Summary
Overview
Work History
Education
Skills
Further Impact
Affiliations
Accomplishments
References
Timeline
Generic
Jamie Barton

Jamie Barton

Birmingham

Summary

An experienced and award-winning senior leader and ex-Headteacher, driven by moral purpose, skilled in delivering strategic school improvement in schools for social justice. I am experienced in many different aspects of school improvement, recently leading a secondary school in a deprived area of central Birmingham to a 'Good' Ofsted judgement in all areas in 3 terms and receiving the 'Leader Of The Year' award from the Titan Partnership - a consortium of Birmingham schools.

Overview

19
19
years of professional experience

Work History

School Improvement Team

Matrix Academy Trust
West Midlands
09.2024 - Current
  • Supporting a high-performing secondary school in the Trust as part of their Leadership Team
  • Supporting and challenging leaders to use robust evidence when self evaluating against the Ofsted framework and to regularly review progress of the school development plan
  • Coaching teachers and pastoral leaders, developing middle leaders, and driving Pupil Premium strategy and attendance systems, which have shown a positive impact.
  • Leading on developing systems for parental communications and social media
  • Leading on staff workload and well-being, contributing to Trust-wide networks in workload, planning and delivering CPD on how AI can support teachers to reduce workload
  • Oversight of the Sixth Form, including leading the Open Evening, and designing the prospectus.

Governor

The Streetly Academy
Walsall
04.2024 - Current
  • Supporting and challenging the senior leadership team
  • Interrogating school data in all key areas of school development
  • Contributing to all sub-group committees, including 'Curriculum'
  • Pupil Premium link governor

Headteacher

CORE Education Trust
Birmingham
02.2022 - 08.2024
  • Serving the communities of Ladywood in central Birmingham, one of the most deprived areas in the country, to lead in line with trust values and beliefs of optimism, ambition and oneness and core values
  • Impact: Moved the school to first Ofsted 'Good' judgement in all categories within 3 terms with a values-led approach
  • Increased the numbers on roll to the school's highest ever
  • Titan Partnership 'Leader Of The Year 2023'

Head of School

Jewellery Quarter Academy
Birmingham
04.2021 - 02.2022
  • Built an effective, aligned senior leadership team around clear values and expectations and developed a governing body to deliver on school and multi-academy trust priorities, particularly focussed on the Quality of Education to respond to post-pandemic issues
  • Led on a systematic re-brand of the school to grow the school and improve public perception to become more outward-facing as an organisation within the local community to develop extensive partnerships with elite organisations such as Birchfield Harriers to open doors for the most disadvantaged and increase numbers on roll to PAN
  • This also involved leading on a communications re-brand to harness the tools used successfully through the pandemic, including Teams being integrated successfully into school culture
  • Impact: Leadership and Management judged as 'good' in Ofsted inspection with a comment on the work 'to establish a strong local governing board.'

Primary School Governor

St Barnabas Church of England Primary School
Erdington
09.2015 - 11.2023
  • 8 years of strategic leadership of two-form entry primary school with governing body and senior leadership team
  • Chair of the Curriculum and Standards committee with a focus on teaching, learning and assessment leading to enhanced student outcomes
  • Attached as link governor to Year 6, Writing and Pupil Premium link governor
  • Impact: The new school leaders were supported and challenged effectively over time in different areas of the framework, including KS2 outcomes, Writing, curriculum development and the use of the pupil premium funding
  • The school achieved a 'Good' judgement before academisation in May 2019 with inspectors writing: 'The governing body knows how leaders use additional funding
  • The link governor for pupil premium monitors the impact of this funding on improving disadvantaged pupils' progress.'
  • Inspectors also said: 'Leaders have taken decisive action to address disadvantaged pupils' progress and attainment at the end of key stage 2
  • As a result, disadvantaged pupils are currently making progress that is at least in line with, and sometimes better than, their peers
  • The school retained its 'Good' judgement from Ofsted in October 2023 with Key Stage 2 expected progress data in Reading, Writing and Maths continuing to be above the national average

