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SLEs

Aman Kang

My background is in ICT and computing and as a classroom practitioner I truly believe all learners can succeed and I am determined to give all learners the opportunity to achieve success, especially those learners who come from disadvantaged backgrounds.I have been Deputy Headteacher at Upper Batley High School for nearly 3 years having joined the school as an Assistant Headteacher back in September 2014. During this time I have helped raise quality standards across all departments and developed leadership and the professional development of colleagues in school. The increase in GCSE results coupled with continued development of both learners and colleagues has led to our school being graded as Good during our last Ofsted Inspection in January 2016.

Prior to my appointment at Upper Batley High School, I served as a Curriculum Leader at Moor End Academy for 5 years. During my time here I supported my team through two successful Ofsted Inspections graded as Outstanding. As part of my leadership role I worked with a number of senior leaders to help them develop teaching and middle leaders within their schools.

I am an accredited middle leader development programme (MLDP) course facilitator via the NCTL. Since the accreditation I have worked with a range of primary and secondary schools to help develop leadership capacity within the Kirklees cluster schools.

Areas of Expertise:

  • Middle Leader Development
  • Quality Assurance Process
  • Leadership of CPD
  • ICT/Computing  

 

Curt Farrar 

Professional background

I have been teaching for 5 years and have worked tirelessly in that time drive change and to provide a high standard of education for all learners in the area of Design and Technology. I am currently the Deputy Headteacher at Upper Batley High School.

SLE areas of specialism

My main areas of specialism are in Design Technology and the leadership of the curriculum.

Current role and responsibilities

I am currently the Deputy Headteacher at Upper Batley High school. My main responsibilities are to raise attainment and achievement and to monitor and support learner progress within Design Technology. I am also responsible for leading on and developing the Design Technology provision, ensuring that we provide a broad and balanced programme of study.  As well as my own duties as a classroom practitioner, I have responsibility over department finances, support and technical staff within Design Technology.

In 2016, Design Technology had its best set of results on record. Attainment  increased by nearly 50% since 2013/14. This has come about through a determination to offer the best possible education for our learners.

CPD/Training Delivered

During my teaching career I have delivered various CPD and training sessions mainly in the area of teaching and learning. These have included sessions on lesson planning and planning for SEND learners, differentiation and challenge. I have more recently worked with a new Head of Department to support them in how to run a department successfully and to bring about improvement.

Why I became an SLE

I have previously worked with an SLE to drive change within my own department and team. I have seen first-hand what the role of an SLE entails and I have now been able to transform my own department to give all of our learners the best possible Design and Technology education with the support of that process. I now feel that it is my turn to share what I find to be best practice with colleagues in other schools.

I enjoy working with and supporting others, seeing improvement as a result of positive change is what motivates me. Within my role I have enjoyed working with and inspiring others to bring out the best in them. I am also deeply passionate about quality Design and Technology education

Jo Forster 

I held the role of Head of Department at Upper Batley High School since Sept 2012 to June 2018. I was Teaching and Learning Manager for English at Birkdale High School from Sept 2009 to July 2012.

Current role and responsibilities:

I am currently a teacher of English at Upper Batley High School. My main responsibilities are to raise standards of pupil attainment and achievement within the English curriculum and to monitor and support pupil progress in English across the whole department area. I am also responsible for leading, managing and developing the English curriculum and ensuring the provision of an appropriately broad, balanced, relevant and differentiated English curriculum for all learners. In addition to my own teaching responsibilities, I develop and enhance the teaching practice of others and manage and deploy teaching and support staff and financial and physical resources in order to support the department action plan and SEF.

CPD / Training Delivered:

In order to improve teaching and learning across my school, I was assigned as a LILT (Leader in Teaching and Learning), where I led a cross-curricular group of staff to plan and deliver a whole-school presentation on effective plenaries as part of the school’s NUT (Never Underestimate Teachers) whole-school project. I coached the group to pioneer and promote the use of traffic light cards in student planners to create effective mini-plenaries involving self- and peer assessment within lessons. As part of the same project, I later led a different group of staff to plan and deliver a whole-school presentation on Thinking Tools in order to challenge and improve the outcomes of pupils, particularly the most able. In addition, I have led whole school CPD on Setting Effective and Differentiated Progress Measures and Developing Writing Across the School.

In Sept 2015, I completed the Outstanding Facilitator Programme run by the Pennine Teaching School Alliance and became an Accredited Facilitator for the Outstanding Teacher Programme and Improving Teacher Programmes. The programme enabled me to develop the key skills to facilitate, lead and coach colleagues effectively and I have used these skills to support staff on improvement plans in order to improve the quality and consistency of teaching and learning across the department.

Why I became an SLE:

My main motivation was the fact that I find my current role extremely rewarding; not only am I committed to leading English at UBHS but I also feel passionate about making a more significant contribution to my work.

