We have a substantive portfolio of School to School support across and beyond the Alliance. Some of this work has been commissioned by the innovative ‘Milton Keynes Strategic School Effectiveness Partnership Board, where we are called upon as a Teaching School to bring together a coordinated package of support deploying SLEs, LLEs, and NLEs within and across Teaching School Alliances. We have also enjoyed much success from commissions outside of the local area, with demonstrable impact.
Specialist Leaders of Education (SLEs) are outstanding middle and senior leaders who have the skills to support individuals or teams in similar positions in other schools, for example Assistant Head Teachers, Subject Leaders or Deputy Headteachers with at least two years experience in a particular field of expertise.
The Schools White Paper introduced the concept of the SLE role, which will help to improve the quality of school leadership through school-to-school support and peer-to-peer learning, ultimately raising standards and improving outcomes for children.
The new designation of SLE recognises the important role that many senior and middle leaders play in school improvement. They understand what outstanding leadership practice in their area of expertise looks like, and are skilled in helping other leaders to achieve it in their own context.
The Denbigh Teaching School Alliance will be able to broker individual SLEs or teams of SLEs to help provide a tailored response package of support to individual schools or groups of schools. We have the capacity, skills and commitment to support other individuals or teams in similar positions in other schools. Using coaching and facilitation skills, SLEs will build leadership capacity in other schools to ensure the improved outcomes for children and young people are sustained.
This type of peer support is credible because it is rooted in current leadership practice and draws on real, and relevant experience. It takes place within the supported school, with the SLE working alongside staff, taking into account demands on their time.
Taking a coaching approach means development will be collaborative, helping to ensure long-term, sustainable improvement, the aim being to help supported leaders to develop their own leadership capacity. It will contribute to improving the school performance overall, by providing a specific focus for the development and implementation of tangible goals that staff can really engage with.