Helen Cheung has taught across a range of London Schools within Hackney, Harrow and Barnet. She has over twenty years teaching experience and her leadership roles have ranged from Early Years Manager to Acting Headteacher. She has provided consultancy support for National Projects including the National Oracy Project, The National Literacy Project, EMAG and most recently the Communication, Language and Literacy Programme. Most recently she has been working as an Early Years Consultant for Barnet. In this role she works closely with practitioners across the maintained and non-maintained sectors, delivering INSET, centrally based training and advising senior management. She is a fully accredited QCDA EYFS profile moderator and a member of the Chartered Institute of Assessors.
Kelly Brooker is a specialist in Early Years Education. She has worked as a Foundation Stage teacher for over 15 years and as an Early Years consultant in Hillingdon and Barnet. Kelly is currently the Deputy Head of Brookhill Nursery School.
Kelly is able to offer support on all aspects of Early Years Education, particularly supporting Early writing, Phase 1 phonics, planning and assessment, boys attainment and developing provision for two year olds.
Belinda Goodman currently works in The Hyde School and has been teaching in Barnet schools for almost 20 years. She has extensive experience across the Foundation Stage and Key Stage 1. During this time she has had responsibility for Literacy, Gifted and Talented Learners, Design Technology and Art and Design. Most recently she has supported staff with the implementing of the Creative Curriculum and whole school creative projects. She currently sits on the Teacher Advisory Group for the Prince's Foundation for Children and the Arts, a charity to promote arts education entitlement.
Belinda is happy to work with staff to deliver lessons, assist with planning or lead INSET. She is passionate about developing creative opportunities for learning and helping staff find cross curricular links to give all children an opportunity to show what they are good at.
Nazneen Poonawalla currently employed as a teacher and member of the senior leadership team at Whitings Hill Primary School. She is an outstanding and highly experienced early years practitioner who is particularly skilled at inspiring and motivating teachers and pupils to engage in high quality learning. She is passionate about children’s early development and ensuring all children get the right start. Having worked as a Foundation Stage Advanced Skills Teacher for Barnet for the past 8 years she has supported many schools and made a marked improvement. She is also an experienced Foundation Stage Profile Moderator and is training to become a facilitator for the Outstanding Teacher Programme. Nazneen can support schools in the following areas: creating quality indoor and outdoor learning, planning from children’s interests, learning stories and children’s involvement in their learning, involving parents, implementation of the EYFS, completion of the EYFS Profile and early years data analysis.
Christine Rayner is newly retired after working as a head teacher for 21 years, having worked in two large infant schools with nursery classes. Both schools have been judged to have excellent early years provision and Christine is passionate about ensuring the highest quality active learning and outcomes for children both in the EYFS and KS1.
Christine was part of the Infant Partnership group and was a member of the BPSI steering committee. She is currently serving as a member of the Northgate School management committee.
Christine can offer support to new head teachers, senior and middle leaders and offer guidance to schools to develop both indoor and outside learning environments.
Suzanne Singer is an experienced early years teacher who is currently teaching in Reception at Mathilda Marks-Kennedy School. Suzanne has supported schools to develop quality early years practice. She can offer support in: implementing the EYFS; planning and teaching through small projects to enhance learning; developing indoor and outdoor learning environments; working with parents and mentoring practitioners.
Sandra Teacher is a highly experienced educational consultant with over 20 years’ experience in leading Ofsted inspections. Her inspection work has covered Early Years, primary, secondary and special schools and PRUs, and included quality assurance for inspection service providers. She is continuing her inspection work with Ofsted as an Early Years Inspector and is also an Education Adviser at the Department for Education.
She has wide cross-phase teaching and advisory experience and is a School Experience tutor and Lecturer in Education at a range of Teacher/training Institutions. She has a national role in Special Education; Early Years and Faith communities. She has been an External Adviser for the Performance Management of Headteachers, and an Advanced Skills Teacher assessor. She is a published writer of EYFS materials for parents and practitioners; of school self-evaluation materials and most recently guidance on promoting Fundamental British Values and The Prevent agenda, as well as a Safeguarding Toolkit for all types of educational settings.
Sandra is able to provide the following services to schools: school improvement reviews focusing on whole school effectiveness or aspects of provision chosen by the school; governance reviews; early years’ reviews; pupil premium reviews; headteacher appraisal; coaching for senior and middle leaders; support for school leaders in improving teaching and learning, including through joint lesson observations, and in the use of self-evaluation for continuous school improvement.
Support in achieving the requirements for the SEN Code of Practice including provisioning mapping and on measuring the impact of spiritual, moral, social and cultural development.
Sarah Walton is an AST and an experienced early years teacher who is currently working at Holly Park School. In her role as an AST she has supported schools to develop quality early years practice. She can offer support in: implementing the EYFS; developing effective planning and assessment based on children’s interests and experiences; developing open ended learning environments and activities; and mentoring practitioners.