specialist leaders of education

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Specialist Leaders
National Leaders

SLEs are specialist leaders with outstanding skills.  They have a particular area of expertise, such as Maths, English or Art, and a strong track record of supporting teachers with at least 2 years’ leadership experience.

The FTSA benefits from having outstanding SLEs that are committed to developing the teachers of today and tomorrow and of supporting other schools/PVIs in their quest for excellence.


Local Leaders
Outreach Support
Meet our SLEs
Sue Jones
Class Teacher
 Specialism: ​Physical Education 

Making the most of the Sport Premium budget

Planning & developing PE across the school including:
club opportunities
sporting events

Engagement & promotion
Inclusivity
Enjoyment of sport

Charlotte Kitley
Teaching School Director
  Specialism:  Early Years 

Enabling Environments 
Meaningful Interactions 
Continuous Provision
Routines
Planning
The EYFS
Assessment
Parental Engagement
Supporting LSAs
Transitions
Pre-School Engagement

Audrey Murch
Outreach &  Family Support
Specialism: Early Years & SEND

Supporting children with any additional need

Supporting and upskilling practitioners

Autism Spectrum Disorders
Visual support

Supporting transition from

pre-school to school
Scroll down for more information about our SLEs
Sue Jones
  Area of specialism: 
Physical Education 

Making the most of the Sport Premium budget

Planning & developing PE across the school including:
club opportunities
sporting events


Engagement & promotion

Inclusivity
Enjoyment of sport
Class Teacher, Rowledge Primary School


I have been a PE subject leader in two schools of contrasting size and catchment for approximately twelve years. I have also been a member of SLT at Rowledge Primary School since September 2018.

I have extensive experience in developing PE, by promoting a range of sporting opportunities through lessons and clubs, as well as encouraging a positive approach to fitness and wellbeing. The development of PE at Rowledge has earnt the school a ‘Gold Award’ through the School Games Mark Scheme.

I am passionate about supporting schools to find ways to promote healthy and active lifestyles and to enable all children to develop an enjoyment of sport, regardless of ability.

To enable children to be inspired by sport, I can help schools to deliver exciting and engaging PE lessons, develop club opportunities and increase opportunities in competitive sporting events. I can also offer advice and expertise in how to make the most of the Sport Premium budget.
Charlotte Kitley
  Area of specialism: 
Early Years 

Enabling Environments 
Meaningful Interactions 
Continuous Provision
Routines
Planning
The EYFS
Assessment
Parental Engagement
Supporting LSAs
Transitions
Pre-School Engagement​
Teaching School Director, Foundations Teaching School Alliance

I am passionate about Early Years and that is why, for the past 12 years, I have taught across Early Years and KS1 in both Primary and Infant settings. I have worked as an Early Years leader and an Assistant Head, being responsible for curriculum development, assessment, data analysis, tracking, and the training of staff both new to the profession and to those with more experience.

Prior to my current role, I worked in a middle leadership position in a school in challenging circumstances, where I led a team that successfully moved an Early Years Unit from Ofsted “Requires Improvement” to “Outstanding” in 24 months.

In my current role, I lead a team to run a Teaching School Alliance, working across three maintained nurseries.

I see the SLE role as an opportunity to make a difference in more than one school by empowering people to implement effective and sustainable changes to enhance teaching and learning.
  
Audrey Murch
  Area of specialism: 
Early Years & SEND

Supporting children with any additional need


Supporting and upskilling practitioners

Autism Spectrum Disorders
Visual support

Supporting transition from
pre-school to school
Thomas Outreach Worker/Nursery Family Support, Bushy Leaze Children & Families Centre

I have 35+ years of experience, working with young children in varied roles.  I have previously spent time working in a Specialist school for children with additional needs, and from this role, I have really developed a passion for working with young children that need a little extra support.

I work as an Outreach worker as part of my current role. This involves visiting settings in North East Hampshire and working alongside practitioners/key persons to model and suggest ways to support individual children where there are any concerns within the setting. I have a particular interest in working with children who experience social and communication difficulties and Autism, and all the associated challenges that may present alongside.eg behaviour, speech and Language.                                                              
I am also a Thomas Outreach Worker (TOP). A service especially for young children and their families for children with social communication difficulties/Autism. I work intensively with children and parents in their preschool settings and in their homes. The TOP work continues to support through transition into mainstream school, usually for the Autumn term. I work alongside other professionals to ensure the individual’s child’s needs are met.
How to apply for our support

If you think we can help, please complete our "request for support" document.  It is a simple form outlining who you are, the size of your setting, and your strengths and challenges. This is a great starting point for a discussion about how we can work with you to develop your team.   Our support can be as short or as long as you require, targetting a specific stage or issue.  If you have any questions before submitting the form we are always happy to speak to you to discuss your requirements.
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Find out more about the process
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What others say about us

  • ​The support that we have gained has enabled our team to plan effectively and efficiently, whilst making sure that objectives across the curriculum are covered in a progressive way. 
  • The experience enabled us to completely transform our setting including the layout of the environment, the quality of communication and language challenge for children, planning at every stage and enhancing the provision that we already had.
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