Dan has worked at Round Diamond School for the past 6 years. He started as a sports coach and has developed to become a consistently outstanding PE teacher, obtaining high skills to teach across all key stages from Early Years to Key Stage 2. Alongside this experience, Dan also has a thorough understanding of the assessment and attainment for each key stage, developing his own assessment document which has been utilised in other schools across Stevenage.
Dan has strived to achieve the Sports Mark each year he has taught at Round Diamond. He has successfully achieved the Gold Sports Mark for 4 consecutive years and is striving for Platinum this academic year. He has trained and upskilled apprentices, 2 of whom had been nominated for Apprentice of the Year with one being successful in achieving this award.
Dan has a vast knowledge of progression in PE and is always thinking of new initiatives to further develop the children in which he teaches. He ensures his highly inclusive practise enables individuals to challenge themselves, regardless of ability or background. Dan strives for high quality teaching and his expectations in each lesson and other curricular activities reflect this.
Victoria has worked across schools in Hertfordshire for over ten years. She has experience in teaching across KS1 and KS2 and as well as this, has a thorough understanding of the assessment procedures for end of Key Stage 1 and Key Stage 2. Victoria has supported colleagues from different schools on topics such as marking and feedback, assessment and phase and subject leadership. She has in-depth knowledge of maths teaching and assessment and been involved in the mentoring of NQTs and support staff. Her role within Maths covers KS1 and KS2, analysing data, raising attainment and standards across school by implementation a range of strategies and resources and imparting best practices to staff.
Ruth has taught at Round Diamond Primary School for the past 12 years during which time she has led English, Maths, Humanities and The Arts across the school. She was Key Stage One team leader for 8 years before becoming an Assistant Head. Before working at Round Diamond, Ruth trained in a very large primary school in Luton. During her 4 years there, she moved into leadership roles in the Early Years and Year 1 as well as leading on Computing. In Ruth’s leadership roles, she has:
led English and Maths across the school engaging in strategic planning for school improvement with impact
led teaching and learning across the school, with a focus on lesson study, peer observations and reflective logs
mentored and coached staff at different stages of their career; encouraging the sharing of best practise, engaging in professional discussions to improve teaching and learning.
Ruth’s passion is to strive for high quality teaching and learning in her own and others’ practise, Ruth’s commitment to this principle relates to her belief in high quality inclusive education as an entitlement for all.
Since joining the teaching profession, Jan has had the opportunity to work across both the Early Years and Key Stage One, developing her specialisms in English, Phonics and the EYFS; her passion for teaching and learning is rooted in EYFS practice where independent and creative minds are developed.
Jan has taught at Round Diamond Primary School for the past five years during which time she has led English across the school, an Early Years team and a Key Stage One team. Before working at Round Diamond, Jan trained with and worked at an Outstanding inner London Primary School where she took a lead on monitoring the quality of the Phonics provision across Key Stage One.
In Jan’s leadership roles, she has:
implemented whole school approaches to improving the presentation of children’s writing including embedding new assessments to monitor progress
led whole school training on Reading, SPaG and continued professional development through peer to peer observations
implemented changes across the Early Years resulting in improved outcomes and consistency for learners
developed the sharing and addressing of next steps in the EYFS to facilitate a clearer understanding of children’s needs, in turn supporting individual development