Keith has been in Primary Education for over 40 years working as a head teacher in three schools, and a Local Authority officer, before joining Focus Education as a consultant. During his headships, he worked as an associate headteacher to two schools in vulnerable and challenging circumstances, established head teacher mentoring schemes and led national improvement programmes across the Local Authority. Highly sought after, particularly for his straight forward and open style, Keith draws on a wealth of national and international experience and has co-authored several of Focus’ publications, including the popular ‘Simple and Effective Monitoring’. Keith works with schools on all aspects of school improvement. Much of his work is linked to teaching and learning, curriculum, assessment and inspection issues. Safeguarding Keith has an enhanced DBS disclosure.

Lawrence Carr is a full time Primary PE Teacher and PE subject lead. This role involves delivering high-quality PE lessons across all Key Stages, as well as providing CPD in PE for other members of the teaching staff and developing an inclusive, challenging and progressive PE curriculum, within the school setting. Lawrence’s background is deeply rooted in ensuring high quality PE provision for all and he has a wealth of knowledge in this area, developed through his previous experience across EYFS, the primary age range and secondary PE. Prior to his current role, Lawrence was a PE Specialist in the Wigan area, who worked closely with schools in the delivery of fun and engaging sports and physical activities during PE lessons and after school clubs. He worked closely with a range of school settings and also worked alongside providers of out of term time sports provision. Additionally, Lawrence has a degree in Sport Studies and has achieved a range of coaching qualifications in a variety of different sports. Initially developed at home during the pandemic as a curriculum document for use in his current school setting, 'Teaching & Assessing High Quality PE Lessons in Primary Settings: A Scheme of Work for Years 1 to 6' is Lawrence’s first publication to be developed and adapted for use in other schools. The document has been successful in raising the standards of PE in school, raising pupil achievement and improving teacher confidence, particularly for non-specialist PE teachers. Improving PE provision and engagement is an area that Lawrence is extremely passionate about and through the development of 'Teaching & Assessing High Quality PE Lessons in Primary Settings: A Scheme of Work for Years 1 to 6', he hopes to make this achievable for a wider range of school settings and primary age children. Safeguarding Lawrence has an enhanced DBS disclosure.

Andrew is the Safeguarding, Ambition and Inclusion Lead for an Academy Trust [with 15 schools] based in the North of England. Andrew’s most recent role was Head of School / SENDCo at a Primary School in Bradford. He has been in school leadership since 2008, in a range of roles and different schools, from large inner-city primary schools to ones in a more suburban setting. Andrew’s real passion has been for safeguarding and inclusion. Andrew has developed provision for SEND pupils, pupils who are International New Arrivals, Pupil Premium, Looked After Children and supported in other areas such as attendance and safeguarding. This has ranged from creating specialist resourced provision to mentoring and coaching teachers. Andrew has supported other members of staff to lead on these areas too, for example training new DSLs. Andrew has led SEND reviews across Focus Trust, looking at areas of compliance as well as provision for children. Andrew is extremely passionate about supporting pupils’ mental health and wellbeing. He has developed systems and provision to support children and train staff. This has been extremely well received by parents and children and successfully reviewed by external specialists. Andrew is a trained coach and is skilled at mentoring and coaching. He has mentored a number of ECTs as well as Trainee teachers.

Clare is an independent educational consultant, providing advice, consultancy, training and strategic leadership support to schools and Local Authorities across the North West. Clare draws upon over 20 years’ of educational leadership experience having been a Primary Head Teacher for 10 years with a proven track record of School Improvement and Leadership Development. She has worked as an Executive, Interim & Associate Head Teacher. Clare has most recently worked on commissions in Local Authorities across the North West, including Oldham, Warrington and Sefton, developing School Improvement systems, Early Years support and Leadership CPD. Clare specialises in supporting schools and Local Authorities to develop systems and structures to maximise effectiveness as well as delivering leadership training, coaching and development. She is able to guide and challenge Head Teachers, Governors and Senior Officers, enabling them to reflect, stay focussed and perform to the best of their ability. Clare does this by combining her excellent grasp and understanding of the day to day demands of leading and managing a school and her experience of Senior Roles within a Local Authority to provide tailored advice and support at both an operational and strategic level. In addition to this, Clare has experience as a School Governor and sits on the Local Advisory Committee of a secondary academy. She is Chair of the Groundwork Trust Greater Manchester Compliance and Performance Committee and a Trustee of The Learners’ Trust in Derbyshire. Clare can offer bespoke support in the following areas: - Health Checks - Audits and solutions - Middle/ Subject Leader Development - TA Training & Development - Governor Support - Support with Monitoring & Evaluation - Coaching & Mentoring; performance management etc. - NQT/RQT Support - Support with SEF & SDP writing

Clive has vast experience in primary education spanning 40 years, having inspected over 200 schools and serving as a head teacher, Ofsted inspector, Local Authority adviser, trainer and consultant. During his headship years, his school gained a National Curriculum award and was featured in the Times Educational Supplement, one of three schools recognised for their quality practice. Awarded an OBE for Services to Education in 2009, he is one of the founding directors of Focus Education, set up over 20 years ago. He still works with schools on an advisory basis, and is a highly sought after key note speaker at conferences both nationally and internationally. He is also the author of over 60 publications including the bestselling ‘Raising Standards by Setting Targets’ which over half of the primary schools in England bought. Safeguarding Clive has an enhanced DBS disclosure.

