Stephen Lawler-Smith is the Head Teacher at Moorside Community Primary School. 

I am a Co-opted Governor, first elected in October 2010. I was elected Chair of Governors in October 2012, and whilst having an overview of the whole school as Chair I have a particular focus on School Improvement and am the link Governor for Safeguarding, Young Carers and Upper Key Stage 2. In addition I work alongside the Head Teacher and school’s Senior Leadership Team in the role of critical friend, challenging senior staff in all areas of decision making and holding them to account. I am not afraid to ask difficult questions. I have a fundamental belief that all children should have an outstanding and enjoyable education.
I have worked in both the public and private sector. My key professional experience and focus are in Business Improvement, Performance Management and Project Management. I currently work for the University of Salford.
I was designated as a National Leader of Governance (NLG) in 2018 which affords me the opportunity to support governors in other schools.

Karen has been a Head teacher for over 10 years.  Karen's current school Ravensfield is a larger than average 2 form entry primary school with attached nursery.  Karen's previous school St Andrews CE Primary School was consistently rated a 'good' school and top 100 primary schools in 2016.

Karen's areas of strengths are:

- Ensuring the quality of teaching and learning.

- Triangulating data to judge the quality of teaching and learning.

- Linking appraisals to the SDP.

- Emotionally intelligent leadership.

Claire Batty is Deputy Headteacher of a large inner city primary school and has previously held posts of Assistant Headteacher and phase leader.

Claire has experience of outstanding teaching across a range of primary year groups and currently leads reading, behaviour and teaching and learning, developing consistent approaches which has moved teaching from requires improvement to good and outstanding.

In her role as SLE Claire is able to offer support in a wide variety of areas, such as:

• Development of the reading curriculum
• Support for teaching and learning
• Coaching, mentoring and one to one support for teachers who need to improve their classroom performance
• Leadership expertise in key subject areas e.g. reading
• Support for teaching and learning reviews
• Identifying and disseminating best practice
• Leading change in key areas such as behaviour and assessment

Adam Hossen is the Deputy Head Teacher at Moorside Primary School. He has been teaching for 19 years and has a wide experience of teaching in diverse settings, having taught in five schools in three authorities and holding multiple job roles and responsibilities. 

Adam has been responsible for Assessment, Behaviour and Curriculum in different schools and is passionate about shaping these to be relevant, appropriate and effective for each individual school. 

He has extensive experience of coaching and mentoring in a variety of contexts and has worked with students, teaching assistants, teachers and management teams in this capacity. 

Adam is experienced in supporting other schools and maintains a warm professional approach that is conducive to building solid relationships, believing that collaboration and team work are essential to producing positive results and successful outcomes.

Sarah Cooper is an Assistant Headteacher of a large Primary school and has previously held the posts of Acting Deputy Head Teacher and Phase Leader.

Sarah has experience of outstanding teaching across both Key Stage 1 and 2 and, having taught both Year 2 and 6, has a good understanding of the progress which children make on their journey through primary school.  Sarah has been a Mathematics Leader for 10 years and currently leads Maths across the school. She is trained as a Numbers Count teacher and has used this knowledge to help train others in the development of early maths skills. Sarah also leads Key Stage 1 and has developed the curriculum and environment to ensure that there is a smooth transition from EYFS and that children can access learning in a practical and engaging way making links between things they have learnt.   

During her time at her current school, Sarah supports middle leaders, teachers, teaching assistants, NQT’s and students with all aspects of teaching and learning. Sarah has also helped a number of other schools to develop their curriculum and support their teaching staff

Victoria Hawkins is an Assistant Head Teacher and SENCo of a large three form entry Primary school and has previously held the posts of SENCo, PE Coordinator, Schools Swimming Coordinator and joint Science Lead.

