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Our Leaders of Education

Over many years the Minster Learning Alliance has designated a range of Leaders of Education to support school improvement through deployment beyond their own schools.

We believe that recognising and investing in our staff with significant expertise will continue to benefit both those individuals and the children in all our schools.

Primary Phase

Aimee Chick - EYFS, Phonics 


Aimee has 19 years of primary teaching experience, 4 of those as Assistant Head Teacher at her current school.

She was responsible for planning and developing a fully integrated EYFS unit in the new school build and has extensive experience in managing both the EYFS curriculum and staff. Under her leadership the EYFS results have been consistently above the national average and reflect accelerated progress from children’s low starting points.

Teaching is her passion and Aimee has successfully completed the National Professional Qualifications for Middle and Senior Leadership (NPQML & NPQSL). She is an EYFS moderator for the Local Authority and is responsible for training both teaching and teaching assistant students within her school.

Her work on leading phonics in school is testament to her understanding of how young children learn to read, and the system she has written and implemented, starting from Foundation 1 up into Key Stage 2 has directly impacted upon whole school phonics data, which is consistently above the national average.

Aimee is looking forward to working collaboratively with other professionals to share her passion and enthusiasm for the EYFS and phonics.

Alison Taylor - English, Maths, Assessment, Leadership of Curriculum, CPD 

Alison is an outstanding teacher, who has had experience across the full primary age-range in a variety of different contexts. 

The consistent delivery of ‘quality first teaching’ is at the top of her agenda, and she promotes this in a variety of ways.   Since becoming Head of School, Alison has taken responsibility for the professional development of all members her team.  This has involved leading INSET and training events, as well as mentoring and coaching activities.  Alison regularly works alongside teachers in the classroom offering personalised support in an encouraging manner.   She has a wide range of practical strategies to ensure that all groups of children, especially those with special educational needs, can progress in every aspect of learning.  This includes social skills, emotional development and spiritual awareness as well as academic achievement.  Alison has excellent subject knowledge, especially in the areas of Literacy and Numeracy in the Foundation Stage and Key Stage 1.

Alison takes her own professional development very seriously and is currently involved in a project with the charity ‘Achievement for All’ with the aim of creating a publication for teachers on developing resilience in young children.

Anthony Bandy - Computing, Maths, Teaching and Learning 

Anthony is an outstanding practitioner. His engaging teaching style enthuses children, drawing them into their learning. Anthony is respected by colleagues – most notably for the challenging experiences he creates for children – encapsulating a ‘no ceiling’ approach that he so strongly believes in. Time keeping, personal expectations and a strong moral sense of purpose underpin his whole approach to education.

Anthony has an extensive knowledge of the curriculum and as leader of Teaching and Learning, he has undertaken a wealth of CPD opportunities to ensure he is consistently on point regarding the latest research based teaching practices. He fully understands how a curriculum is developed in line with the national guidance and in conjunction with the needs of a school community.

Anthony’s professional competencies are exemplified by his involvement in the outstanding growth and development of his current school during the past few years. He has an excellent understanding of school improvement planning and accurate evaluation – supporting other schools within and beyond the local authority.

Anthony is also in a very unique position to be able to say that he is an nrich ambassador as part of a partnership programme with NACE (National Association for More Able pupils in Education). This opportunity has allowed him to visit London and receive specialist training from Ems Lord (nrich director and President Elect, Cambridge University), which he now offers CPD opportunities across the county.

Emily Patterson - SEN, Safeguarding and LAC 

Emily has over 12 years teaching experience, from Foundation One to Year 3. She has been EYFS lead, Senior Leader and most recently Assistant Head teacher for the past three years, focusing on Key Stage One.  She teaches within Year One as well as holding the role of SENCO, Designated Safeguarding Lead and Adoption and Looked After liaison teacher. She has completed the National SENCO award and has written book reviews for the British Special Educational Needs Journal.

Emily leads the provision for SEND children within her school and works alongside her teaching staff to effectively deploy TAs and monitor their effectiveness and impact across the whole school. She regularly updates the schools SEND policy, Information report and Local offer and works closely with the Family SENCO and other SENCOs within her family of schools.

Emily is an approachable and friendly practitioner.  She has built excellent professional and personal relationships with her colleagues and strives to gain their trust. Emily believes that their needs to be a confident, trusting relationship built with all stakeholders. This includes governors, children, parents and multi-agency colleagues.

Gemma Ellis - English 

Gemma possesses great passion and energy for teaching and learning. She has taught across a variety of schools and diverse communities. Her experience is across KS1 and KS2, which includes single and mixed year groups.