Sharon is a KS2 Class Teacher at an Outstanding Primary School in the North West. For a number of years, Sharon has led the teaching of design technology across school and has taken an active role in raising the profile of the subject within the school. As a passionate Design and Technology Lead, Sharon encourages children to design and make high quality products for a user and a purpose, while developing their problem-solving skills. She delivers high quality teaching and has high expectations of all learners. Sharon has had a variety of school leadership roles and responsibilities including science, outdoor learning environment, computing and history. In her current position as Design and Technology Lead, Sharon has created a resource which is intended to support children’s designing and technological knowledge and skills. In addition, Sharon has invested time and effort into coaching and empowering new and existing colleagues to reflect and enhance their own practice as well as planning and delivering effective CPD. Sharon is immensely proud to be part of an outstanding school community whose ethos is to inspire and motivate children to be successful learners, whilst developing children’s understanding of the place of design technology in the wider world.

Alison is a high performing headteacher of an Outstanding Primary School in North West England, one of the top 10% in the country under the current framework. She leads a values-based school where she takes great pride in fostering and nurturing leadership at all levels. Ofsted noted her thoughtful approach and clear development of a collaborative team. Alison has worked closely with Clive Davies - founder of Focus Education - for over 20 years and has first-hand experience of implementing the recent innovative Focus science and foundation resources, and their adaptation to SEN children which was highly accredited by Ofsted in November 2019. As part of her own personal development and her passion to develop opportunities for School leaders support and development in the education sector , she became ICF ACC trained and holds an ILM7 coaching qualification at Masters level. She currently works with One Education, in the North West of England, as a leadership coach with headteachers and deputies offering bespoke professional development within the coaching framework. She believes that the coaching space is key to leadership excellence to raise the quality of their practice and, therefore, outcomes for children. Her support centres around: •Clarifying leadership and organisational goals •Improving capacity for self and organisational improvement •Working towards maximizing professional potential of self and others.

Emma is a well-respected, successful, educational leader of five primary schools with over a decade of headship experience in challenging contexts. Emma has a significant track record of developing schools, showing rapid improvements that are sustained over time, leading schools successfully through a significant number of Ofsted inspections, including taking schools from special measures to good. Emma has a proven track record in creating school cultures that put values at the heart of all practice. She achieves this through meticulous transformation of professional expectations and cultural behaviour and is proud of her work in succession planning and developing leaders who move into successful senior leadership and headship positions. In addition to this, Emma is also a successful teacher and subject leader in areas including SEND, Behaviour, English, Science and RE. Emma previously sat on a Local Authority SEND Panel and Finance Forum and brings significant experience of working within communities with high levels of Pupil Premium children. She also has an extensive SENCO background, working in schools where bespoke SEN provisions were created for pupils with significant and complex levels of need. Emma is highly skilled in understanding the complexities of supporting families within the safeguarding arena. For over a decade, Emma has delivered training across the country to schools and conferences and is also a MAT trustee in Cheshire and a MAT Local Advisory Partner in Bury. Emma can provide primary education consultancy and training in the following areas: school improvement, quality assurance, headteacher appraisal, headteacher induction, and training in a range of areas including creating a values based culture, growing leaders at all levels, keys to effective behaviour, curriculum leadership, coaching and facilitating change, improving education outcomes for pupil premium, provision for SEND, EAL and children with early stages of learning English.

Rebecca has 16 years’ experience working in teaching and leadership roles within school. She is currently a headteacher at an outstanding school in Wigan. The school places a large emphasis on ensuring that children have a broad and balanced curriculum with developing a love of Reading at its core. This has resulted in excellent achievement with standards being above average. Rebecca has completed work for the Standards and Testing Agency, producing the exemplification materials for Reading for KS2 and has written a curriculum article published by the chartered college of teaching. Rebecca has a well-established track record in the coaching and mentoring of students and NQTs, as part of the SCITT programme the school are involved in as well as delivering conferences for universities and at two Beyond levels Learning First conferences. She also has experience as a mentor to new headteachers. Rebecca has recently written new Focus English units, which are due to published later in the year. Qualifications BA Hons with QTS in Primary Education with English. Safeguarding Rebecca has an enhanced DBS disclosure.

