Emmanuel DEFFO

With a wealth of experience spanning 15 years of teaching mathematics up to A level including 10 years of leadership role and 5 years as a highly effective Head of Maths in UK comprehensive school, I have consistently demonstrated a commitment to elevating educational standards. Notably, during my tenure at Alder Grange School and Sixth form, I played a pivotal role in the OFSTED inspection that resulted in the school achieving a 'good' rating. Under my leadership, the mathematics department has significantly contributed to the school's positive Progress 8 outcome, marking a distinct improvement from the previous trajectory of decline and the need for improvement.

A key focus of my leadership has been to foster a culture of continuous improvement. OFSTED has acknowledged the ongoing enhancements in mathematics since I assumed the role of Head of Mathematics. Student performance in mathematics has seen a marked improvement, as evidenced by the positive trend in results and a notable shift in students' attitudes towards the subject.

My pedagogical approach emphasizes active learning, and I have actively encouraged my team to adopt innovative teaching methods. To support this, I implemented additional learning resources in the form of extra boards in all mathematics classrooms. My lessons have consistently received praise for their engagement and challenge, setting a standard within the school.

Promoting a values-driven approach, I have consistently emphasized hard work, integrity, and fairness in my interactions with both students and colleagues. This approach has contributed to the successful transformation and full staffing of the Alder Grange mathematics department.

In my current role, I hold a dual responsibility as a teaching and learning lead with a school-wide mandate, coupled with my full-time commitment to teaching mathematics. I have played a key role in reshaping the curriculum map and developing extended writing initiatives for the mathematics department, with a focus on achieving improved results for Year 11 in the future. Additionally, I initiated a curriculum reform for Year 7, ensuring that learning and teaching are appropriately challenging for Key Stage 3 students.

My leadership philosophy revolves around the belief that poor performance is temporary, and I consistently challenge educators to adopt top-down teaching strategies to prevent students from underachieving. Data-driven decision-making is a cornerstone of my approach, and I leverage data to inform lesson planning and delivery, ultimately benefiting students.