As a co-leader of English at her current school, Gemma is strong at firming effective relationships to support development and change. In working with colleagues and other schools, she is respected for her ability to reflect, problem solve and to bring creativity to achieve results. She has led whole school initiatives supporting the development of English across her own and other schools.

Gemma is an advocate for pupil voice, placing children at the heart of education’s aims and processes. Her work on developing the English curriculum has contributed to maximising the impact of assessment for learning, developing professional attitudes and raising attainment.

While leading aspects of school improvement plans, and supporting staff across schools, Gemma also has experience of supporting NQTs throughout their induction year. She delivers a programme focusing on assessment, feedback, marking, questioning, environment and differentiation.  Gemma also has a positive insight into the demands of the curriculum, formulating documents to support the progression of skills, CPD, Spelling and writing as a whole.

Kate Charlesworth - Religious Education, Mentoring 

Kate is a passionate teacher and constantly seeks out new ways to extend and develop her teaching practice. Currently, Kate teaches across Key Stage One but also has a strong interest across the primary phase and beyond.

Currently, Kate has the responsibility for R.E within her school and has led the school to Outstanding status in this area (SIAMs). She previously worked as a Leading Maths teacher for Leicestershire County Council after leading this subject in school.

Kate is excited by the possibilities Religious Education offers as, in addition to developing skills to listen and articulate, it provides opportunities for children to question, challenge and extend their own thinking.

A favourite project for Kate has been the ‘What if learning’ project (Cooling), which challenges teachers to look beyond the facts of the National Curriculum and capture/invite reflection and expression of human and spiritual awareness within the classroom; transforming teaching, perception and futures. Kate is keen to share this experience with others.

Kate is part of the Church of England group for the Nottinghamshire Standing Advisory Council for Religious Education and has recently completed the Church of England Qualification for Headship with NPQH.

Kelly Beanland - Leadership of Curriculum, English, Phonics, PE, ITT, NQT 

Kelly has successfully taught in both Key Stages with her strengths being planning, differentiation and creative, engaging lessons. Kelly is a team player and works exceedingly well with colleagues, showing great understanding and dedication. She has confidently supported fellow teachers, student teachers and teaching assistants to become increasingly confident practitioners. Kelly herself is a methodical practitioner and has redesigned whole school curriculums, excelled in Year 2 moderation and created innovative, whole school, subject assessment systems. She has led English, introduced a whole school phonics and spelling approach and led PE to a very high standard, overhauling two school’s approaches to skill based delivery and assessment. Her organisation and work ethic have led her to become an effective coordinator for English, PE and Key Stage One.

Laura Goffin - English, SEND, Attendance, Gifted & More Able 

Laura Goffin has been teaching since 2005 and has worked in a range of schools from inner city to village church schools.

Laura is currently an Assistant Head Teacher and alongside this role is the Specialist Education Needs and Disabilities Coordinator, English subject Leader, Attendance Officer and Gifted and More Able Lead.

Laura has been a Senior Leader for 7 years and has a range of skills and experience to offer.

Leigh Symmons - Early Years, Leadership for Teaching and Learning, CPD, Closing the Gap, Behaviour, Growth Mindset 

Leigh is consistently an outstanding class teacher, is innovative and dynamic in her teaching style and in her approach to new ideas. She has high expectations of herself and as a result expects the same in others. She has deep understanding of what constitutes outstanding teaching and learning and of the process, skills and mind set required to achieve this. This has been recognised by Ofsted in 2007 and 2010 and by the School Improvement Service. 

Leigh has been a member of the leadership team at her current school since September 2005, during which time she became an SLE and most recently appointed as an Assistant Head.  Over this time, she has continually developed her leadership and management skills and Leigh is able to lead and motivate staff, demonstrating this through her work in the past on Middle Leadership programme, National College Local Leaders of Education support work, whole school improvement initiatives and most recently she has been acquired by schools to develop Growth Mindset for teacher training.

Leigh is also an accredited facilitator for the Improving and Outstanding Teacher Programmes.

Lindey Marsh - Behaviour Management, Teaching and Learning, Primary SEND 

Current responsibilities:  Performance Management for Teaching Assistants, Early Intervention Lead, Key Stage 1 Leader, Deputy Head Teacher

Leadership experience: Deputy Head Teacher/SLT, Acting Head Teacher, SENCo including National Award for Special Needs Coordination, Behaviour Leader Leadership of Assessment, Leadership of Teaching and Learning

Lindey is an inclusive practitioner who has worked across all key stages in primary schools for the last 8 years. Along her journey she has led many areas of responsibility. Her specialism is supporting pupils, parents and colleagues with behaviour management strategies. Early intervention is also something that Lindey feel passionate about as she believes that by identifying barriers to learning early, it will result in pupils achieving their full potential.