Lea Hannam delivers training and support to schools as a consultant, working closely with leadership teams and teachers to raise the quality of their practice. She advises schools on self-evaluation, school improvement planning and the quality of education. She carries out performance management of headteachers. Lea also works in inspection and leads inspections of primary schools. Lea has worked for Focus Education for many years, editing and advising on our publications. Lea has a background as a successful primary school teacher and leader in inner city London, with her last school being graded as ‘outstanding’ by Ofsted. Her particular areas of expertise including mathematics, phonics, behaviour and safeguarding. Safeguarding Lea has an enhanced DBS disclosure.

Wendy is an independent, well established education consultant and trainer based in the Midlands. Her mission is to provide outstanding educational consultancy and training, working with schools to bring about improvement for all. She has extensive experience as a teacher, a senior manager and also as a school improvement adviser with two local authorities, with additional responsibilities for Humanities and RE, which is her subject specialism. For many years she worked as an Ofsted inspector and carried out numerous inspections both as a Lead Inspector and team member. Her present work with individual schools includes support for religious education, curriculum reviews, CDP for subject leaders and whole school preparation for inspection. She also provides centralised training events and webinars to support curriculum development.

Andrew has 21 years’ experience working in teaching and leadership roles within education. Andrew is the Head of Academy at Coppice Primary Academy in Oldham and a strategic part of the wider leadership team covering two of the Focus Trust academies within Oldham. Andrew is passionate about inclusion for all and has been instrumental in ensuring all children are able to access a broad and balanced bespoke curriculum across both academies. He is the primary representative on the Local Authority’s Looked After Children’s Local Governing Body and a primary representative on the Oldham Safeguarding Board. Andrew has many years of experience of strategically leading SEND across more than one academy, supporting Local Authorities and Focus Trust schools in developing high quality practice in this area as well as being the SENDCo within individual schools. He has also been an active participant on the EHCP panel and the quality assurance panel within Oldham Local Authority. Through Andrew’s leadership he ensures all children, regardless of need, receive a high quality, appropriate and bespoke education in order to cater for all of their needs. He ensures staff are well trained to meet the needs of all children and provides ongoing professional development opportunities and feedback that all children receive the very best education. He highly values the importance of relationships at all levels and strives to ensure every stakeholder is involved with all aspects of SEND provision in order for every child to achieve success and to be supported by all involved. Qualifications BA Hons with QTS in Primary Education with Geography Specialist Leader of Education (SLE) – Narrowing the gap Professional Coach – Independent Coaching Safeguarding Andrew has an enhanced DBS disclosure

Bethany is a KS2 Class Teacher and member of the Senior Leadership Team at an Outstanding Primary School in the North West. For a number of years, Bethany has led the teaching of English across school and has taken an active role in writing new Focus English units. As a passionate English Lead, Bethany encourages a 'read for pleasure' ethos in an engaging and stimulating environment. She delivers high quality teaching and has high expectations of all learners. Bethany has had a variety of school leadership roles and responsibilities including Personal Development, maintaining the progress and attainment of Pupil Premium children, PSHE and Art. In her current position as Art Lead, Bethany has created a resource which is intended to support children’s artistic knowledge and skills. Bethany has had the privilege of mentoring and supporting SCITT students during their teaching placements and has been influential in their professional development. In addition, Bethany has invested time and effort into coaching and empowering new and existing colleagues to reflect and enhance their own practice as well as planning and delivering effective CPD. Bethany is immensely proud to be part of a school community whose ethos is to inspire and motivate children to be successful learners. Safeguarding Bethany has an enhanced DBS disclosure.

Nicola has over 30 years’ experience teaching across the primary age range. She has had a variety of successful school leadership roles, holds an SLE status and has worked for Music Hubs in the North West. She has taught for a number of years in Higher Education, providing curriculum content on BA QTS and PGCE courses. Nicola has recently written the Focus Education ‘Music knowledge mats’ e book and has ongoing interests in the primary arts curriculum and curriculum design.

Vanessa is an associate consultant for Focus Education. She has a wealth of experience from 16 years of teaching in Doncaster, Lincolnshire and North Yorkshire including 9 successful years in Headship. Her school was judged by OfSTED to have made ‘outstanding progress since the last inspection’ under her ‘excellent leadership and management’. Vanessa also draws on a vast experience at Local Authority level having worked as an adviser/school improvement partner in North Yorkshire and Leeds for 7 years. Vanessa’s last post was Head of the School Improvement Service for 0-11 in Leeds leading a team of advisers and teaching and learning consultants. Vanessa also works with BI Business School in Norway leading the London module of the Master of Management Programme in School Leadership, lecturing and facilitating on a variety of themes with groups of senior leaders, aspiring head teachers and experienced head teachers. She has worked in a wide and diverse range of schools on a number of professional development projects and is an able and passionate speaker in front of an audience. She is well placed to lead INSET days as well as work alongside schools providing consultancy work to support high quality leadership. Her key area of expertise is effective use of the pupil premium. Safeguarding Vanessa has an enhanced DBS disclosure.