Deputy Headteacher

Jewellery Quarter Academy
Birmingham
06.2019 - 03.2021
  • Deputy Headteacher who line managed 5 Assistant Headteachers: the Lead DSL/Attendance lead, Behaviour lead, Personal Development lead, Teaching, Learning and Assessment lead and Curriculum lead
  • Operational lead of the school, leading with calendar and cover (including during the pandemic) as well as stakeholder communications
  • Led on the school's 'Beacon-school' work to integrate Holocaust education into the Personal Development curriculum
  • This involved leading on partnership work with artists, working with students and promoting and showcasing work at key community events, including Echo Eternal's event at Birmingham's Town Hall
  • Impact: Stabilised a school in a very challenging context through systematic behaviour and culture development. Consequently, fixed term exclusions decreased over time
  • Led the school response to the pandemic, including remote learning provision to ensure effective teaching, learning and assessment, safety measures and support packages for the most disadvantaged on site as well as co-ordinating staffing at all levels
  • Led on curriculum reinvention and design around MAT values as the school transitioned back to 'normal', influenced by practices in the pandemic and designed to meet the needs of all learners, post-pandemic by being outward-facing in its focus and based on traditional, research-informed approaches to pedagogy which were implemented consistently
  • The culture of the school was driven by me being the champion of the MAT values and laid the foundations at curriculum level for overall 'Good' judgement in May 2022

Deputy Head of Academy (Bournville School)

Fairfax Multi-Academy Trust
Birmingham
09.2018 - 06.2019
  • I deputised for the Head of Academy, learning a lot about the role of the Headteacher, line-managing the Lead DSL, Attendance Lead, Behaviour Lead and leader for Personal Development
  • Oversight of the Pupil Premium strategy
  • Led on integrating a new House system into the school's culture
  • This involved it permeating all aspects of school life and required careful and detailed implementation after working with students and staff
  • Years later, the House system remains at the school as my legacy

Assistant Headteacher - Attendance

Erdington Academy
Birmingham
07.2017 - 08.2018
  • Key responsibilities: attendance and community development as well as whole-school press/marketing to assist the Headteacher to improve numbers on roll over time
  • Impact: I led a team to reduce persistent absence from 12.2% in 2016/17 to 9.7% in 2018
  • Overall attendance was 95.67% for 2017/2018 and the national average for this year was 94.48%
  • This maintained and enhanced the attendance from the previous year which was 95.35%
  • Reducing persistent absence and maintaining strong attendance was the impact
  • I was also tasked with improving community perception of the school, working with primary partners and the community as well as a marketing agency
  • The impact of this marketing and PR work was that numbers on roll improved by 5.7% over the year and continued to rise steadily in the years subsequently as a result of this work remaining in place as a legacy
  • The school is now oversubscribed according to GIAS

Peer Mentor

The Future Leaders Trust
East Midlands
05.2016 - 08.2018
  • As a peer mentor, I supported a Leadership Development Associate to work with a group of senior leaders in the Midlands region
  • I also facilitated NPQSL modules for aspiring and current senior leaders

Contracted to Work 1 Day a Week

MAT Recruitment Strategy Lead
07.2016 - 07.2017
  • Contracted to work 1 day a week at MAT level with the Director of Education to re-brand, align and develop recruitment strategy and systems around clear mission and values for a small MAT
  • Impact: the legacy impact of this work is that platforms and processes are still used by this MAT as a central part of their recruitment strategy across 4 schools

MAT Deputy Headteacher - Personal Development, Behaviour and Welfare

Bournville School
Birmingham
07.2016 - 07.2017
  • Seconded by MAT to become Deputy Headteacher at Bournville School for 4 days a week, I was responsible for improving behaviour and ethos in a challenging context and 1 day a week was spent at MAT-level, developing effective recruitment strategy and procedures for 4 schools in a MAT
  • I lead a team to develop and embed effective behaviour systems and procedures at the academy in the secondary and primary, whilst working with and through other leaders to enhance the personal development and welfare of students through strategic procedures and line management
  • Impact: The previous school's Ofsted report in 2014 stated: 'Students said that teachers do not yet manage challenging or low-level disruptive behaviour consistently well and teachers and students described behaviour that can be boisterous: this needs to be challenged.'
  • When Ofsted returned in October 2017, comments included: 'The school's work to promote pupils' personal development and welfare is good.'
  • 'Pupils are generally polite to one another and to staff
  • Staff and pupils greet each other warmly around the school
  • Pupils are respectful to each other, staff and visitors.'
  • 'Pupils and teachers said that poor behaviour is becoming rarer as staff more consistently implement the school's behaviour and rewards policy
  • Where disruption occurs, teachers deal with it generally well.'
  • 'Pupils who disrupt learning are supported to change their behaviour and are required to spend time considering the impact of their actions on others.'
  • 'Leaders also make sure that behaviour incidents are tackled decisively
  • As a result, the number of fixed-term exclusions has fallen sharply.'

