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Education / Training
sandra sawers

sandra sawers

Lead Educator
Glasgow, Glasgow City


About sandra sawers:

I am a data-informed practitioner, and this session I have developed systems to successfully identify children that are working below expectations and at risk through rigorous assessment, data analysis and tracking and planning discussions I have identified and utilised the skillset of staff to deliver a rolling and effective maths intervention scheme that is equitable and taking into consideration PEF (Pupil Equity Fund) and SIMD1/2 children as well as targeting SIP (School Improvement Plan) and National and Local Priorities such as closing the attainment gap.


Through effective staff consultation and regular self-evaluation opportunities using HGIOS tool, and through a commitment to enabling pupil voice, using tools such as the HGIOS4 Part 2 framework, I have been successful in creating an ethos of collaboration and working together to improve outcomes for learners. This approach has resulted in effective quality assurance and school improvement in several areas, as follows - I have contributed and developed several working parties at various stages of the school, including Writing, Health and Wellbeing, Covid Recovery Plan, Promoting Positive Behaviour and more recently the development of RHSP and Numeracy with a view to raising attainment. Curriculum Developing Skills for Learning, Skills for Life and Skills for Work I developed a whole school approach to Skills for Learning, Skills for Life and Skills for Work. As a Rights Respecting School all children have Play 31 (Golden Time) on a Friday afternoon. This is linked to Article 31, the right to play. To enhance this provision, I worked with colleagues to develop a more skills based approach through: • introducing a termly focus; enterprise skills, outdoor learning and charity skills • managing the organisation of all children attending clubs across all stages • managing a resource budget • responding to pupil voice to determine the different skills base clubs • working with pupils and support staff to design and sell school water bottles raising money for school funds • leading staff and pupils in the SALs shoes initiatives • implemented a whole school Daily Mile initiative, liaising with SLT, staff, parent and pupils. This was recognised as excellent practice during a HMIE visit. Lead on HWB working part, in line with National Improvement Framework we identified as a school the need for a robust HWB planner and included this into our School Improvement Plan. • worked alongside Senior Management Team to produce an action plan with achievable timescales • responsible for deployment of the team in order to meet the timescales • collected data from a range of curricular areas such as Social Subjects, PAThS, Emotion Works, RME and more recently RHSP • produced a planner that included benchmarks as well as experiences and outcomes. Lead in Home Learning in a bid to increase Parental Engagement through West Partnership Teacher Leadership Course. •identified current practice through all stages using Glow Staff Homework Audit •created a Glow Pupil Homework Survey liaising with Junior Management Team •created a Parent Homework Survey •implemented a Skills for Life Home Learning Promoting Positive Relationships In relation to Quality Indicator 3.1 Ensuring Wellbeing, Equality and Inclusion, I implemented several moderation and self-evaluation activities both with staff and pupils, the data from which contributed to the creation of a whole school behaviour policy. Within the context of Paul Dix’s When the Adults Change, Everything Changes, I delivered a series of moderation activities, where staff were invited to contribute. Through this I was able to identify consistencies in approach and facilitate discussions on strategies that were considered effective or ineffective, and based on this I sought to embed a consistent approach that fit the ethos and culture of 7/14 the school. HGIOS 4 parts 1 and 2 - I organised and delivered staff meetings with a focus on the use of the self-evaluation framework, which allowed staff to identify next steps for improvement. In addition to this, I gave direction to a pupil leadership group, organising whole school evaluation opportunities for pupils to lead. This facilitated pupil voice and allowed children to lead their own evaluation of our school approach to the development of relationships, the results of which also helped to form our next steps for improvement in this area.


B'Ed Honours Degree in Primary Education

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