Debbie Shirley

The ITT Programme Lead is a middle leadership position that partners with the Assistant Head of Primary ITT. The focus is on leading SEND ITT Programme acting as an Intensive Training and Practice (ITAP) Lead and overseeing the professional quality and delivery of associate Personal Tutors.

• Curriculum Development
  Create curriculum content in SEND ITT Programme aligned with the DfE ITT Core Content Framework (ITTECF), ensuring it's evidence-informed, up to date. Align content, resources, and delivery methods with contemporary workplace needs and best teaching practices.
• Tutor Oversight & Development
  Provide supportive and developmental leadership for associate and employed Personal Tutors, including delivering half-termly training to secure consistency and high-quality delivery.
  Collaborate with the Quality Team to monitor tutor effectiveness and support continuous quality improvement.
  Create and distribute regular bulletins or email updates to keep Personal Tutors informed on programme developments, training modules, and assessment timelines.
• Issue Resolution & Student Support
  Work with Personal Tutors and other stakeholders to address escalated concerns raised by student teachers.
  Contribute to managing student retention and satisfaction. This includes supporting Personal Tutors in developing support plans and coordinating with Adult Learning Support (ALS) tutors on reasonable adjustments.
• ITAP Tutor Overview
  Support Intensive Training and Practice (ITAP) Lead Tutors
  Assist with the training of other ITAP Lead tutors alongside the Assistant Head of Primary ITT.
• Culture & Collaboration
  Promote a culture of respect, high aspirations, collaboration, and well-being among staff and trainees, helping drive excellent outcomes and job satisfaction

I have currently written three plans and overseen Personal Tutors writing 15 plans. I have delivered information briefings for Personal Tutors.

• Collate individual needs and make contact with those on the ALN register
• Design a system for tracking whether a support plan is needed/wanted
• Provide templates for plans and their reviews
• Designed learning plans tailored to individual needs.
• Ensure the oversight of monitoring these plans in line with BPN policies and systems
• Communicate effectively and sensitively and in a timely manner with student teachers and their personal tutors.
• Access funding to support student teachers where reasonable adjustments are suitable.

• Supporting students in both mainstream schools and SEND schools/settings.
• Complete online mid reviews with student teachers to check on wellbeing, compliance, attendance and engagement.
• Provide mental health and wellbeing support to student teachers.
• Complete observations in workplace and placement settings, liaising with in-school mentors.
• Feedback on student teacher progress and mentor engagement to BPN Lead Mentors.
• Support in-school mentors with writing, actioning and monitoring individual support plans tailored to student needs, where required.
• Monitor, assess and feedback to student teachers using an online system.
• Support the delivery of Intensive Training and Practice using approved training resources.
• Ensure that student teachers are compliant with their chosen pathway including their 6 week placement.
• Support student teachers through to the end of their programme including apprentices End Point Assessment (Term 4).

• Support the delivery of Intensive Training and Practice using approved training resources.
• Intensive Training and Practice (ITAP) Lead tutor role for a group of student teachers. Contribute to ITAP Lead tutor training alongside the Assistant Head of Primary ITT.
• Delivery of Core Training Days for student teachers with co facilitator, ensuring fidelity to the programme.
• Delivery of training sessions remote/online as well as in person.

I own www.flourishwithdebbie.com offering life and leadership coaching underpinned with social responsibility.

A coach who offers bespoke coaching to support smart, creative and positive individuals in reaching their chosen goal.

With a Level 5 Diploma in Performance Coaching, I can confidently support individuals in realising their potential through traditional coaching methods to deliver sessions, maximising impact in a short period of time.

Offer workshops for young people and families including 'Head Space for A Levels' support, 'Taming Teens' and 'Building Confident Children'

Support programmes working with PPG and vulnerable children and families within schools in Hertfordshire. Improving attendance, punctuality and responses to boundary setting.

Supporting leaders to take the next stage in their career development, driving capacity to improve.

I have completed over 40 assessments and have been 100% successfully monitored through all submissions.

• Attend moderations for each assessment point
• Assess systematically submissions in line with BPN policy and practices
• Submit assessments in time

I have successfully seen over 40 particiupants through Summative Assessment for NPQH. I am currently supporting a further 20 participants on the NPQH programme of which 100% have achieved successful milestones.

