Kerry Lynch has been a head teacher for 10 years.  She started her first Headship at St. Mary’s, Westbury in 2009 and moved to her current post at The Wilfred Owen School in 2014.  Her time as a head has involved running two schools with high levels of Pupil Premium and SEND. 

During her career, Kerry has been a specialist Leader of education for MFL in Telford and Wrekin.  This involved support for schools in an advisory role and leading CPD opportunities for the authority.  Kerry has been a member of the Shropshire Safeguarding Children’s Board and more recently has taken up the position of Primary Head Teacher representative on the Schools Safeguarding Group.  She has also had an input into the Transgender Policy for Shropshire in conjunction with Alice Crutwell.

Kerry is currently the Academies Primary Head Teacher representative of the School Forum for Shropshire and has been involved in a number of Task and Finish groups to look at High Needs and SEND funding.

In the past year Kerry has been elected to the role of Regional Secretary for the National Association of Head Teachers.  As part of this role she has undertaken training and induction as a lay official.  At National conference she has presented motions on Mental Health and Well-Being, Social Care and SEN provision.  Areas which she is a passionate advocate for in her own school and across the wider Education landscape.

Samantha (Sam) has been the Head Teacher at Market Drayton Infant & Nursery School since 2008. She has a BA Honours in Sports Science and Theology graduating from Chester University in 1991 and gained her
PGCE from Keele University in 1996.

She began her teaching career as a newly qualified teacher in 1996 at Market Drayton Junior School, progressing to Deputy Head Teacher at Stoke on Tern Primary School by 2000. In 2004 she was appointed as Head Teacher for Moreton Say School and achieved an Ofsted rating of Good in 2007.

To further her career she moved to her current role in 2008, taking over the responsibility for improving the schools Ofsted rating from requires improvement. This was achieved by Sam and her team in 2013 with Market Drayton Infants being rated as Good for the first time ever.

Sam is dedicated to improving education in Shropshire and the standards within the school and is regularly involved in County wide initiatives to improve academic standards. These initiatives have included, but are not limited to:

• Working as a consultant Head Teacher to provide support to other schools on
  behalf of the Local Authority. Representing schools from the Market Drayton area
  on the Local Authority Central Policy Group.
• Supporting the North Shropshire School Alliance in bidding for funds to develop
  collaborative working to improve standards in early years.
• Headteacher representative on Shropshire Children’s Trust Board

Sam has an interest in working with children with Dyslexia which was recognised in 2017 when she won the Head Teacher award at the Shropshire Dyslexia awards.

Away from work Sam is a keen sports woman playing Netball in the South Cheshire League and is an avid supporter of Stoke City FC.

Kerry has worked at Market Drayton Infant School for the last eighteen years and prior to this worked in a school in Stoke-on-Trent for four years. Kerry has progressed her career from class teacher to Deputy Head and now Head of School.

Kerry has predominantly taught in Reception and Key Stage One working through many new initiatives and curriculum changes. She is dedicated to raising the awareness of the importance of mathematics in children’s lives and constantly promotes enthusiasm and enjoyment of the subject to adults and children alike.

Striving to improve outcomes for all children, Kerry undertook the first round of the Maths Specialist Teacher (MaST) programme and has always been very keen to be involved in collaborative research projects believing that change can be a positive experience. Kerry has an in-depth working knowledge of the Key Stage One curriculum requirements and has supported the Shropshire LA for the last three years with annual moderation exercises. Collaborative working has enabled her to experience working in a variety of schools, with a variety of schemes and support colleagues through her SLE role with the development of subject knowledge, curriculum delivery, pedagogy and assessment.

Market Drayton Infants was one of the first schools to have been trained in teaching Early Reading and Phonics. As a subsequent result in successful implementation of phonics in the school Kerry became a Lead Phonics teacher to help Shropshire develop teachers in other schools to develop their subject knowledge. Phonics alongside mathematics is one of Kerry’s favourite subjects.