Lindey is also confident in strategic development and can analyse data, support school action plans and monitoring. She enjoys working alongside colleagues in her own school and looks forward to working with others in different settings.

Lynette Hardwick - Early Years, Literacy, Maths, PSHE, RE, ITT, NQT, Assessment, Leadership of Curriculum, Behaviour & Discipline, Attendance, Support for Most Able Students 

Lynette has 13 years of primary teaching experience, 2 of those as Head Teacher at her current school.

Teaching is her passion and Lynette has successfully completed the MaST (Mathematics Specialist Teacher programme) which focusses on enabling children to converse and conjecture what they are learning and ways in which their misconceptions can be addressed. 

Lynette’s experience of subject leadership is extensive, and she works with colleagues to enable them to further their skills in becoming middle leaders.  She has recently become a Local Authority Key Stage One moderator, a role that enables her to support and affirm teachers’ judgements when assessing.

Natalie Dallison - English 

Natalie has been teaching for 8 years with experience in both KS1 and KS2.  For the past 3 years she has been leading English, with a particular focus on increasing levels of attainment in reading. In her current school, Natalie has played a significant role in developing a whole school strategy to teaching reading that is skills based, increases engagement and enthusiasm and allows children of all abilities to access the same depth of learning. The success of this has led to a more cohesive approach to teaching reading and writing throughout the school, developing children who are eager to write because of both their investment in a text and a renewed sense of purpose.

Through this work Natalie has developed a passion for supporting others and has had the opportunity to do this not only in her own school, but also support leadership within another school through working as part of a project. Working with others has allowed Natalie to develop her own practice as she is keen to constantly try new things.  Natalie loves to share her enthusiasm with others, see people develop their confidence in teaching and reflect on the impact this has had for their own children.

Reading and writing are life skills and Natalie is driven by a need to ensure that children have rich experiences with texts that motivate them, giving them the opportunity to develop and express their creativity and imagination.

Nicky Blacknall - EYFS 

Nicky has been working in EYFS for almost ten years. She has an in-depth knowledge of child development and understands the importance of a holistic approach when working with young children. She prides herself on formulating close relationships with parents and carers, a fundamental aspect in a child’s school career. She is also respected for high levels of parental engagement within children’s learning. She has close working relationships with colleagues across different schools, leading meetings which focus on curriculum development, moderation, pedagogy and classroom practice.

Nicky has successfully implemented a new curriculum within the EYFS, quickly identifying the needs of each child and adapting provision accordingly. She has developed effective assessment and evaluation techniques which have now become more widely used across her current school.

Nicky is also the current Phonics Lead at her school. This has seen her role out a new phonics scheme and support KS1 staff in their professional development as well as educate parents.

Nicky is a strong team player who enjoys networking with colleagues. She is committed to continuing her learning and development and is looking forward to being a part of a bigger team and coaching others.

Paul Summers - Maths, Assessment 

Paul has 11 years’ experience of working in a Primary School, teaching across Key Stage 2 and as an Assistant Head Teacher with a focus on improving teaching and learning across the Primary Phase.

In support of his passion for teaching, Paul is an advocate for Evidence-Based teaching to improve the quality of teaching and learning from Foundation Stage to Year 6. He works in close association with the Nottingham Trent University and the Teaching School Alliance to promote the value of teacher-led inquiry to lead school development.

Paul has a passion for collaboration with colleagues to coach and mentor them to improve their classroom practice. As a Maths Specialist Teacher (MaST), his coaching ethos is used to draw the best from colleagues and he uses role-modelling techniques to inspire staff in the spirit of school-led CPD. Paul believes that it is vital to spark enthusiasm with these groups to support teacher retention and reflective practice.

Paul has delivered continued professional development (CPD) to a range of audiences from one-to-one subject leader support to whole-school insets. CPD has included a range of areas including assessment and feedback, bespoke support for subject leaders, challenge and flexibility, NCETM research projects and teaching maths for conceptual understanding.