Angela has 17 years‘ experience in school leadership roles and has been Headteacher in 4 different schools in Oldham. All the schools have had differing numbers of EAL pupils and social deprivation levels. Angela is currently working as a School Improvement Partner for a number of schools within Oldham as well as being the recent Principal of a Primary Academy within Focus Trust. She has also supported the work of the School Improvement Team within the Trust, which covers a number of Local Authorities. She supports a number of governing bodies with headteacher appraisal. Angela has experience of guiding 2 schools through the academisation process and collaborative working. She has experience of Peer Assessment to support school improvement. Angela is a school governor, an LLE, a Pupil Premium Reviewer and an accredited member of the Institute of Education Advisors. Safeguarding Angela holds a DBS disclosure.

Sally is an associate consultant for Focus Education. Sally has a wide range of experience at senior leadership level working in a variety of primary schools across the North West of England. Sally is currently in her third headship at a school in Bolton. She has worked as a coach having an executive coaching qualification and a Process Consultancy Diploma. In her most recent Ofsted inspection, October 2013, it was stated that ‘skilled leader and an effective headteacher’. Sally has a passion for the Arts and believes in making sure every child has access to a rich and varied curriculum, developing them as independent researchers. Safeguarding Sally has an enhanced DBS disclosure.

Rosie has over 30 years of experience teaching at all age ranges in the North East and North West. She is currently a deputy head teacher in Greater Manchester and is a nationally registered trainer with SAPERE. She has taught and led in an outstanding school and has supported school improvement teams as an educational consultant in the Manchester area Rosie has worked across several authorities and in the private sector on specific school projects and led training days and workshops. She has also collaborated with schools in their development and planning of an enquiry based curriculum. She actively promotes and develops the application of thinking and life skills across all areas of learning. Her strengths lie in the primary and foundation stages, with particular passions in Philosophy for Children, developing oracy, the able learner, EAL and Learning to learn. Recent feedback from delegates on training led by Rosie have commented: • ‘Excellent lively and informative.’ (Learning Mentor) • Clear and professional with practical and natural cross curricular links.’ (Class teacher) • ‘The expertise of the trainer was clearly apparent.’ (Deputy Headteacher) • ‘Open, encouraging, enthusiastic, professional yet relaxed.’ (Senior Leader). • ‘I am inspired cannot wait to try it out with my class.’ (Literacy coordinator) • ‘Rosie Malik is an inspirational Philosophy for Children Facilitator. She provides active and experiential training which helps teachers get to the very heart of an approach to teaching and learning that is certain to have a very positive impact at our school.’ (Headteacher) • ‘The staff initially approached P4C with an air of trepidation, yet soon realised it had many qualities which appeal to staff and children alike: bringing back that air of wonderment at the big (and small) questions in life; oral rehearsal; AfL; giving time for deep thought; fun and laughter; space for creativity; using politeness; phrasing remarks carefully; speaking with longer and more convoluted sentences than usual; no writing...and no marking!!!’ (Headteacher) Safeguarding Rosie has an enhanced CRB disclosure.

Mark has over 25 years' experience in the education sector. He has taught in a variety of primary settings. After having been appointed to his first headship aged just 27, Mark received praise from government ministers and Ofsted Chiefs for pupil a outcomes being in the top 5% and top 2% of schools nationally, respectively, over two consecutive years. The school was placed on Ofsted’s ‘Outstanding Provider List’ as a result of the inspection grade awarded under Marks leadership. The school was also judged as an ‘Outstanding’ Church School under the SIAMS Inspection framework. During Mark’s second headship he fist led the school to ‘Good’ and then attained ‘Outstanding’ at the second inspection. The school was also judged to be an ‘Outstanding Church School’ in two consecutive SIAMS inspections. Once again standards were extremely high and accolades were received for this (from Michael Gove and Sir Michael Wilshaw), but what Mark speaks most passionately about, when looking back on this time, were the successes on the sports fields, the musical productions, the choir, a live Nativity (like the one seen in the Vicar of Dibley) and the huge drama productions which all children took part in. Mark is passionate about a holistic, rich educational experience and this is what he insisted on providing within the settings he led. Marked worked as a Senior School Improvement Officer for a Local Authority. Many of the schools that Mark supported were in extremely challenging contexts. One particular large inner-city school moved from Inadequate to Outstanding within two years. In 2014 Mark became one of two founding members of a Multi Academy Trust. He later became the CEO. During this time, he helped grow the Trust from zero schools to 30. Many of the schools that joined the Trust did so as a result of an ‘Inadequate’ inspection and Mark and his team would quickly set about improving the provision and outcomes within these schools, and this would always be recognised and acknowledged at the schools next Ofsted inspection. 16 schools were inspected under Mark’s leadership. Six schools that were previously ‘Inadequate’ were judged as ‘Good’ at their next inspection and all schools that were previously ‘Good’ at least maintained that judgement. During Mark’s time as CEO he ensured that children received a broad and balanced diet. The Trust’s strapline was ‘Offering children and young people life in all its fullness’ so that pupils could be truly ready for the next chapter in their lives. Over the years Mark has carried out section 5 and section 8 inspections on behalf of Ofsted in a lead capacity. Mark has extensive links with numerous MATs, Teaching Schools and Educational Providers across the country. Safeguarding Mark has an enhanced DBS disclosure