Victoria has experience of outstanding teaching across a range of primary year groups and currently leads Special Educational Needs; helping to develop consistent teaching approaches, which have ensured that teaching of SEN pupils has moved from inadequate to good or outstanding.  Victoria is also a very experienced athlete and previous PE lead, with a vast breadth of experience in supporting adults and pupils to become resilient, highly motivated, determined and passionate individuals.

During her time at her current school, Victoria supports a variety of staff members including: Middle Leaders, Class Teachers, Teaching Assistants, NQT’s and Student Teachers with all aspects of teaching and learning. In her role as an SLE Victoria is able to offer support in a wide variety of areas, such as:

• Developing whole SEN provisions
• Development of a costed provision mapping tool
• How to raise pupil attainment
• Support in making accurate teacher assessments
• How to improve the teaching and learning for SEN pupils
• How to deliver, implement an develop good quality interventions for all pupils
• How to effectively monitor and assess the teaching and learning of SEN pupils
• NQT, RQT and student training support
• How to effectively manage budgets
• How to carry out performance managements for support staff
• Most effective methods or completing SEN paperwork
• SEN systems and delivery models

Joanne Formosa is an Assistant Head Teacher of a large primary school.

Joanne has experience of outstanding teaching across a range of primary year groups and currently leads KS2, developing consistent approaches which has moved teaching from inadequate to good and outstanding.

Joanne is a Key Stage 2 writing moderator with experience of making judgements on pupil attainment and evaluating performance and progress.

At her current school, Joanne leads middle leaders, teachers including NQTs, teaching assistants, and students with all aspects of teaching and learning.

In her role as an SLE Joanne is able to offer support in a wide variety of areas, such as:

• Development and design of the  curriculum
• Leadership expertise in key subject areas
• Making accurate teachers assessments
• Support for teaching and learning
• Coaching, mentoring and one to one support for NQTs and teachers who need to improve their
• classroom performance
• Leading change in key areas
• Monitoring of teaching and learning

Sandra Hulse is an Assistant Head Teacher at River View Primary School.

Sandra has over 25 years of experience with Early Years and has led an Early Years unit at the school for 4 years. She is an outstanding teacher and has supported other schools in their planning, teaching and provision. She is an EYFS moderator for the local authority and has also led PVI moderation with schools.

In her role as an SLE she is able to offer support around;

• Supporting improving weak teaching
• Nursery and reception assessments
• Planning
• Support with managing a unit / early years phase
• Creating an effective environment

Debbie Fletcher is Assistant Head teacher of the EYFS in a large Primary school and has held the post for 5 years. Previously, she has held the post of Phase Leader of EYFS and KS1 for 12 years in another Salford school. Debbie continues links with this school as Community Governor. She has been an EY and KS1 teacher and leader for over 30 years and senior leader for nearly 18 years.

Debbie has experience of developing outstanding teaching across EYFS and she currently delivers a training package (entitled “Exceeding Learners through a child-led approach”) for all interested schools within Greater Manchester. Over the last two years, all the attendees have given positive feedback on the training and have reviewed their own practice as a result. She has delivered the training to over 50 teachers and Head teachers over this period.

Prior to Moorside, Debbie was an Education Lead Teacher for 5 years, working for the Salford Starting Life Well team. She delivered training to teachers and other EY staff, supported SEN children within the PVI’s, worked within 4 children’s Centres, working with staff and families, and improved practice within 3 linked Nurseries. During her time as a Lead Teacher, Debbie worked to achieve the EYP (Early Years Professional Award) and was ELKLAN and ICAN trained.

During her time at her current school, Debbie supports middle leaders, teachers, teaching assistants, NQT’s and students with all aspects of teaching and learning. She places heavy emphasis on team- building and invests in regular training for both Teaching Assistants and teachers. She continues to have links with the local authority EY team, delivering training, continuing her role as an LA moderator (15 years) for the Early Years Foundation Stage Profile.