Rebecca Daysh - English, SENCO 

Rebecca has over 12 years of teaching experience. She became a senior leader within two years of starting her career and continually undertakes a number of leadership roles. Rebecca has held the role of Assistant Headteacher for two years. She teaches full time and is English Lead and SENCO. Rebecca has developed a successful grammar scheme, reflected in the improving results of her school and also leads the provision for children with SEND, including the supervision of the role of TAs and their impact.

Rebecca is passionate about empowering people in order to sustain change, as this is extremely important to her, and she keeps the children at the forefront of her thinking.

Ruth Spencer - Primary Mathematics, CPD 

Ruth, a teacher for over ten years, is currently a member of the Senior Leadership Team with responsibility for maths at her current school.  Recognised as an outstanding practitioner, she is valued for both for the quality of her teaching and for her ability to offer high quality CPD to staff. 

Following the successful completion of the Maths Specialist Teacher Programme (MaST) through Nottingham Trent University (NTU), she was invited to collaborate with NTU on a joint research project focussing on the implementation of Singapore Bar, the findings of which she has presented at education conferences across the country.  Ruth has also been a guest lecturer on NTU’s PGCE and B.Ed courses, presented at Maths Subject Leader Network events and has provided CPD in schools through staff meetings and INSET days, as well as on a one-to-one basis through coaching, lesson study and team teaching.   She has a particular interest in developing the use of practical manipulatives in Maths, talk for Maths strategies, Singapore Bar and other visual representations and pupil reasoning as well as Teaching for Mastery. 

Ruth has taught across the whole of Key Stage 2, including leading the Year 4 and 6 teams.  In her current role, Ruth has taken an active part in the development, monitoring and evaluation of Maths across the school. She has taken part in a Teacher Research Group focussing on Mastery in Maths, and is currently the lead for an ‘Intervention in a Mastery Context’ Workgroup.

Sally Harvey - Special Educational & Disability Needs, Closing the Gap, Appraisal 

Sally has worked in primary sector for over 25 years and has gained valuable experiences through a wide range of different roles including working within an effective collaboration of schools. Sally leads and monitors the impact of the provision of the Teaching Assistant team and has developed Appraisal processes for the team, which mirror the structure used for teaching staff.

Sally provides relevant CPD for any of these stakeholders to support their development and ensure consistency and development within the schools. Sally is currently the Executive Inclusion Leader at two primary schools, both of which are in the collaboration.

Sally leads the Special Educational and Disability Needs provision at these two primary school and directs the TA teams prioritising the high quality inclusivity of the schools, with a clear focus on the narrowing the gap agenda for vulnerable groups of pupils for progress and attainment. 

Samantha Taylor - PSHE, SMSC, Music, Teaching & Learning 

Samantha is currently the Acting Assistant Head at her current school and has been on the Senior Leadership Team since 2014. She has taught in both Key Stages 1 and 2 and is the lead of teaching and learning.

In her own school, Samantha has developed the role of the SEBCO (Social, Emotional and Behavioural Coordinator). This has involved thinking of innovative ways of supporting the emotional wellbeing of pupils and promoting a positive climate for learning. Samantha works with staff, families and pupils to maintain excellent behaviour at the school and is able to lead and motivate staff through whole-school initiatives. As part of her role as SMSC lead, Samantha has visited Bosnia and promoted ‘The Lessons of Srebrenica’ across the county. She works closely with the charity ‘SANA’ to promote the international ‘Schools for Peace’ project, a partnership between schools in the UK, Bosnia and Serbia. She has led conferences to share and model good practice in SMSC with teachers in the UK and Bosnia. Samantha is also the curriculum leader for Music which is a real passion of hers after studying music at university.

Samantha is somebody who thrives on supporting others and has successfully supported colleagues from other schools in the development of their teaching and learning and behaviour management. Her aim is to ensure that all children across the county receive the best possible opportunities.

Secondary Phase

Joe Brookes - GCSE PE, use of technology to enhance learning, Assessment for Learning 

Joe has transformed the way GCSE PE is delivered at his school.  He has led the development of interactive lessons that bring learning alive.  He has trialled numerous strategies designed to engage even the most reticent student and really extend the most able.  Treasure hunts, QR codes and thinking maps are common features of his lessons.

Joe has also been exploring ways to help students understand their progress and how to identify how to improve. He has produced a range of KS3 posters which act as independent self-assessment tools.

Joe is an enthusiastic and reflective teacher who enjoys working with colleagues to improve practice.

Luce Brailsford - Physical Education 

Luce is an outstanding practitioner. During the time at her current school Luce has played a pivotal role in moving the PE department forward, implementing and leading a wide variety of initiatives to improve many aspects of the curriculum.