Assistant Headteacher - Teaching, Learning and Assessment

Kingsbury School and Sports College
07.2015 - 07.2016
  • Leading a team of lead practitioners to follow an instructional coaching model (Leverage Leadership) that follows the fundamental principles of motivation and mindset around moral purpose, to develop excellent teachers who meet the Teacher Standards, we improved the quality of teaching, 'eradicating inadequate teaching' (Ofsted - Nov '15)
  • I also supported Middle Leaders to develop effective literacy practices in their curricula
  • Impact: The instructional coaching programme has been 'greatly appreciated by staff who speak about how the programme has helped them to improve.' (Ofsted - Nov '15)
  • The team ensured there was 'a strong programme of CPD in place that has a positive impact (Ofsted - Nov 15), The links between performance management and the drive to improve teaching were also highly praised by HMI
  • Through rigorous quality assurance processes and a transparency of approach with clear lines of communication and accountability, Ofsted said that 'leaders at all levels understand their responsibility for improving the quality of teaching' and that 'all staff followed the school's marking policy' with 'literacy now embedded in all subjects'
  • Inspectors noted that 'all teachers take every opportunity to develop pupils' spiritual, moral, social and cultural understanding both within lessons and at other times of the day.'
  • The models and processes were shared with leaders at other schools within the Fairfax Multi-Academy Trust for a wider impact

Assistant Headteacher - Assessment

Kingsbury School and Sports College
02.2015 - 07.2015
  • Working with middle leaders to develop formative and summative assessment procedures to inform teaching and impact on learning, I also oversaw the use of data to drive progress via Analysis and Action procedures at departmental and classroom level
  • These were integrated to ensure formative assessment made a day-to-day impact on teaching and learning and summative assessment was used to reinforce knowledge gaps
  • Impact: Ofsted stated that 'Assessment is now accurate and this is improving the timeliness of additional support provided for those students who are not making as much progress as they should.'
  • Consistency of approaches via the use of a planning folder called an 'Active File' for every teacher and CPD on this led to data-driven planning and an improvement in teaching and learning
  • Ofsted commented (June 2015) that 'in all lessons visited, teachers presented their 'active files' with clear evidence of planning that is increasingly meeting the standards set by the school.'
  • Ofsted also commented that 'teaching is now improving' and the data driven approach was a factor in this
  • The outcome of these strategies, Ofsted noted, was that it contributed to the fact that 'over the last 4 months, progress in all years and for all groups of students has accelerated.'

Assistant Headteacher - Teaching and Learning and Spiritual, Moral, Cultural and Social Education

Kingsbury School and Sports College
Birmingham
07.2013 - 01.2015
  • I brought momentum to change the culture of teaching and learning at the school and aligned it more to core values, developing and inspiring more staff to share good practice and ensuring progress and achievement is at the forefront of good teaching via key AFL components integrated into lessons to embed a learning dialogue
  • I engineered a supportive network of teacher learning groups to provide peer-level constructive and developmental feedback and personalised, targeted CPD (both internal and external)
  • Impact: the culture change saw much more shared improvement in practice with more accountability for staff with 'more good and outstanding teaching', according to Ofsted and responsibility for key postholders and middle leaders to challenge and support via more robust systems of quality assurance at all levels to impact on student outcomes
  • Ofsted also commented that the 'monitoring of the quality of teaching is much more robust because it is supported by a regular and well-structured system to track and evaluate'
  • SMSC was crucial part of my job at Kingsbury, line managing the SMSC coordinator and taking a strategic approach to developing a culture
  • I designed a curriculum for KS3 that is values driven and encourages students to develop key skills for life
  • At KS4, I designed the Functional Skills programme which is similar in its approach but with a greater emphasis on communication and numeracy skills, preparing students for employment
  • This has been combined with a range of enriching activities in form time involving every child and a programme of assemblies and house competitions/events to improve the ethos of the school as well as an audit and strategies to drive SMSC within lessons
  • Enrichment opportunities have been included as part of this programme
  • Impact: Ofsted commented that they saw 'good examples of how SMSC is promoted because staff make sure there are opportunities to learn about and discuss different values, cultures and opinions.'

Future Leaders - Cohort '13 Graduate

Ambition School Leadership
West Midlands
05.2013 - 06.2014
  • As part of Future Leaders (Flagship) Cohort '13, I worked with a leadership development associate to develop my own leadership in key strategic areas for impact in a school in challenging circumstances

Advanced Skills Teacher - English

Kingsbury School and Sports College
Birmingham
09.2010 - 06.2013
  • Responsibilities: I trained and qualified as an AST, teaching English and developing technology use within the department and also coaching other staff to improve pedagogy and practice
  • Impact: Received 'outstanding' judgment from Ofsted during lesson observation in September 2010 and I taught effective lessons leading to good progress and outcomes as part of Performance Management
  • I coached and mentored staff from English, Maths and History to improve teaching and learning (including Teach First staff)
  • I led a team of staff in working with Year 7 students to offer them one-to-one English tuition and developing effective intervention resources/strategies
  • I instigated a data-driven approach to the English department, training staff to use these databases that I designed at both KS3 and KS4 and using these methods to work with Maths to identify students for intervention in both subjects
  • I taught high-impact KS4 revision sessions for Year 11 cohort, preparing resources and sharing revision materials via an e-learning platform which I designed
  • I developed and shared form tutor resources and approaches at a whole-school level with these practices in SMSC being adopted across the school
  • I designed an interactive Student Voice website for pupils to contact their Student Council members and communicate their views
  • I led the way in developing the new e-learning student site for the English and Media faculty, developing social media use across the school

