The expertise available within the Great Western Teaching School Alliance allows us to support colleagues across all educational phases and roles.  This includes National Leaders of Education (NLEs), National Leaders of Governance (NLGs), Local Leaders of Education (LLEs), Specialist Leaders of Education (SLEs) in addition to a range of excellent and experienced senior leaders.

GWTSA can plan and provide bespoke school improvement packages to address specific needs and timescales for improvement. The team is skilled in using wide-ranging professional development approaches to maximise impact and create sustainable solutions through school to school support.

For more information and to broker support, please contact

School improvement

Peer Review

Undertaken with you, our reviews will recognise and validate good practice where it exists, while offering challenge that is firmly rooted in evidence.

Whilst these can be bespoke, a typical review consists of:

  • An initial meeting to establish the context and scope
  • A review, tailored to your school’s circumstances. This will include close scrutiny of planning, data and practice
  • A review of the intent, implementation and impact of the curriculum
  • A report that recognises areas of strength and makes constructive recommendations.

Follow up, bespoke support can be arranged to support any recommendations made.

Subject-specific support

GWTSA can support the development of subjects and departments.  This support is bespoke but may, for example, be related to the audit of provision and outcomes with subsequent action planning, subject leadership and quality assurance, or support for individual staff.

Meet our SLEs

We have a growing team of SLEs offering a wide range of expertise.

As of March 2020, our SLE rates are £175 per half-day (3 hours) and £350 per full-day (6 hours).

SLE case studies and testimonials:

Our Secondary History SLE:

Working as an SLE supporting the development of History in two partner schools has allowed cross collaboration with teams to progress and enrich the curriculum. My role has involved coaching subject leads and meeting stakeholders to ensure the transition into new specifications for GCSE and A-Level has been supportive, whilst encouraging challenge and resilience, with appropriate guidance and resources. Assessment and curriculum models have been designed and mapped with a focus on ensuring there is a link between substantive and disciplinary knowledge and integrating the new OFSTED framework. Resources have been enriched to provide consistency; encouraging the opportunity to differentiate and share pedagogical material for LAPs, MAPs and HAPs students with teachers who have experience in teaching students from diverse learning environments. Standardisation and moderating have been achieved across these schools, with new data tracking initiatives and intervention methods designed. Revision programmes, materials and knowledge organisers have been introduced to support home learning and underpin appropriate intervention. 


Your History SLE has been indispensable with regards to the amount of support and guidance she has given me. Any questions that I have regarding the specification or the content of the course, she answers them with clarity and without delay. She shares resources that we have used to guide our feedback and teaching strategies so that we can best support students who take History in our school. Her knowledge, experience and work ethic is beyond anything I could’ve wished for, and I’m ever so grateful for the support she’s provided for me as a Curriculum Lead for History. (Bedminster Down School, Bristol)

The help and support offered has made the transition to a new GCSE and A-Level very smooth. We have been able to set up a GCSE and A-Level relatively quickly and dramatically reduced our work load for example in making resources and so we have been able to work with our own strengths and helping each other. It has also offered us all reassurance that we are on the correct pathway and also a named contact to email if anything arises or we are unsure of something. It has enabled us to bounce off ideas and solve issues as well as working with people’s strengths, for example setting up a more detailed tracking process, but this is just one example of many. (SBL Academy, Oldland Common)

More information

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SEND Reviews

We are now able to lead SEND reviews in mainstream and special schools using the NASEN framework.

The SEND review can support schools to raise standards for children with SEND through a bespoke package of support. The review helps schools to identify areas for improvement within their SEND provision, equip those supporting school improvement to review and create improvement plans for SEND provision

It helps to identify strengths and areas of development across eight key areas: 

  • Outcomes for pupils with SEND 
  • Leadership of SEND 
  • The quality of Teaching and Learning for Pupils with SEND 
  • Working with Pupils and Parents/Carers of pupils with SEND
  • Assessment and Identification 
  • Monitoring, tracking and Evaluation
  • The efficient Use of Resources
  • The quality of SEND provision  

During the visit the reviewer will meet with a variety of stakeholders including the Headteacher, the senior leader for SEND, classroom teachers, TAs and pupils. It may also be helpful for gather evidence in a variety of ways, including lesson observations, learning walks and by observing intervention sessions for pupils with SEND.

More information

For more information and to broker support, please contact