As part of the North Shropshire Teaching School Alliance, Kerry coordinated an Early Years project. This involved organising and delivering training for all North Shropshire schools, child minders and private nursery providers, with a specific focus on raising the achievements for disadvantaged children in the area. As part of this leadership role, Kerry liaised with the DfE to show the impact of the project.

Market Drayton Infant School has the wellbeing of staff, children and families at the heart of its education and one of the most recent achievements of the school was to be awarded with Optimus Educations Wellbeing Award. As Mental Health is an area that Kerry is particularly interested in, she led the school to gain this award by implementing new initiatives and policies, educating all members of staff and families about mental health and wellbeing and collaborating with external agencies to gain maximum impact for children and their families. The outcomes of this work was presented to Shropshire Wellbeing Board in early 2020.

Outside of school, Kerry enjoys spending time with her family and is a keen Stoke City supporter.

Sally has been the Deputy Head Teacher at Market Drayton Junior School since 2006. She has taught across the primary age range at a variety of schools, and has been part of the Junior School for 25 years.

During this time, she has managed and led school improvement alongside a number of head teachers and has been a key figure in the development and changes to the school.

Of particular note, were the centenary celebrations in 2015 where highlights included the concert and firework party; an aerial photograph of the whole school and an amazing garden party. These planned celebrations were a principle step in creating intrinsic links with the local community, which have since grown in strength.

Sally is dedicated to improving the education and social and emotional welfare of all pupils. She has been the Pupil Premium champion for six years and endeavours to give all children, experiences in gaining wider opportunities and narrowing any attainment gap.

As a Specialist Leader in Education for Computing Leader, she strives to find new and exciting ways to stimulate children’s interest. She believes that the use of technology can enhance and enrich pupils’ learning experiences across the curriculum. She has supported a number of schools to develop the use of information technology to enhance the curriculum.

She is very proud of the children and staff at Market Drayton Junior School and as Head of School, she continues to lead whole school improvement and collaboration across the Trust.

Sharon Munro, previously taught in a primary school in North Wales; she worked with primary and secondary schools and P.E. advisors to produce a bespoke Gymnastics scheme of work for KS1 & KS2 teachers.

She was employed by Sports Wales, P.E. and School Sports (PESS) as one of the lead facilitators for the delivery of this scheme as CPD to teachers across Wales.

Entering deputy headship in 2007, Sharon took her school to success in achieving the NACE Challenge Award and its reaccreditation three years later. She was a keyspeaker on behalf of NACE to professionals new to the More Able, Gifted and Talented Co-ordinator role; exploring the foundations that support good provision and practice, making connections to key aspects of Teachers’ Standards and Ofsted, offering practical guidance on creating high expectations and challenge in the classroom and sharing resources that can support the developments for more able, gifted and talented pupils.

As headteacher, Sharon has focussed on the mental well-being aspect of the PSHE curriculum in light of the recent changes. Sharon has achieved the Mindfulness in Schools Project Qualification (MiSP) to specialise in developing Mindfulness practice with pupils, teachers and parents, in order to support pupils to positively deal with life’s difficulties. Sharon has also recently achieved the National Professional Qualification for Headship (NPQH) and is awaiting to hear if she has successfully graduated with the new NPQEL (National Professional Qualification for Executive Leaders).

Sarah started her teaching career after 20 years in the Civil Service. In this time, she has worked alongside regular and reservist soldiers and officers and supported families in her roles within Shropshire. Her last post was Officer Manager for the Territorial Army unit where she managed staff and played an integral role in recruiting territorial army soldiers.

In 2010, she went back to university to complete her PGCE gaining QTS status in 2011. Her teaching career started in a larger than average primary school in Telford and Wrekin teaching all year groups across KS1 and KS2. Very quickly, she joined the senior leadership team taking on subject responsibility for Maths, computing, assessment, and a KS2 manager role. Progressing to Assistant Headteacher, Sarah played an integral part in two Ofsted visits, and has led and sustained whole school change in her subject areas. This has included a curriculum with planned progression that engaged and excited the children linked to the local and wider community. In addition, she achieved SLE status becoming part of the Telford and Wrekin Specialist Leaders in Education for Maths.