In her role as an SLE Debbie is able to offer support in a wide variety of areas, such as:

• Offer 30 years of teaching and leadership experience and how to motivate teams
• Developing excellent EYFS pedagogy based on research
• Development of a child-led curriculum in EYFS increasing the numbers of Exceeding learners through this approach
• Importance of tracking levels of well- being and involvement and the impact it has on the learning of all children
• Creating links with primary school and linked providers to ensure smooth transitions
• EYFSP knowledge as an experienced moderator
• Supporting SEND children in EYFS
• Developing excellent home-school links supporting parents to support school
• High-quality phonics teaching in the EY
• Ofsted requirements within the EY

Claire is the Curriculum Lead of a primary school, with a new project of re-designing the curriculum and using creative approaches to learning. Claire has previously held numerous roles including Phonics Lead, Key Stage 2 Lead and English Lead.

Claire has experience of outstanding teaching across a range of primary year groups, driving standards of excellence and achieving outstanding progress and attainment. As English Lead, Claire has had ample experience of implementing new and innovative approaches across her school and has started to work alongside other schools to do the same. Claire has experience of both Key Stage 1 and 2 writing moderation and has been a part of designing and implementing a new writing assessment framework that has been shared across a cluster of schools. Claire is a writing moderator within the cluster with experience of making judgements on pupil attainment and evaluating performance and progress.

Claire is confident in supporting teachers, NQTs, RQTs, teaching assistants and students with all aspects of teaching and learning. As a dedicated and passionate teacher, Claire has high expectations and a commitment to continually raise standards and outcomes for all children – regardless of their background or starting point.

In her role as an SLE, Claire is able to offer support in a wide variety of areas, such as:

• Developing whole school reading
• Development of the English curriculum
• Improving cross curricular writing and writing assessment
• Developing the teaching of phonics
• Making accurate teachers assessments
• Improving teaching and learning
• Quality intervention groups
• Monitoring of teaching and learning

Emily is the Lower School Phase Lead of a primary school with leadership responsibility over Nursery-Year 2.

Emily has experience of outstanding teaching across this phase, with a drive to ensuring all staff continue to develop their skills to provide the best opportunities for children. Emily has a proven track record of improving results through innovative thinking, as well as creating an effective staff team to work towards the same goals. With her passionate and dedicated approach, she is able to get all staff members on board with new initiatives, helping them to develop confidence and competence.

Emily is a writing moderator within the cluster, with experience of making judgements and supporting teacher’s understanding of expectations.

As an LA moderator for Early Years, Emily has excellent knowledge of assessment and making Early Learning Goal (ELG) judgements. Emily has also worked with other schools and local PVI settings to support staff in teaching and learning.

In her role as an SLE, Emily is able to offer support in a wide variety of areas, such as:

• Making accurate ELG assessments
• Improving teaching and learning
• Quality interactions
• Monitoring of teaching and learning
• Effective observation, assessment and planning cycles
• Purposeful environments
• Building staff teams to focus on the same goal
• Effective leadership

Rachel Robinson is the Lead for Reading and Phonics, and the Reading Recovery teacher in a large primary school, and has previously held the post of Key Stage 2 teacher and SENCo.

Rachel has experience of leading for special needs provision, reading and phonics across a primary school, and developing inadequate practice to good or outstanding.  Rachel has been a Reading Recovery teacher for ten years, specially trained in the observation, assessment and teaching of children with reading difficulties.

During her time at her current school Rachel has supported the Assistant Heads, middle leaders, teachers and teaching assistants in the teaching of reading and phonics throughout all key stages. In her role as SLE, Rachel is able to offer support in the following areas:

• Whole school Reading/Phonics Audit, and the development of an effective action plan.
• The training and development of effective Phonics teaching, assessment and tracking throughout EYFS and Key Stage 1.
• The development of an effective Book Banding structure throughout the whole school
• The development of a purposeful and engaging school library, and reading environment.
• The planning and teaching of Guided Reading across the Key Stages
• The training of TAs/Teachers to deliver teacher led sessions in Guided Reading
• The development of Reading for Pleasure throughout the school
• The planning and teaching of whole class reading lessons
• The training of TAs/teachers to be able to teach their most struggling readers
• The training of TAs/Teachers to complete Benchmark/Running Record assessments, and to audit them for future action
• The training of TAs to deliver bespoke reading interventions

Jenny is a Middle Lead in a large primary school.