As Deputy Director of Post 16 Studies Luce has developed and implemented many new opportunities for both colleagues and students. She is very approachable and always makes time for others. She is dedicated to this leadership role and passionate about ensuring that students reach their full potential.

Luce’s excellent organisational skills has led to her to becoming a very effective, hardworking and respected member of staff who is committed to sharing best practice with other professionals. 

Jo Chambers - Leader of Learning & Professional Development 

  Information to be published shortly.

Ashley Cockerill  

  Information to be published shortly.

Rachel Gibson - History, ITT, NQT 

Rachel is in her eighth year of teaching and has been the History Curriculum Team Leader for three years.  Rachel plays an important role in the provision of History in school and development of the new curriculums at all key stages.   She has led the department in standardisation and moderation practices.  Student results at A Level were consequently positive and marks submitted for the coursework component were approved by the moderator, demonstrating effectiveness of practices taking place.    Working towards an improvement in GCSE History results, Rachel has encouraged her department to teach engaging lessons and developed revision tools used by all students, taking into account the different types of learners

In terms of Initial Teacher Training, Rachel has been mentor for PGCE students in association with the University of Nottingham over the past 4 years, all of which have been successful in interviews and are now embarking on careers in education.

For the past three years, Rachel has led the subject leader networks for History, designed to bring History teachers across the county together to share expertise.

Sarah Gratton - Leadership of Curriculum, PE 

Sarah is in her twelfth year of teaching and is currently the Curriculum Team Leader (CTL) for PE.  As CTL, Sarah plays an important role in the provision of PE within the school at all Key Stages but recently has begun to focus more on Key Stage 5.   Her role has led to her prioritising areas for improvement within the department (whilst also celebrating good practice with other colleagues from around school), developing the curriculum and schemes of work within it and maintaining good outcomes for students.

Sarah is someone who leads by example and retains the highest of expectations in order that all students receive the best PE lessons possible.

Rachel Halfpenny - Faculty Head, Social Sciences 

  Information to be published shortly.

Kate Harrison - Faculty Head, Science 

  Information to be published shortly.

Alex Hawkins - Deputy Head Teacher 

Information to be published shortly.

Mike Jones - Faculty Head, Humanities 

  Information to be published shortly.

Clare Stones - Assistant Head Teacher - SENCo 

  Information to be published shortly.
Cross Phase

Andrea Chapman - Music, CPD, Teaching & Learning Community Lead 

Andrea is an outstanding secondary teacher of Music and the Nottinghamshire CPD Music Hub network co-ordinator.  As Head of Music at the National Academy Andrea helped to lead the music department through a number of curriculum changes, assessment and data initiatives and successfully supported members of staff within her department.  

At her current school Andrea leads a Teaching and Learning Community supporting colleagues in their chosen enquiry.   As one of the lead co-ordinators in the Music Hub Network Andrea is responsible for coordinating and facilitating partnership work between schools developing joint projects and delivering school-to-school support when necessary. 

Andrea has responsibility for delivering sessions to support and challenge the work of other Heads of Music in the Nottinghamshire area.  This has involved supporting and sustaining groups across schools that meet and work together on developing systems and structures in areas such as the curriculum, progress, pastoral care and increasing student participation in Music.

Angela Zannetou - Technology, Art & Design, Leader of Curriculum, CPD, Curriculum Progression, Quality Assurance and Assessment 

Angela is an outstanding Middle Leader, having been the curriculum team leader of Technology Art and Design since 2006 and having successfully led the faculty through curriculum and assessment changes, working with her team to create a curriculum which supports all aspects of a student’s educational experience.   She has successfully supported colleagues from other schools at different levels with a focus on curriculum progression, quality assurance and assessment, as well as development of GCSE and A level courses and assessment for learning.  

Angela has delivered CPD to a range of audiences from smaller specific groups to whole-school Inset. CPD has included a range of areas including assessment and feedback, behaviour management, language for learning and literacy across the curriculum, differentiation, questioning for learning, as well as coaching colleagues through a range of programmes, including Middle Leadership programme and Masters Study.

Beverley Lee - SEND, Attendance, Mental Health 

Bev has worked with vulnerable young people for many years, both in the voluntary and education sectors. Her specialism is supporting pupils with mental health needs, particularly trauma and anxiety related. Her current role, in a hospital school, encompasses re-engaging pupils with education, reintegrating them to a mainstream setting when appropriate and supporting them to make the transition to post 16.