My current position has required me to demonstrate integrity and accountability and I thrive on challenge, problem-solving and strategizing within a team setting. I am an outgoing person and a good listener and so I enjoy evaluating and synthesizing the input from others within my department.

The fact that colleagues come to me for advice on all aspects of teaching and learning English and value my opinion drives me to motivate and support others within a wider setting. Within my role, I have enjoyed inspiring others to do their best and felt rewarded when they have followed my suggestions and succeeded. I also feel that it is particularly important for colleagues to build, maintain and use links and expertise provided by other schools and I have a desire to share and implement my ideas amongst other specialist practitioners.

Matthew Parkin

Professional background:

I have been teaching for 5 years and have worked tirelessly in that time drive change and to provide a high standard of education for all learners in the area of Geography. I am currently the Head of Humanities at Upper Batley High School. Prior to this role I was a Teacher of Geography and then Head of Geography at Airedale Academy. In addition to tis I also held the role of ITT Coordinator for 2 years. Throughout all of my teaching roles, my belief has always been to push learners to be the very best that they can be.

SLE areas of specialism:

My main areas of specialism are in Geography and the leadership of Humanities Subjects.

Current role and responsibilities:

I am currently the Head of Humanities at Upper Batley High School and have held the position since September 2017.My main responsibilities are to raise attainment and achievement and to monitor and support learner progress within Geography, History and French. I am also responsible for leading on and developing the Geography, History and French provision, ensuring that we provide a broad and balanced programme of study.  As well as my own duties as a classroom practitioner, I have responsibility over department finances, support and technical staff within the Humanities department. My aim is to promote our learners love of learning through high quality teaching, a well-developed curriculum and accurate assessments and moderation.

CPD / Training Delivered:

During my teaching career I have delivered various CPD and training sessions mainly in the area of teaching and learning. These have included sessions on;

  • Use of AfL strategies within the classroom
  • Effective us of plenaries
  • Differentiation and meeting the needs of all learning
  • Use of DARTs activities across all subjects
  • Use of differentiated progress measures in the classroom. His session was also delivered at Teach meet in November, as well as being launched whole school.
  • Use of SOLO Taxonomy, across subjects. 

Why I became an SLE:

My main motivation to become an SLE was the fact that I find my current role extremely rewarding; not only am I committed to leading the Humanities team at UBHS, I also feel passionate about making a more significant contribution to my work. I always strive to go that extra mile.

My current position has required me to demonstrate integrity and accountability and I thrive on challenge, problem-solving and strategizing within a team setting. I am an extremely motivated and driven person, with high expectations of both myself and my team. I am also someone who is able to listen to others, and I value ideas from my team in order to facilitate positive change.

In the short time at UBHS I have led on the implementation of a whole school teaching and learning strategy. I therefore always lead by example, and I am extremely driven to support positive change across the school, and to bring out the best in others. Being an SLE will therefore give me the opportunity to offer support and positive change within new settings.

Steve Pollitt

I am passionate about identifying and sharing best practice with colleagues.  In particular, I am a strong advocate of research-led practice as I see this as the driving force behind raising standards of mathematics teaching in the UK to match those found in the best mathematics classrooms worldwide.  I keep fully up to date with developments in the teaching of mathematics and developments in research which may positively impact on the mathematics teaching in future.  I also conduct my own research at Upper Batley High School, including research on problem solving, and on learners’ mindsets and motivation.  I enjoy the challenge of refining ideas from research on mathematics teaching and learning and applying them effectively to particular classes and learners.

I have been Numeracy Across the Curriculum Coordinator at UBHS for the last three years, and also Second in the Maths Department for the last two and a half years.  My leadership work in numeracy has raised the profile of numeracy in school and helped to secure greater progress in numeracy and maths as highlighted by UBHS’s most recent Ofsted report. Furthermore, staff training in the school as a whole has been identified as improving teaching standards within the school.

My research into non-routine problem solving conducted at UBHS has motivated maths teachers to provide learners with problems in non-familiar situations, as identified by Ofsted.  This research was graded as outstanding by the University of Manchester and has also been shared with the Green Light Alliance Research and Development Group.  The maths department now has a growing catalogue of non-routine problems taken from a variety of sources including university entrance examinations, graduate tests, maths competitions (which I also design and run at UBHS) and PISA tests.

I designed and delivered whole-school training on growth mindsets to all staff and learners in the school starting in Autumn 2015.  This training was well received across the school and both staff and learners now use the language of growth mindsets when talking about their work and motivation. 

I also worked with an improving feeder primary school over two years to help boost learners’ KS2 grades in mathematics.  My testing and analysis of learners’ scores helped the class teacher focus teaching on those elements of the curriculum likely to make the greatest impact on learners’ test scores and also organise teaching to maximise the impact of this.

SLE areas of specialism

  • Problem-solving, in particular non-routine problem solving in mathematics
  • Numeracy across the curriculum
  • Growth mindsets
  • Pace and progression in lesson time
  • Transition from KS2 to KS3 mathematics