Jenny has over 5 years’ experience of outstanding teaching across a range of year groups in Key Stage 2 and is currently the Year 5 Lead Teacher. Her role as Year Lead in both Years 3 and 5, has seen her develop consistent approaches to teaching and learning which has moved all teaching within that year group to good or outsanding.

Jenny frequently welcomes other teachers into her Year group to share knowledge on planning, teaching and assessment. She is currently Maths Lead in Key Stage 2, working collaboratively with the Key Stage 1 Maths Lead to ensure consistency in the delivery of Mathermatics across all year groups. 

In her role as SLE Jenny is able to offer support in a wide variety of areas, such as:

• Development of the Maths curriculum
• Support in planning and teaching for Greater Depth
• Making accurate teacher assessments
• Improving teaching and learning

– Safeguarding and Inclusions Officer (SLE)

Dawn Howarth is a Safeguarding and Inclusions Officer of a large 3 form entry primary school and is currently a Designated Safeguarding Lead and Operational Lead for Looked after Children for the school.

Throughout her time at her current setting Dawn has introduced an effective information sharing system which is now an integral part of the management of the school’s safeguarding procedures.  Dawn has successfully introduced the system and trained staff at another setting sharing her outstanding safeguarding practice. Dawn has made significant changes in the monitoring of attendance, introducing a robust system and embedding the understanding that regular attendance is vital to a good level of progress.

In her role as SLE Dawn is able to offer support in areas such as:

• The development of robust safeguarding procedures including effective information recording and sharing
• Attendance analysis
• Development of attendance monitoring
• Coaching and mentoring staff to develop and improve their knowledge

Bev Walker is the School Business Manager of a large primary school in Salford where she has worked for 30 years.

Bev has a wealth of experience and knowledge of outstanding practice and has covered all aspects of financial management from providing support to schools to effective business management.  She has been able to provide information regarding best practise in all areas of business management through provision of support and guidance on many levels to colleagues, governors, and head teachers.

Empowering other colleagues with financial, business management, leadership information and strategies to support their journey enables them to function more confidently both on an operational and strategic level.  The learning journey is a development for all business professionals and leading through leaders is the way to develop the profession to reflect the evolving demands on practising business leaders.

Strategic Director of Business & Operations (SLE)

Linda Gregory is the Strategic Director of Business & Operations at a large primary school, where she has been employed for nearly nine years. Initially her title was School Business Manager of Finance & Administration but in September 2017 her role was re-evaluated due to the then Deputy Head leaving and some of their duties were delegated to her, giving Linda a more strategic role and higher level of duties. Prior to this she was a Bursar at a smaller primary school for 12 years.

Linda has vast experience in all the aspects of School Business Management – Finance, Human Resources, Marketing, Administration, IT, Facilities, Security and Health & Safety, providing strategic vision and leadership in all these areas. She is a member of the senior leadership team who works closely with governors managing budgets, maximising grant funding, developing and implementing strategies, systems, processes and procedures. She monitors and ensures that legal and safety requirements are met at all times. She is currently responsible for 40 support staff, managed through a team of middle managers.

