IQM Ambassadors

Anita Watts is a recently retired Primary Head teacher, having worked for a variety of Local Authorities. During her teaching career, Anita has worked in a diverse range of schools in Leicestershire, Merton, North Yorkshire, Teeside, and Hampshire, and then as a Head teacher in Surrey and Wandsworth.

Whilst serving as a Head teacher for 17 years, Anita also became a Primary Strategy Consultant Leader, working alongside a variety of schools in relation to school improvement projects. This led to further roles as a Basic Skills Quality Mark assessor, and Consultant Head teacher on the National College’s programme “Developing the Capacity for School Improvement.” She later became an LLE, and continued to support local leadership in relation to raising standards in diverse communities.

Anita has a long association with the IQM having engaged with the process in early headship, showing a deep commitment to Inclusive practice. She continued to use the process both as a systematic tool for improvement and a way in which the milestones of success could be celebrated, at the various schools with which she worked. Anita became an assessor for IQM whilst still a headteacher in Wandsworth, and has now continued after retirement. She is married with three grown up sons and a grand-daughter. In her spare time she is a member of a community choir, and enjoys dancing and travel.

Sue Rush is a qualified teacher and trainer with experience of inclusive education and safeguarding advisory work across the broad spectrum of schools: maintained and independent, mainstream and special. She has taught in both the primary and secondary phases and has trained adults on behalf of schools, local authorities, colleges, universities and Local Safeguarding Children Boards.

As an ex-LA officer Sue has strategic experience of both inclusive education and safeguarding. Her professional bodies are PATOSS (the Professional Association of Teachers of Students with Specific Learning Difficulties) and CAPE (Child Protection in Education), a network for professionals who support education establishments in their safeguarding responsibilities.

Since 2006 Sue has been as an independent trainer and advisor. She has undertaken projects for children’s services, schools, charities, voluntary and community bodies, faith groups and universities in the UK and the Middle East. She has her own teaching and assessment practice and since 2010 has thoroughly enjoyed her work as a school assessor for the Inclusion Quality Mark.

Stephanie is a highly experienced manager and consultant who has led key national projects and staff in a business and education environment. Following her work as a Head teacher in the Primary sector, she moved into teacher training (PGCE and GTP) and became Head of Early Years. She was invited to become Senior Project Lead for a company leading EYPS National moderation and QA before working as an independent consultant.

Stephanie is passionate about the importance of Inclusion and seeks to promote an inclusive approach in all settings. She is a skilled communicator who establishes positive and constructive relationships with stakeholders at all levels, she recognises the importance of parent partnership in the learning process.

Barry has a wealth of experience over 35 years in schools as teacher, pastoral leader, faculty leader, deputy headteacher and headteacher. He has also had the rare experience of being a senior leader in an all through school. He retired in 2015.

He led his last school to significant improvements rising to above national average for the first time in 2013 and received recognition from SSAT for being among the top 100 most improved schools. Exclusions reduced dramatically and attendance improved significantly. The school had over 50% disadvantaged students.

Barry led the school to achieving several awards including; The International Schools Award, Leading Parent Partnership Award, the Inspiring IAG Careers Quality Mark, Teaching Leaders Delivery School, Stonewall Champion School, The Diana Award (Anti Bullying Ambassadors) and of course, the Inclusion Quality Mark.

Allow me to introduce myself – my name is Max Kelly and I’m always delighted to be invited to undertake assessments of schools with regards to gaining the Inclusion Quality Mark.

As well as my work for IQM as an assessor, I am a serving Headteacher and work in the Isle of Man: a fantastic self-governing island in the geographical centre of Britain – right in the middle of the Irish Sea.

I work in a rural primary school, but have worked in a wide variety of settings of all shapes and sizes, including primary schools, junior schools, infant schools and Childrens Centres, and currently serve as a member on the Isle of Man Fostering Panel. My school is a member of the IQM family, and holds Centre of Excellence status.

