Buckden C.E Primary School
Achievements
Recognised Leaders of Education
The following members of staff have achieved government recognition of their contribution to education in their school and the wider community of schools.
Specialist Leader of Education Curriculum, Assessment - Michelle Heather
Experienced middle or senior leaders interested in supporting middle and senior leaders in other schools can apply to become a specialist leader of education (SLE).
SLEs focus on developing leadership capacity. While other roles focus specifically on developing classroom expertise, this role is about developing the capacity and capability of other leaders so that they have the skills to lead their own teams and improve practice in their own schools.
This may be done through one-to-one or group support and could involve a variety of activities, such as:
- data analysis
- coaching
- facilitating and training
- joint action planning
Michelle Heather was appointed an SLE in 2017
Specialist Leader of Education Science - Susan Tarpey
Experienced middle or senior leaders interested in supporting middle and senior leaders in other schools can apply to become a specialist leader of education (SLE).
SLEs focus on developing leadership capacity. While other roles focus specifically on developing classroom expertise, this role is about developing the capacity and capability of other leaders so that they have the skills to lead their own teams and improve practice in their own schools.
This may be done through one-to-one or group support and could involve a variety of activities, such as:
- data analysis
- coaching
- facilitating and training
- joint action planning
Susan Tarpey was appointed an SLE in 2019
Specialist Leader of Education Early Years - Kate Woodward
Experienced middle or senior leaders interested in supporting middle and senior leaders in other schools can apply to become a specialist leader of education (SLE).
SLEs focus on developing leadership capacity. While other roles focus specifically on developing classroom expertise, this role is about developing the capacity and capability of other leaders so that they have the skills to lead their own teams and improve practice in their own schools.
This may be done through one-to-one or group support and could involve a variety of activities, such as:
- data analysis
- coaching
- facilitating and training
- joint action planning
Kate Woodward was appointed an SLE in 2019
Specialist Teachers
To support the educational offer that we have, we continually strive to be the very best that we can. We currently have 2 members of staff that are Specialist Teachers
Michelle Heather Specialist Teacher - Dyslexia; Literacy, Support and Intervention (Level 5). Currently studying Dyslexia Assessor (Level 7).
Accredited Teacher Status (ATS) is an accreditation for those who hold Qualified Teacher Status (QTS) and have successfully completed a BDA accredited course for teaching learners with specific learning difficulties/dyslexia.
Holders of ATS are recognised as specialist teachers and are able to conduct informal, curriculum-based assessments and deliver specialist teaching programmes to learners with SpLD/dyslexia up to, and including, 18 years of age.
Nicola Butcher Specialist Teacher (Pending) - Dyslexia; Literacy, Support and Intervention (Level 5)
Accredited Teacher Status (ATS) is an accreditation for those who hold Qualified Teacher Status (QTS) and have successfully completed a BDA accredited course for teaching learners with specific learning difficulties/dyslexia.
Holders of ATS are recognised as specialist teachers and are able to conduct informal, curriculum-based assessments and deliver specialist teaching programmes to learners with SpLD/dyslexia up to, and including, 18 years of age.
Chartered Teacher - Kate Woodward
Chartered Status is a professional learning and accreditation pathway supporting career-long development.
To be awarded Chartered Status you will need to complete a series of assessment units, showcasing your professional expertise across a range of areas. Each unit is carefully designed to promote purposeful research engagement, build on individual practice, priorities and interests, and drive meaningful improvement in your school context.
Teachers and school leaders who have achieved Chartered Status say they are more confident, use research and evidence to inform their approaches, and are more effective in their role. Gaining Chartered Status benefits the individual, their school and the children and young people they teach.