The STSA builds capacity for school support through the the use of SLE's (accredited middle and senior leaders with a proven track record of school improvement). If you would like to request support from an SLE please use our support request form or email Rupert Prutton

Name: Lee Jago
  • Specialist Area: Behaviour and attendence
    Current Post: In charge of behaviour and attendence at The Abbey School, Faversham

    ''I have been working at the Abbey School in Faversham for the last seven years. We have worked hard on the attendance since I started at the school and are proud of six consecutive years of improvement. We have developed our own monitoring and intervention systems and continue to strive for improvement.

    Previous to my employment at the Abbey I was employed as an Education Welfare Officer covering large secondary schools from the Romney Marsh to the Isle of Sheppey and supporting many primary schools.''


    Name: Huw Deeks 

    Specialist Area: Behaviour and discipline, student well–being, student safeguarding 
    Current Post: Pastoral Head at Fulston Manor School

    “I have established effective working relationships with other pastoral managers, heads of department, external agencies, other appropriate staff and parents. I work effectively to implement the principles and practices of effective teaching and learning in order to impact on classroom behaviour.”

    “I have created a positive pastoral group ethos and culture in order to support the aims of the school and to develop enterprise skills amongst all students, this has involved utilising my team development skills and also individual coaching and mentoring of staff when issues arise. I also support a school wide staff on the principles and practices of pupil management for those students in my care in order to give clear opportunities for learning without behaviour issues becoming a barrier to learning.”


    Name: Julie Deeks 

    Specialist Area: Phonics, literacy, early reading, reading intervention
    Current Post: English Teacher at Fulston Manor School / Cross phase literacy co-ordinator

    “I have developed the skills of others to ensure a common approach to phonics at secondary level through the use of a whole school strategic plan, hence giving access to the curriculum for students of lower reading ages. This has also involved leading trainee and new teachers through the practical use of phonics to impact on the inclusivity of their classes. Here I have helped to prepare resources and guided them through the use of Synthetic Phonics principles to help improve literacy and support those pupils effectively.”

     “In my role of Primary School Liaison I have met with members of the LEA along with leaders of local primary schools to discuss phonics provision in order to build bespoke strategies that impact on students on a day to day level; hence raising their levels of attainment in years to come. I am currently working in feeder primary schools on a weekly basis to implement these strategies aimed at improving reading and spelling ages before pupils reach KS3 using Synthetic Phonics.” 

    “I am an accredited trainer in Synthetic Phonics for Oxford University Press and Phonics International leading training events around the country in various settings. Through this, I am collaborating with secondary and SEN teachers around the country to advise them in strategies through which they can roll this out within their own settings.”


    Name: Briony Dixon

    Specialist area: Phonics, Primary literacy

    Current post: Senior teacher, Key Stage One leader and literacy subject leader at St Mary of Charity Primary School.

    "I have held the role as literacy subject leader for six years.  In that time I have guided staff through new initiatives in the subject and continue to provide CPD where needed.  Through previous roles as a leading literacy teacher and Specialist Teacher for the Every Child a Writer project, I have developed my coaching skills and have used them to equip colleagues with the skills necessary to deliver good quality learning in the subject." 

    "Recognising the importance of a consistent phonics programme as a fundamental part of learning to read and write, I established ‘Letters and Sounds’ as a whole school approach.  All adults in the school were trained in the teaching of phonics and further CPD is provided when needed.  As a result of our good practice we have had other schools in the area come to observe, and in addition to this I have delivered phonics training to teachers and teaching assistants, so that they too can put high quality phonics into practice in their own schools."


    Name: Lisa Candy

    Specialist Area; SEN, Data and Staff Leadership Development

    Current Post: Deputy Principal at Meadowfield School

    I joined Meadfield School in January 2014, following seven years at Ifield School in Gravesend as Assistant Headteacher and then Deputy Headteacher.  A key part of my role at both schools is monitoring pupil progress.  At both schools all pupils have a Statement of SEN and all are working below age related expectations.  The detailed data analysis at Ifield School contributed signigicantly to two Ofsted Oustanding judgements.  As a member of the Kent Associatio of Special Schools (KASS) I am part of a group of Deputies working with HMI and respresentatives of the DfE in developing a more robust system for target setting and tracking the progress of pupils with SEN.  In the meantime I have an in-depth knowledge of Progression Guidance, P Levels and systems to track and monitor pupil progress.

    I am a National College accredited facilitator for Level 1 training.  I have facilitated, with a colleague, two Middle Leader Development Programmes (MLDP).


    Name: Daniel Allison

    Specialist Area: Initial Teacher Training (ITT) Co-ordinator

    Current Post: ITT Co-ordinator and Science Teacher