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Lead Practitioners to facilitate the SSIF Project

These are key roles in a successful SSIF project. 

The Alliance have recruited three highly experienced practitioners in their own schools who will implement the development of pupils’ metacognition and self-regulation with a vision to improve whole school outcomes and accelerate progress.  To find out more about the SSIF Funding and Project, please click on the link here SSIF Project >

Our Lead Practitioners

Mrs Barnes pictureClaire Barnes

Claire is an experienced teacher specialising in teaching English and Maths. As SLE in Maths, she has planned and delivered bespoke training courses on how to implement, lead and monitor mastery maths in Primary Schools.   Her most recent role within a school has been developing teaching and learning. Within this role, she has enhanced the teaching of writing by introducing and leading ‘Talk for Writing’ across her school. Developing this initiative has led to pupils making outstanding progress and she has inspired her colleagues to maintain the new teaching strategies implemented. Alongside this, she attained a Post Graduate Diploma in Primary Mathematics in 2013 and went on to lead/develop maths across the school. In this role, she has supported colleagues in strengthening their subject knowledge and developing their approach to teaching mathematics. She has implemented a mastery approach to teaching and learning in maths, which has proven to be incredibly successful as it led to an upward trend of results at the end of key stage 2. Pupils achieving Age Related Expectations by the end of Key Stage 2 has been above 95% for the past two years.

She is extremely passionate about teaching and driven by her aspiration to ensure that pupils achieve their maximum potential. Claire is a positive and enthusiastic teacher, who enjoys working with colleagues to share her experiences and knowledge gained over her career. She has mentored NQTs and several students within her school. In the past year, she has lectured at Newcastle University, leading sessions on how to teach writing in KS1/2 and how to develop mastery maths within a school.

Kirsty Davies pictureKirsty Davies

Kirsty has been teaching for over 9 years and has taught EYFS, KS1 and KS2. She predominantly worked in a large primary school in Berkshire but has also taught in Cyprus. She gained her MA in Teaching and Learning whilst leading P.E and her dissertation focused on the use of differentiation in P.E. During Kirsty’s time in this role she also led the ‘Olympic Core Group’ working with primary and secondary schools across the borough to instill the Olympic Values. As the new curriculum was introduced, Kirsty went on to lead and develop maths in her school and whilst in this role was asked to support a local primary school after an inspection.

Kirsty’s most recent role has been as ‘Deputy Head Lower School’ (Years 1-3) where she focused on improving teaching and learning, in addition to tracking all pupil groups effectively, to consequently improve outcomes. There was a particular focus on pupil premium children and ‘diminishing the difference’.

Kirsty passionately believes that children should be nurtured and that education should be inclusive and supportive. She is committed to ensuring that all children have the opportunity to succeed whilst accessing a broad curriculum that gives children a range of skills for life.

Hanna Munro pictureHannah Munro

Hannah has worked in a wide range of settings including large inner-city primaries, small rural schools and an independent preparatory school. She has over 9 years’ experience working in schools where the majority of pupils come from service families. Through her recent work as a supply teacher, Hannah has been able to gain a detailed picture of how schools within our area are responding to the current educational climate and trends. Her perspective on Primary Education is influenced by being both a parent, teacher and Co-opted School Governor.

Over the past 2 years Hannah has worked with staff at her current school to improve standards in teaching and learning in English. This has included significantly improving systems within school for tracking pupil progress and thereby ‘closing the gaps’ in pupils’ learning. Hannah has led sustained whole staff change in Guided Reading. She currently supports RQTs in Year 5 and 6, and has in the past mentored NQTs and GTP students. At other schools, Hannah has led ICT, Humanities and English.

Hannah passionately believes that education should be broad and balanced. A ‘good’ education should inspire a life-long passion for learning and recognise that a child is more than just a statistic.