Senior leader and English lead at Baildon and the Eden Teaching School Alliance Sarah is currently is a member of the SLT and the English lead at Baildon C of E Primary School, an outstanding two form entry school in Bradford. Since 2013 Sarah has led the teaching of English across school and is an active member of the senior leadership team. Sarah’s leadership has supported the school and staff in a time of change, with the introduction of the New National Curriculum, which involved remodelling the school’s approach to English. This approach aimed to inspire life-long readers and promote reading like a writer and writing like a reader. Her roles and responsibilities stretch further than improving the English curriculum within her school, as she plays a pivotal role in the school’s improvement and development, including the coaching and mentoring of staff. During her time working at Baildon, Sarah has led the school to be graded ‘outstanding’ by Ofsted, and to maintain this grading for the second inspection in a row. Since 2016 Sarah has worked for the Bradford LEA as a KS2 moderator, which has allowed her to be trained in the assessment procedures and changes year on year. In more recent year she has developed her experience and practice is KS1 and foundation stage, not only as a senior member of the leadership team but through her qualification as a KS1 moderator (for reading, writing and mathematics) and leading training and teaching in these years. Since becoming a SLE and working for the Eden Teaching School Alliance, Sarah has delivered training and support to a number of schools within the Bradford and Leeds Local Education Authorities. Here she has established an excellent reputation for her work as a consultant and trainer, working closely with leadership teams and teaching staff to raise the quality of their practice and create consistency in English across their schools. Sarah has presented training and support to a variety of audiences including; whole school training, subject leaders, headteachers, teachers, teaching support staff, NQTS, RQTS and trainee teachers. In addition to this her experience has also stretched to further educational settings, conducting initial teacher training at Trinity and All Saints University and training SCITT trainees. Her training covers all areas of English (reading, writing and SPAG) for teaching, curriculum and assessment. This academic year Sarah has already conducted training for 25 primary schools for: • School to school support for planning a literature-based curriculum. • Coaching and mentoring for teacher development (including lesson observations) • Assessment changes for KS1 and KS2 • Preparing for moderation KS1 • Preparing for moderation KS2 • 1.1 school moderation for Year 2 and Year 6 • Rehearsal room techniques to impact on reading. • Rehearsal room techniques to impact on writing. Her most recently written training explores an exciting new pedagogy to the teaching of English trailed at Baildon and delivered externally to 4 local school for whole staff INSET. This pedagogy explores how the techniques used by the Royal Shakespeare Company (rehearsal room techniques) can enhance the exploration of challenging texts in the primary setting. This approach brings texts to life and allows pupils to develop strong inferences of any text for any age group, through exploring inference, language and composition and effect through promoting oracy and a plethora of learning styles.

Tim is an associate consultant with Focus Education. This role involves leading large scale national conferences, working with groups of schools and working with more than 200 individual schools across England and overseas. Prior to joining Focus Education, Tim worked as a head teacher. Tim’s last school had a reputation for innovation and their initiatives have been utilised by others and presented internationally. He has a proven track record of impacting on school improvement. This has resulted Tim previously working as a local leader of education, a school improvement partner, an Ofsted inspector and mentor for trainee inspectors and a professional partner. Tim is experienced at working with teams in school, with a focus on all core areas of school improvement, i.e. curriculum; teaching, learning and assessment; leadership and management etc. Recent comments from schools where Tim was worked include: ‘Very professional delivery and the ability to deliver messages clearly and succinctly.’ ‘Down to earth, realistic and refreshing.’ ‘Very approachable and answered all our questions fully.’ ‘Tim was very professional – it was a pleasure working with him! Staff all agreed the day was very useful.’ Tim is the author of more than twenty books, including most recently, School Governors: A Guide to Effective Practice, Evaluating SMSC development and the promotion of British values, Judging teaching, not the teacher, Judging the EY teaching, not the EY teacher (with Sarah Quinn) Safeguarding Tim has a DBS disclosure