Bev has been involved in the introduction of weekly ‘troubleshooting’ sessions with pupils, the creation of a bespoke resilience and growth building programme, a strengths and weaknesses tool and a more supportive approach to monitoring and improving attendance which has led to whole school attendance improving over the past three years.

As part of her ongoing commitment, Bev is midway through completing an MA in Trauma Studies at the University of Nottingham and within this is concentrating on young people’s response to trauma, the impact on the wider family and how they can be supported in school.

Hannah Wallis-Windle - Music, Cultural Education (Arts) 

Hannah has extensive experience in music education and has successfully led Music and Performing Arts departments in high achieving schools since 2009.  In these roles Hannah has led the expansion and development of music, working with curriculum changes, student engagement and extensive enrichment programmes.  Under her positive leadership departments have improved examination results and subject uptake considerably whilst balancing active and successful extra-curricular profiles.

Over the past 8 years Hannah has delivered professional development opportunities to a range of individuals and organisations; from bespoke CPD projects delivered to whole schools to 1:1 school support.  She has supported teaching staff and leaders with curriculum delivery, department development, staff support, assessment at primary and secondary music level and the role of music in a successful school.  Hannah is actively involved in the Nottinghamshire Music Hub and delivers Primary and Secondary Music Network days along with her Music SLE colleagues.

Hannah has delivered keynote talks for a range of cultural services, including museums and Arts Council England bridge organisations and in 2012-2013 worked with the DfE on their National Cultural Education in Schools programme.  Hannah has a passion for promoting high quality and creative music and performing arts education, with a strong emphasis on encouraging both staff and students to explore their potential and aspirations.

Helen Feehily - Leadership of Curriculum, Religious Education 

The majority of Helen’s career has been in classroom teaching and she is currently Curriculum Team Leader of a successful Religious Education Department.  Helen has a huge passion for the teaching of Religious Education and enjoys encouraging and guiding students to achieve to the best of their ability.

Helen leads the Network Meetings for Religious Education, sharing initiatives and ideas on a range of issues regarding the teaching of Religious Education at Key Stages 3 to 5 as well as learning from others.  Feedback has always been reported as useful or very useful and staff from other schools have commented on how beneficial these sessions have been for their own planning and practise.

The Statutory Inspection of Anglican and Methodist Schools (SIAMS) 2016, described the Religious Education Department as having a leader with insight and commitment. The department itself was deemed to be outstanding.

Helen is mentoring a member of staff who was undertaking the Middle Leadership course.  She was also asked to be an assistant coach for the Teaching and Learning Groups in school and enjoyed working alongside and advising other members of staff.

Helen is an innovative person, eager to look into how aspects of school can be developed and is a member of the School Ethos Group presenting the new ethos statement to staff and is also a member of the School Climate Group.

Jacqueline Straw - School Business & Financial Management 

Jacqueline has a strong business, finance and human resources background.  She has worked in schools as business manager/director for fourteen years in both primary and secondary schools and has five years’ experience as an internal auditor (specialising in school audits for one year).  She currently works as the Acting Chief Operating Officer for a multi-academy trust giving strategic direction on operational matters.

Jacqueline has a BA honours degree in School Business Management and holds the Cipfa Accounting for Academies qualification, she is AAT qualified (Association of Accounting Technicians) and also holds the Diploma in School Business Management (DSBM).

Jacqueline has worked in both the primary and secondary sector and in both maintained and academy schools.  She is an active member of several networks locally, meeting with colleagues to discuss national and regional matters.

Jacqueline’s has been an SLE for 6 years and deployments have included supporting where there is a new business manager in place, and supporting a complete restructure of administrative provision.

Mikey Gibson - Audio Visual Technical Support; Design, Marketing & Branding; Photography & Videography; Website Support; Music Technology Support & Guidance 

Mikey currently holds the position of Performing Arts Technician & Marketing Lead at The Minster School and is also Marketing Lead for the Minster Trust for Education. During his time in post, Mikey has developed a number of solutions to ensure a smoother, more efficient working practice. While supporting both staff and students across multiple sites and key stages, Mikey has been able to provide clear and precise guidance, calling on experience from ten years working within local schools.

Mikey’s understanding of industry relevant software, such as Pro Tools & Logic X for Music Technology and the Adobe Creative Suite for design and editing, has enabled him to run several sessions on techniques and provide accurate guidance and support to staff and students. From this, they were able to learn and develop new skills and support their understanding of what the examiners would be looking for when marking work.

Recently Mikey has been leading the development of new school websites across the Trust and looks forward to new challenges that lay ahead.