
Parson Cross/Ecclesfield
Pauline Anderson
Kathy Pearson
Aziz Daji
B
Shiregreen/Burngreave
Rudi Rischer
Liz Tunnard
Julie Tasker
C
Arbourhorne/Manor/Darnall
Marie Lowe
Marie Lowe
Elaine McShane
D
Mosborough/Handsworth
Diane Stokes
Gill Ellis
Gail Walker
E
Greenhill/Gleadless
Helen Farrell
Lynn Trainor
Hazel Dobson
F
Rivelin to Sheaf
Chris Turner
Brian Taylor
Diane Dewick
G
Hillsborough/Upper Don
Alan Rea
Ian Anniss
Shona Ashworth
Roles
Strategic Lead for Learning and Achievement
This person is to be a member of the Partnership Board and to be the key link back into the
Learning & Achievement Service to highlight any problems and remove any barriers to raising
standards.
Leaders of Achievement Sub-Group
This person will normally be a School Improvement Adviser to some of the schools in the Service
District and they will have a budget, which will be allocated to them to contribute to some agreed
school improvement strategies. This work will often take place on a family of schools basis.
Service District Manager
Each Service District has a Manager and one or two multi-agency teams depending on its size and
level of need. These teams of professionals work closely together and with other agencies, to
provide the most comprehensive support for the children and young people in each district enabling
them to maximise their potential insofar as the outcomes of Every Child Matters are concerned.
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New people and roles within the Learning & Achievement Service
Staff
Role
Pauline Anderson
School Improvement Adviser
David Clayton
Advisory Teacher: Sheffield Challenge
Sarah Draper
Consultant Secondary Headteacher
Helen Farrell
School Improvement Partner/School
Improvement Adviser
Jamie Heathcote
Advisory Teacher: Sheffield Challenge
Mary Heyler
Head of Music Service
Andrew Jones
Specialist Schools and Academies Trust
Consultant
Ian Kelly
School Improvement Adviser
Steve Mather
Senior Adviser – Secondary School
Improvement Partners
Linda Moffatt
Primary Consultant – Gifted and Talented
Gillian Ransby
School Improvement Partner/School
Improvement Adviser
Alan Rea
School Improvement Partner/School
Improvement Adviser
Rudi Rischer
School Improvement Adviser
Linda Squire
School Improvement Adviser
Brian Taylor
Associate Primary Headteacher
Kit Thorne
Principal Adviser –Development (interim)
Anne Turner
Senior Adviser – Secondary National
Strategy and School Improvement Partner
Sue Wilkinson
Primary Consultant – English
In the current academic year we have tried to reduce the number of different staff working in
a family of schools. We are refining this further so that during 2008-09 we will have a more
streamlined deployment of staff.
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