Sharron McGuicken

Short term supply for Surrey Supply Teachers and Protocol National Tutoring Programme (NTP) Literacy & Numeracy ‘Catch Up’ tutoring for Connex & Protocol Agencies Senior Leadership experience; 8 years as an Assistant Head & 3 of those as an acting Deputy Head 30 years teaching experience across all primary key stages Current understanding of curriculum and assessment expectations in UK Primary education Experience in the development and delivery of a current and meaningful curriculum in all primary key stages Experience in supporting and developing teachers’ practice through team teaching, CPD delivery as well as Performance Management Through the role as DSL and lead of the Pastoral Care Team ensure the safeguarding and well-being of children Skilled individual with passion for helping students reach academic goals. Creates engaging learning experiences tailored to meet individual student needs. Smart candidate develops strategies to help students bolster academic performance.

• Collaborated with SLT in the development of new curriculum frameworks in accordance with new curriculum expectations
• Developed staff handbooks and policies
• Designed and conducted professional development workshops in safeguarding, curriculum
• Externally moderated KS1 reading, writing and maths with Tower Hamlets advisors (2017 – 2020)

• Teaching (1997 to current)
• 2023 – current supply roles including NTP in schools working for Surrey Supply Teaching Agency and Protocol:
• 2022 - NTP tutoring role in Laycock Primary School, Islington (Connex Agency) & St Clement Danes Primary School, Covent Garden (Protocol Agency)
• 2021 - teaching commitment 2 afternoons a week - Reception and Y6 booster classes
• 2021- leading on Literacy interventions like Nuffield Language Intervention Programme in Reception and previously on interventions like ELS (Early Literacy Strategy) and phonics and reading interventions
• Y2 SATS booster classes
• 2012 – 2013 Y2 class teacher
• 2010 – 2012 Y1 class teacher
• 2008- Y4 class teacher
• 2003 – 2008 a break in teaching and returned to South Africa
• 1998 – 2003 PPA cover in a range of classes (May – July) and then a permanent contract in Y1
• 1992 – 1997 Key stage 2 Y5 – Y6 class teacher in Vanderbijlpark, South Africa

• Performance manage staff in annual appraisal cycle and set new targets in accordance with whole school priorities.
• Develop monitoring cycles which include lesson observations and feedback, work surveys, pupil voice learning walks, marking and assessment conferences and termly progress reports summarising teachers’ strengths and areas for development.
• Develop and monitor the implementation of the new curriculum. To resource, provide training in line with provided budget. To report to SLT/SMT and Governors about monitoring and evaluation of the curriculum and progress data.
• Plan termly CPD calendar for both teaching and support staff.
• Assess pupil progress at termly pupil progress meetings, identifying gaps and setting in motion plans in response to any underperformance.
• Organize EYFSP & Y2 SATS and Y1 phonics screening test organization, administration and the timely submission of the data.
• Raised our phonics screening test score from 56% to broadly inline with national expectations (76%) through implementing a consistent approach to the Letters and Sounds phonics programme.
• Streamlined assessment system used in EYFS to ensure accuracy and rigor looking at current documentation and research to make these improvements.
• Work closely with SENCo to ensure provision is effective for children with additional needs and respond to progress of these children.

• Advertise, shortlist and interview teaching and support staff candidates.
• Induct new staff to ensure they are familiar with key school policies, most importantly but not exclusively the Staff Handbook, Staff Code of Conduct, CP & Safeguarding Policy, Health and Safety.
• Liaise with key professionals like SALT, EP, Children’s Centres to ensure optimal provision for those children and families needing targeted support.
• Manage budgets for EYFS, Parental Engagement and Enrichment.
• Address the under-performance of teachers through conducting the informal capability process.

• Contribute to the selection of candidates for shortlisting, take part in the interview and selection and recruitment process. Familiar with Safer Recruitment Policies and lead on inductions of staff (staff handbook, code of conduct, H & S and CP and Safeguarding Policies).
• Provide support and guidance to members of staff in their professional development through demonstration, team-teaching, inset and organizing CPD according to their needs.
• Regular communication with parents from greeting at the door, to inviting in to meetings, coffee mornings, social events, SATs meetings, line manage teaching staff to organize workshops or open lessons to build good relations as well as parent support partner and learning mentor to support vulnerable parents as well as organize informative workshops.
• Network with partnerships like Stepney Partnership – Family Homework/moderation with Bigland Green/ host Varendonck College/Business Partners/Beanstalk readers/Globe storytelling/Teddy Bears’ Hospital (medical and dental students from Queen Mary’s Hospital)/Idea store outreach to provide ESOL and Computing training for parents
• Induct partners like Beanstalk, RBS and Amlin Business Partners and meet termly to update individual profiles and monitor the progress made by children.
• Plan and organize whole social events like Spring and Christmas fairs, the annual whole school trip to the seaside, Stepney Partnership Community Day.

• Teach a range of lessons in EYFS when covering PPA and teacher’s TLR time
• Plan for a broad and balanced curriculum keeping up-to-date with educational developments in accordance with the EYFS Framework and Development Matters
• Plan and deliver Y6 booster lessons in preparation for KS2 SATS
• Plan and deliver Letters and Sounds phonics lessons (currently reception and previously Y1 and Y2)
• Lead on training for support staff to deliver Early Literacy Support Programme for those children needing support in Y1
• Use formative assessments as well as NFER summative assessments to target gaps in children’s learning
• Moderate judgments across the year group to ensure consistency as well as externally with partnerships schools to ensure rigor and robustness of assessments
• Partner with the borough as an external moderator to ensure skills and knowledge of current curriculum assessments are up-to-date
• Plan and deliver enrichment lessons in the Woodlands (not accredited Forest School yet)

• Report Child Protection concerns to Children Social Services in matters of Child Protection and complete detailed CP chronology records to keep SLT informed of any CP related updates.
• Generate a half termly report on live TAC, TAF, CIN & CP Section 47 Child Protection cases as well as vulnerable families to report to SLT.
• Attend half termly DSL training and cascade training to the rest of SLT and staff
• Organize and lead on annual safeguarding training and induct new staff and ensure our Single Central Record is updated.