Leanne Rogers

Driven by a deep curiosity about how people learn, I translate research from cognitive science, implementation science and educational psychology into ambitious, knowledge-rich curriculum and sustainable educational improvement. With over 10 years leading curriculum development and 17 years in education, I have built evidence-informed systems that improve outcomes, strengthen professional capability and create lasting organisational change. I believe every learner deserves access to ambitious knowledge alongside the personalised support needed to succeed, and that lasting improvement comes from aligning curriculum, implementation and culture rather than introducing isolated initiatives.

· Translated learning science into an evidence-informed, knowledge-rich curriculum that significantly improved outcomes and became embedded through implementation science principles.

· Recognised that sustainable improvement required organisational culture change as well as curriculum redesign, creating a whole-school reading culture involving staff, pupils, families and community partners.

· Built senior leadership confidence in emerging research through phased implementation, evaluation and iterative improvement before scaling across the school.

· Influenced practice beyond my own organisation by training approximately 20 leaders across four Multi-Academy Trust schools.

· Designed professional learning and coaching that developed curriculum expertise across more than 40 staff.

· Secured more than £10,000 in external funding to expand curriculum opportunities and transform library provision.

Reading Curriculum Lead | Class Teacher | School Librarian
Goddard Park Community Primary School | 2012–Present

Provide strategic leadership for curriculum development, implementation and continuous improvement. Lead evidence-informed curriculum design, professional learning, partnership working and evaluation, translating research into practical systems that improve learning and create sustainable organisational capability.

· Designed curriculum sequencing informed by cognitive load, reading fluency and vocabulary acquisition.

· Developed implementation and evaluation frameworks using attainment data, lesson observation, pupil voice and staff feedback.

· Created professional development that enabled consistent curriculum implementation.

· Established partnerships with families, the National Literacy Trust and external organisations to strengthen learning beyond the classroom.

· Supported curriculum implementation across neighbouring MAT schools.

• I have a deep interest in the future of curriculum design and the science of learning, particularly the intersection of cognitive science, educational psychology and technology. Understanding how people learn should drive every curriculum decision. I believe ambitious, knowledge-rich curriculum and personalised support are complementary, not competing, ideas. I am passionate about implementing curriculum that is accessible to every learner through thoughtful implementation, professional learning and responsible use of technology. My leadership focuses on creating systems that continue improving long after implementation, ensuring evidence, culture and professional learning work together to improve life chances for every learner.