Networks

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 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.

Rachel has worked in education for over 18 years within both mainstream and specialist schools, in teaching and leadership roles across EYFS, KS1, KS2, KS3.

Rachel is an experienced SENCo who completed further qualifications to enable her to progress to the role of Specialist Advisory Teacher for an outreach service, providing SEND advice; completing psychometric assessments; and delivering staff training for both primary and secondary schools across Shropshire and surrounding counties.

Until recently, Rachel was Assistant Headteacher at a specialist school for children with a range of complex SEMH needs.  Working across both mainstream and specialist schools, Rachel has been able to gain a range of skills and expertise to share with colleagues across the Trust.

Promoting inclusion, raising attainment and achievement has been a thread throughout Rachel’s career.  She is a proud and passionate champion and advocate for children with SEND.

My Impact:

• Our graduated approach to identification of emerging needs has been developed and aligned across all Trust schools, ensuring that children receive the right support, at the right time. 
• Our Universal Offer is more consistent across Trust schools, leading to inclusivity for all. 
• Schools with the highest levels of need within the Trust are being recognised for their inclusivity within the Local Authority, leading to improved working relationships and better outcomes for children with complex needs. 

I am excited to take on the role of Trust Mathematics Lead, building on my classroom experience, involvement in mathematics networks and professional learning through the Mastering Maths programme and Maths Hub. I have been able to apply this learning directly in my own classroom and now look forward to sharing effective practice more widely, while drawing on the strengths that already exist across the trust. A key part of my role will be to empower staff to use White Rose resources confidently and adapt them effectively to meet the needs of the pupils in their classes.

My experience of Mastering Number has shown me the difference a consistent approach can make. It has strengthened pupils’ fluency, increased their enthusiasm for mathematics and contributed to the school’s strongest multiplication tables check outcomes to date. My focus will now be on supporting every school to implement Mastering Number effectively, with appropriate timetabling and purposeful use of online resources. I will also help to establish clear understanding of the use of  tools such as ‘Soundcheck’ and ‘Garage’ so that they are used consistently and have the greatest possible impact.

Having completed the NPQML, I feel ready to take the next step in my leadership development. I am looking forward to working collaboratively with mathematics leads and school leaders to strengthen practice, share expertise and develop a coherent trust-wide approach. Ultimately, I want our work to improve mathematical fluency, confidence and outcomes for pupils across all of our schools.

Abby Jones, St George’s Junior School.