SLEs are experienced middle or senior leaders, who have the skills to support middle and senior leaders in other schools. The SLE role is about developing the capacity and capability of other leaders so that they have the skills to lead their own teams and improve practice in their own schools.

Steve Long
Steve LongMaths
Stephen’s career in education has spanned over 16 years. His passion and enthusiasm for teaching Mathematics has seen him hold a number of roles within the Maths department in all the schools in which he has worked. He has had responsibility for all the Key Stages at various times during his career. Stephen is currently Second in Faculty at Malmesbury School and he has responsibility for KS5.

Stephen has always seen the importance of sharing good practice and supporting colleagues; he has mentored many PGCE students and NQTs and has facilitated CPD to staff within his faculty and beyond. Stephen has been involved in the planning and delivery of the Secondary Maths TSST course at Malmesbury School for the past two years and is an NCETM Advanced Mathematics Professional Development Lead.

Jennie Howe
Jennie HoweMaths
Jennifer has a decade of experience across four mixed comprehensive schools in rural and city settings. As Head of Mathematics in two schools she has taken a lead role in ensuring one school came out of an Ofsted category, and securing the best ever GCSE results in both establishments. Three years ago she joined Malmesbury School as Assistant Head and as lead on CPD and Teaching and Learning at Malmesbury School she has embedded a TeachMeet approach to sharing best practice through quick tried and tested ideas. Jennifer is passionate about the power of effective collaboration, peer observation and risk taking that enables successful teams to bring about change to improve student outcomes. Jennifer helps deliver high quality CPD for the AvonTSA and the North Wiltshire Federation Group where she is able to apply her varied experience to new and unfamiliar situations, giving practical tips and advice.

She believes a teacher’s wellbeing is central to them delivering their best lessons and is currently learning how to juggle three children and a busy life herself!

Emma-Jane O'Neill
Emma-Jane O'NeillMaths
Emma-Jane is a practising maths teacher with fourteen years experience in secondary schools. Having taught in inner city Nottingham for four years she has now works at Malmesbury School. She was an Advanced Skills Teacher for 3 years doing both in-reach and out-reach work, before becoming Head of maths and computing 6 years ago. As head of a core subject and large faculty Emma-Jane is adept at managing staff and leading from the front to ensure the best possible outcomes for students. She was part of the team that implemented the maths TSST programme and supported the level 3 core maths implementation. She has lead the curriculum changes at KS3-5, choosing new SOW and ensuring assessment is thorough and fit for purpose, liaising with exam boards to ensure the faculty stays at the forefront of new developments. Emma-Jane has a PGCertificate in Mathematics Leadership and completed an action research project on the assessment cycle. She runs internal CPD workshops every year on areas such as behaviour management, questioning and being an effective teacher. Emma-Jane has mentored both newly qualified colleagues and those with more experience that need support to improve both within her faculty and in other schools. She is an outstanding teacher and has been observed countless times by internal and external staff to model outstanding practise and also has extensive experience of lesson observation to help staff move forward with their own practise. She has successfully run projects with feeder primary schools and has done a lot of work on engaging students with maths outside of the classroom.


‘Extremely supportive and able to adapt to whatever the requirements were of other classes and staff in the department’

‘Students in intervention group very much enjoyed the sessions, I think down to the imaginative use of tasks and the enthusiasm of the AST.’

‘Productive feedback from observations…Positive role in team teaching…Well prepared and indexed resources made available’

Ruth Jones
Ruth JonesMaths
Ruth has been teaching at Malmesbury School for 7 years. She is an SLE and is returning to Malmesbury after seconding to The Dean Academy, a partner school in the Athelstan Trust.

Ruth has undertaken a variety of roles whilst working in the trust. In September 2014, Malmesbury opted to offer Core Maths as a compulsory subject to all eligible students. Ruth became the Core Maths Coordinator for the course and then progressed to becoming a Core Maths Lead for the Wiltshire/South Gloucestershire Region.

During her time as a Core Maths Lead Ruth worked closely with the GLOW Maths Hub where she was the Level 3 Lead. This involved liaising and communicating with key partners in the Hub area, including the Advance Maths Support programme and leaders of Level 3 Maths practice in schools and colleges across the GLOW region and beyond. In this role Ruth promoted and hosted a range of events to support teachers and schools in delivering Post 16 mathematics qualifications.

Ruth was Director of Maths and Computing whilst on secondment at The Dean Academy. During her secondment she coached colleagues across all departments as well as mentoring TeachFirst participants in Maths and English. Ruth also supported the Maths department in making crucial curriculum changes in KS3 and KS4 to improve student outcomes.

Ruth is passionate about sharing good practice and supporting colleagues; she has a wealth of experience in mentoring. Ruth has been instrumental in developing, coordinating and delivering the Maths TSST programme at Malmesbury School.