Alex Neophitou is an Educational Consultant who has worked in a range of roles across several Primary schools in Oldham over the last 14 years. His most recent role was as Assistant Headteacher at an outstanding Primary school, where he was part of a successful Senior Leadership Team. He is keen to develop others’ awareness of the bigger picture across the school curriculum, and how the smaller pieces of the puzzle can be fitted together to support, engage and inspire children to be successful during their time at Primary school. Alex has led on the development of a range of subjects across the curriculum during his time as a Primary school teacher, including science, computing, history, geography, art and design and design and technology. He also has a range of experience working with others, supporting and mentoring colleagues when developing their own areas of responsibility, working with student teachers, ECTs and longer serving colleagues to feel more confident and assured in the decisions that they make regarding their subjects. He has also enjoyed working collaboratively across schools within a trust, a federation and school to school support programmes. His real passion is for humanities and he has led on the implementation of a new history and geography curriculum on several occasions, implementing strategies for introducing aspects of chronology and locational awareness, developing the children’s understanding of these concepts, and providing opportunities for children to revisit and build on their understanding through the use of timelines and maps tailored specifically to the curriculum for each year group. Alex has written several publications to support teachers and subject leaders with the development of their curriculum areas: Including Black British History in the Curriculum A publication which focusses on the aspects of black British history that can be easily featured in the Primary curriculum, such as the Aurelian Moors who defended Hadrian’s Wall during Roman Times and John Blanke who was a trumpeter in the court of Henry VII. It also approaches some of the more difficult aspects of black British history and ways that they could be built into the Primary Curriculum. Science Vocabulary Overview History Vocabulary Overview Geography Vocabulary Overview These overviews break vocabulary down across units of learning, year groups and disciplinary areas for Science, History and Geography. They make it easy for teachers to see where vocabulary fits in across a year group and for subject leaders to see the progression and development of vocabulary in their subject area across the Primary phase. These publications link directly to the Learning Challenge Curriculum. Alex has also led an online course, which is available as part of Focus’ ‘on-demand’ training as a midi clip titled ‘Teaching Black British History in the Curriculum’, where he has explored some of the key people, places and events that should be part of our curriculum in schools. He will be delivering the following online training courses (which will also be recorded and made available ‘on-demand’) across the Autumn term: Teaching history through concepts History: Developing chronological understanding Geography: Developing locational knowledge Geography: Developing an approach to fieldwork

Rachel Orr is an associate consultant for Focus Education, teacher, tutor and author with over 25 years teaching experience. As a former head teacher of 8 years and deputy head teacher for 9 years, Rachel has worked across a range of schools in deprived areas as well as schools in more affluent areas. Rachel has led successful inspection during her two headships. Both schools upon taking up headship were RI schools and under Rachel’s leadership became good schools rapidly. Rachel is experienced in curriculum design, supporting children’s well-being and differentiating learning. Rachel is published by Bloomsbury Education – 100 Ideas for Primary Teachers: Differentiation where the key messages are: ‘one size does not fit all’ and ‘not a worksheet in site’. Rachel has significant experience in multiagency working to support children’s well-being. Rachel believes that children need to know what it means to learn to be well, in order to be well to learn. She is skilled in supporting schools with every day strategies and resources to embed into daily learning practices so that children and staff well-being is at the forefront of learning. Rachel is passionate about training the future generation of teachers and has delivered initial teacher training for a local authority SCITT programme in reading, writing and phonics as well as supporting and mentoring NQTs across a range of settings. Rachel is skilled in supporting middle leaders in effective lesson observations in order to improve teaching, learning and assessment. Safeguarding Rachel has an enhanced DBS disclosure.

Umesh works as an independent computing consultant, providing support to a range of schools. He has previously taught in challenging primary schools, for 11 years, prior to taking up his current position, which he has held for the past 6 years. Umesh has developed Computing as a vehicle to promote writing across subjects, and has showcased several projects that he has developed to enhance a creative curriculum. He can provide practical, solutions-based advice and support for schools wishing to use technology to unlock their own creative approaches. Working with Umesh, schools can make technology work for them to release the potential of their pupils, motivate ‘hard to reach’ individuals, provide challenges for children that are more able and drive up standards across the curriculum. His strength is in making the skills and techniques needed to use technology in the classroom achievable, even for the technophobes amongst us! He gives clear, straightforward and manageable advice that will make a real difference to the way in which you teach. He has worked throughout the North of England and has been part of consulting teams used to develop Literacy, through technology, in failing schools. He has also worked on personal support plans to help teacher’s improve their teaching of Literacy, through the use of technology. Umesh has also worked with a number of SCITT’s to train student teachers, to ensure they enter the teaching profession with a good understanding of the importance that technology plays in the lives of children today. Umesh is a specialist in handheld technology and provides training for all aspects of Computing from early years up to KS2, as well training for Computing subject leaders. More recently, Umesh has achieved Apple Teacher status as well as undertaking an Android Developers nanodegree. Safeguarding Umesh has an enhanced DBS disclosure.

Emma is currently a KS2 Class Teacher and has previously taught in KS1 at an Outstanding Primary School in the North West. Emma is passionate about teaching Computing throughout Early Years, KS1 and KS2 to ensure all children receive high quality digital experiences. The importance of exploring the digital world of computing is quickly becoming an essential skill. It provides children with a keen understanding of how technology impacts their lives, empowers them to become full participants in society and unlocks a wide range of greater opportunities. In her current position as Computing Lead, Emma has a created a resource which is intended to support children’s Computing knowledge and skills.