To further her career, she moved to Tibberton CE Primary School as Head of School. She played an integral part in establishing the newly formed federation and its strategic vision and ethos. Within her role as Head of School, she has had responsibility for the day-to-day management of the school, redesigning leading and embedding an ambitious curriculum for all with subject responsibility for Maths, RE and Computing. In addition, she has had recent experience of an Ofsted inspection where she led the deep dive in Maths enabling St Lawrence CE Primary School (federated school) to be given a positive outcome for the subject and school in general.

Currently, she is studying for her National Professional Qualification for Headship (NPQH) working on her own improvement project related to the curriculum.

Sarah is very passionate and committed to providing the very best educational opportunities and improving the outcomes for all pupils by building strong partnerships between school, governing body parents and children

In her own time, Sarah enjoys spending time on her small holding with a small herd of Hereford cattle, horses, geese and chickens. She is an active member of the local church where she is the treasurer.

During her teaching career, Allyson (Ally) has worked in several local authorities including Powys. Herefordshire, Shropshire and Telford & Wrekin.

She has been a Head teacher since 2006 and began her headship career at a small Church of England village school on the outskirts of Telford.

She then moved to Apley Wood Primary School in Telford, a larger than average two form entry primary school with 420 pupils on roll, where she spent 10 years as substantive Head before joining St Peter’s CE Primary School in January 2020. During her time at Apley Wood Primary School she secured considerable change and improvement which led to the school being awarded National Support School status in February 2017 and Ally becoming a National Leader of Education (NLE).

In addition to her Headteacher role, she became a primary school improvement adviser for Telford & Wrekin LA in 2014 and, from September 2016 (following the restructuring of the LA), she then worked for the Severn Teaching School Alliance (STSA) in the same role for six years. Ally has also undertaken three Head teacher secondments to schools causing concern; managing one through forced academisation and the implementation of an interim executive board (IEB).

Ally is an accredited Pupil Premium Reviewer and was commissioned to undertake pupil premium reviews for all schools within a West Midlands academy chain in 2018. In her role as an NLE, Ally has worked for the DfE to deliver the Tailored Support Programme which focuses on supporting leaders to implement workforce reform strategies in order to support recruitment and retention of early career teachers in primary schools across Walsall, Dudley and Birmingham. In addition, she also supports schools within Telford and Shropshire who are eligible for the DfE school improvement programme and is also an accredited PREVENT facilitator.

Ally’s passion is to ensure that strong leadership and management secures excellent outcomes and opportunities for all pupils. For the success of any school, it is vital that all staff share the same vision and core values in relation to what is to be achieved; instilling some very specific aims based on a vision of inspirational teaching and high aspiration, informed by current educational research and strong links with other schools. As leaders she believes we should strive to ensure that all pupils achieve their own potential, regardless of their barriers to learning, and drive standards, accelerating pupil progress through quality first teaching. This should be delivered through an inspiring curriculum with many opportunities for visits and visitors and hands on experiences related to real life contexts. In addition, to secure excellent teaching in a well-resourced and fit for purpose school environment which is supported by responsive, pro-active and effective monitoring systems. As part of that drive for continued self-improvement Ally has completed the National SENCO award and has a post graduate certificate in Inclusion and vulnerable learners.

In an ever-changing educational climate, it is vitally important that all schools are outward facing and work together in a mutually beneficial way. Every school, no matter where they are on their school improvement journey, has something valuable to offer to others. As a Head, Ally’s philosophy is to never ‘rest on your laurels’ and is always seeking ways to improve and develop practice in partnership with other local schools and beyond.

Kerry Lynch has been a head teacher for 10 years. She started her first Headship at St. Mary’s, Westbury in 2009 and moved to her current post at The Wilfred Owen Wilfred School in 2014. Her time as a head has involved running two schools School with high levels of Pupil Premium and SEND.