Louise Stanton
Louise StantonPSHE
Louise’s career in education has spanned over 16 years. In this time she has worked in two different schools and held several different roles. Louise has mentored PGCE history students, ITT Careers trainee, and PGCE Citizenship trainees. Louise has a Degree in History and a Master’s in Education. Louise’s current role is Senior Curriculum Leader for ilearn at Malmesbury School, her faculty oversees the whole school delivery of PSHE, Citizenship and Careers. Louise has led the school to achieve the Gold award from Career mark and has contributed to the new Gatsby benchmark measures (Malmesbury is case study for Bench mark 8). Louise has presented several times at the DfE inside government conferences, presented at the national education Welsh Assembly conference and worked with beacon schools in Wales on their new skills curriculum.

More recently Malmesbury School has bid to become the lead school for one of the national career hubs and Louise will be presenting at the national conference for the Careers and Enterprise Company. Louise is currently working across the Athelstan trust to audit SMSC in the trust and look at ways to enhance provision for all students. Louise believes deeply in the value of working collaboratively and is passionate about students receiving the best possible education in PSHE, Citizenship, Enterprise and Careers.

Jessica Abel-Goldbin
Jessica Abel-GoldbinSEND
Firth Edy
Firth EdyScience
Firth has been teaching secondary school science for 12 years in a wide range of schools. He is a biology specialist, but has over his many years of experience become predominately a physics teacher. Constantly striving to develop new practicals and resources he has been integral to the transformation of the KS4 schemes of work at both Malmesbury School and the Dean Academy.

In addition to this academic work he has worked single handed on vocational BTEC courses developing them specifically for SEND students. He is currently working as a second in department in Science and Transition Liaison at the Dean Academy. Firth has worked as a PGCE and NQT mentor helping to develop new and upcoming teachers sharing his passion for teaching with a friendly enthusiastic and approachable style.

He is an outstanding and passionate practitioner of secondary education. Additionally he contributes to the extracurricular life of the school by running the DoE award and lending his DoE assessor accreditations to other schools.

Ruth Cole
Ruth ColeMFL
Ruth has been teaching for 17 years as a specialist in Modern Languages and has taught German French, Russian and Italian. She has held various roles, including as an AST working across a range of schools in the South West. Ruth is an experienced facilitator for MFL CPD and she has led on Teaching and Learning groups, innovative teaching and coaching.

Ruth has mentored many PGCE students through the University of Bristol PGCE course, and served on the Advisory Group for the PGCE course. She has also authored resources for a pre-ITT online course for Hibernia University. She is currently Senior Curriculum Leader for International Business and Languages at Malmesbury School and has contributed to the design and development of our TSST French programme.

Rachael Allaway
Rachael AllawayBehaviour
Michelle Kilburn-Bond
Michelle Kilburn-BondEnglish
Over the last twenty years, Michelle has enjoyed teaching English in five different mixed comprehensive schools and during this time, has successfully led Careers Education, Literacy across the curriculum and has mentored numerous PGCE students and NQTs. Between 2005 and 2015, Michelle was Head of English in an outstanding secondary school in North Somerset and it is this experience that she brings to her current role as ‘Consultant English Teacher’ for The Athelstan Trust. As such, Michelle works across the trust to support improvement in English through a combination of coaching Heads of Faculty, leading on areas of curriculum development and working collaboratively with all English teachers in order to make positive steps for change. The impact on student achievement has been positive; Michelle is proud to have been part of the team recognised by Ofsted as providing ‘extensive, high-quality support’ that is ‘targeted extremely effectively on the key areas for improvement’ and ‘has been effective in sustaining improvements’.

Michelle is motivated by a love of her English Language and Literature as subjects with far reaching impact and an unfailing commitment to the importance of leading by example.

Jacqueline Needham
Jacqueline NeedhamPSHE
Jacqueline has been teaching for over 30 years and for most of this time has been Head of the PSRE Faculty – a faculty she created, developed and had a clear vision for. This involved leading a team in the delivery of RE, PSHEE and Vocational Education. Alongside this role, she has also been heavily involved in child protection and is currently the designated child protection lead in the school.

She has always had an interest in supporting NQT’s and her work has involved working closely with them in school and helping their professional development. Sessions have been run to help NQT’s reflect upon their teaching and become critical and constructive of their own teaching.

Jacqueline has worked with Bath Spa University in their post graduate course and has carried out teaching sessions with RE students; the teaching and delivery of Sex and Relationships Education. She has also been involved in the recruitment process for their teacher training course. Throughout this time, she has been a mentor for trainees in school ensuring they make progress in their teaching.

Carl Orlans
Carl OrlansDesign & Technology
Carl has had significant experience of teaching in three large mixed comprehensives in both city and rural locations. He is very well qualified and he believes strongly in an education system that enables boys and girls of all abilities and backgrounds to achieve their potential through tracking and target setting.

Carl now manages a thriving Design and Technology faculty of 14 staff at Sheldon School which has an outstanding Ofsted record for DT and which is the largest school in Wiltshire. The team have recently been awarded the prestigious Design Mark for their outstanding design curriculum.

Design and Technology at Sheldon has been designated a Lead School by the National College to recognise outstanding pupil performance which has grown from high levels of teaching and learning in a purpose built environment.

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