Sarah delivers training and support to schools across the UK and internationally. She believes that training and development should be bespoke and sustainable. She works closely with leadership teams, practitioners and teachers to raise the quality of their practice and, therefore, outcomes for children. She sits on governing and trustee boards, is a Fellow of the Royal Society of Arts and is currently working in a number of schools to improve children’s chances of attaining ‘greater depth.’ This piece of research has developed in to a ‘Greater Depth’ programme used in schools to advance the work of middle leaders and to improve teaching, the curriculum, leadership and metacognition. Sarah previously worked for Ofsted as a managing inspector and for CfBT Inspection Services as the Central Senior Managing Inspector delivering training to inspectors, quality assuring inspection work and performance managing a large team of inspectors. Sarah has extensive experience in the inspection of full primary schools, children’s centres and early years provisions, maintained, independent and registered. Sarah was a highly successful primary school teacher and leader. Sarah has presented training to a variety of audiences including inspectors, local authorities, headteachers, teachers, children’s centre leaders and other education consultants. Her training covers a range of areas including Ofsted preparation, teaching, curriculum, assessment and early years. She also holds a Chartered Management Institute Organisational Development professional level 7 qualification and uses this to help organisations to develop coaching, peer-to-peer support systems and workable structures and systems. Sarah has delivered training internationally and has an excellent reputation across the UK. She has written articles for Primary and Early Years Educator and Nursery World and has a variety of publications available. Safeguarding Sarah has an enhanced DBS disclosure.

Elizabeth is currently Assistant Principal and English Lead at a community primary academy in Oldham. They are a two-form entry school where the vast majority of children are EAL learners. She has taught for more than 14 years and is responsible for developing the English Curriculum across the whole school and supporting the development of teaching and learning in Key Stage 2. Recently, Elizabeth has successfully completed an NPQSL for her work around developing reading and have been Improvement Champion for the Focus Trust for the past 3 years. Being privileged to work with children who are predominately EAL learners from low socio-economic backgrounds, Elizabeth has developed a secure knowledge and understanding of a range of strategies to support all children in being able to develop their literacy skills and become confident and successful learners. She is passionate about supporting and developing both pupils and colleagues and use evidenced-based research to improve classroom practice and the English curriculum offer. To this end, Elizabeth has vast experience of planning and delivering in-house and external training, which has equipped her to successfully support teachers and schools in the local area to develop their provision of reading and writing with a focus on assessments and skill progression and development. Elizabeth values the use of coaching to empower colleagues to evaluate and enhance their own practice to make a difference to their pupils. By investing time and effort to equip teachers with strategies and skills that will secure success both for themselves and their pupils, colleagues have become more engaged, inspired and motivated to achieve the best outcomes. Qualifications: BA Hons French & Spanish PGCE ITP and OTP facilitator Level 1 Coaching NPQML NPQSL

Helen is the chief executive of the Focus-Trust and an associate consultant for Focus Education. She joined the Focus-Trust from the headship of a school judged outstanding in all aspects and worked as the Trust’s Academy improvement officer for two years. A former headteacher with over 12 years’ experience, Helen has experience of the full diversity of schools: English as an additional language, challenging social contexts, village and faith schools. Helen now works in partnership with academy leaders, governors and academy teams on developing & improving teaching and leadership for positive impact on pupil outcomes. Helen has led schools in moving from ‘good’ to ‘outstanding’ teaching and learning, preparing for Ofsted, implementing the Learning Challenge Curriculum, the new National Curriculum and Assessing without levels and worked with governing bodies to undertake headtacher appraisals. Safeguarding Helen has an advanced DBS disclosure.

Katie is an associate consultant for Focus Education. Katie has worked in primary education for 10 years and has spent much of her career as a highly successful senior leader. Her roles have included that of phase leader, inclusion leader, deputy headteacher and most recently Acting headteacher. Katie has also worked across Bradford as a leading maths teacher and as a moderator for KS2 English. Katie was promoted to her first leadership role following her school being graded as satisfactory by Ofsted. As a key member of the leadership team, she was instrumental in developing a rapid, yet sustainable programme of school improvement which resulted in the school being graded as outstanding just three years later. In 2013, during her time as acting headteacher, the school was re-inspected and again judged to be outstanding. She was described by Ofsted as having ‘a very clear vision of excellence’ and also showing ‘a relentless commitment to continue improving the quality of teaching and pupils’ achievement’. Safeguarding Katie has an advanced DBS disclosure.