During her time at her current school she has led and managed projects such as:

• Successfully managed and set up the transfer of the school catering and cleaning in-house from outside providers. This improved standards and quality of service provided.
• Researched and implemented improved system for long term budgeting forecasts, reporting to SLT and Governors. Creating more effective and consistent monitoring procedures of the budget, staffing levels and pupil numbers for the present and year on year projections.  
• Implemented and modernised numerous software packages used by the school, reducing costs, improving time management of staff and increasing parental engagement.
• Lead a project to set-up an extension of the school on a separate site to accommodate an anticipated influx of pupils. This involved increased staffing, resources, utilities, furnishings, contracts & SLA’s, which all had to costed, carefully planned and implemented in a very short time scale.
• Researched and managed the set-up and transfer of the After School Club from an outside provider, improving take-up and quality of care.

Shaun Worsley has been the Deputy Head teacher of a large primary school for four years, with particular responsibility for Key Stage 1 and Reading. 

Shaun is an outstanding classroom practitioner with many years of experience teaching in Years 1 and 2.  He is passionate about developing reading for pleasure in schools. His other main area of expertise is in Initial Teacher Training and he has developed others’ knowledge and practice on many occasions so that their teaching has improved from inadequate to good or outstanding. 

At his present school, Shaun supports newly and recently qualified teachers, middle leaders, teaching assistants and students in all aspects of teaching and learning.  In his role as an SLE he is able to offer support in a wide variety of areas, including the following:

• Developing whole school reading policies
• Improving whole school intrinsic love of reading
• Improving assessment systems in phonics
• Raising standards in Maths at Key Stage 1
• Monitoring teaching and learning
• NQT, RQT and initial teacher training support
• Developing a coaching culture in schools

Anna Cooper is an MFL leader in a large primary school in Salford. 

Anna has a wide range of teaching experience across a wide range of primary year groups, and has taught and lead MFL across key stage 2, for the past 8 years. 

During her time at her current school, Anna has set up and developed a full scheme of work for MFL, alongside effective assessment and monitoring systems.  She has also trained and coached a number of key staff from NQT's, trainee teachers and senior leaders, in developing their own skills and knowledge in MFL teaching. 

As an SLE, Anna is able to offer support in a variety of areas, including: 

• Developing a sustainable, whole school approach to teaching MFL. 
• Whole School staff training.
• Support with setting up effective schemes of work. 
• Practical support with developing resources. 
• Monitoring teaching and learning in MFL. 

Hayley has a Masters in Teaching and Learning, National Award for Special Educational Needs and NPQSL. 

Hayley has experience of outstanding teaching across all primary key stages. Following a period of secondment, Hayley currently leads teaching and learning and behaviour in a school which has moved from requires improvement to good, with outstanding for effectiveness of leadership and management and personal development, behaviour and welfare. 

Over the years, Hayley has supported middle and senior leaders to develop their skills and confidence to lead in their area of responsibility. She has worked alongside class teachers, teaching assistants, NQT’s and students with all aspects of teaching and learning to develop their practice and skills to improve outcomes for children.  Hayley has developed the English curriculum at a whole school level, both in terms of delivery and content, resulting in significant improvements to the progress of children. In her role as SENDCO, Hayley implemented shared new approaches to SEND provisions to ensure children’s needs were met and swift gains were made. She supported staff to develop their practice to enable them to meet children’s needs and secure progress.

In her role as an SLE Hayley is able to offer support in a wide variety of areas, such as:

• Improving teaching and learning
• Monitoring of teaching and learning
• Develop and support middle and senior leaders
• Audit whole school SEND provision
• Support the development and implementation of quality intervention groups
• Development of the English curriculum, particularly writing
• Support the monitoring and evaluation of provision implemented

Stephanie is currently the lead teacher in the ASC Enhanced Resource Provision at a large primary school in Salford. A teacher for 22 years she has experience and knowledge of teaching across all the primary year groups. She is passionate and committed to high quality SEN/D practice and improving outcomes and learning experiences for all children. She is enthusiastic and motivated to share skills, knowledge and practice she has built up over her many years. Through her informal and supportive approach, Stephanie has supported and enabled other practitioners and leaders to implement changes in their provision successfully.