My work as a director at a children’s residential home, contact centre, adoption and fostering service and nursery has given me a wide experience of working with children and families and has shaped my views of inclusion and why its so vital that we get this right in our educational settings.

My name is Lesley Morris and I am an Assistant Headteacher at Ysgol Heulfan, Gwersyllt in Wrexham. I completed my training for the Inclusion Quality Mark in 2013, something I really enjoy doing. I especially like visiting schools and celebrating the great work that they do always placing the children at the centre of their good practice.

I was fortunate to have had the responsibility for increasingly challenging areas within school settings during my career, continually challenging myself and developing expertise, allowing me to grow and positively affect the life chances of students in my care with each new challenge. Such as developing strategies for and leading Inclusion in different settings, developing links with external agencies and businesses that supported students in school to achieve success. Perhaps the most challenging role and one that was a constant during my 36 years in education has been my role in behaviour management and a drive and enthusiasm to improve students behaviour, attitudes to learning and hence their life chances. Part of this process was the necessity to change not only student but Staff attitudes. Providing a consistent framework for students and staff to adhere to and high level relevant CPD for staff including NPSLBA as a Local Lead for Halton LA running the National programme for Specialist Leaders in Behaviour and Attendance for individual and full-staff behaviour management INSETs delivered over a sustained period of time. During 32 years teaching in Runcorn as Assistant Head-teacher I was the Lead Behaviour Professional within the school, attended regional National Strategy meetings representing Halton, was a member of the Halton Project Board, overseeing the Locality Working Pilot group bringing together external services in key areas of Halton to support vulnerable students and families, I was a Governor at The Bridge Pupil referral Unit for many years, I held Strategic responsibility for the school SEF and SIP and I was a Teaching Awards North West finalist in 2006 for Enterprise .

One of the key issues many schools face is addressing the social context of the students – deprivation, disaffection and demotivation. I developed a holistic approach to dealing with young people using the ECM model. By unifying the disparate areas of school into one Inclusion team and ensuring that students were nurtured and guided rather than using a wholly punitive model allowed students to succeed in their often difficult journey through school from nursery to sixteen and beyond. Ensuring that the all staff provided daily support to the most vulnerable student’s often encompassing complex needs such as social, emotional, behavioural and mental health issues that previously would have seen them excluded from school and lessons. This was achieved by ensuring that every student existed in a culture of equality, support and nurture building in self -worth and self-esteem while developing their emotional intelligence.

I believe that everyone should be treated equally and with respect, from the student who is causing issues to the parent and or colleague who has issues, looking beyond these issues/conflicts to the potential that always lies beyond. Partnerships with students, colleagues, parents and others is essential in ensuring that young people are successful and given the opportunities they deserve. I believe in setting high personal standards for myself and expecting the same from others including student’s colleagues and parents. Partnerships with parents’ are fundamental to successful outcomes for young people. All young people should be given the opportunity to achieve their full potential in an atmosphere of mutual respect and taught to respect staff and peers while also challenging stereotypes. I believe that when working with people, especially young people adults need to be approachable and have credibility with them, with staff and with parents. I have always been an enthusiastic self-confident teacher that enabled a rapport to be built effectively with students and colleagues allowing them to engage effectively in their learning. This continues to be the case as an IQM Assessor working in different educational settings.

Sandra Sefer has been supporting children and families with Special Educational Needs and Disabilities within Enfield Local Authority for almost thirty years. She is passionate about inclusion and takes great pleasure working with professionals constantly striving towards best possible outcomes for all children.

She currently works as SENCo / LAC coordinator and Designated Safeguarding Lead at an outstanding Primary School holding the Flagship IQM award and Initial Teacher Training Status.

For the last three years Sandra has also worked as a SEND consultant within the Local Authority supporting professionals embedding the SEND reforms. This takes her into a range of settings including pre-schools, PVIs, mainstream schools, special schools, academies and colleges.

Sandra also delivers bespoke training in inclusive practice, policy and legislation through an outstanding National Teaching School.