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NASBTT Associate Consultant
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In order to provide a first-class education to all pupils it is paramount that new entrants into the profession are capable, reflective and ethical practitioners distinguished by their intellectual engagement, professional acumen and commitment to the communities in which they work. For the last 5 years I have been Head of an ever-growing teacher training organisation. As Head of Prestolee SCITT my vision was to deliver high quality training that met the needs of the trainees, the partner schools, the pupils and parents, securing high quality outcomes for trainees in both attainment and employability. At the heart of our teacher training should lie the notion of developing trainee teachers who can nurture and build on children’s skill-set in order for them to be successful in a 21st century society which is full of unknown possibilities.

I have a thorough understanding of and an appreciation for the restrictions and pressures placed on the sector, not least the expectations set out within the new Ofsted framework. Having taken part in a pilot inspection prior to the framework becoming statutory, I know first-hand that the expectations placed upon the sector are vast and that the focus has swiftly shifted from data and outcomes as previously emphasized. It is imperative that the curriculum and experience offered to trainee teachers aims to develop potential leaders of the future; teachers who aspire to have a positive and productive teaching career and contribute and engage with the system, becoming life-long learners themselves. It was my responsibility to ensure that the whole partnership implemented a coherent and blended curriculum which included a balance of relevant theory and practice throughout its programme design.

I am extremely passionate about developing teacher’s pedagogical skills and have delivered lectures including questioning techniques, metacognition, assessment and developing effective relationships to both trainees and experienced teachers. Whilst leading the SCITT I have also delivered lectures on English, language development, reading and phonics.

Prior to 2015, I was an Assistant Head teacher, year 6 teacher and a Specialist Leader of Education in English and teaching and learning. I was privileged enough to work with a variety of schools all across the region, delivering CPD and personalised support to both middle leaders and class teachers. I feel I have the skills and expertise to support the development and delivery of subject networks having supported a range of curriculum leaders in developing the core subjects, in particular English.

Since January 2020, I have been an Educational Consultant for Prestolee SCITT acting as a strategic advisor for the team as well as supporting the expansion of Prestolee Multi-Academy Trust. I have also been delivering training to NQTs and supply teachers for a social enterprise company. In addition I recently secured the role of external moderator for Ripley SCITT.

NATE- The National Association for Teaching English

The National Association for Teaching of English is the professional association for English teachers that works regionally, nationally and internationally at all key stages. NATE is an educational charity, governed by a board of Trustees, led by a Director and supported by a team of volunteers, including, working group members, regional representatives and English specialists across the world who support NATE’s CPD, publications, research and development.


The English Association

The English Association brings together primary, secondary/ further and higher education and has a  commitment to raising standards in schools and providing resources for teachers. 


The Common English Forum

The Common English Forum is a body which exists to consider matters of current interest in English studies both in schools and universities. 

The Forum meets regularly with representatives from the Department for Education and other bodies involved in the teaching of English. 


Join the UKLA - UKLA

UKLA achieves its goal in improving literacy education by creating a supportive community for those working in literacy, language and communication, and by supporting and providing access to the latest research for use by practitioners and policy makers. 

  • Black, P. & Wiliam, D (1998). Assessment and Classroom Learning. Assessment in Education. Abingdon, UK: Routledge 
  • Butler, R (1988). Enhancing and undermining intrinsic motivation: the effects of task-involving and egoinvolving evaluation on interest and performance. British journal of educational psychology, 1988 Wiley online library
  • De Nisi, A & Kluger, A (1998) Feedback interventions: Toward the understanding of a double-edged sword. Current directions in psychological science JSTOR 
  • Dweck, C (1999). Self theories: their role in motivation, personality and development 
  • Hattie, J (2011) Visible Learning for Teachers. Abingdon, UK: Routledge.
  • Hattie, J (2009) Visible Learning, Abingdon, UK: Routledge
  • Hattie, J & Timperley, H (2007). The Power of Feedback 
  • James, M., (1998) Using Assessment for School Improvement Oxford: Heinemann
  • Nelson, T & Narens L. (1990), L. Metamemory: A theoretical framework and new findings
  • Make it Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger, III, and Mark A. McDaniel - Written by a novelist and two cognitive scientists, Make it Stick presents key findings from laboratory and classroom research on effective learning strategies. Geared toward a general audience, the authors include real-life examples for strategy and research-based tips for boosting learning and memory. Download our free resources for Make it Stick!
  • Understanding How We Learn: A Visual Guide by Yana Weinstein and Megan Sumeracki, with Oliver Caviglioli - Written by two cognitive scientists and visual designer, Understanding How We Learn presents research about how learning works, evidence-based strategies, and integrated visuals. Geared toward teachers and parents, the authors include real-life examples and case studies related to strategies including retrieval practice, spacing, and interleaving.

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