Poonam Mittal

• Westgate School:

2014 inspection was graded ‘outstanding’; the Sixth Form was found to be ‘good and improving’ - ‘The outstanding leadership of the sixth form is bringing about rapid improvements.’ ALPS grades increased from 7 to 4 (2013 - 2015)

• Waingels College:

Pastoral and academic systems working together to meet students’ needs and ambitions were clearly identified and highlighted by OFSTED 2012, Sixth Form was graded ‘outstanding’; A Level Grades A

- C rose from 66% to 85%, and A and - A doubled to 24%; KS5 attendance rose from 79% to 95%; retention rate increased by 80%. Evaluating performance & setting improvement targets led to 6 departments moving from ‘black’ to ‘red’

• Bishop Stopford’s School:

As acting Head of KS4, achieved two clear years of GCSE grade improvement (2006 - 2008) Within KS5, the % of good A Level grades increased significantly, enrolment grew from just over 100 to nearly 200 students, and a net outflow of high achieving GCSE students became a net inflow (2005 - 2007) Designed a programme of enrichment activities to motivate, encourage and empower students - colleague feedback: ‘The impact was visible in that students became more responsible, unified, enthusiastic, cooperative and helpful, positive in general attitude and happier.’ (2006)

• All Schools / General:

Completed a project identifying strategies for a grammar school to improve GCSE ‘A’ grades to ‘A

(2016) Aside from consistent CPD work directly targeting Teaching and Learning, have mentored a number of student teachers and NQTs, many of whom were quickly promoted

• Key successful measures in raising standards of teaching, learning, well-being, attendance and behaviour:
• Setting up data management systems using the KS2 data, ALPS, 4Matrix, RAISEonline and QCA points, and making the package accessible to teachers
• Identifying students’ strengths, weaknesses and specific underachieving groups
• Helping subject leaders embed systems to track and monitor student progress thoroughly, thus identifying underachievement early and establishing individually tailored intervention programs
• Examining school culture to see how staff/student & student/student interaction can be used beneficially
• Designing and instigating targeted staff development and mentoring
• Providing effective information and guidance for students and staff
• Integrating parents into the educational process (e.g. through forums, coffee mornings and newsletters)
• Using appropriate external agencies to support progress
• Developing relationships with local industry, colleges, social services, alumni, charities & other agencies
• Utilising structured reward systems, inter-form competitions and expanded roles for attendance panels
• Leading whole school INSET on, for example, differentiation, linear A-levels and the ALPS system
• Running ‘mini’ reviews using personal contacts with OFSTED inspectors
• Building links with EU schools to become familiar with other systems, strategies, philosophies and practices