Meet the School Improvement Team

Jane Co-Leads the School Improvement team in Worcestershire and has worked within the team for the last 18 years. During that time she has had a number of dual roles working as a senior leader in a variety of primary schools and the Standards and Testing Agency. 

Jane specialises in Assessment and is the Moderation Manager for Worcestershire. Her passion is all things related to Learning and Teaching, she enjoys keynote speaking, training and supporting teachers experiencing difficulty.

Lisa Co-leads the School Improvement team in Worcestershire.  Lisa had 20 years in teaching and school leadership in Hertfordshire and Birmingham schools before an interest in action research, CPD and School Improvement led to advisory work with the General Teaching Council. This was followed by time at the Centre for Use of Research and Evidence in Education (CUREE) working nationally on evaluating effective school improvement, designing and delivering evidence-based CPD programmes for schools, Local Authorities, HEIs, the National College for School Leadership, SSAT, Teach First, Ambition Institute, TDT and other educational organisations.

More recently Lisa worked for Sandwell LA before moving to Worcestershire in 2021. As part of this Lisa is widely networked and sits on various steering groups/advisory groups including Curriculum and Teaching school hubs. She is a mentor for Birmingham University’s Master’s in educational leadership, has a diploma in Coaching from Warwick University and remains passionate about professional learning to ensure children and young people access high quality teaching and learning in every school.

Danielle began her teaching career in primary schools in Birmingham before being seconded to work as a primary teacher adviser in a special measures school in Worcester. Following the school’s successful improvement journey, she joined the wider Worcestershire school improvement team as a teacher adviser working principally in schools causing concern, but also with the LA’s Learning and Teaching steering group to design and deliver CPD across the County. 

Danielle also led the Better Reading Partnership – an intervention programme for underperforming KS2-3 pupils. Danielle’s experience in schools causing concern led to her appointment as the National Strategies’ Improving Schools Programme Consultant for Worcestershire; she has also supported schools as a coach for ‘Achievement for All’. 

In 2013, she became a School Improvement Adviser for Worcestershire and held the lead role for statutory assessment and moderation. Danielle has also worked as an independent Education Improvement Consultant, supporting primary and early years settings in both the maintained and independent sectors. During this time, she worked with the Standards and Testing Agency, consulting on and co-ordinating changes to the Key Stage 1 and 2 teacher assessment frameworks and exemplification materials. She also led STA’s standardisation training and assessment for nationally accredited moderators for 2 years. Danielle is an accredited Senior Associate of the Association of Education Advisers. She has particular interests in curriculum, learning and teaching development, coaching and in the design of high-quality.

Julia is a school improvement adviser with many years of leadership, teaching and advisory experience both locally and nationally. Julia has a particular interest in primary mathematics and sits on the strategic board of the GLOW Maths Hub.

The belief that all children and young people should receive and enjoy high-quality learning experiences is a key driver for Julia. She believes that good education should continually make a positive difference to the lives of all. With a clear knowledge of what it is like to lead schools in challenging times, Julia’s experience and understanding of school improvement has led to her being seconded into schools as Interim Headteacher as well as other leadership roles. Julia has a determined approach to empowering others to drive improvement and is committed to coaching and developing leaders at all levels. Julia has a broad experience of working with governors. This is enhanced by her former position of chairing a local governing board.

Julia is unwavering in her belief that every learner should have equal access to high quality education and experiences that promote success. She strives for all schools to overcome disadvantage and break down barriers to achieve this. As a previously trained Pupil Premium Reviewer, Julia uses this knowledge to support schools in achieving equality and equity for all pupils. 

Curriculum Leadership, Teaching, Learning and Assessment (Deputy Moderation Manager)

With over 30 years of experience in education, Rachael is an experienced Learning and Teaching Advisor with a proven track record in teaching, senior leadership, and system-wide school improvement. Holding a Master’s in Educational Leadership, Rachael brings a strategic, evidence-informed approach to developing high-quality teaching, learning, and leadership across all phases.