In her role as SLE she is able to offer support in a wide variety of areas such as:

• Developing bespoke, creative and engaging curriculums
• Audits of learning environments
• Effective tracking for SEN/D children using the National Curriculum Statutory requirements and the Progression Framework for pupils on the Autism Spectrum.
• Developing successful tailored social skills programmes
• Formulating and developing cohesive policies and procedures specific to SEN/D children
• Creating a differentiated behaviour system specifically for SEN/D children which enables pupils to value their own success and achievements
• Establishing a varied selection of TEACCH principles
• Quality intervention groups

Since stepping into this role, Melissa has had many success stories in raising standards in Teaching and Learning. Through relevant and tailored approaches, she has moved teaching from inadequate to good or better.  Her own practice is always exemplary and as a role model she is passionate in her drive to motivate, support and inspire those around her. This has had a positive impact on the practice of individuals, teams of staff and also at a whole school level.

During her time at her current school, Melissa supports middle leaders, teachers, teaching assistants, NQTs and students with all aspects of Teaching and Learning. In her role as an SLE, Melissa is able to offer support in a wide variety of areas, including:

• Making accurate teacher assessment
• Monitoring of Teaching and Learning
• Improving Teaching and Learning
• Relevant and tailored CPD of Teaching and Learning (Individual/whole school support)
• NQT, RQT and Student training support

Claire is the Deputy Head teacher and Inclusion Leader of a large junior school and has previously held the post of Assistant Head teacher. She has also had significant experience as a SENCo.

Claire has experience of outstanding teaching across Key Stage 2 and currently leads Maths in addition to being both an Emotionally Friendly Schools and Mental Health Champion.

At her current school, Claire supports teachers, teaching assistants, NQT’s and students with all aspects of teaching and learning, behaviour, emotional wellbeing and mental health, moving teaching and learning to good or outstanding. She has also coached and mentored middle leaders to support them in developing consistent approaches in their areas of responsibility to impact on outcomes for children.

In her role as an SLE Claire is able to offer support in a wide variety of areas, such as:

• Developing a vision, clear systems and support for behaviour and emotional wellbeing
• Developing use of Teaching Assistants to improve progress and support
• Developing and using quality interventions
• Coaching and mentoring for SENCos including the use of provision mapping
• Using practical equipment in KS2 Maths
• Improving teaching and learning across the curriculum
• Coaching and mentoring for Assistant Heads and middle leaders
• NQT, RQT and student training support.

Stephen is an assistant head teacher at a large junior school, where he has gained several years’ experience teaching Year 3 and Year 6. He is passionate about teaching writing and currently leads English. Stephen is a KS2 writing moderator with experience of making judgements on pupil attainment and teachers' assessment. At his current school, he supports teachers, teaching assistants, NQTs and students with all aspects of teaching and learning.

I have enjoyed working within Salford for the past 8 years where I am currently working as a KS2 phase leader and lead practitioner for Maths. Other roles include facilitating training and mentoring for those on NQT and RQT programmes. As part of the NCETM Maths Hub in the local area, we are currently responding to the needs of schools across the Local Authority, working on key priorities and developing teaching of maths across Salford primary schools.

With just over 10 years of teaching experience (both in and outside of Salford), I have acted as a class teacher across the Key Stages, a phase leader for KS2 and Acting Deputy Head roles. My roles in school have covered a range of areas and responsibilities including assessment, subject leadership and self-evaluation, teaching and learning. As a Maths Lead I have co-ordinated Maths across the school for a number of years. I have also been involved in delivering and coaching staff through various teaching programmes including Numicon and Maths No Problem and developing calculation curricular to suit the needs of schools and focusing needs within changing cohorts.

My passion for teaching and learning in Maths is rooted in my childhood experience of finding maths daunting, thus creating a drive to find secure and innovative ways to teach and learn the wonder of Mathematics.​

In her role as an SLE Amy is able to offer support in a wide variety of areas, such as:

• Maths
• Teaching and Learning