What We Do
Lisa Ponter – SLE
I have fourteen years’ highly successful teaching experience across the EYFS, KS1 and KS2 – all year groups taught. Current position: Deputy Headteacher and Literacy lead, with a Year 5/Year 6 class teaching commitment. I am a Key Stage 2 Writing Moderator for NYCC, mentor NQTs and Middle Leaders, and am a registered coach with the DfE initiative ‘Women Leading in Education’. I have delivered senior leadership CPD across two teaching alliances, and presently co-lead the EVA Senior Leader Network. I have been a school Governor for the past eleven years and currently sit on the Governing Body at two schools. In addition, I also have EYFS and KS1 leadership experience.
Areas of Expertise:
- Phases: EYFS, KS1 and KS2;
- English (including the development of Reading, Writing, Phonics and SPAG);
- Leading writing moderation for all school phases, including transition from Year 6 to Year 7;
- Marking and feedback;
- School-to-school support;
- Leadership of the curriculum;
- Leadership of CPD;
- NQT/Middle and Senior Leader development.
Examples of Outreach Work Undertaken and Impact:
I bring a range of interpersonal skills to the table, including the ability to build positive relationships, guide critical self-reflection, identify research-based strategies, organise, and, most importantly, energise individuals to sustain their efforts through a process of planning and implementation.
In my capacity supporting other schools, I have worked with individuals and teams to develop bespoke logistical plans for collaboration, and specific strategies for designing, understanding, and reflecting. I provide colleagues with opportunities to build knowledge and strategies for future development, establishing working environments of continuous improvement – where people grow, both personally and professionally.
I successfully use coaching to drive forward school improvement, develop teams and grow leaders within teams - all key in making a difference to the education of pupils. Within this I create effective professional support systems, utilising research, theory, demonstration, practice, and feedback, all of which have a positive impact on pupil progress.