Manjit Kaur Nandhra

GLF – English Improvement Lead

Following rigorous analysis and contextual understanding of Phonics; KS1 and KS2 data of the primary schools within the GLF Trust, I strategically support school leadership teams in the development of the English curriculum. I coach teachers and English and Reading Leads; model strategies rooted in evidence based research and continuously monitor provisions in reading and writing to secure pupil outcomes. I grow positive outcomes through for our pupils through continuous teamwork within schools and within the central team; building a team of expert teachers through regular professional development facilitated sessions.

Assistant Headteacher - English Lead; Early Careers Teachers (ECT); Lower Key Stage Two Phase Leader

I actively contribute to the School Development Plan (SDP), with the senior leadership team (SLT) to set and achieve targets and milestones as part of the SDP. These include embedding strong teaching and learning practises; delivering regular professional development sessions; including staff meetings; coaching and co planning sessions; and monitoring the impact through learning walks and supportive book looks. I analyse data and develop concise next steps, from assessments and subject moderation practises to ensure positive pupil outcomes. I deliver modelled lessons; hold reflective discussions and champion the growth of subject leads and teaching practitioners to develop their expertise through CPDD (performance management opportunities); holding staff members to account under the shared SDP. I have outlined the areas that I am responsible for below:

Early Careers Framework (ECF) Co-ordinator:

I have developed a strong ECF approach at Chestnut Park, in line with a training provider; to ensure that the ECTs I support receive regular, well informed coaching through a purposeful coaching cycle. This includes timetabling weekly observations and from this, feedback supportively and choose concise areas to develop, through deliberate practise and ongoing coaching. I support two ECTs within KS1 and KS2; provide various support and coaching through professional dialogue; parent meetings; planning; moderation and classroom coaching. This has had a positive impact within the ECTs' development, which in turn has positively impacted upon pupils' wellbeing and outcomes.

Strategic English Lead:

I share the Reading and Writing curriculum vision as part of ongoing staff training meetings and supportive co planning sessions, to ensure consistency and high quality teaching and learning. As the Strategic Lead; I deliver modelled Whole Class Reading and Writing lessons; as well and signpost these within the English team and within phases. I lead on the coaching and monitoring package, through delivering professional development; book looks; learning walks; co planning and team teaching.

I work closely with the Phonics Lead to ensure that the Phonics SSP Programme is being executed with fidelity; and conduct phonics learning walks and data analysis to help inform next steps and plan interventions. I support the Phonics Lead to deliver regular practise and coaching sessions within the teaching team to instil secure subject knowledge.

Enrichment Lead:

I provide a host of enrichment opportunities linked to the wider and core curriculum offer. These include engaging trips and as the school Educational Visits Co-ordinator (EVC), I lead on the effective planning and risk assessment of these. I also make community links to provide our pupils with opportunities to learn key skills through external agency sports clubs operating from Chestnut Park and devising a varied extra curricular club timetable for all pupils. In addition, I arrange for parent helpers and students to support with reading and learning across KS1 and KS2.

Literacy Specialist - Wandle English Hub

• Supported partner schools through regular leader and Reading Leader training in line with the DfE's Challenge Checklist objectives.
• Assessed literacy needs of school by reviewing student data and current curriculum.
• Developed schools to establish a strong start in reading for pupils via fidelity to a Phonics SSP Programme; consistent reading practises and supporting pupils requiring additional intervention (lowest 20%) to close the attainment gap.
• Facilitated regular professional development sessions within schools via showcase lessons; team teaching and deliberate practise sessions.
• Strong collaboration and liaison within schools and as part of the English Hub team, sharing practices and next steps.
• Key communication skills when completing audits; action plans and developing positive relationships with schools.
• Conducted ongoing evaluations of literacy improvement, and communicated evaluations with stakeholders.

• As Phase Leader, I was responsible for the logistical timetabling across the phase to ensure that effective staffing enabled secure teaching and learning.
• Accountable for progress and attainment of pupils within the phase through raising quality first teaching and designing an in depth intervention timetable.
• Facilitation of appraisals for staff members to ensure growth and development whilst holding staff to account.
• Communicated frequently with parents, students and faculty to provide feedback and discuss instructional strategies.
• Implemented and encouraged debate-style approaches within a nurturing classroom environment to increase student engagement and promote critical thinking.
• Implemented creative ways to foster curiosity for complex principles through hands-on learning and planned activities.

As a committed Year Two teacher I planned core subjects and subjects across the wider curriculum, delivering purposeful and engaging lessons. I implemented tailored interventions and ensured that all children were provided with opportunities to reach their full potential, through quality first teaching; visual aids, Assessment for Learning (AfL) questioning and clear scaffolds and differentiation. I worked alongside an English consultant from the local authority to embed language opportunities for children across Key Stage One. I delivered engaging assemblies and informative parent workshops around the end of Key Stage One assessments. I also created strong parental links and arranged for a parent to visit and share the religious importance of his turban as a way to create positive awareness within a diverse setting.

As a Year One/ Two NQT, I was responsible for establishing a strong teaching and learning practise whilst delivering quality first teaching within an assessment year group. I planned effectively and created a robust teacher assessment system to help support my teacher judgements.