Specialising in curriculum development, teaching, learning, assessment, and leadership for improvement, Rachael works extensively with teachers (all phases and experience), subject leaders, curriculum leaders, headteachers, and governors. Rachael is passionate about her work and focuses on building capacity through high-impact professional development, coaching, and the facilitation of professional networks and projects that support sustained improvement. Rachael is an experienced facilitator and coach. She has previously supported the delivery of National Professional Qualifications (NPQs) and has successfully led a wide range of projects focused on curriculum, pedagogy, and leadership.

Rachael develops positive relationships which both challenge and support colleagues practice and through her work always seeks to develop others, ensuring all professional learning is up to date, research-informed, and aligned with current educational thinking and national priorities. As a strong advocate for inclusive, effective provision, Rachael is committed to supporting schools to meet the needs of all learners. She provides targeted training and guidance that empowers educators and leaders to improve outcomes and ensure high standards for every pupil.

With a focus on building trusted, collaborative partnerships, Rachael supports schools and leadership teams with tailored advice, challenge, and guidance to ensure continual improvement in teaching and learning at every level.

Jessica is an experienced leader in English education, having held both middle and senior leadership roles in multiple settings. She has a unique experience of delivering curriculum content from KS1 to KS5, working with children across all ages and stages.

Jessica effectively supports school settings with their English curriculum development, coaching leaders on effective curriculum design and implementation within differing contexts. With a strong background in pedagogy, Jessica is passionate about research-driven practices that empower teachers and drives rapid literacy development. Jessica is dedicated to using education to create a positive change for children and young people, particularly those from disadvantaged communities. She has successfully led and improved schools and systems, specialising in school improvement, subject leadership development, and curriculum support for English. 

In her previous role within a multi-academy trust, Jessica led Teaching and Learning for Literacy across both secondary and primary settings. She advocates for a cohesive education system to achieve the best outcomes for every child, with a special focus on KS2 and KS3 transitions. As a Learning and Teacher Advisor, Jessica aims to unite various aspects of the educational system and drive positive change.

Helen is a Learning and Teaching Adviser leading on SEND (Special Educational Needs and Disability) and Inclusion within the School Improvement Team. Helen also has a key role in contributing towards the Local Authority SEND Strategy and SEND Improvement Plan. Helen has worked with Worcestershire schools and specialist settings across all phases for over 25 years and has a wide range of experience of SEND and Inclusion as a teacher, early years practitioner, Senior Leader, SENDCo, school Governor and Adviser.

Helen has developed significant experience and expertise working within Worcestershire’s school advisory service and  has developed strong partnerships with a wide range of internal services and wider organisations across the authority, including the University of Worcester, EEF and Teaching School Hubs. Helen also worked as an effective Achievement Coach as part of the national Achievement for All Programme.

Helen has successfully supported a large number of maintained and academy schools over the years, predominately in promoting a positive and inclusive culture; developing effective leadership of SEND/Inclusion;  implementing high quality provision to meet a diverse range of needs and working to improve the experiences, outcomes and life chances of children and young people with SEND within Worcestershire schools and beyond. This support has enabled schools and senior leaders, including Governors, to build capacity and expertise within the school; strengthen provision and improve outcomes for their most vulnerable groups of pupils.

As an experienced trainer, Helen also facilitates a range of professional development, coaching and networking opportunities which consistently receive positive feedback from delegates.

With over 25 years of experience in schools, nurseries, and a Children’s Centre in Gloucestershire, Birmingham, and Worcestershire, Vicky has developed a deep expertise in early learning and development. She has led the development of high-quality nursery provision for 2 and 3-year-olds, led and taught in Nursery, Reception, Key Stage 1 and lower Key Stage 2, served as a member of School Leadership Teams and as a Deputy Head, and contributed to multi-disciplinary teams in her role as a Children’s Centre Teacher.

Vicky has successfully supported a number of schools in establishing and expanding both governor-led and maintained nurseries for children aged 2 to 4. Vicky has a particular interest in phonics and early reading and writing skills, and is passionate about ensuring that children in Nursery and Reception form strong, meaningful relationships that lay the foundation for future success in education and beyond.