Meet the team
Senior Leadership Team
Leading an academy is the most important job in the world! I have the opportunity to shape young people’s lives for the better, and I enjoy sharing their success both during their time with us at Shenley Academy and long into the future. Our three core values: inspire, aspire and achieve are the foundation of all that we do here at Shenley and as a result our students hold their school close to their heart.
My role is to ensure that we provide the best possible environment for all young people to realise their academic and character ambitions,whilst having fun and feeling safe. No day is ever the same as the headteacher of an academy, but I particularly enjoy the opportunities that I have to work in classrooms developing outstanding teaching and learning with students and staff; leading assemblies; working with our students to evaluate and improve our provision; and of course recruiting and developing the very best staff team that we can provide. I look forward to welcoming you to Shenley.
My main areas of responsibility are: Curriculum, assessment, data, raising attainment, and the sixth form.
Our curriculum is designed to enable all students to reach their potential by offering a broad and balanced range of courses. Designing the curriculum includes deciding which subjects students will study, for how many hours each fortnight and what content will be taught in lessons. This includes the Year 9 options process, when students have the opportunity to choose some of the subjects they wish to study in years 10 and 11.
My role also includes leading on the effective use of assessment, which includes the formal tests and exams taken by students. Students in years 7-10 will have synoptic exams throughout the year and students in year 11 and the sixth form have mock examinations in both the autumn and spring terms.
The use of assessment data is another important part of my job. The progress each student makes is carefully tracked and monitored. This helps us to ensure that every student makes good progress and achieves the best possible academic outcomes. Where a student is identified as having difficulties in a particular subject, this can quickly be identified and appropriate support put in place.
I work especially closely with Year 11 and sixth form teachers and students. We are acutely aware of the many challenges students face in year 11 and the sixth form, as well as the great opportunities on offer. We work to provide the highest level of support so that all students can achieve the best results in their examination courses and then move on to the future education, training or employment destinations of their choice.
Our aim is to create a strong academy culture that is both nurturing and rigorous. As Senior Assistant Headteacher, I am fully committed to the importance of developing meaningful and sustainable partnerships that will improve outcomes for our young people. I work strategically across the academy and with a range of partnerships including KPMG and the CBSO to ensure that the learning experienced by our students is both inspirational and aspirational.
Oversees all aspects of teaching and learning in the academy including the leadership of all academy quality assurance for both curriculum and pastoral provision. Leads whole academy CPDL provision including overseeing the use of IRIS Connect Video Technology. Leads newly and recently qualified teachers and oversees Initial Teacher Training provision within the academy. Leads and supports in other teacher development programmes and training within and outside of the academy. Oversees the running of the Lead Practitioner Learning Centre and manages the academy’s Lead Practitioners. Oversees and leads on marking, literacy and homework policies across the academy. As an SLE (Specialist Leader of Education) and SSAT Accredited LP (Lead Practitioner), works across secondary schools in the local area, and other E-ACT academies, to provide support and guidance to their leaders and teachers. Line management of the English Faculty, Performing and Creative Arts Faculty and Lead Practitioners.
I am responsible for co-ordinating the support for students with Special Education Needs / Disabilities.
It is my job to ensure any students with additional needs are supported and all staff are kept informed with any key advice and strategies. All students with SEND are tracked to ensure their attainment, attendance and behaviour are meeting expected levels.
I manage an Inclusion Team who run short or long term interventions for targeted students.
The key focus for this support is for students who are not making expected progress in maths and English. However we also support students with diagnosed conditions e.g. ADHD, ASD and those with Social, Emotional, and Mental Health issues.
I am responsible for the strategic leadership of the mathematics faculty and whole school numeracy.
I am responsible for overseeing and leading KS3 Standards within Shenley Academy. This includes admissions and transition from Year 6 to Year 7 and liaison with our local primary schools. I am responsible for the strategic leadership of Year 7, 8 and 9 data scrutiny; and for Year 7, 8 and 9 Parent and Carer evenings. I also oversee the KS3 to KS4 options process. I am responsible for in year admissions for Year 7, 8 and 9 students.
I line manage Jupiter College and Mercury College, and working closely with the Assistant Headteachers and Pastoral Support Managers, oversee the attendance and behaviour of students within these colleges.
I support the Science Faculty and Humanities Faculty in a line management capacity. I am a member of the Humanities team, my main specialism being the teaching of history.
I am also a Specialist Leader of Education and Lead Practitioner.
I am responsible for the construction and mapping of appropriate curriculum pathways to ensure suitable provision for all students.
I lead on monitoring progress of all students in all subjects at key stage three. I also lead on ensuring suitable interventions and strategies are in place to address progress where this is not sufficient.
I am also responsible for the construction of the whole-school timetable.