Manjit Nandhra

• Support regional primary schools with embedding the following three practices: teaching phonics with fidelity to a chosen phonics programme; early language acquisition; and reading for pleasure.
• Working in partnership with the Department for Education to ensure impactful operational and financial management of the hub.
• Support a team of Literacy Specialists to deliver successful audits and intensive support days with schools.
• Regularly assessing the impact of support with school leaders and phonics programme providers and planning clear next steps.
• Planning and delivering regular professional development courses for school leaders as part of in-person conferences and virtual webinar medium level support (MLS) package.
• Establishing a culture of regular, bite size CPD for school practitioners; building a team of expert reading teachers.
• Collaborating well with local and nationwide partners, including local authorities, educational trusts and research based organisations to strengthen the MLS package.
• Working in partnership with local partners to secure audits and awareness of the MLS offer.
• Effectively promoting the MLS offer and English Hub support via engaging newsletters; attendance at conferences and social media presence.
• Organise inspiring training and induction for the Literacy Specialist team.
• Establishing high expectations, including quality assurance of school visits, appraisals and data analysis sessions.
• Providing opportunities for professional development with school Reading Leaders and Literacy Specialists.

• Providing school to school support when developing and delivering core elements of the English curriculum.
• Strategically supporting headteachers and senior leaders with their school improvement journey.
• Developing a clear understanding of contextual factors.
• In depth data analysis supported with training; planned interventions and coaching.
• Led and motivated teaching and support staff to continuously improve reading and writing subject knowledge when supporting the lowest 20% pupils.
• Modelled strategies deep rooted in evidence based research.
• Continuously monitored provisions in reading and writing to secure pupil outcomes.
• Grew positive pupil outcomes through teamwork and collaboration with school practitioners and the central GLF team.

Key Stage Two Phase Leader

• Monitored, evaluated and improved quality of teaching through modelled lessons; co-teaching and co planning.
• Managed performance of teachers, including phase leaders, through professional dialogue and appraisal settings.
• Analysed curriculum trends to identify areas of improvement and recommended actions; including coaching and impactful interventions for pupils.
• Contributing to the School Development Plan (SDP) with SLT to set and achieve curriculum milestones.
• Organising regular staff CPD, including staff meetings and instructional coaching.
• Providing performance management opportunities for teachers and subject leads through modelled lessons and staff meetings.
• Responsibility for impact change projects that led to stark pupil attainment improvements, through team work and monitoring.

Early Careers Framework (ECF) Co-ordinator

• Development of a strong ECF approach, in line with training provider.
• Mentoring three Early Career Teachers (ECTs).
• Establishing a purposeful coaching cycle, including team teaching, lesson observations and instructional coaching.
• Reviewing progress and setting clear targets.
• Appropriate regular coaching to support with teaching improvements and confidence.
• Support with data analysis and moderation of learning outcomes.
• Positively impacting with successful early teaching and pupils' outcomes and wellbeing.

Strategic English Lead

• Creating and sharing a clear reading and writing vision with stakeholders.
• Embedding a culture of expert teachers through: ongoing staff training; co planning sessions; modelled lessons and team teaching.
• Monitoring the curriculum through book looks; lesson observations; constructive feedback and actioning next steps.
• Carefully planning interventions and tutoring for pupils, in order to close gaps and support with learning.
• Maintaining a strong relationship with families through regular discussion; workshops to support with home learning and sharing practice.
• Reporting to Governors with curriculum and improvement updates.

Enrichment Lead

• Providing all pupils with rich experiences through curriculum links and planning with teachers.
• Planning engaging trips throughout the year.
• Conducting risk assessments and supporting staff members with this process.
• Establishing community links to support pupils learning new and sports based skills.
• Managing a varied cross curricular offer as part of the extended schools day.

• Provided school to school support with the successful delivery of phonics and early reading.
• Provided reading leader training in line with the Department for Education (DfE) Challenge Checklist guidance.
• Assessed literacy needs by reviewing student data and current curriculum.
• Supported schools with their early reading offer and steps to close the attainment gap.
• Strong collaboration and liaison with schools; sharing secure practice and modelled sessions.
• Clear communication when completing audits and action plans.
• Conducted evaluations of school improvement and communicated these appropriately with stakeholders.

• Organised phase wide timetables to support with logistics and maximise learning opportunities.
• Signposting strengths within the team to support various pupils' learning.
• Accountable for the progress and attainment of pupils in Key Stage One (KS1).
• Securing outcomes through quality first teaching and maximising available resources.
• Established a rich and nurturing learning environment that secured engagement and critical thinking.
• Facilitated appraisals within the KS1 team, to ensure opportunities for reflection and growth.