Senior leader and curriculum lead at Shibden Head Academy Bradford which is part of the Focus Trust. Lucy is currently a member of SLT and is the curriculum lead at Shibden Head Primary Queensbury. Lucy has 10 years’ experience working in teaching and leadership roles within the school and she has been Assistant Head for 4 years. The school places a large emphasis on delivering a broad and balanced curriculum and Lucy has been the key driver in implementing changes to the curriculum taking account of the new Ofsted framework. She works with all subject leads to ensure that the school deliver a curriculum that reaches to all and that children ‘love their learning’. Through revamping the curriculum, Lucy introduced the use of floor books for the foundation subjects and worked closely with other schools on developing the use of floor books from Early Years to Year 6 so that they represent a broad and balanced curriculum Lucy has a well-established track record in mentoring and coaching new and existing staff at the school, she has also worked with other schools developing a coaching role to aid others to improve their teaching and classroom practice. Lucy has a deep passion for researching current aspects related to long-term memory and its impact on lessons. More recently, Lucy has become an LA writing moderator for Key Stage 2 in Bradford and has taken lead on writing within her own school - working with all staff to encourage and ensure that they are delivering a progressive curriculum that is having impact with their writing results. Vocabulary is a key focus within their primary school and Lucy has developed vocabulary progression grids for the foundation subjects and has promoted long-term memory strategies through school to emphasise our belief of ‘knowing more and remembering more’. Lucy has also delivered a range of courses including the NQT forum for the Focus Trust and leading SPP Improvement Champion Training for a range of primary and secondary schools. Her training covers all areas of English (reading, writing and SPAG) for teaching, curriculum and assessment. Qualifications: • BA Hons with QTS in Primary Education with English • LA moderator for Bradford at Key Stage 2 • Designated Safeguarding Lead Safeguarding: • Lucy has an enhanced DBS disclosure

Heather has over 25 years’ experience in the public and private sectors in a variety of roles: headteacher (3 schools); Ofsted inspector; NPQH trainer and assessor (NCSL); Senior School Improvement adviser in a small local authority; Interim Strategic Leader for school standards and effectiveness and curriculum innovation in a large local authority and; service transformation and design consultancy in a north west of England Council. A diverse career characterised by success both in engaging people and generating high levels of confidence and commitment in order to support rapid improvement in outcomes for pupils. Heather’s most recent work has developed through her action research into national and international models of curriculum design with a particular emphasis on how an understanding cognitive psychology drives effective design, implementation and monitoring impact. Heather has published a report from the outcome of her research which has been acknowledged by Amanda Spielman as being ‘interesting and thought provoking’. Heather has supported both school leaders and governors in strategic development in relation all aspects of the curriculum in order to successfully meet the expectations of the Ofsted Inspection Framework (September 2019). A passionate advocate of the development of ‘character’ alongside academic excellence, Heather relishes opportunities to work with staffing teams at all levels in bespoke curriculum design.

Becky is an associate consultant with Focus Education. Before moving into advisory work, Becky taught at a faith school in Leeds, leading provision for 2 to 7 year olds, including on-site PVI provision, Foundation and Key Stage 1. She worked for Leeds LA as an early years profile moderator with both state and independent schools and, under her leadership secured an 'outstanding' judgement for her early years foundation stage with inspectors commenting that she 'provides excellent leadership and work well with all staff to ensure that children achieve outstandingly well'. She can also offer wide experience of school improvement work at a Local Authority level, having worked for North Yorkshire as an early years consultant, prior to a secondment as an EY adviser, leading the team she joined only 10 months previously. Following a full team restructure, she took on a role as a 0-11 education development adviser, working with head teachers and senior leaders across school clusters and teaching schools around the Harrogate, Skipton and Ripon areas. Becky has offered guidance to audiences including local authority colleagues, head teachers, teachers, governors and early years practitioners. Her training covers a wide range of subjects including teaching, leadership and management, transitions, preparation for inspection and improving provision and practice. Safeguarding Becky has an enhanced DBS disclosure.

Emma has over 20 years teaching experience in mainstream primary education. She has worked as an assistant head for the last five years, with responsibility for KS2. She is the maths lead over two schools and is passionate about developing strong and creative maths teaching and learning, both in her own and in other schools she works with as part of her role as a Maths SLE. She is an Accredited NCETM Professional Development Lead, and has delivered trust wide maths training as part of the Focus Trust. She has also delivered extensive training in Coppice and Roundthorn Academies, with a focus on the innovative use of concretes to help children understand abstract mathematical concepts.

Janice is a retired special educational needs teacher who has worked in both mainstream and special education for over 25 years. Prior to taking early retirement she worked, on a senior management team, as an Assistant Headteacher and SENCO in a large outstanding special school in Lancashire. During her 13 years at this school she was responsible for setting up the specialist provision for pupils with Autistic Spectrum Disorders (ASD) and provided advice, training and support for the staff within the school and for some of their local mainstream partners. She has also worked as a specialist ASD teacher in Wigan where she was part of a team that established a new provision for pupils with ASD and other associated social communication difficulties. Prior to this she worked for Salford Support Service on their ASD team supporting pupils and professionals, in mainstreams primary schools, across the borough. Qualifications: BA Hons Teaching & Learning Support with QTS PGC in SPLD (Dyslexia) Autism Education Trust (AET) Level 3