• Planned, monitored and supervised high-quality coaching activities, tailored to individuals on the National Professional Qualification for Headship
• Consistently applied effective, innovative coaching methods to meet and exceed team needs.
• Delivered one-to-one training sessions to work on specific skills such as leadership development and critical incident support
• Provided regular one-on-one coaching to boost progress, 14+ individuals to move up to Headship level.
• Facilitated group coaching sessions, grouping players by sector to suitably challenge development.
• Tailored training programmes to meet individual needs, balancing constructive criticism with motivational praise.

I have assessed over 30 schools for IQM and the reports I have written have been moderated successfully. I have been asked to assess schools in Jersey and across the East of England and London.

I am able to combine my passion for developing inclusive schools and settings with celebrating good practice nationally. I regularly assess schools for the Inclusion Quality Mark, Centre of Excellence and Flagship Status, as well as facilitating cluster groups as an Ambassador.

I support the development of inclusion within schools through facilitating cluster groups and sharing of good practice

Networking with colleagues to match need and research related training and development

Sharing research and teachings in relation to inclusive and SEND via social media and face to face

Organise and manage a group of 13 schools and settings

Write reports in line with quality assurance procedures.

Headteacher: Homerswood Primary and Nursery School

• Deploying and managing all teaching and non-teaching staff of the school and allocating particular duties to them in a manner consistent with their conditions of employment, maintaining a reasonable balance for each teacher between work carried out in school and work carried out elsewhere
• Ensuring that teachers at the school receive information they need to carry out their professional duties effectively,
• Ensuring that staff are aware of current educational developments and are kept up to date through an ongoing programme of continuous professional development
• Leading, motivating, supporting, challenging and developing staff at all levels in order to secure and sustain continuous improvement and staff well-being and to be committed to personal continuing professional development
• Supporting middle and senior leadership of the school to build capacity, recognize existing talents and encourage delegation
• Challenging underperformance at all levels and putting in place effective procedures to deal with underperforming staff
• Providing information, references and testimonials about the work and performance of staff employed at the school, with due regard to the principles of equal opportunities, where such information is relevant to their future employment.
• Determining, organizing and implementing a broad and balanced curriculum for the school, having regard to the needs, experiences, interests, aptitudes and stage of development of the pupils and the resources available to the school
• Securing that all pupils in attendance at the school take part in daily collective worship
• Ensuring that improvements in the curriculum are a priority for all pupils including those with SEN, Gifted and Talented and EAL.
• Supervising and participating in arrangements for the appraisal of the performance of teachers in the school
• Participating in arrangements made for the appraisal of his/her performance as a head teacher, and that of other staff who are the responsibility of the same appraising body in accordance with such regulations
• Participating in the identification of areas in which s/he would benefit from further training and undergoing such training
• Ensuring that all staff in the school have access to advice and training appropriate to their needs, in accordance with the policies of the maintaining authority and governing body
• Ensuring that newly-qualified teachers and those returning to teaching after a break in service have access to adequate support in their first year of service or resumed service
• Being responsible for the supervision and training of teachers during their induction periods in accordance with the Induction Regulations, and making a recommendation at the end of such induction periods as to whether such teachers have met the prescribed induction standards as required by those regulations
• Ensuring that the progress of pupils of the school is monitored and recorded
• Ensuring continuing effective systems of planning, assessment, recording and reporting, using data and benchmarks to monitor attainment and progress, in every child's learning
• Using this data continuously to support and improve standards.
• Promoting equality and inclusion in all aspects of school life
• Attending meetings of the governing body and making reports to them in connection with his/her responsibilities as they may properly require either on a regular basis or from time to time
• Advising and assisting the governing body of the school in the exercise of their functions (without prejudice to any rights s/he may have as a governor of the school)
• Advising the governing body on the adoption of effective procedures to deal with incompetent teachers, and keeping the governing body informed of the general operation of such procedures
• Reporting to the governing body on the professional development of all staff at the school.

Deputy Headteacher at Broadfield Primary School.

Roles as Headteacher role above but reporting to Headteacher.

Specific responsibilities included:

Assessment Lead

Curriculum Lead

Designated Safeguarding Lead

Amalgamation Support

No teaching responsibilities

Senior Leader at Grove Junior School

Roles as Headteacher role above but reporting to Senior Leadership Team

Specific Roles included:

Year 4 class teacher role

Computing Lead

Senior Leadership Meetings

Performance Appraisal