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 principal 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.
I am Vice Principal responsible for Students’ Personal Development, Behaviour and Welfare.
I provide strategic leadership of the safety, welfare and wellbeing of students at Shenley Academy. I ensure that all students get the best possible pastoral care, guidance and support; that they are safe and have the opportunities to develop their wider skills through curriculum and extracurricular opportunities. I lead on development of both internal and external interventions where necessary to support high levels of behaviour and attitudes to learning across the Academy. I am also the Designated Senior Person in charge of safeguarding.
My main area of responsibility is the academy’s self-evaluation and review to identify its strengths and areas that need development. This includes monitoring: the quality of teaching and learning; the effectiveness and impact of leadership; and the quality of students’ work. These elements, along with feedback from parents/carers and the students themselves, inform future planning and priorities to support increased academy effectiveness.
My main areas of responsibility are: Curriculum, assessment, data, raising attainment, homework.
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 and for how many hours each fortnight. I also lead on 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. This includes developing the most effective methods of marking work and providing feedback to students, so that they know how to improve. Assessment also covers the formal tests and exams taken by students.
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 teachers and students. We are acutely aware of the many challenges students face in year 11, 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 GCSE and BTEC courses.
I am currently on a Secondment from Willenhall E-ACT Academy as Vice Principal for Data and Standards. I will be focusing on KS5 data to ensure that it is accurate and used effectively to support student progress. I will also be reviewing how we report to parents/carers to ensure that information provided is useful for parents and students.
My current key areas of responsibility are attendance and transition. I work with the academy attendance team to monitor students’ attendance and punctuality and decide upon appropriate interventions for causes of concern. I also oversee the transition process of primary school students into year seven. I work alongside Ms Carrier and Mr Willshaw as part of the Behaviour for Learning group to ensure that high expectations and excellent standards of behaviour are maintained. I also work in collaboration with other local secondary schools in the area to provide opportunities for students requiring a fresh start and also supporting those for whom an alternative provision is more appropriate.
I have worked at Shenley for over a decade as a teacher of history and politics. I have also worked as the Head of College for Neptune since the creation of the Academy.
I am responsible for overseeing and leading development opportunities for staff within Shenley Academy. This includes the line management of Lead Practitioners within the Academy, and overseeing Shenley Academy in its new role as an SSAT Lead Practitioner Learning Centre, which allows us to provide coaching and training for colleagues across the country. I am also a Specialist Leader of Education and Lead Practitioner. I support the Science Faculty in a line management capacity and am one of the SLT linked to Neptune College. I am a member of the Humanities team, my main specialism being the teaching of history.
My main area of responsibility at Shenley Academy is maintaining high standards of attendance. I work with the academy attendance team to monitor students’ attendance and punctuality and to decide on appropriate action when attendance or punctuality are of concern.
I am also responsible for the in-year admission of new students; and support the transition and induction of students moving from year six to year seven. I also work as part of the Behaviour for Learning group, alongside Mr Willshaw and Mrs Carrier, ensuring that high expectations and excellent standards of behaviour are maintained.
As part of the local network of schools, I work to support students requiring a fresh start or those for whom an alternative provision is more appropriate. I am attached to Jupiter College and teach geography as part of the Humanities Faculty.
I am responsible for Whole School Literacy and 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.
I manage a Learning Support 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, Mental Health issues.
As a music teacher and leader 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 aspirational and inspirational.
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.
I oversee and lead the strategic and professional development of the English Faculty.
I am responsible for the strategic leadership of the mathematics faculty and whole school numeracy.
Leads Newly Qualified Teachers; the development of teachers in their second and third year of teaching and oversees Initial Teacher Training provision. Leads and supports in other teacher development programmes and training within and outside of the academy including delivering national programmes such as E-ACT Secondary NQT Conferences, OTP, ITP and supports the running of the Lead Practitioner Learning Centre. Oversees and leads on marking and literacy across the academy. Works across secondary schools in the local area, and other E-ACT academies, to support their leaders.