English Teacher and Literacy Lead, then Head of English Faculty

Heartlands Academy
07.2006 - 08.2010
  • Responsibilities: I joined an inner-city secondary school in the most deprived area of Europe's largest local authority with a significantly higher than average number of students who have English as an additional language in September 2006 as an English teacher
  • I worked to develop whole-school literacy and supported the leadership of the English department in from September 2008-August 2009
  • I led the English department as Head of Faculty from September 2009 to August 2010
  • The school received an 'outstanding' judgement from Ofsted in February 2009
  • Impact: led the English department to a (then record) 53% of students attaining A
  • -C grades in 2010 through adopting a range of strategies to maximize the performance of both students and staff
  • This significantly contributed to whole-school performance figures (see link)
  • I coached and mentored NQTs within the department and across the school, taking an active role in the NQT induction programme
  • I designed the first GCSE Media Studies curriculum and course at the school
  • I worked cohesively with the head of Maths and SLT to identify and intervene with students in English and Maths to ensure the school exceeded National Challenge targets in 2009 and 2010
  • I further developed and implemented a whole-school approach to literacy (from 2007 onwards) contributing to the school gaining their best ever results in 2009 and then exceeding this in 2010
  • I completed research work with Exeter University into the teaching of writing in January 2009 and used these outcomes to inform the teaching and learning of writing in my own classroom, department and at a whole-school level to improve outcomes by developing staff and quality assuring and giving feedback on practice
  • I developed a whole-school approach to the role of the form tutor and shared this through INSETs and training to make a whole-school impact on pastoral care

Education

PGCE - Sec English/ICT in Teaching and Learning

Newman College of Higher Education
Birmingham
08-2006

BA (Hons) - Communication Studies

Birmingham City University
Birmingham
08-2003

Skills

  • Leadership and Management
  • School Improvement (skilled across a range of areas of the Ofsted framework)
  • Strategic Partnerships
  • School culture
  • Curriculum design
  • Coaching and mentoring

Further Impact

Details of projects and initiatives I have led on are available at: www.linkedin.com/in/bartonjw

Affiliations

  • Supporting a secondary school as Parent Governor

Accomplishments

  • Titan Partnership - Leader of The Year 2023
  • Pearson Teaching Awards - Impact Through Partnerships 2020

References

References available upon request.

Timeline

School Improvement Team

Matrix Academy Trust
09.2024 - Current

Governor

The Streetly Academy
04.2024 - Current

Headteacher

CORE Education Trust
02.2022 - 08.2024

Head of School

Jewellery Quarter Academy
04.2021 - 02.2022

Deputy Headteacher

Jewellery Quarter Academy
06.2019 - 03.2021

Deputy Head of Academy (Bournville School)

Fairfax Multi-Academy Trust
09.2018 - 06.2019

Assistant Headteacher - Attendance

Erdington Academy
07.2017 - 08.2018

Contracted to Work 1 Day a Week

MAT Recruitment Strategy Lead
07.2016 - 07.2017

MAT Deputy Headteacher - Personal Development, Behaviour and Welfare

Bournville School
07.2016 - 07.2017

Peer Mentor

The Future Leaders Trust
05.2016 - 08.2018

Primary School Governor

St Barnabas Church of England Primary School
09.2015 - 11.2023

Assistant Headteacher - Teaching, Learning and Assessment

Kingsbury School and Sports College
07.2015 - 07.2016

Assistant Headteacher - Assessment

Kingsbury School and Sports College
02.2015 - 07.2015

Assistant Headteacher - Teaching and Learning and Spiritual, Moral, Cultural and Social Education

Kingsbury School and Sports College
07.2013 - 01.2015

Future Leaders - Cohort '13 Graduate

Ambition School Leadership
05.2013 - 06.2014

Advanced Skills Teacher - English

Kingsbury School and Sports College
09.2010 - 06.2013

English Teacher and Literacy Lead, then Head of English Faculty

Heartlands Academy
07.2006 - 08.2010

PGCE - Sec English/ICT in Teaching and Learning

Newman College of Higher Education

BA (Hons) - Communication Studies

Birmingham City University

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