It has been an insightful and educative process initiating, organising, leading and implementing this STEM project, improving the outcomes of many children at Capital City Academy while completing the National Professional Qualification for Senior Leadership. The outcome of this initiative has produced outstanding results and changed significantly the outlook of STEM careers by girls at the school. Many of the girls have registered their interest in completing internships at the National Grid, mothers have written to appreciate the new desire to succeed which they have noticed in their daughters since trips to industry or mentoring events, and at the school, computing has been introduced to KS3 as well as STEM now identified as a specialist focus, with leadership and human resource now dedicated specifically for STEM. Beginning this project, there was nothing to work with and many times it seemed impossible that any progress would come out of it. This has encouraged me to begin this new advocacy chapter to empower teachers and schools to improve the outcomes of children in their school through bold review of the curriculum and developing partnerships with other stakeholders to improve the outcomes of the most disadvantaged children and school communities. The training on the Future Leaders Programme (Now Ambition School Leadership) has been highly significant in developing the skills needed to leading this project from inception with a focus on improving outcomes for the disadvantaged students.
On the course of this programme, I have worked with senior leadership, other departments (science & the business departments), local primary and secondary schools, university leaders in mathematics education, parents (particularly mothers), various business organisations (including Accenture, the National Grid, EY, National Rail) and various non-for-profit organisations including the British Educational Research Association.
These partnerships has encouraged me to continue to share my expertise learnt during the course of leading this project and encourage practitioner researchers to take action on problems they identify, researching as they try to solve these and sharing those with others as well, so good practice is encouraged and spread across UK schools.
On the course of this programme, I have worked with senior leadership, other departments (science & the business departments), local primary and secondary schools, university leaders in mathematics education, parents (particularly mothers), various business organisations (including Accenture, the National Grid, EY, National Rail) and various non-for-profit organisations including the British Educational Research Association.
These partnerships has encouraged me to continue to share my expertise learnt during the course of leading this project and encourage practitioner researchers to take action on problems they identify, researching as they try to solve these and sharing those with others as well, so good practice is encouraged and spread across UK schools.