During her career, Kerry has been a specialist Leader of education for MFL in Telford and Wrekin. This involved support for schools in an advisory role and leading CPD opportunities for the authority. Kerry has been a member of the Shropshire Safeguarding Children’s Board and more recently has taken up the position of Primary Head Teacher representative on the Schools Safeguarding Group. She has also had an input into the Transgender Policy for Shropshire in conjunction with Alice Crutwell.

Kerry is currently the Academies Primary Head Teacher representative of the School Forum for Shropshire and has been involved in a number of Task and Finish groups to look at High Needs and SEND funding.

In the past year Kerry has been elected to the role of Regional Secretary for the National Association of Head Teachers. As part of this role she has undertaken training and induction as a lay official. At National conference she has presented motions on Mental Health and Well-Being, Social Care and SEN provision. Areas which she is a passionate advocate for in her own school and across the wider Education landscape.

Beck grew up in Ludlow, South Shropshire, before going to Sheffield University where she studied geography with psychology. She then remained in Sheffield to complete a PGCE in Primary Education. Once qualified as a teacher, she moved back to Shropshire to begin her teaching career.

Beck has been a part of the Woodfield team since 1997. She joined Woodfield as a newly qualified teacher and worked full time for 5 years before beginning a family and moving to a part time position.

She returned to a full time position in 2012 and has since held various positions on the senior leadership team; including Assistant Head, Deputy Head/SENCo and now Acting Head/SENCo.

In 2018 Beck achieved the National Award for Special Educational Needs Co-ordination. She is passionate about working alongside the children and their families to secure the correct provision for them. She enjoys working alongside outside agencies and other professionals in order for the children to to receive the support needed so that they can achieve their full potential.

As well as her role as SENCo, Beck also leads on science across the school. She has been part of a working party of science leads form other local schools to develop the science curriculum and, as part of the Shropshire Primary Partnership, Beck facilitates the delivery of the science curriculum to yearly cohorts of Associate Teachers.

Through the Shropshire Primary Partnership, Beck is also a Specialist Leader of Education for science and assessment.

Outside of school, Beck enjoys spending time with her family which includes her 3 children and 2 dogs.

Kelly has worked at St. George’s for 7 years, having previously taught in Telford and Wrekin. Always passionate about teaching as a career, Kelly qualified with a BA Hons in Education with QTS in 2008. Having being classroom based for a number of years, her leadership journey began as a cohort leader, progressing to Assistant Headteacher, and then to Deputy Headteacher.

Having a range of experience in leading and sustaining whole school change, Kelly has been successful in raising the progress and attainment in reading, leading to a reduction of underperformance in reading, in all year groups. In ensuring reading is a high priority, Kelly has since researched and embedded evidence – based practice to secure continuous positive outcomes for all pupils. Keen to disseminate good practice, Kelly has led coaching and development sessions for staff and supported other schools in implementing successful reading practices through team teaching and staff training.

Kelly achieved the National Award for Special Educational Needs Co-ordination and has since implemented and demonstrated excellent SEND practice. As a qualified SENCo, passionate about leading and developing SEN provision, Kelly has facilitated and promoted a culture of inclusive practice that is founded upon research and enabling access to the curriculum, which consequently resulted in securing improved outcomes for pupils with SEN. Driven to ensure continuous professional development, Kelly has trained and supported staff in her own setting, and has worked collaboratively with other settings to enhance Special Educational Needs provision across the primary phase.

Motivated to develop professionally, Kelly studied the NPQH alongside studying for the National Award for Special Educational Needs; dedicated to learning and further improving her own practice. Evidence-based research is an area of interest to Kelly, which she has led a number of research projects in school, and as a result has inspired staff and developed a collaborative learning culture to further improve practice through the application of educational pedagogy.

Kelly has had a key role in leading teaching and learning, achieving and maintaining high standards through securing quality CPD for staff and valuable collaboration and support with local schools. As a leader of professional development amongst colleagues, Kelly has mentored and coached both experienced and newly qualified teachers to improve elements of practice that raise progress and attainment.

Children’s educational experiences are at the heart of every decision, so determined to achieve success, Kelly continuously strives for improvement in her own practice to secure positive outcomes for all pupils during their primary phase of education.