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specialist leaders in education

Specialist Leaders in Education (SLE)

SLEs focus on developing the capacity and capability of other leaders so that they have the skills to lead their own teams and improve practice in their own schools. This may be achieved through one-to-one or group support and can involve a variety of activities, such as: data analysis, coaching, facilitating training and joint action planning.

We have a team of SLEs ready to support in schools who have many years of SEN experience as well as expertise in their specialist fields. We can build a bespoke package of support tailored to your needs. If our SLE’s key skills don’t match your areas for development, we have many other skilled staff who offer outreach support.

Meet the team:

Wayne Tulloch

Specialisms: Behaviour, KS3 curriculum, senior leadership and SEN.

Wayne works as a senior leader at Hazel Oak School where he has been a key driver in changing how staff support, challenge and monitor behaviour. This has included; introducing and managing behaviour monitoring systems and providing on-going staff training and guidance. He has established and embedded reward systems and promoted positive recognition of good behaviour across the school. Wayne has also acquired Healthy Schools status and the Anti-Bullying Schools Award for the school.

Wayne’s work has led to significant changes/practices being adopted by the Senior Leadership Team and other members within the staff team. Ofsted has also recognised his outstanding practice in the leadership of behaviour and safety of pupils, noting that students are happy and enjoy coming to school. Under his leadership behaviour is also good and appropriately supported and challenged by all staff. Wayne has also collaborated with the Head Teacher to inspect the SEN provision at a local primary school, where his recommendations for behaviour management improvements have received very positive feedback. Wayne has recently adopted new restorative approaches to behaviour management has also led key changes and developments in the key stage 3 curriculum.

 “I am motivated to participate in system leadership as sharing good practice can have a fundamental impact on the lives and experiences of young people within my own school and the wider community. I believe that our aim as teachers is to provide all young people with the knowledge and skills that allow them to be happy and make a success of their lives in our complex world.”

Issy Jerrard.

Specialisms: Behaviour, KS3/4 curriculum, mental health and SEN.

Issy is based at Forest Oak, a special school for pupils with moderate learning difficulties. She has worked to change behaviour systems and practices, which have benefited staff and children over many years providing best practice behaviour training and support. She has also worked alongside educational psychologists to develop bespoke behaviour strategies for key stage 4 pupils. Other experience includes leading KS3 and 4 curriculum and mentoring NQTs.

Issy has devised and delivered bespoke INSET to mainstream schools for ADHD, Autism and behaviour management and has worked with Sencos and class teachers to observe individual pupils, identify behaviour needs and suggest strategies. Issy is also one of our accomplished Team Teach tutors. Issy has also recently led Forest Oak in becoming a ‘restorative school’, which has had a very positive impact on re-shaping the team ethos using restorative justice techniques to resolve pupil issues. Issy is also a Youth Mental Health First Aider (mental health first aid England) and lead on mental health/wellbeing at Forest Oak.


“I am motivated to work as a leader by the impact my contribution can have on the quality of teaching and learning opportunities it will ultimately offer pupils. I am driven by a need to understand and enable others to understand SEN, pupil behaviour and learning because every child should feel understood, safe and valued and have staff who feel confident, skilled and supported.”

Sam Kordan

Specialisms: Mathematics and SEN

Sam works as the Mathematics lead at Hazel Oak School and has a broad experience of teaching in both special and mainstream schools in the UK and also teaching abroad. In his time at Hazel Oak Sam has collated a wide range of quality resources for staff, working with them to access materials which have enriched lessons and made them more engaging. Sam’s enthusiasm and commitment to his subject have allowed him to support colleagues working form key stage 1 to post 16 with creative strategies for delivering mathematical learning. Previous support has included subject knowledge, use of physical resources, ideas for teaching particular topics and tools to help specific pupils. Sam has also delivered accessible and thought provoking training for staff that they have implemented quickly into classroom practice. Colleagues now deliver their lessons more confidently and recognise how they can improve their own practice.

Mathematics is an important bedrock of pupils learning journeys and one which Sam believes should be fun, progressive and influential for all pupils at every age and stage. He is keen to share his ideas to support you in leading mathematics where you are.

“I am motivated by the enjoyment that pupils demonstrate when they ‘get it’. I feel well equipped to instruct other staff in how to improve mathematics in their schools so that their pupils will have a greater understanding of a wide range of concepts and enjoy the challenge.”

James Summerfield

Specialisms: Creative curriculum development, music teaching and SEN

 James works as a year 6 teacher and curriculum leader at Hazel Oak School. He is a passionate advocate for a thematic, challenge-based approach to learning. He leads a new approach to our curriculum which has brought the New Curriculum to life and optimised experiential learning opportunities for pupils, whilst bringing increased opportunities to work with people and professionals in and around the local community. As someone who has experienced teaching a range of abilities in different settings, James works with an approach to the curriculum which can improve standards of teaching, planning, learning and student motivation in any setting, not just SEN.

James aims to ensure that strong subject knowledge is at the core of curriculum teaching, through staff communication, building confidence and knowledge and sourcing new and creative resources. James provides training in school to support staff in the implementation of new ideas, evaluating the impact on teaching and learning, with lots of positive feedback.

 James also leads the HOSTA Creative Forum, which is open to all schools who wish to build creative links to enhance learning experiences for their pupils. Hazel Oak is an Arts Ambassador lead school for Arts Mark. If you would like to work with James or get involved with the Creative Forum, please contact HOSTA for more information. James is also available to support you in school in leading change and development for your curriculum.

 Planning can become more collaborative and therefore cross-curricular, one size does not fit all.

As someone who is passionate about education and sharing good practice, I am keen to share our progressive model with other professionals.”