The primary school team is led by highly experienced practitioners who have significant experience in supporting school improvement for schools in the UK and overseas.  Their track record extends to running outstanding schools as well as supporting other schools on their journey to outstanding.  In addition, the team has significant experience in supporting schools that are deemed to be in serious weakness or special measures and helping them to move out of these categories and in to a good or even better position.

There is a range of specfific support and training services that we offer primary schools, highlighted below.  However, we are also able to tap in to the expertise of Incyte's 150+ specialist consultants for a wide range of additional support including special educational needs and English as an Additional Language.

Improving the school's skills of self-evaluation - this can be specific support on aspects of self-evaluation, such as analysing RAISEonline or making the most of lesson observations and learning walks.  Alternatively, this could be linked to an INcyte Consultative Review.

Early Years – including the learning environment and how this can support the effective development of literacy and numeracy skills, transition to KS1, implementing the new FS curriculum and assessment.

Assessment for Learning and expected rates of progress linked to Pupil speak success criteria and sharing the learning journey – several schools are using their own versions across the key subjects of reading, writing and mathematics.  It would be good to pool resources and produce one for all.

The Creative Curriculum – there is a range of initiatives already being explored across schools and through the ModBAC (MiniBAC and MidBAC).  It would be great to promote and share these to sustain excitement and also to identify manageable ways to link them to the development of key skills, including soft skills.

Numeracyhelping schools to meet the increased expectations on ensuring children understand the basics as early as possible with more ‘real’ maths taught across the curriculum.

Literacy similar to the numeracy strategy we seem to have got bogged down with certain strategies.  Effective phonics teaching, reading real books for enjoyment, big writing and talk for learning are just a few things that the group could explore in helping to share best practice.

Performance Managementthere is going to be more focus on this in the future as it is seen more and more as a crucial ingredient for sustained school improvement.  It would be good for the group to explore various strategies to enable the group to identify an effective way forwards that’s puts the emphasis on teacher self-improvement rather than the traditional top down approach.

Governance – supporting governors to meet the new expectations being proposed by the government in terms of accountability and performance management.

Examples of Training for the Autumn Term

  • The New OFSTED framework
  • What makes an outstanding school and outstanding teaching
  • Effective special needs provision and delivery
  • Middle leadership skills of accountability
  • Effective governance incorporating high levels of accountability
  • Effective teaching for EAL pupils
  • Moving teaching from good to outstanding
  • Ensuring your pupil premium finances have the maximum outcome

The primary team

Bill Houldsworth

Bill_Houldworth3.JPGBill has recently completed 18 years as headteacher  of a Church Aided Primary Training School having had five outstanding inspections. He works on many national partnerships and is also an ambassador with the British Council engaging schools and local authorities in bi and multi-lateral projects. He works nationally and internationally involved in remodelling, continued professional development, NQT induction and school improvement activities including the development and facilitation of a range of leadership programmes and research projects. He is a trained coach engaged in supporting new headteachers and middle leaders. He is on the register of Outstanding Leaders in Education. Bill is involved in OFSTED and SIAS school inspections and reviews in England and abroad.

Bill  has a M.Phil. and B.Phil in educational research.

Mike Carter

mike.jpgMike has been active in eduction for over 25 years. He began his career in the primary phase and then became an Advisory Teacher for ICT in the 1980's.  He then returned to primary phase as a deputy headteacher. He left the classroom to become a consultant and set up an educational recruitment company. He spent quite a time involved in Continual Professional Development and in 2003 created the City Learning Centre. In 2010, he received an M.Ed (Res) and in 2011 he left the centre to set up a training centre in the north east of England offering a wide range of courses and school. management support to schools. He has a wealth of experience in the effective use of technology in the classroom and he keenly supports innovation in ICT, particularly hand held technology and games based learning. He is a CEOP e-safety ambassador and works with senior management to support strategic decisions and  teachers to enhance the curriculum using technology.

Barbara Atcheson

Barbara_Atcheson-_portrait.jpgBarbara has been a headteacher, initial teacher trainer and author of current educational publications for primary education. She has been inspecting with Ofsted for 15 years. She is a lead inspector for section 5 inspections and children's centres and monitors Grade 3 schools. She is also a quality assurance reader for Tribal. Her particular areas of expertise are in early years, school improvement and mathematics.

Malcolm Greenhalgh

Malc_Incyte_Mobile.JPGMalcolm has conducted inspections as a lead inspector since 1993 when he was of the youngest registered inspectors in the country.  Since then he has taken a lead role in quality assuring the work of inspectors and in the training of new and experienced inspectors and HMI.  For a time, he was the Chairman of the Association of Inspection Providers.  During the last twenty years he has put these experiences to good use in supporting headteachers in school improvement and teachers to develop outstanding practice.

Chris Hatton M.A.

Chris_Hatton-PNG.pngChris has extensive experience advising and supporting schools as part of her role as a local authority adviser for West Sussex. Her specialist areas are early years and school improvement and led on Headteacher Induction as well as facilitating and coaching headteachers for the National College Headteacher Induction Programme.  As an independent consultant she has supported and challenged schools and Early Years settings through all phases of improvement. She has worked with a large range of schools and nurseries including inner city, rural small village schools and international schools. She has also worked with governing bodies to enable effective lines of accountability.  Prior to her advisory work Chris was a successful headteacher of two schools in Hampshire where the impact of her leadership was recognised through sharing good practice across the county.  She is currently a governor for 2 primary schools in Hampshire.

Tricia Davies

Tricia_Davies_picture.jpgTricia is a highly motivated and enthusiastic education and management consultant. She has a proven track record in leading and managing schools and building sustainable capacity in senior leadership. She has worked extensively with schools in all phases to provide consultancy focused on improving and raising standards.

She is well qualified in supporting and challenging schools as a result of her experiences in different aspects of leadership and management including, interim headship in two challenging schools, assessing at national levels, working in partnership with LAs and designing and delivering high profile training.

She has excellent analytical, organisational and time management skills as evidenced in her ability to manage all projects often working within tight timelines. She is an excellent communicator both in written form and orally.

Tricia is able to draw on her considerable experiences when working with different organisations. She is a very positive person who ultimately focuses on enabling others to ensure that all children and young people are given the best advantages to succeed as independent learners with a wealth of skills for tomorrow.